1. National Board Retake CERRA National Board Candidate Support Workshop Toolkit WS10 2014

2. CERRA National Board Toolkit 2 Essential Questions As I reflect upon the process, what should I include in a professional growth plan for this process? How will my entry be scored? What does accomplished teaching look like? What specific rules apply to retake entries? How can I determine what entries to retake? How can I use NB information to improve my scores?

3. CERRA National Board Toolkit 3 The Scoring Process  Each entry is sent to a different scoring site.  Having 20 scoring sites in the US insures geographic representation among scoring staff. Candidate’s work is scored by trained scorers across the country.  Assessors are rigorously trained to score only one portfolio entry or assessment center exercise.

4. The Scoring Process (cont.) All retake entries are double-scored to assure validity and reliability. If there is a score discrepancy of more than 1.25 points, a trainer re-scores the entry and provides the actual score. If there is not a score discrepancy, then the scores are averaged. CERRA National Board Toolkit 4

5. 5 Scoring Facts  Assessors complete bias training.  They are trained to suspend their own belief system.  Score weighting is different for some entries.  12-point constant is added to all scores.  This offsets possible subjectivity in scoring.  Scoring is not either of the following:  a deficit model (scorers do not “count off” for errors)  based on a bell curve

6. Scoring Facts (cont.) There are no “fatal flaws.” Assessors look at the information submitted by candidates and assess the level to which the candidates demonstrate clear, consistent, and convincing evidence according to the NB standards. Each entry is scored holistically. CERRA National Board Toolkit 6

7. Scoring Guide  Part 1: Understanding / Interpreting Your Scores (general information for all certificates)  Part 2: Understanding and Applying the Scoring Criteria—scoring rubrics based on standards for portfolio entries and assessment center exercises (certificate specific) The scoring guide for each certificate can be found at http://www.nbpts.org/retake- candidates CERRA National Board Toolkit 7

8. Certificate Specific Evaluation of Evidence Guides  Aspects of Teaching: These are listed first in the scoring guide. Each entry has unique aspects of teaching.  Additional Questions: These questions follow the aspects of teaching and are designed to help you locate evidence and links/connections between evidence. Each entry has unique questions.  Can be found at http://www.nbpts.org/for_candidates/scoringhttp://www.nbpts.org/for_candidates/scoring CERRA National Board Toolkit 8

9. Rubrics Begin with the overarching statement. The body of the rubric consists of statements organized to match the order of the tasks or questions in the entry/exercise. Read across the rubric (not down the rubric). Each entry is scored holistically to evaluate the work as a whole. Carefully review the rubric for your entry and certificate. CERRA National Board Toolkit 9

10. EMC/LRLA Entry 2 (Early and Middle Childhood—Literacy: Reading & Language Arts) Constructing Meaning through Reading The Level 4 performance provides clear, consistent, and convincing evidence of accurate recognition and acknowledgement of individual growth of students as it relates to social, verbal, and cognitive development and an insightful explanation of how these attributes affect the literacy development. The Level 3 performance provides clear evidence of accurate recognition and acknowledgement of individual growth of students as it relates to social, verbal, and cognitive development and an insightful explanation of how these attributes affect the literacy development. The Level 2 performance provides limited evidence of recognition and acknowledgement of individual growth of students as it relates to social, verbal, and cognitive development and a weak explanation of how these attributes affect the literacy development. The Level 1 performance provides little or no evidence of recognition and acknowledgement of individual growth of students as it relates to social, verbal, and cognitive development and the explanation of how these attributes affect literacy development is missing or minimal. 10

11. CERRA National Board Toolkit 11 The Score Scale (12-Point Scale) 1 (+ or -) Little or no evidence that entry meets standards 2 (+ or -) Limited evidence 3 (+ or -) Clear evidence 4 (+ or -) Clear, consistent, convincing evidence 4.25 (4+)=highest weighted score for any entry (+ or -) means up to.25 points from rubric score 1.75 2.25 Scores may fall between rubric points 2.75 (levels 3 and 4) is considered “accomplished.”

12. Reasons for Scores of “0” Minimum requirements were not met. Major piece of evidence was missing. Teacher was not visible in the video. Government-issued form of photo identification was not submitted. Video was not viewable or audible. Submission is in another language and/or did not contain sufficient translations. CERRA National Board Toolkit 12

13. Reasons for Scores of “NS” Teacher did not attend the assessment center appointment. Teacher did not open the assessment center exercise (did not view the prompts). Entry envelope did not contain any of the critical components. Students didn’t fall within the defined age parameters. Submission features content outside of the scope of teacher’s certificate. Teacher is suspected of plagiarism. CERRA National Board Toolkit 13

14. CERRA National Board Toolkit 14 Scoring: A Weighty Matter 3 CBE (classroom-based entry) X 16 = 48% 1 DAE (documented accomp.) X 12 = 12% 6 ACE (assessment entry) X 6.67 = 40% 10 portfolio entries =100% Accomplished entry = 2.75 2.75 X 100% = 275 275 = minimum score required to earn National Board Certification

15. Standardized Feedback If you receive less than a 3.75 on an entry, you will receive feedback. This feedback: reflects the Five Core Propositions. should serve as a guide for general areas of possible improvement. are entry specific. are score-point specific. CERRA National Board Toolkit 15

16. How to Use Feedback Statements Assessors assign feedback statements to highlight points of weakness in an entry so that you can target areas for improvement. Read the statements. Examine your entry. Reread the Five Core Propositions, the standards, and the scoring rubric. Ask others to review your entry as compared to the scoring rubrics and the “Evaluation of Evidence Guide.” How could the original entry have been strengthened? CERRA National Board Toolkit 16

17. Evaluating your own Assessment Center Performance Read the scoring rubrics in “Part 2: Understanding and Applying the Scoring Criteria” of the scoring guide. Pay attention to information corresponding to your scores. Review the description of each assessment center exercise in the “Assessment at a Glance.” Think back to the exercise you completed. Read the rubric for level 3 (each exercise). What evidence would have demonstrated that you met the standards for this exercise? CERRA National Board Toolkit 17

18. Retake Considerations Your highest numeric score (initial or retake) will be used to compute your total weighted scaled score. Score report will show your highest score. Not Scorable (NS) – previous score DOES NOT carry forward. Policy changed for candidates scored in 2010 and beyond. CERRA National Board Toolkit 18

19. More Considerations Scores are banked for 24 consecutive months following the initial score release. Retake any combination of entries with a score less than 2.75. Retake entries will be scored during the summer, and scores will be posted by December 31, 2014. Deadline to apply for retake and to pay fees is January 31, 2014. There is a $15 non-refundable processing charge. The cost for retake is $350 per entry. CERRA National Board Toolkit 19

20. Which Entries Should I Retake? There are two major questions to consider: 1) How likely is it that my score will improve on any given entry or exercise? 2) How much will any individual improved score(s) affect my Total Weighted Scaled Score? CERRA National Board Toolkit 20

21. Which Entries Should I Retake? (cont.) Selecting Retake Entries: Step 1: Determine how many additional points are needed. (275 – current score = points needed) Step 2: Determine which entries can be retaken (based on raw exercise score). Step 3: Estimate possible score increase and the result on the Total Weighted Scaled Score. Step 4: Assess personal strengths and weaknesses related to each entry. Consider personal factors. Step 5: Ask for feedback from colleagues. CERRA National Board Toolkit 21

22. Things to Remember when Completing Retake Entries Retake portfolio submissions ARE compared to previous submissions. Classroom Based Entries: Contextual Information Sheet Descriptive Aspects of Teaching Analysis and Reflection Student Work Samples and Videos CERRA National Board Toolkit 22

23. Things to Remember when Completing Retake Entries (cont.) Documented Accomplishments: Contextual Information Sheet Description and Analysis - Work as a Learner/Leader/Collaborator Description and Analysis – Work with Families and the Community Documentation - Work as Learner/Leader/Collaborator Documentation - Work with Families and Community Reflective Summary CERRA National Board Toolkit 23

24. More Things to Remember Submit your work before or by the due date. Submissions will be uploaded and sent via e- Portfolio, as instructed on the NB website. NB does have an appeals process accessible at “Policy on Reconsideration of Certification or Scoring Decisions,” but it is a costly process, and most candidates do not establish “a good cause.” CERRA National Board Toolkit 24

25. Resources www.nbpts.org NB Customer Support--1-800-22-TEACH (83224) Guide to National Board Certification Scoring Guide for Candidates www.cerra.org; NB link; www.cerra.org CERRA National Board Toolkit 25