PARCC Test

Information

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Test Content• Louisiana will administer PARCC assessment for English language arts (ELA) and math to students in grades 3

to 8 in spring 2015.• This will be the same test forms as those taken by students in districts and states across the country and will

include the same questions field tested with nearly 50,000 Louisiana students during spring 2014.• The test details were originally communicated in the assessment guides released last March. Minor

improvements were made based on field test feedback.

Test Dates• Phase 1 (Performance- ‐Based Assessment): March 16 to 20• Phase 2 (End- of- Y‐ ‐ ear Assessment): May 4 to 8• Students will take only one session (called “units”) per day.

Updates• Paper administrati on only: PARCC will be given only on paper for 2014- ‐2015. Educators have urged

the Department to take a patient approach to technology implementation, allowing dedicated focus on the test’s content for 2015. In 2016, Louisiana will implement technology- ‐based tests.

• One fewer EOY ELA passage with questi o n s : Louisiana and other states have shortened the ELA test by removing one passage per grade level.

• These changes are included in the updated assessment guides.

B a s ic s o f E L A a n d Ma t h A s s e ssm e n t s

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• Students will take one unit/session per day as defined above• Maximum times allowed are included in the schedule• Make- up days ‐ allowed on March 23rd and 24th

Sc he d u l i n g f o r t he P B A A s s e ssm e n t

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• Students will take one unit/session per day as defined above• Maximum 0mes allowed are included in the schedule• Addi0onal make- up d‐ ays are available on May 11th and 12th

Sc he d u l i n g f o r t he E OY A s s e ssm e n t

iLEAP and LEAP

Grades 3-8

Science and Social Studies

April 14-15 (make-up April 16-17)

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Accessibility Features• Accessibility Features are available to all students and increase access without

subverting the purpose of the assessment.• Some of these features must be predetermined and documented on IEP, IAP,

LEP, or PNP forms.• All forms for accommodations and accessibility features should be completed

at least 30 days prior to the assessment window.

Acc essibi l i ty F eatu res

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The table below is an excerpt from the Quick Guide to Accessibility and Accommoda0ons available in the Assessment Library. This resource is intended to provide stakeholders with a quick comparison of supports previously available on LEAP/iLEAP to those available on PARCC, but is not intended to replace the PARCC Accessibility and Accommoda0ons Manual.

Acc essibi l i ty F eatu res

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Some accessibility features require decisions and documentation prior to the assessment window for planning and reporting processes. The table below is a complete list of accessibility features on the paper- ‐based tests.

*Requires documenta- o n o n a PNP, IEP, IAP, or LEP form prior to the assessment window

Acc essibi l i ty F eatu res

Accessibility Feature

Auditory Aids (e.g., noise buffer, amplification)*

Magnification Device Small Group Testing*

General Administrations Direc0ons Clarified

Read Aloud for the Math Assessment (Text to Speech or Human Reader)*

Specialized Furniture or Equipment*

Individual Tes0ng* Redirect Student to the Test Visual Aids* (e.g., line reader, color overlay)

P er s o n a l Ne e d s P r o f i l e ( P NP )

• The Personal Needs Profile is a record of predetermined accessibility features to be used by a student on an assessment.

• Because Louisiana will be utilizing paper- ‐based tests only and because IEP, IAP, and LEP forms were updated to include accessibility features, only students without IEP, IAP, or LEP forms require the completi on of a PNP.

• The PNP should be based on instructional observations and supports that have been found to increase access during instruction and assessment.

• The PNP form will be available in the Assessment Library.

• School- ‐level teams should use the PARCC Accessibility and Accommodations Manual for guidance in making selections for individual students.

Ste ps i n C o m pl et i o n

• Step 1: Ensure that the accessibility feature is used in the classroom.• Step 2: Gather evidence that the support increases access during instruction and

assessments (observation and performance/assessment data).• Step 3: Meet as a school level committ ee (teacher, parent, student, and other relevant

stakeholders) to discuss accessibility features and create the PNP using thePARCC Accessibility and Accommoda0ons Manual for guidance. The form is available inthe Assessment Library.

• Step 4: Measure continued effectiveness of the accessibility features through classroom observation and performance data and adjust as needed.

PARCC Resources

http://www.louisianabelieves.com/resources/library/browse-by-category

PARCC

Preparation

One per week