Getting Ready for the 2017-18 State Assessments

>>Okay, we’re doing it. We’re getting
ready for the state assessments for the upcoming–the current
academic schoolyear. First slide that’s
important to you at least is just a list
of contact information. Gonna keep this up here
for a minute just so you can read
everybody who was there. Maybe there’s something
you want to copy down. You should have it in the
PowerPoint you’re getting so you won’t need to copy it but just in case you want
to actually write it down with paper and pencil you can. What we’ll talk about today,
I’ll do a general overview, then we’ll talk about the statewide
assessments more specifically. In there we’re gonna talk
about resources and tools, PSSA and the Keystone Exams. These are the things
we’re going to cover however from previewing
the Power Point I’m not sure everything
is in this order. I think one or two slides
might be a little bit out of order. We’ll see that
when we get to them. There are a whole lot of links
at the beginning of this PowerPoint and some throughout as well, but especially
in the beginning. First link is to the
PA Accountability System, plus there’s an email account, an RA account if you have
any questions about that. We don’t answer questions. We’re not allowed to answer questions
that aren’t assessment related. So if you have
accountability questions please use the email
address listed there. Same thing for school
performance profile, PVAS, and Educator Effectiveness. The last one I will mention,
I do get to work with the Test Security. We have an email account
for reporting test security issues and we have a phone number. You can use either one however
the email account is much preferred. It’s much preferred. You’re going to get
a more timely response using the email account. And even if you call we’re going to
ask you to email us anyway. So use the email account
and in the subject line be as detailed as you can
in the subject line. Maybe the district, the school, the nature of the issue
would be to include in there. You don’t have to write
a paragraph in the subject line but at least something that we know
when we see it what’s going on so we can kind of triage
the emails that way. Access for ELLs.
There’s a link and an email address. The PBA, a link,
and an email address, and NAEP a link
and two email addresses. First email address
is for Drew Schuckman. The second one though if you
have questions about NAEP use the second email address. Use the RA account address
if you have NAEP questions. And then the PASA link
and email address and we’re gonna talk a lot more
about the PASA in a few minutes. Testing windows. I’m assuming everybody
is familiar with when the testing window
is for this academic year. Notice that it’s still
the same grade levels. Pretty much all of the testing except
some of the makeups occurs in April. So April’s gonna be
a testing heavy month. For the Keystone Exams remember we have
two waves during the winter window. So you can test in December
or in January for the Keystone however remember that you
can’t test the same student in the same subject in each wave. So you can’t do a makeup–or I’m sorry
you can’t do a re-test in wave two for the same student in wave one. Then there’s the spring
and the summer dates. The spring are always in May,
summer early August. And now I’m gonna turn it over to Lisa
who’s gonna talk about the PASA.>>Before Lisa jumps in here
this is Diane. I just wanted to share with you
that we have some issues continuing with the getting
into the webinar. Evidently there are more people
who are jumping into the webinar then were registered. Go-to Webinar
accommodates 1,000 people and we have more than 1,000 people
now jumping into the webinar today. So just so that you are all aware
and please share with anyone that you’re communicating with who cannot get in that this recording
or this presentation is being recorded and it will be available on both
the PDE and the PaTTAN websites. We apologize for the situation
where we have some participants who are not able
to log in to the webinar. As I said it will be recorded so that
you may view it at a later time. The PowerPoint of course
is available to you and we will answer all of
your questions as clearly as we can. Again we apologize, and now here’s Lisa to share with you
about the EL Accommodations.>>Hi, this isn’t Lisa.
This is Charlie again. I forgot to mention please hold
your questions until the end. We’ll answer all the questions
that we can at the end of the webinar. We think that some of
the questions you might have we might answer along the way so if you wait to ask your questions
we’ll get to them all at the end of the webinar, thanks.>>Thank you Charlie and Diane. This slide addresses the procedures for
English Learner or EL status students. EL students who registered
in an US district for the first time
after May 5th, 2017 or the last day of
last year’s testing window are not required to take the reading
ELA literature state assessments. These students are however
required to take the math and science assessments
during their first year. These same rules apply for students who take the alternate
assessment or the PASA. And you can see there are specific
accommodations allowed for EL students. For more information on this
you can reference the 2018 Accommodations Guidelines
for ELs which is on the PDE website. All EL students in k-12 are required
to take the WEDA Access Test and again more information can be found
on the link provided in this PowerPoint. Next we’ll talk a little bit
about the alternate assessment in PA which is called the PASA,
who participates in the PASA, that would be students with the most
significant cognitive disabilities who meet the six
eligibility criteria. That eligibility criteria
is determined by the IEP team based upon that six criteria and again that criteria can be found on the PASA
website as well as PaTTAN resources. And we should note IEP teams
should reference these criteria in the IEP document when making PASA
determination decisions. Tested grade levels for this year
have not changed for the PASA. That would be students in grades
3-8 and 11 for ELA and math, and students in grades
4, 8, and 11 for science. This next slide gives you
important testing dates for this year’s testing cycle, enrolment which you can see
has already started October 2nd through November 17th. If you are a PASA
assessment coordinator and you haven’t gotten
on the enrollment system if you’re having problems with that
please contact–we’re gonna give you a web address later in the presentation to contact. The test administrator
training and again this if for teachers
administering the assessment that will be January 2nd
through February 16th this year. The test administration window,
and that’s for all content areas and take note that’s
something new this year. If you’ve worked with the PASA
in the past you would remember that reading and math were given in
a separate window than the science. This year they’re all together and that will be February 19th
through April 13th. Test materials should be returned
to PASA by April 27th, 2018 and score reports
mailed by August 17th. And again I mentioned
new this year to PASA is that all content areas will be
together and we have a new website. It’s so that’s the one website that you’ll
want to reference again for ELA, math, and science this year. All assessments will be delivered
digitally through the website and student test kits will be mailed
as they have been in the past. Schools are strongly encouraged
to upload all recorded assessments digitally and webcams
are available through the vendor. There is no PASA rating pilot this year. Writing items will be
embedded with the ELA test and scores will not count
for those items this year. Online training is required for all
assessment coordinators and assessors as it has been in the past, and again that would be in the window
we showed you on previous slides. And the new handbook for
assessment coordinators is being developed this year. That should be up and running
on the new PASA site any day now within
the coming week or so. PASA training: training specific
to enrollment, test administration, and security is required
and available again online at the new website. And on another note we have another
training up coming up on November 20th which will be held
at all three PaTTAN locations and several IU downlink
sites across the state, and at that training we plan to go
over information pertaining to PASA, the ESSA regular,
the 1% cap and waiver process, and instructional resources and this training is intended
for directors of special education, special education supervisors
and PASA test coordinators. Contact information for questions
that you might have regarding policies, procedures etcetera should
be directed to either myself or Lynda Lupp who’s with us here today. She’s our statewide
assessment coordinator. If you have questions involving
enrollment, digital platform, anything with the PASA
assessment system you can see we’ve given you
two addresses there. The first one would be
for generation questions which is [email protected] or if you need technical assistance
during the testing window you can contact
[email protected]>>Thank you Lisa. This is one of those slides that I think
is a little bit out of place. This should’ve come a little bit earlier
however it’s a bunch of links to stuff that you might need information
on eDirect the first one, there are a lot
of documents stored. This is a little frustrating
for me personally. There’s three different websites
to go to, to get documents. One is the SASS website. I’ll tell you ahead of time that the
people in assessment rarely use SASS. So if you want assessment
information the SASS website isn’t the place to go. Go to PDE’s website
or go to eDirect. Documents are usually stored
in one of those two places. The testing calendars for PSSA
and Keystone we already showed them, but there’s links to them
if you want to see what they are. The PLDs and the cut-scorers,
to get a link to those, the PLDs are Performance
Level Descriptors. They describe in broad strokes
what a proficient student should be able to do and what they should know
at different grade levels. What an advanced
student should know and be able to do at different
grade levels and so on. Very valuable documents
that a lot of people don’t use. I really highly recommend that we
at least take a look at them. The technical reports, there’s
a link to the technical reports. Technical reports contain
a lot of great information. They’re huge documents
but for example if you want to know what the highest possible score
was on the test for that year that’s where you would look. There’s a link to accommodations,
a link to SASS, and a link to the CDT. Now we’re gonna get into
specifically math and again there’s a whole bunch of links.
A link to the PSSA for math. The test design, we’re gonna see the
test design a little bit later as well but there’s more information that we’re
gonna present a little but later. So if you want to see more information
about the test design follow that link. We have item and scoring
samplers up there. For several years we have
different scoring samplers for several different years. Very valuable document.
Scoring guidelines are there. Calculator policy is there. Make sure you read
the calculator policy please. Any anchors in the glossary
are also on that page. So for math we have five
reporting categories per grade. Those reporting categories
aren’t the same for every grade, but there are still
five of them in every grade. We can see what they are there
and we can look on one of those webpages to see how they vary by grade. So the test design that
we had last year is this one. We’re assessing grades 3 through 8
there are three sections. We asked a total of 60
multiple choice questions that students will be scored on,
that their score will be based on. Then we had 12 multiple choice questions that were either field
test questions or questions used for just psychometric use. Students weren’t scored
on those questions. The questions were scored
but the students weren’t scored with three open-ended field tests, three core open ended and one field test
open-ended question last year. Total time estimated
was 204 minutes. So if we take the one point per
multiple choice question that 60, 4 points for every
open-ended question, three of them that’s 12 the student’s
score was based on 72 total points. Each reporting category
has at least 10 points in it. Okay, so keep that in mind 72 total
points, 204 minutes total testing time. Here’s what’s gonna happen this year. Still grades 3-8, now we have
two sections instead of three. We eliminated one entire section. We eliminated 20 core
multiple choice questions and four non-core
multiple choice questions. So we eliminated 24 questions
that students will have to take. We still have four open-ended. Three that they will be scored on
and one that’s a field test question. Number of open-ended items,
number of open-ended points did not change though now we’re down to 156 minutes estimated
testing time instead of 204. So we cut out one whole section. Now students will be scored
on 52 points instead of 72 points and there are a minimum of
7 points per reporting category. So there are some big advantages
to this new test design. So we have one fewer test session
for math. That’s nice. Now you could theoretically at least complete the whole math assessment in one day, morning and afternoon. Typically people don’t do that,
but you could. 48 minutes less testing time. The content blueprint
and the percentages stay the same, the number of points from
open-ended questions stay the same. The rigor level is the same. Just because there are fewer questions doesn’t mean that the
test difficulty has changed. We still have enough points
in each reporting category to do the strength profile reporting
and to get a valid, reliable test score. The math reporting is preserved. We’re measuring the same
thing we did before. The PLDs, those performance
level descriptors I talked about aren’t changing. Little bit about the test specifics.
We have an embedded field test. So that means the questions that
we’re field testing are in the test. They look the same
as every other question. Just reading through the test
which you’re not supposed to do by the way you wouldn’t be able
to tell which were field test questions and which were core questions. Which questions counted for
student scores and which didn’t? Open-ended items are scored on a 0-4. That hasn’t changed.
We don’t have a general rubric but we do have item specific
scoring guidelines. So each item has its own rubric
that goes with it. Formula sheets are available and will
be provided for students in grades 4-8. Could also see where those
formula sheets are on our website. You can download them. You can make photocopies
of the formula sheets. Students are allowed to have
the formula sheets on their desk while they’re testing. They can be hung in the classroom
while they’re testing. However if they have them on their desk or if they’re hung on a classroom even make sure that
they’re clean copies, that nothing else
is written on them. Yu can’t write on a formula sheet
and then pass it out for testing. All of our questions, not just
the multiple choice are based on the assessment anchors
and eligible content aligned to the Pennsylvania
Core Standards. The eligible content however is
considered an assessment limit. We can’t ask questions that go
beyond the eligible content, but that doesn’t mean
the eligible content contains everything
we possibly could ask. We can’t ask questions that go
beyond the eligible content. However the items also now may align
to–well they do align to an anchor. They don’t align to ineligible content. All the questions align to an anchor
but they could cross anchoes, reporting categories,
descriptors, and eligible content. The best example of a question like that
is here are the dimensions of a room. Here’s the cost of carpeting. How much does it cost
to carpet the room? If questions couldn’t
cross eligible contents, and reporting categories, and anchors, and descriptors we could
never ask that question because there are two different
I believe anchors involved in solving that question yet it’s a really good math
real-life type question. So that’s one of the things
we’re trying to get at when items cross things like that. We want to be able
to ask math questions, not discrete skill questions. Last bullet is use the glossary. I think a lot of people
aren’t aware of our glossary, but it defines how terms
are used in Pennsylvania, how we use them on the assessment. For example a number sentence. Is an inequality, a number sentence,
is an expression a number sentence? You can look in the glossary
to find the answers to those. An Isosceles triangle
is an equilateral triangle, also an Isosceles triangle
or does an Isosceles triangle have exactly two
congruent sides? Look in the glossary to find out
the answer to that question. For our open-ended items
our open-ended items can be phrased
in a lot of different ways. Here are just a few examples
of how they might be phrased. First one if show
or explain all your work. That’s very common. We say show or explain all your work. We’re just asking for what you did. Somehow communicate
to us what you did whether you do that
with numbers or symbols which would be show your work, or with words which would
be explain your work. Either one is fine,
just let us know what you did. The second one we’re asking you
for two things, show your work and tell us why you did each step. Sometimes when we ask, explain why. Explain why not all
rectangles are squares. That’s an explain why
something is true or false. Sometimes we say describe how. Describe how changing the circumference
of a circle will change its area. One thing I always tell teachers, have your students read
the test question very carefully. Read the whole question
including the introduction. Read it carefully,
especially the open-ended items and answer exactly
what’s being asked. They can answer more
than what’s being asked but they’re not gonna get credit for it. If we didn’t ask it, they’re not
gonna get credit for doing it. Plus then it just adds to test fatigue. They’re doing more work
than they need to do. If you don’t answer what we ask
then you’re gonna lose points. I would also recommend that–and I know
this is really tough to get kids to do. It’s tough to get adults to do this. Once they get an answer go back and see
if that answer answers the question. So here’s just an example
of an open-ended item. It’s not a real open-ended item.
It was never used. It’s just a made up item. It’s not refined.
There are issues with it. It’s just hereto illustrated what
an open-ended item might look like. Roy’s running for class president.
He polls 50 students. 60% of them say they will vote for him. If there are 350 students
in Roy’s class based on this survey how many students should
you expect to vote for him? Show or explain all your work. So we’re asking for an answer, and work. Part B, Roy will sell fruit drinks
to raise money for his campaign. A fruit drink costs 10 cents
and he sells it for 50 cents. How many fruit drinks does
Roy need to sell to earn $80? Show or explain all your work,
and explain why you did each step. So we’re asking for three things:
answer, work, and explanation. So how would we score that item? Here is just one possible way
that item might be scored. In part A the answer
would be worth a 1/2 point. The meat of the problem is the work, so the work would be worth
more than just the answer. Work is worth 1 point. If you get some of the work correct,
but not all of it, you get a 1/2 point for partial credit. Very similar in Part B. 1/2 for the correct answer,
1 point for work, 1 point for explanation however for work and for explanation if there’s
something there that’s correct, but it’s incomplete you would get
partial credit for each one. How does that score within the item
translate to a score on the item? There are different ways
that we can do this, but in Pennsylvania this
is how we’ve always done it. In order to get a score of 4 on the item
you have to get everything right. You have to earn all the points. If you only earn 3.5 points you didn’t
earn a 4 so you get a score of a 3. 3-3.5 is a 3, 2-2.5 is a 2, 1/2
you got something right so we’re giving you credit
for getting something right. So if you got a 1/2 point
within the item you get a 1 on the item. If you got a 0 on the item within the [INAUDIBLE] you get a 0 on the item. However for math we have what
we call minimal understanding. If we look at your response
you’ve got 0 points, but somehow within your response you
only get exhibited some understanding of what’s being tested we can give you
a point for that minimal understanding. That’s only for items that earn a 0
we could bump you up to a point. Has to be a very specific reason
to be bumped up to a point. We don’t just do it well
that feels okay. No, we don’t do it like that. There has to be a specific reason
but you can earn that point. So some notes about open-ended items.
The first one is really important, we’ve been saying this for decades, guess and check is valid. Students can get full credit
for doing guess and check on their open-ended items
however the student has to show at least two incorrect guesses
to get full credit. If the answer is 6
and the student just happens to pick 6 out of the air tries it and it works of all we don’t know that, that student didn’t get 6
from his neighbor’s paper, and we also don’t know that
other numbers won’t work as well. So even if you guess right
the first time you still have to show us two incorrect guesses. Not all open-ended questions
require a why. A lot of them do,
but not all of them don’t. At least half the score points
have to come from one anchor, the rest can come from anywhere else. The rest can come from
a different reporting category. The rest can come
from two other anchors, but at least half have
to come from 1 anchor. Open-ended items to get a 4
don’t have to be perfect. Years ago when students got a 5,
a 5 had to be perfect. You couldn’t have a blemish.
To get a 4 they can have a blemish. Sometimes it’s a little confusing
thinking about what could be a blemish. Isn’t a blemish just
something that’s wrong? Well blemish would be a misstatement that doesn’t affect
the solution of the problem. For example if you’re figuring up
the area of the room that I mentioned to carpet it, the student might call the room a square
when really it’s a rectangle. That’s not gonna affect his solution. Just made a misstatement so that’s okay. Missing dollar say may
or may not be a blemish. As with any units
a dollar sing is a unit. So any missing unit may
or may not be a blemish, it depends on the item itself. If an answer box is given students
don’t have to use the answer box. However if they do put
their answer in the answer box that answer overrides everything else. The right answer is 6,
students put 6 in the answer box, they get credit for the right answer. If they put 6 in the answer box
and 5 somewhere else and circle it they still get credit
for the right answer even though it’s wrong somewhere else. The converse is true too. If they put 6 somewhere else
and circle it, and then write 5 in the answer box they
don’t get credit for the right answer. The answer box overrides
everything else. If a student chooses to not use
the answer box they have to indicate to us
what their answer is. We can’t guess. We can’t make
assumptions about what their answer is. We have to be told here’s my answer. We try to get rid
of carry-through errors. [INAUDIBLE] Excuse me. An incorrect answer carried
through correctly gets full credit for the correct part. So if part A asks us to do some calculation we come up with an answer of 6. 6 is the wrong answer, but then we’re asked to use that answer
in part B to solve something else. If we use 6 and we use it correctly
we’ll get full credit for Part B. An early on mistake doesn’t affect
later work in other parts however we try really hard
to not have that even be possible. We try to have each part
be independent of each other. Doesn’t always happen,
but if there is an incorrect answer and you use it correctly
somewhere else that’s fine, you will get full credit for that. Rulers and protractors
are provided where they’re needed. Grade 3 will use a rules,
grade 4 will use a protractor. We give them to you. The ruler will be scaled
to the 1/8th inch. Students only have to measure
to the 1/4 inch and centimeter. They don’t have to measure
to the 1/8th inch, but that’s how it will be scaled.
You can keep those rulers. You can use them throughout the year. Do what you want to with the rulers
and protractors all year long however when it comes testing time you have to use the rulers
that we give to you. You can’t use the old rulers. Grade 3 can’t use calculators.
It’s a consumable test booklet. All answers are marked
right in the test booklet. They don’t have to do
any transfer of answers. Excuse me. In all grade levels
except grade 3 we recommend doing a lot of work
in the test booklet. Write up the test booklet all you want. In grade 3 it’s
a little trickier though because we don’t want any stray marks around those answer bubbles
where those stray marks can somehow be construed
as an answer. So be careful about that. Doesn’t happen very often
but we don’t want it to happen. Be careful about that. Grade 4 excuse me, grades 4 through 8
can use calculators for the whole test except the few non-calculator
items in the beginning. The non-calculator items
haven’t changed. There’s still either 4 or 5
depending on that year. If there’s 5 one of those items
is a field test item. So students will be scored
on four non-calculator items just like they always have been. Gonna turn it over
to Diane for the ELA.>>Thank you, Charlie. The ELA presentation will cover
the six topics listed on this slide. Each of these bullets
is a clickable link that will take you to the resource
that it references. Due to irregular internet
connections across the state we will not click on the live
link during this presentation. Instead we are using a screenshot of
the landing page for each of the links. When we click on
the first bullet point: Pennsylvania System
of School Assessment, the PSSA this is what
the landing page looks like. This page has been updated since
we added this side to the slide deck. This 2018 Getting Ready PowerPoint
is now posted on this page. The link for this presentation
recording will be posted when the closed
captioning is completed. That typically takes about 1-2 weeks
for that to be completed. On the right-hand side
of this landing page you will see all of the links
referencing the PSSA Assessment. PASA reporting documents, testing information, accommodations resources, test administration materials, the assessment anchors
and eligible content documents, the guidelines for individual
student report guides, the performance level
descriptors and cut scores, and some additional fiscal data. When we click on the next
link for the test design this is not what the
landing page looks like. The ELA PSSA test design
has changed for 2018 and beyond and this slide was added
to the presentation slide deck before the official test
blueprint documents were released. The official blueprints
are now posted under ELA: English Language Arts resource materials
on the PSSA landing page and there’s more complete
than the table you see here. However this table is accurate
and does clearly show the types of items and the number of items on the 2018
English language arts PSSA test. As you can see on this chart
the 2018 ELA PSSA test has been reduced
to only three sections. As part of the reduction the standalone
writing prompt was eliminated. The text dependent analysis
questions do remain. The test continues to address the same rigorous Pennsylvania
academic standards. The TDA essay requires
multiple literacy skills that exceed what a traditional
writing prompt would require. Shortening the exam does not affect
a students’ opportunity to score a proficient or advanced. The test is not easier, nor more
difficult as a result of item reduction. While fewer items produce fewer
possible points the items are…examined in proportion throughout the reporting categories
and the levels of depth of knowledge. All assessment items are put through
an equating process each year that properly weights the number
and difficulty of questions. The shortened assessments allow
for increased instructional time, and less test anxiety, or fatigue both of which
benefit student learning. But the inherent rigor
of the test itself is unchanged. The PSSA English Language Arts test plans shown in this
table is organized by grade and broken down between
multiple choice, evidence-based, selective responses, short answers for grade 3 only and text dependent analysis questions in grades 4 through 8 only. Core items are also
distinguished from items that served the role of
psychometric youth and field test. There are nine different forms
for each grade level. Some test items and reading passages
are common to all test form. Those are the core items. And some items and reading passages
are not the same for all test forms and those are the non-core items. Nine core items are either psychometric
equating items or field test items? You’ll notice that grade 3
is slightly different. Grade 3 does not have a text
dependent analysis item. This table also provides estimated
testing time for each section although the PSSA test
does remain an untimed test. The posted test design identifies
the reporting clusters including reading, writing,
and the text-dependent analysis as well as the reporting
categories of literature text, informational text, writing, text-dependent analysis as well as the sub
categories of key ideas, craft and structure, and vocabulary
which are all dual-aligned with both the literature text
and the informational text. The design document also shows
the reporting categories in both a percent of the core and the number of points
assigned in each category. When you click on the next
bullet for English Language Arts ELA item and scoring samplers this is what the
landing page looks like. The new item samplers
have been posted. These samplers contain
released test items along with the item’s
statistical data. The new samplers are
already ADA compliant so there is no need to post
additional ADA compliant versions as was necessary
for last year’s samplers. The new samplers are supplemental to
the other samplers already posted. All samplers can be used as examples
of the types of reading passages and test items that may appear
on the operational assessments. Beginning with tests taken
in the 2017/2018 schoolyear the English Language
Arts Pennsylvania Core standards based PSSA
will no longer include a mode specific writing prompt. The new item and scoring sampler
contains items representative of the test administered
during previous years therefore the writing
prompt in this sampler is still provided as an instructional
resource and is labeled as such. The writing prompt and all
resources for the writing prompt in the new sampler
are for instructional purposes. The 2018 ELA PSSA test will not include
a mode specific writing prompt. I’ll turn it over to Becca at this point
who will share information with you regarding
the scoring guidelines.>>Good morning. On this slide you will see
the scoring guidelines. The guidelines for
the text-dependent analysis prompt remain the same
as in previous years. In a few slides we will discuss
additional instructional resources for text-dependent analysis
work in the classroom. The assessment anchors and glossary
are located on the same page. Please remember that the
glossary directly references the assessment anchors. Notice for English Language Arts
we have compact assessment anchors. The compact assessment anchors
are in essence shorthand of the assessment anchors
and eligible content. The documents are convenient
references to use when scoring or creating
your own assessment items. Due to the change in the test design
we are currently revising the documents. Diane already mentioned
a few of these bullet points but I will reiterate
the same thoughts. The new test design
for English Language Arts eliminates the mode-specific
writing prompt in grades 3-8. The mode-specific writing prompt
included the standalone narrative, informative, or opinion argumentative prompt. The assessment of the writing
standards for the mode specific writing has shifted to the local level. The text-dependent analysis essay continues to demand
strong writing skills. During the development of the 2018 test the average total test difficulty
did not change from previous years. The equating procedure
used for the PSSA adjusts for the difference
to the test blueprint making sure score
meaning does not change. The status of the text-
dependent analysis confirms Pennsylvania’s commitment
to the importance of writing in preparation for college
and career readiness. It is important to remember
that the ELA test continues to assess the writing
and language standards. Many of the writing standards
are assessed in the conventions of standard English formally
known as language, the multiple choice items,
and the TDA prompt. We have several resources
that you can use. Diane spoke about the item samplers. They continue to be
an excellent resource for instruction in the classroom. Recently we’ve created an ELA
assessment community on the SASS site. The learning community
provides an avenue for us to connect with educators
across the commonwealth and for educators
to connect with each other. The community provides a
collaborative environment to extend and enhance a discussion of
important ELA issues with PDE and colleagues regarding teaching,
learning, and assessing. Each month we publish an e-blast which is disseminated
through our community email. Everyone is welcome
to join the community. We also offer a TDA toolkit. The toolkit rests on the website
for the Center for Assessment. Dr. Gerry Thomson
continues to work with us and numerous school
districts across Pennsylvania. We are currently working on
creating numerous resources to add to the toolkit. Our goal is to roll out
additional resources and professional development
for the 2018/19 schoolyear. Another area that you can look at
is Pennsylvania Learns in iTunes. This is an additional resource
for English Language Arts. Sample modules align to the
standards to support teaching and learning are listed on the site and intended as a supplemental resource. Currently we’re working on
creating performance-based writing assessment resources
that we will add to the SAS portal. And now I’d like to turn it
over to Craig Weller.>>Thanks, Becca, now we’ll talk
a little bit about PSSA science and the redesign for that, and these are links but they kind of
all just link back to that homepage that we were talking about
before on the PD website but you can find
the information that you need just by scrolling down
the right-hand side and that should work for you. If you have any questions you can always
contact me about finding information. The science test design for grade 4
we have two sections as we had before so we haven’t lost a section. The only thing that we have lost
are a number of multiple choice items but as before the test
has been calibrated to insure that the rigor is there and we have valid and reliable
results from the assessment. So the testing time of course
has been reduced and we’re looking at a total time for grade 4 of about
76 minutes estimated for that and that’s for grade 4 that does
not have the scenario based items. For grade 8 we do have two sections,
the scenarios are in there, therefore we have a 90 minute
estimated time for completion. And I think this is just
another way to look at it together showing the breakdown of the 38
multiple choice core items, the psychometric use,
the field test items which are scored but not counted
as student’s final score and then the open-ended items
five per each grade and then open-ended field test items. So total core points 48 for both
the grade 4 and grade 8. And before I get to the next slide
I just wanted to point out that for PSSA we do have 50%
the nature of science and the other three content
areas of biological sciences, physical sciences, and earth and space
sciences are composed at around 16%-17% so that has not changed at all. It’s basically the same mix
of questions that are in there. Just fewer multiple choice items. So I guess we’ll just continue on and
these are all links for Keystone exams. Of course we have algebra 1,
biology and literature again. We have the AEC information on there,
the item and scoring samplers, guidelines and the Pennsylvania
Standards Aligned System on SAS. If you need more information you can go to assessment accountability
on our homepage at PDE under k-12, dropdown and everything is there and I think over time it is getting
a little easier to find material and it seems like things
are getting posted up more quickly than they have in the past. And that is it. And now we’re going to answer questions so you can have the questions
roll in at this time. And we’ll all talk–chime
in on these questions.>>Okay, a question came in
and I’ll direct it to Charlie. Are there fewer non-calculator
items for grades 4-8 math?>>We already answered
that question already. The number of non-calculator items
is staying the same.>>Okay, and can you re-explain
the guess and check method?>>Sure, guess and check method
is a valid method to solve problems. Students will get full credit
for using guess and check if they show at least
two incorrect guesses. They have to show two
incorrect guesses or more in order to get full credit though. If they show just one or none
then they’ll lose credit for the guess and check method.>>Two questions worth repeating in case
you’re not looking at the chatroom. Will this webinar be recorded
so we can replay it for staff and my principal
who couldn’t watch this today and the answer to that question was yes. It usually takes about a week
to have the closed captioning completed but it will be posted on both
the PGE and the PaTTAN websites. The next question is worth repeating were there any reductions to the items in the Keystone exams? Craig very quickly went over that last
slide regarding the Keystone exams and we did not go
into each of those links. One of the reasons that we did
not go into each of the links is because we want to
try to keep this presentation as manageable as possible
timewise for you and also because there are absolutely
no changes to the Keystone Exams. There are no changes
to the Keystone Exams.>>Okay, another question for Charlie. The rulers that were mentioned
for math, how do we receive those? Are they part of the test booklet?>>They’re not part of the test booklet
but you get them when you get the test materials. So DRC sends those to you.>>Will the state need to set new
cut scores once the assessment is given? If so will the individual student score
release be delayed into July as they were the last time
cut scores were set?>>We’re not changing the cut scores
for math or science. We’re not gonna have to redo the
standard setting for math or science. So that won’t happen
for those content areas. Diane, you can talk about
what we’re doing with ELA.>>There will be a standards validation
procedure for the English Language Arts test however as we covered
during the presentation psychometrics has already examined the removal
of those multiple choice questions and the writing prompt
from the ELA PSSA test and the actual cut scores
will not change, but we will have a standards validation. Next question are the field
test items scored?>>Field test items are scored, but they
don’t count towards the student’s score. You see the field test item
is just trying out the question to see if the question works. So it has to be scored
to see if it works, but it doesn’t count
for the student’s score.>>Next question what does EBSR
refer to on slide 32? I guess I’ll answer that one. EBSR is basically the two part
multiple choice question, evidence-based selected response. In those questions students
are asked a question in part one which is a more overall question
for example main idea, theme, and in part two they need
to select the evidence to support their answer in part 1. Excellent examples of EBSRs
are in the item samplers. Please make sure you are
using the item samplers and reading the introduction
to those item samplers because they’ve got very,
very clear explanations regarding all of the item types
that may appear on the PSSA test and that goes for
all three subject areas. [INAUDIBLE] The reporting category C is no
longer listed on the PCS test design but you said it is still there. Can you clarify changes to the reporting
categories for English Language Arts? I’ll answer that one also. If you recall reporting category C referred to the mode
specific writing prompt. That is what category C referred to. Since the mode specific writing prompt is no longer appearing
on the ELA PSSA test that reporting category
is no longer listed. Next question, I’m not sure
what we mean by this Shawna. Slide 32 for 2018,
three sections this year for ELA? And Becca’s nodded her head yes but I don’t think
you heard her, she said yes.>>So you’re asking for the PSSA test
in the spring of 2018 is it three sections
and the answer is yes.>>The next question was regarding
the mode specific prompts Stephen, and I think we’ve
answered that question. If you still are not clear about
that please shoot us an email. Next question, when will
the revisions be available? I’m not quite sure
what is meant by that question.>>Probably the assessment anchors and
eligible content revisions I’m thinking. If you are, Emily, referring to the AECs
those are under approval and as soon as they are approved
they will be posted. Next question, my question
was about setting cut scores for proficiency not field-test items. Will the state be setting new cut scores
given the changes to the test blueprint?>>No, that’s what
we referred to as well, the cut scores for proficiency levels
aren’t changing for math and science but we’re gonna have
a standards validation for ELA.>>Okay, next question
and I’ll give this to Charlie and Craig, when are DACs going to be trained to prepare SACs for the winter wave Keystone testing?>>Well the piece that
is available now at least–>>In fact it’s available as of today. It’s online today for you.>>Right, but we’re still in discussion
whether there’s going to be an additional DAC training or not. So we’re not sure about that yet.
That may happen and it might not happen.>>And if it does happen
it’s gonna have to be November sometime because testing is–>>Well, and it could end up
being in the spring. Could be like February for the PSSA.>>Okay.
>>And I think this is in reference to the same subject by Jason, will this be the same
presentation in the spring.>>No, we only had one getting ready
and that’s right now.>>I think that was in reference
to the Keystone winter wave training, not getting ready.>>Well we nearly did do
two of those correct? We had one usually in November
and then one in the spring.>>The test administration training
occurs both for the winter Keystone and for the spring keystone. However requirement for the DAC
and the SAC to be training I believe is only one time
through the year?>>Right.
>>Correct.>>So if your question is
whether or not the DAC/SAC must be trained in the spring if they have already been trained
for the winter the answer is no. One training per year is sufficient.>>Same with the PSTAT.
Everybody involved with testing has to complete the PSTAT
training once a year. So if you complete the PSTAT
for the winter Keystones for example you don’t have to do it again
for the spring PSSAs or for the spring Keystones. Once a year you have to do the PSTAT.>>And by once a year
we’re talking the academic year.>>Next question: is the Keystone requirement definitely
being delayed for another year? and we’re all kind of
just looking at each other and saying we have not been
given official decision from the lawmakers on that and we are awaiting
any kind of changes officially the same as you are.>>But as of right now it stays
2019 as of right this moment.>>Right this moment in time
it’s still 2019 until the lawmakers
make it official. When will the compact eligible
content for ELA be available? And I believe that piggybacks
Becca on the same question that you answered previously?>>Right in that it’s under
approval process at this moment and as soon as it is through that
process we will release the information.>>Is the science one day?
>>No the science–well I mean it depends
on the individual LEA but usually it’s one school will do it
in the AM and then the same school; will do it in the AM the next day. I mean you can do it AM and PM but that’s not necessarily
recommended for student success.>>Next question is regarding
the PASA training and Lynda I see where you answered to everyone. Would you like to answer
that question in the recording so everyone can hear that?>>Can you please confirm
which question [INAUDIBLE]>>Is the PASA training
captioned for deaf consumers?>>As I stated in my response
the November 20th PASA getting ready training
is a live conference being held at the three PaTTAN locations. It is specifically a video conference so we will have individuals
at each of the PaTTAN locations. There are additional
downlink sites that I use. Because it is a day long training
it is not being recorded however the PowerPoint presentation is going to be posted. If a person is in need of an interpreter in order to access
the training on that day because he or she will be in attendance they need to contact
the PaTTAN office that is hosting it? Therefore I believe the contact person
is Dana Galley through PaTTAN Malverne and that request should be made known.>>Thank you, Lynda, do we need
calculators for the biology Keystone?>>Well they are permitted
and I would say that they should
be available to students because there are charts and graphs, and there are some calculations
that need to be done so I would highly suggest that you have
calculators available for students.>>But they’re not necessary correct?
>>I would say I would lean towards yes.>>All right ’cause
for the PSSA they’re not [INAUDIBLE] you don’t need a calculator
for the PSSA. It’s beneficial probably
but you don’t need one.>>For additional questions regarding
calculators Charlie and Craig would be happy to answer your question
if you shoot them an email. Could you please address Keystones
and students with disabilities? That’s a very broad question. I will make a comment
that this afternoon we are presenting
the accommodations training. I think that most
likely your questions regarding the accommodations
for the Keystones as well as for the PSSA tests will be addressed during
that presentation this afternoon. However if you have
a specific question please do not hesitate to contact
Diane Simaska, Lynda Lupp, or Lisa Hampe,
Rebecca Baum-Leaman and we’ll be happy
to help you with your question. [INAUDIBLE]
For a little bit?>>Sure.>>Okay, next question no changes
or updates specific to Keystone. I believe we answered
that already in that nothing in the Keystones has changed. When are you anticipating
the release of the performance based writing assessment resources, great question, we are working
on that right now. We have our next level
of meeting in November and that is about all we
can say at this moment. Definitely working toward
a release as soon as possible.>>Meanwhile the writing mode specific
of writing prompts, released prompts, and released student responses
in those item samples should be used for
instruction purposes or local assessments.>>Do we want to do the next one? Okay, the next question can you review
again the psychometric use and how this applies or does not
apply to the student scores?>>For math I believe for the PSSA we eliminated all
the psychometric use questions. However psychometric use
in this case means equating. How does the difficulty of the test
change from one year to the next? Psychometric use questions
kind of eliminate that difficulty. So if the test next year
is harder than the test last year then you just need fewer points
to be deemed proficient. In the past for the math
the psychometric use questions did not count towards
student’s scores. Only the core questions count
towards student’s scores. Again that’s for math. I don’t know about ELA or science,
that may be different.>>For ELA we have retained
the field-test item and we have retained
an equating passage with associated items. They are not used towards
the student’s score. For the one slide that we talked
about core versus non-core items in that chart the non-core items would be the psychometric use which would be equating
and field test items. Those do not count
towards a student’s score.>>Okay, next question will there
be multiple choice questions addressing grammar? Yes, and we renamed
the language items to conventions of standard English and that includes
the multiple choice questions. Next question: am I correct
in my understanding that a student can ask to have a
question read to them on the math test. The teacher can read the question
and answer choices.>>That’s correct however there
are guidelines you have to follow when reading questions, or words,
or answer choices out loud. TAs long as you follow
those read aloud guidelines yes, students may request a word, a phrase, a question or answer choices
read aloud to them.>>And the read aloud
guidelines handbook is posted on the PDE site under accommodations.>>And the same is true for science.
Science questions can also be read aloud during the assessment
to individual students.>>Okay, next question are there
PLDs available for Keystone algebra?>>Yes, there are. And that’s again they’re on
our resource pages on our website.>>Okay, next question
for 8th grade science the total testing time for students with both sections only 90 minutes,
45 minutes per section?>>Correct.
>>Correct. Next question, is it possible for
students taking the PSSA on a computer to have a printed copy of the
passages for the ELA assessments?>>Oh, I think that Bekah’s
looking at me if a student is taking the online version of a test the student
does not have a paper copy unless that student is already
registered for the mixed mode response otherwise an online tester
does not have a paper copy.>>Okay, next question: are families
able to opt out similar to the PSSAs? I guess that’s referring to Keystone
maybe because it says similar to PSSAs?>>Right, the opt out is really
a student exclusion and that is in Chapter 4
indicating the parents if they believe they have an issue
with some kind of religion based thing and we don’t need to know
what the specific is, they can request to come into the school
and review the assessment but there are certain parameters
that must be kept in place and that would be the person
if they come in and if the parents come in
they need to be seated next to someone who is trained
in the test security arena. parents are not allowed to have
cell phones or take any notes and they must sign
a letter of confidentiality that they will not disclose
anything to anyone about the assessment
that they are reviewing. Usually this is noted
as two weeks prior to testing. It doesn’t have to be
held fast to that two weeks. The two weeks comes into play
because that is about the time at which districts
will receive the materials so technically although
we don’t really encourage it technically a parent
if they really call in even the day
of the initial testing date they could literally come in
and review the assessments. Now remember that the assessments
must be reviewed for an opt out of all
three content areas. So if they’re gonna try and opt out
of algebra 1, literature and biology they must review all three tests
prior to opting out all three and they would write a letter
to the superintendent or CEO indicating that they have an issue and then the CEO must accept
that as an exemption.>>Right and I’m glad
you brought that up, Charlie, because the PBA is still in existence. I know there’s some misinformation
out there about it going away but no, right now it is still in place.>>Okay, we have a question
from Eric and Eric we are not quite sure
what you’re asking. I’ll read it out loud. Are there any changes to the online
version of the PSSA assessments? And we’re not quite sure
what you mean by that so perhaps you could
email us individually. Next question: has there
ever been given any thought to having to having the 3rd grade test
booklet be separate like in grades 4-8?>>Not really because it’s easier
for the 3rd graders with it being a consumable booklet. The 3rd graders have to transfer
their answers to another booklet, another document just opens
it up for more mistakes and for 3rd graders
we don’t feel that that’s fair.>>Does it state in the directions to
show two incorrect for guess and check?>>In what directions? In the directions
for the test administration? Well test administration directions
don’t talk about solution strategies so that wouldn’t be included
in the directions anywhere.>>Next question: with the reduction
in the number of questions will 2018 results be comparable
to past years of PSSA?>>Next question: reading
informational and literature text each increased by 10%, will these be made more of PIDs
and details or greater emphasis on craft and structure with the loss of the mode
specific writing prompt?>>Meghan, as we discussed
during the presentation there has been great attention paid to making sure that we have not changed the difficulty nor the mix of questions
pertaining to each reporting category except for that mode
specific writing prompt. So all of the craft and structure, all of the key ideas
and details of vocabulary will still be in the exam. What you’re looking at
in those percentages is just simply a result of the reduction in the number of points
available in the ELA test. There are fewer standalone
multiple questions as you can see in that chart. However–and there are
fewer points of course that now are part of the overall test due to the removal of the
mode specific writing prompt but the particular emphasis on
any of those reporting categories has not changed.>>Okay, Charlie we’re getting
several questions again on the guess and check method so perhaps
you can go through that one more time and we’ll just lump all those questions
in together for this answer.>>For the math test
for open-ended questions students will receive full credit for
solving an item using guess and check if and only if they show
at least two incorrect guesses. If they guess right the first time,
they get lucky, they guess right the first time and that’s their answer they still need
to show two incorrect guesses in order to get full credit.>>I believe we answered this already. Is there going to be a separate
training for the Keystone exam? Did we answer that?>>We did.>>Okay, I believe
we answered the next one. For ELA the question regarding
the assessment anchor document and eligible content
we addressed that, that they are being revised
and we will post them as soon as they are
through the routing system.>>And Rebecca I know
this wasn’t a question yet but I kind of wanted
to put this out there. The online since we heard a question
earlier regarding that, the online–our take rate for online
is higher for Keystone exams than it is for PSSA but we have had a lot
of positive comments coming back from the field about that. So one thing that you might want
to consider even at this late date as you’re gearing up for Keystone
in December and January that you could try it online. You don’t have to go your entire school. You could just try a couple
classrooms and try it out and see if your IT infrastructure
will handle that and for the spring
the same thing for PSSA. We do have some districts
that are going online 3 through 12 or 3 through 11 I should say and just give it a try and see
if that works out for you.>>Okay, Lynda answered
a question online will the PASA training on November
20th be recorded and posted? And there is an answer
in the questions section. It’s a video conference. It’s at the three PaTTAN offices,
several IUs are downlinking it as well. It will not be recorded
as it is a full day of training however the PowerPoint
will be posted at the PaTTAN and Bureau of Special
Education websites. Next question: how did
the time reduce for ELA? We went from four sections
to three sections and if you want specifics about that it is in the test design
that’s posted on the website.>>And the PowerPoint.>>Diane, can you take this
next question? I’ll read it for you. Could you re-explain
the foreign exchange student enrolled in 11th grade that is not ELL? Do they need to take all three
Keystone exams including ELA?>>Actually Craig
is answering that question.>>Craig answered okay good.>>Oh, I hope I’m right. I would say
they do for math and for science but they do not have to
for ELA or literature. That’s my understanding.>>Simply because they’re
a foreign exchange student does not mean they’re an EL student
so they are eligible to take this test.>>Oh, they are eligible? Okay.>>Okay, I believe we answered
the next question. Can you repeat the science breakdown as far as percentages for test makeup of content?>>Yes, we have nature of science
questions which can overlap into the other three major content areas but overall they are written in a way
that’s just a basic nature of science and those are 50% of the questions
are composed of those kind of items. The other three are physical science,
Earth and space science, and biological science and each of those three
are somewhere around 16%-17% depending upon the test
form and test year. So 50% and then roughly 16%-17%
for the other three.>>Okay, thanks Craig. Next question,
did you say when the ELA release task will be revised and available? What we said was the item
and scoring samplers are posted. What is being revised
is the assessment anchors and eligible content documents. And the eligible content
assessment anchors will be posted as soon as they proceed
through the routing system at PDE. Okay, next question: if a student
is identified as having a disability and is not eligible for
the alternative assessment they must take the Keystones
by their junior year even if they have not taken
the course yet, correct?>>Yes.>>For participation purposes
they must participate.>>I don’t know if they can hear you.>>Yeah, they must participate. I mean they have to take the test yes,
even without taking the course.>>Okay this is–>>For additional questions on this please contact Lisa, Lynda regarding students
with disabilities and participation
in the Keystone exam because I know there are
many questions regarding that. So please contact them directly
and they’ll help you with that.>>Okay, the next question
is rather lengthy but I want to read it
so the room can hear it. First of all thank you
for your presentation. We are going to a pure online
assessment plan this year with limited number of computers. With reduced sections
of the assessment is it possible to have two groups of students
start on different dates? For example one group
takes section 1 on Monday, second group takes
section 1 on Tuesday. Is it instead the expectation that
one group tests for the morning and the other in the afternoon?>>Well we would say to that
is that permissible? That would be permissible but it is not the most highly recommended thing as far as test security. We understand there are infrastructure
limitations in any district and if you’re trying to go online that’s
something you’ll have to work through but you’ll have to figure out
a way to keep things more secure. And this gives me a moment
to talk about something that came up this week
and I wanted to point this out. iPads are used or can be used
as a platform for students to test on and the question came up this week
because we have a requirement at PDE that a standalone keyboard
must be attached to an iPad in order to have a student
complete the assessment and the question came up
because the district was saying it was very expensive to buy
keyboards for all of their students. They needed to buy 165 keyboards and was it possible students could just
use the keypads on the iPads themselves and as of right now we’re under review
on that but current policy says you must use
an external keyboard for iPads because we believe
that an external keypad would be more beneficial to the student as they’re composing their answers instead of with their fingers
on the actual iPad.>>It allows more space
on the screen itself for the entire item to be displayed. Okay, next question: are there concerns regarding
statistical analysis of scores now that 1 TBA counts as 25%
of the student’s ELA grade? Will this be considered
as cut scores are determined or is this not an issue?>>Jeanette, it will be considered when the standards validation
is conducted with the panelists. However those percentages did shift because of the removal primarily
of that writing prompt but please remember that writing
is still evaluated in the ELA PSSA through the TDA itself which actually Becca
leads to a question that we kind of skipped over that says will the TDA be scored
using a writing rubric? The TDA will still be scored
using the TDA rubric. The TDA scoring guidelines
have not changed. Those scoring guidelines
already measured writing skills. Please look closely
as the scoring guidelines for text-dependent analysis. It includes writing skills.
That has not gonna away. So when we look at writing
being assessed by the ELA PSSA test indeed it is still being assessed
through the multiple choice items and through the TDA essay. The difference is students are not
writing two complete essays now to contribute
to the writing score. They are writing the TDA essay and they are answering the multiple
choice writing questions which brings me to another question
that we kind of didn’t answer and that was regarding the 3rd grade. 3rd grade does not have
a text-dependent analysis. Are they still being
scored on writing? Yes because the 3rd PSSA test contains those writing standard
multiple choice questions. If you have questions and
concerns regarding PVAS you need to contact the PVAS site and the contact information
is on the assessment webpage. We sitting here are test
development experts. We do not do the accountability piece. Those accountability
questions are answered through the accountability arm of PDE including that PVAS site. As stated earlier all of those
aspects were looked at and examined by psychometricians
regarding the reduction of the test. So we are confident that
the PVAS scores will be valid and also remember that TDA
was never a part of that so the fact that the right [INAUDIBLE] stand-alone writing
prompt has been removed is not going to affect the transition and the projection of growth
from grade 3 to grade 4. All of that is statistically computed and would best be answered
by the PVAS people.>>Next question do highlighter
bleed throughs effect the scoring?>>That’s a question that
we typically get in regards to that grade 3 consumable booklet. It’s important that in grade 3 we know that our 3rd graders
like their highlighters and they often will
use them extensively. it’s very important that 3rd graders
do not use their highlighters to color in the bubbles
or to eliminate answer choices and we know that although we ask
our students in 3rd grade not to do that it is best that the monitoring
that takes place during testing time will help to prevent
students from doing that. Typically the scoring scanner
is able to handle highlighters versus that number 2 pencil
but some highlighters are rather dark and will interfere
with the bubbling in and sometimes it’s difficult
to see which of those bubbles the 3rd grade student actually meant
to color in with her number 2 pencil. The other thing that we see
happening with the open-ended or the essay response is that sometimes
students like to take their highlighter and they like to highlight parts
of their written response to make sure that the person
who’s scoring their test sees the important part
of their response. Please let your students know
that they should not be using a highlighter
on their written response. This can actually remove some
of their penciled in responses and that makes it very difficult to see
what the student has actually written. So highlighters can go
all over the test booklet as much as they please
but not on the answer booklet and not near the bubbles
on the grade 3 test.>>Okay, next question:
for explain why and describe how the answers
in the math assessment. Is that expected to be in words
or can numbers and symbols be used instead for those types
of responses as well?>>If the question asks you to explain
at least a word or two is required because it’s asking for
an explanation, not a demonstration. So if it says explain we need
at least a word or two. The same thing would
be true for describe. You can’t describe without
using some kind of wording. So numbers and symbols would
get you at least partial credit but you need words
to get full credit.>>Okay next question, can we administer
ELA and math in the same week or do we need to keep them
in their designated windows?>>And there’s actually
a similar question to that, Becca a little bit further down
asked by Devon the ELA or I’m sorry, may we administer the ELA
and the math in the same week? Kind of the same questions there
regarding the testing calendar and is there
any possibility–and I’m sorry that was Lesley
that asked that question. Is there any possibility
of changing the testing windows moving forward since the tests are shorter
it would be nice to be able to test ELA, math, and even science
in the same week.>>I can address that. For this year
we already have that done. I mean it’s not gonna
change for this year but it’s my understanding
that as of next year we’re talking 2019 schoolyear for PSSAs we’re going to have
two testing windows. One would be ELA testing window first and then we’ll have math and science since they’re composed
of two sections each in one week. So that will limit the amount of time and it depends on
the individual school district on how they go about configuring that
but that’s the plan moving forward.>>Right, but as of now to answer
the first part of the question no, you have to administer them
during the testing window. However once a testing window
passes you can administer makeups for that test during
the next testing window. You don’t have to wait till the end
of the testing window to do makeups. You can do them anytime along the way
but at this point you have to keep the initial tests within their testing window.>>And this question is regarding
students with IEPs, Lynda or Lisa, if they do not score proficient
it does not prevent them from graduating with a diploma correct? Is this documented in the IEP
and if so which section?>>That is correct. As far as the IEP
the team must take a look at various sections
within the IEP to document that. There’s no written requirement
of exactly what section but most IEP teams take a look
at the transition planning and how the student participates
in the general education curriculum.>>Okay, Sean has asked
regarding the glossary is this something that can be
accessed during test for students? Or is this something
that is used to prep for test?>>The answer to both
of those questions is no.>>No. Right, the glossaries are there because
we’ve had requests from the field in order to put a glossary but it is not an end all be all list
of things that you must prepare. So it’s more or less a guideline
as to what kind of terms are out there but not all inclusive.>>The glossary is simply a reference
and that’s as Craig said we’ll echo that for ELA and I’m sure for mathematics also. It’s simply a reference
and in fact I know that the ELA glossary was created
by teachers for teachers. So if there are some terms in there
that may not exactly match what you use in your classroom,
or in your school, your district that is
because those glossaries as we said were created
by teachers, for teachers and they’re only a reference document. They are not to be used for test prep and they are not to be used as
memorization points for your students.>>Okay, next question Charlie I believe
you answered this but let’s revisit. Can we post the formula sheet?
Can we do this in poster form?>>Yes, has to be a clean copy,
and you could post it where it’s not a clean copy but not during testing time. You can have anything you want
on your wall when it’s not testing time but during testing time if you post the formula sheet
in any size it has to be a clean copy.>>Craig, I don’t know if you answered
this or not but the question is will ELA and math be placed
in one booklet in the future so testing can be done in one week?>>No, the reason why, it’s my
understanding that English Language Arts and math were in the same
booklet to begin with was really based kind of
on no child left behind because they were the areas that were really checked out for student proficiency and it was also a cost as well. So no, they’re not going to be combined.>>Okay, is the project-based
assessment required for students who are identified
as having a disability and have not scored proficient
on the Keystone exams?>>This year it is not and in the future
IEP teams can determine if that’s an appropriate means
that they want to look at as far as students with disabilities. They are required to participate in the
state assessments as other students would but that’s an IEP team decision as far as the project-based
assessments go. Okay, next question: wouldn’t it be best if the students had the rules
and protractors prior to test so they could use these throughout
the year prior to the test?>>That’s why you can keep the rules
and the protractors from one test and use them throughout the next year.>>Thank you, Charlie.
Will the scores be available sooner due to test reduction?>>Oh Amy, we wish we had
a magic crystal ball to be able to answer that question. Again that’s not anything
that has been shared with this team here in test development.>>And I know for science I mean we’re
just reducing multiple choice items. Those things are scored
by a machine anyway but the open-ended
are still human scored and that might be the same
for all three content areas. So I don’t anticipate
a great reduction in time.>>The math is the same way.
We’re losing multiple choice questions. We still have all
the open-ended questions. We still have to score
everything by hand for both so.>>Okay thank you next question. Are ELL students required
to be tested by their ELL teacher or can they be tested in general
education classrooms for math and ELA?>>That’s an individual
student decision. You need to decide
based on your student whether or not that student
is participating in instruction successfully in the general classroom or whether that student needs
to be in a separate setting due to the need for an interpreter?>>Okay…I’m sorry I’m just
reading down through these. I believe some of these we answered.
Do we need to do them again? Okay. Probably one that’s good to revisit is the Keystone question
is the requirement for students in the class of 2019 to be proficient on all three Keystone
exams for graduation still current?>>Yes.
>>Okay. Next question, during
the administration of a test, can a test administrator
have students raise their hand when they have completed a page? The administrator
would check to see if all questions were completed and
student turns to the next correct page.>>No, that’s not permitted.
>>Next question: if a student not yet in 10th grade
does not pass an attempt what if any is the
accountability penalty to the school? [INAUDIBLE]>>There really isn’t any. I mean the whole objective
is the students will take say for example algebra 1 and maybe they take
algebra in 9th grade and they don’t score
proficient in 9th grade and then they take
a retest at some point, the highest score for that student
will be posted moving forward so the school ultimately gets graded
in a way for the student at 11th grade. So I’m not really sure
what that question’s getting at.>>Keep in mind that there are two
different accountability reasons for taking the Keystone. One is a state requirement
and one is a federal requirement. State requirement is to be proficient on
the Keystone by the time you graduate. The federal requirement
is for participation. So to take the Keystone exam
in this case prior to 10th grade
you participated. That’s all that matters for the
Federal accountability requirement. What your score is
and if you “pass” it or not that’s the state part
of the requirement.>>And all test results
are banked until 11th grade. So if the student
is not a 10th grader and has not been scored proficient then the student may take that
test again in the 10th grade, and the 11th grade and that’s when
it’s counted in the 11th grade.>>Now there has been a law change
as far as CTCs and AVTS. That would mean that the student
needs to take it one time and if they don’t score
proficient on the Keystone exams in three content areas
they can test out and score proficient on alternative
assessments like the NOCTE and I’m not even sure
all the ones that are out there but the ones that are
approved assessments.>>Okay, next question is it okay
to pass out the booklets to teachers to review before the test?>>What booklets?>>Yeah, we’re not sure
what booklets you’re talking to.>>If you mean the directions
for administration absolutely. If you mean the test
booklets absolutely not.>>Right, test security
is paramount so teachers are never really supposed to have those
in their possession at any time other than during testing
and even at that point they’re only reading
the directions to the students on how to complete
the assessments. They’re not looking in the book. Even if they had one as a demo model they’re not actually reading through
the questions with the students. unless of course like we said
if a student raises their hand and wanted the teacher
to read aloud a question to them individually
for math or science the teacher would obviously
have to look at that question but that’s not something
that’s just they can go through.>>Keep in mind that you have
a sign language interpreter. Sign language interpreter
can get the test booklet a little bit ahead
of time–what is it, three days? Ahead of time so they can prepare. I don’t think that’s
what the question meant, but keep in mind
that that’s a possibility.>>And in regards
to the three days available for an educational sign
language interpreter that does not mean the three days immediately previous
to the testing window. We know that our
educational sign languages are shared across schools and districts but what’s important here is that, that sign language interpreter
is given the equivalent of three days within those two weeks previous
to the testing window. And that’s something that you need
to work out at the local level regarding the number
of sign language interpreters that are available
for your school and district and adjust accordingly. The other thing is
it’s very important to remember that previewing those
test questions in order to be able to prepare for signing
some of those complex questions particularly in the Keystone
mathematical and scientific terms that the sign language
interpreter must sign that confidentiality agreement
and those sign language interpreter may not take the test
booklet with her. She needs to preview
that test booklet in the secure setting
in the school building.>>Okay, we are seeing
numerous repeat questions as we’re going down through
so we are skipping through trying to choose the ones
that have not been addressed and when this webinar is posted, the transcript you can always
download the transcript and go back and look for specific questions
that we’ve already answered. Here is one that I do not
believe we touched on. Is there a comprehensive
listing calendar of PSSA, Keystone key dates
throughout the year? Things that would include PIMs,
shift dates, testing calendars etcetera?>>I believe that calendar
is posted on eDirect. If DRC has not posted
that yet give them a call or shoot them an email
at DRC Customer Service to ask when that timeline
will be posted.>>And I think that was important
to note that eDirect is a real easy way to find a lot of the documents instead of fumbling around
through the different websites. Just go to the DRCE direct site and you can get all of the documents
that are available publicly there.>>Next question, when are career
and tech schools going to get guidance
on Keystone exams and the new law that went
into effect this summer?>>Well I just answered that not
long ago in this presentation but all we know is that the act–and
I think it’s Act 1 now, it used to be 880 I think and it’s now Act 1 saying
that CTCs no longer have to have their students
score proficient on the three assessments
in order to graduate and that was passed this summer. So as far as the guidance
on that I’m not sure. I mean I think that act is posted
so you’re gonna have to come down and find Act 1 on the PDE website
in order to find that.>>I believe career and tech–
>>Career and tech.>>Assessment page would be
the best place to go to look for that and there’s a contact number. Of the career and tech page
on the PED website for you to contact
the personnel in that division to assist you with whether or not there is a projected date
for the guidance to be published.>>Okay, Charlie is there
a list of calculators that are permitted/not
permitted for the math PSSA?>>No, because technology
changes so quickly we can’t keep up with all the
name changes and model changes so we have just general descriptions
of what is and is not allowed.>>Okay, when will the handbook for
assessment coordinators be available?>>For Keystone?
[INAUDIBLE]>>For Keystone, well if it’s Keystone
it’s going to be at least two weeks prior to testing.>>Probably even more than that.
>>Probably even more than that.>>It should be online.>>It might even be up
on DRC eDirect now but I’m not sure when they approved
the final version so just keep looking if it’s not there
that’s where it would be.>>Next question: will the state
release the Keystone test design?>>The Keystone test design
is already posted. Please reference
the Keystone assessment page. It’s also posted I believe
on the SAS website.>>And while Rebecca is looking up
some questions to go over I did want to point out
for monitoring purposes this year we are continuing–this is the 6th year
of the more enhanced version where we go out to many,
many schools and districts so just be advised that all monitoring
visits continue to be unannounced and when a PDE employee shows up
please escort them around the school and make sure that they are given
every ability to do their job and a report is sent back
to the superintendent or CEO from each monitoring visit very quickly. If a monitoring visit
happens on a Monday usually a letter could really go out
by most likely Tuesday or Wednesday and received by the end of that week. So the feedback is pretty good. Going out to the CEO and
superintendents and of course as always if any areas need to be
improved as must-do comments the LEA must have
a written response for that. So that’s gonna continue and we have
all of our PD staff ready to go. They’ve been trained and assignments
are going to be given out to them shortly for December
4th–week of December 4th.>>Okay, we have approximate
6 minutes left so we will sweep down
through these questions. Any questions that
are not addressed today in this live webinar please feel free to contact
any of us at PDE individually. This one I believe
we should revisit. Last year there was a hotline to call
when there was a testing irregularity. Is that still in place? Or will all contact be made
via the email address? Charlie, do you want to address that?>>The phone number is still active. It’s better for everybody
involved to use the email. You can use the phone number
if you have to, but use the email if at all possible.>>And as a reminder from last year this
was a new item put into place last year. If something happens in a district
and there’s an internal investigation and there’s not really anything other than just what was determined
in the district that shouldn’t be forwarded to PDE.
You don’t need to. So for example a cell phone issue,
if a student had a cell phone and the processes
going through by the district to insure that nothing was released, maybe the parents were called in there
was nothing on the cell phone, the student was disciplined,
do not score was placed on the booklet that doesn’t have to be reported to PDE. But of course if there is
something then it must. So it depends on the evaluation
of the district and how they did their
internal investigation.>>And I would change that a little.
>>A little? Okay.>>Cell phone violations like Craig
described don’t have to be reported. Everybody knows what to do with those. You place a do not score label on.
You look at the cell phone. If there’s nothing on there you enact your own discipline whatever that might be. We don’t need to hear about them. But other internal investigations
just because it’s an internal investigation most likely we still
need to hear about it.>>Okay, there is a question
on the accommodations training that we will be holding this afternoon and yes the same thing
will be happening with that, PowerPoint and also the transcript that will all be listed on the PDE website and PaTTAN. Who is invited to this training
for the afternoon for accommodations? Anyone that wants to attend.>>The registration link
is on the PaTTAN website. If you can’t find it there
on the training calendar please use the email addresses that you see listed
in contacts for Lisa, Lynda, Diane or Becca
and we will send that link to you so that you can register with the
accommodations training this afternoon. It is most beneficial for the SAC,
DAC, certainly test administrators but we know that test administrators are busy teaching
their children right now so that’s why it will be
recorded and posted.>>I believe most of the questions
are repeats of things that we’ve talked about.>>So I guess that’s it. So thank you for joining us
this morning and I hope that, that answers most of your questions and as always if you have any
further questions please contact us via the contact information
posted on our website and also here on this EL students,
and thank you very much Lisa, and Lynda, Rebecca, Diane, Charlie and I’m Craig and if you have any questions
or comments lease send them to us. Thank you very much.

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