Welcome to the JCPS Department of Special Education's
STATEWIDE ASSESSMENTS for Students With Special Needs
Dynamic Learning Maps/Alternate Proficiency Assessment/ PARCC Information Page.

 

On this page you will find current and related information to assist you in implementation of the Dynamic Learning Maps and Alternate Proficiency Assessment for Science or Biology, and PARCC.

Scroll to bottom of page and view "My Recent Activity" on the left sidebar.


Please BOOKMARK this page into your "Favorites" on your web browser.

 


At a Glance:

PARCC & Special Education


Welcome to the 

2016-2017 

ScHOOL YeaR


Dynamic Learning Maps
DLM
 
The Dynamic Learning Maps (DLM) is a computerbased assessment based on the Common Core State Standards (CCSS).  NJ uses the Year End (YE) DLM spring assessment.  Students in grades 3 - 8 and grade 11 participate.  Grade specific test specifications are available in English language arts (ELA) and math.  

Test administration occurs between April 11 and May 13, 2016.


NUMBER OF TESTLETS FOR SPRING TESTING













NJ APA 2016-2017


First Collection PeriodSept. 1 - Nov. 1, 2016


Assessment Materials Shipment arrive in DistrictsLate October 2016


Second Collection PeriodDec. 5, 2016 - Feb. 10, 2017

Alternate Proficiency Assessment in Science (APA)

The Alternate Proficiency Assessment (APA) in science is a portfolio assessment designed to measure progress toward achieving New Jersey's state educational standards for those students with the most significant intellectual disabilities who are unable to participate in the New Jersey Assessment of Skills and Knowledge (NJASK) Science or the New Jersey Biology Competency Test (NJBCT).

The APA is administered in science where the nature of the student's intellectual disability is so severe that the student is not receiving instruction in any of the knowledge and skills measured by the general statewide assessment and the student cannot complete any of the types of questions on the NJASK Science or NJBCT assessments even with accommodations and modifications.

APA students in grades 4 and 8 are assessed in science.  APA students in high school will be assessed in science in the year they receive instruction in the biology standards.

All students must now be assessed on prescribed standards and strands in the specific science content area.  Please review the APA test specifications and CPI Links for more information.





Dynamic Learning Maps
DLM


NUMBER OF TESTLETS FOR SPRING TESTING

This chart shows the number of testlets to expect during spring testing. It is organized per grade for each subject area.

GradeMath TestletsELA Testlets
367
477
567
666
766
866
966
1066
1165


DLM
Testlet Information Pages (TIPs)

New for Spring 2015 Testing Video

Writing Testlet

Instructional Tools Interface




This memo serves as a reminder that students participating in the Dynamic Learning Maps (DLM) may begin test administration

on April 11 and May 13, 2017. Please be advised, this alternate computer based assessment for students with significant disabilities overlaps the EOY PARCC assessment.

Please be advised if any students have exited your school, contact Jason Jusino immediately at jjusino@jcboe.org, so that the student may be exited from the DLM file. Please have your teachers review their DLM roster for accuracy and report any discrepancies.

These five weeks should accommodate testing for all students taking into account student absences, school closings, and schools with high numbers of students to test.

• Schools may not begin testing prior to April 11.

• Schools may not continue to test after May 13.

• Schools should begin administering the DLM early in the test window.

NJ is using the DLM Year End model (YE), not the embedded model

• Review the test blueprints for the YE model for more information on what skills are tested.

Who Can Administer the DLM?

• The student’s primary certified special education teacher

• The student’s primary teaching assistant ONLY IF he/she holds a NJ teaching certificate

• These teaching assistants are fully certified teachers and are not employed as full time classroom teachers but employed as assistants

Test Administration Details

• Each student will take approximately seven testlets in English language arts and math.

• For each content area, after a testlet has been completed, it can take one to three hours for the next testlet to be assigned.

• This is based on the volume of students testing and the computer adaptive system, which must select new test items based on several statistical measures (e.g. performance on linkage level, new EE to be tested, etc.) Please schedule your students for optimal administration of the DLM.

• These decisions affect the school’s scheduling plan. Care must be taken to ensure all students complete all testlets within the five week window.  • Testlets in English language arts may take 10-15 minutes to complete.

• Testlets in math may take 7-10 minutes to complete.

• These times may vary depending on the student’s support needs.

Scheduling Testlets

• Utilize ANY day during the 25-day testing window - Start ASAP

• Determining how many testlets to administer each day is the teacher’s decision.

• Consider student’s engagement level, fatigue factor, behavior, etc.

• A minimum of two testlets will be available in the morning and the afternoon (two per subject).

• If administering multiple testlets in one seating be sure to give student a brief break if needed.

• Multiple students can be scheduled in a single day.

• Most test administrations are set up to be one student testing per teacher.

• It will be rare to test two students at one time, due to the need for the test administrator to be engaged with the student,  utilize manipulatives, etc.

Scheduling Testlets *

• Prepare in advance a schedule that indicates when every student will participate in the multi-day DLM assessment.

• Schedules may be revised as necessary in order to ensure every student has completed the DLM within the test window of April 11 to May 13, 2017.

• If administering multiple testlets in one day, decide if you want to administer in the morning and afternoon for the same student or to schedule different students in the morning than afternoon.

• Sample Schedule: a student takes one ELA and one math testlet during their regularly scheduled morning ELA instruction. Testing takes approximately twenty minutes for seven days, testing only in the morning.

• Sample Schedule: a student takes one ELA testlet in the morning, and one in the afternoon. Upon ELA completion, they are scheduled to test math using the same schedule. Testing takes approximately twenty minutes for seven days for each content area.  • Sample Schedule: a student takes one ELA and one math testlet in the morning, then if fatigue is not an issue, takes one or two more testlets in the afternoon. Testing takes thirty to forty minutes for four to five days.

• A schedule form for your use is available. Review the student information categories to assist you in considering in which location to test, whether special equipment is needed, etc.

• This form can also be used to store the student’s username and password.

• This form is optional but highly recommended.

• All staff must review and follow the instructions in the applicable DLM User Manual and other materials to fulfill their responsibilities successfully

• Access to each students test items is given via the receipt of a computer generated student username and password for each student.

• This Student Ticket is accessible by the classroom teacher as defined in the roster data file.

• Each ticket should be printed out and retained by the classroom teacher for use during testing.

• See the Test Administrator Manual for more information.

Recent DLM Email Update

• Recent KITE and Educator Portal updates.

• Looking for the student Username and Password to access KITE? You’ll find it in the Test Management area of Educator Portal. See the procedure titled View Student Username and Password in the TEST ADMINISTRATION MANUAL.

• Up to 6,000 records may be uploaded at a single time using the Enrollment or Roster templates.

• Accessibility Profile Data Extract includes new fields for Last Modified Time (with date and time) and Last Modified User.

Classroom Teacher/Test Administrator Responsibilities Includes but not limited to:

• Provide instruction throughout the year related to the CCSS, EEs, nodes, etc.

• Assist in the completion of the First Contact and PNP surveys.

• Activate educator portal user ID in KITE

• Schedule students for testing and gather needed supports such as manipulatives

• Reviews DLM Manual, reviews the accessibility features of the DLM system, completes required training modules, and

reviews DLM website for any other required documents/necessary information

• Contacts District/School Test Coordinator with any questions or issues

Accessibility Features

Six Steps to Customize DLM Accessibility Features for Students

Step 1: Include Eligible Students in the DLM Assessment

Step 2: Learn About the DLM Accessibility Features: What Does DLM

Provide?

Step 3: Discuss and Select Appropriate Supports and Tools: Considerations for IEP Teams

Step 4: Enter Appropriate Supports into the DLM System

Step 5: Prepare for the Assessment: Using the Chosen Accessibility Features

Step 6: Evaluate the Accessibility Features Used After the Assessment

These six steps are explained in detail in the Accessibility Manual for DLM 2014-

2015. Steps 1 through 3 are intended for full IEP teams to determine the accessibility features for eligible students, and steps 4 through 6 are for the educator or test administrator to enter, use, and evaluate the effectiveness of the selected features.

Manipulatives

• The list of math manipulatives needed for each grade level is available on the Educator Portal.

• Teachers can login to the portal and access the list of manipulatives needed for any grade.

• Once the student ticket is available, click on the Test Management tab in the Educator Portal.

• This tab is where the TIPS pages are located, as well as the student test tickets.

• The manipulative list associated with the assigned student testlet will be described in the

TIPS page.

Once a teacher reviews the TIPS page and the recommended manipulative list, he/she

may make appropriate substitutions if necessary when the original manipulative is not available in the school/district or if substituting a manipulative is best for the student. Consider the attributes of the required manipulative when selecting a substitute. The substitute manipulative must fulfill the required attributes.

Example: if the original manipulatives were two large red buttons and one small blue button, you may substitute with two large red markers (exact same markers) and one small blue marker. Do not use red markers that are not the same size, and do not use a blue marker that is the same size as the red markers.

TESTING SITES

Testing requires a computer or tablet device with the KITE application

Testing may be done in the classroom as long as:

• The student can hear and respond to directions and test questions without loud background noise or noise at a level that would disturb the testing student.

• Other students and staff cannot view the test questions.

• Testing may be done in a computer center, quiet office, or other alternate location that offers a secure and quiet environment.

• NO Cell Phones, MP3 Players or Any Unauthorized Electronics

TEST SECURITY

• Security is a district wide responsibility.

• Absolutely NO reproduction or transmittal by any means of test items, passages, prompts, or other secure items or materials.

• Security breaches may have:

• Financial consequences for the district

• Professional consequences for staff

• Disciplinary consequences for students

• Inform ALL district & school personnel of security procedures prior to test administration

• Review the module on test security posted in late March on the DLM NJ webpage.

TEST SECURITY

• Information on reporting irregularities and security breaches during testing along with the

forms will be posted to the DLM NJ page by the end of March.

• The test security agreement for all educators involved in DLM will be posted on the DLM NJ page in March.

• Teachers administering the DLM will electronically sign a test security form found on the KITE Educator Portal.

• All other educators involved in DLM will sign the New Jersey paper version of the test security agreement and submit it

to the District Test Coordinator prior to April 6, 2015.

• This form will be posted to the DLM NJ page in late March.

• DLM test results will be included in the state accountability reports produced by the Title I

office.

 

Where To Get More Information?

DLM has various customer support contact information depending on the issue. It is imperative that:

• Only those individuals serving as Assessment Coordinator, Technical Liaison, and Data Steward contact DLM.

• Questions from other district staff including teachers must be directed to one of the following individuals noted above

Frequency of Testlet Delivery

The system delivers only one testlet at a time in each subject. After the student takes the first testlet, the system delivers the next testlet. When the next testlet will be available depends on these variables.

• The system looks for students who are ready for their next testlet at the top and bottom of each hour (e.g., at 10:00 and 10:30). This process runs all day, through all time zones with DLM states.

• During typical testing volume, the next test is assigned within 30 minutes after the student is identified as being ready for the next testlet. That means a student would typically receive the next testlet in 60-90 minutes or less after finishing the previous testlet in that subject, depending on what time the testlet was finished.

• During peak testing volume, next testlet assignment may take longer. In the worst case, a student should still be able to receive two testlets per day, per subject (one in the morning, one in the afternoon).

• If four or more hours have passed and you have not received the next testlet, please CALL (do not email) the Help Desk.  Have this information ready: state, district, school, student name and ID, subject of missing testlet, and previous test number (if known). This will begin the troubleshooting process to deliver the next testlet. Please do not send secure student information through email.

• Administering both the ELA and math testlets during one session will facilitate student progress through all testlets in both subjects simultaneously.

• To learn more about Test Administration Time, and Frequency  Of  Testlet Delivery During Spring Testing see the corresponding headings in the TEST ADMINISTRATION MANUAL.

Testlet Information Pages

Testlet Information Pages (TIPs) provide the test administrator with important information about each testlet. During Spring Testing, retrieve the TIP for each testlet in the Test Management section of Educator Portal. Download or print each TIP. When you are ready to test, match the test name on the TIP with the test you choose in KITE. See About Testlet

Information Pages (PDF) for more detail.

• At the end of testing delete TIPs saved electronically and shred printed TIPs.

Who Can Not Administer the DLM?

Any individual without a NJ teaching certificate such as a

—nurse or nursing aide

—non-certified teaching assistant

—administrative assistant

—teaching intern

—and other similar school personnel

Also any individual that does not have direct interaction with the student on a regular basis may not administer the DLM, regardless of holding a NJ teaching certificate

—Test Administrators must be a NJ certified teacher with whom the student is familiar.

  

Test Administrators and Rosters

—The student’s primary certified special education teacher, the student’s certified math or English teacher, or the student’s certified long term substitute teacher will be the primary test administrator.

—He/she must have a student roster submitted with the names of the students for whom they will administer the test.

◦This generates a list of students associated with the teacher who delivers the ELA and math instruction.

◦The roster is used to provide access to a student’s test ticket. The teacher will use his/her Educator Portal login ID and password to retrieve each students’ test tickets for every generated testlet.

◦The roster will be used to generate score report data at the classroom level.

 

Test Administrator Info

—Schools with a high number of DLM students have asked for clarification regarding test administrators.

—The following slides are to be considered in conjunction with the previous presentations, and should provide additional details on certain testing scenarios.

  

 

Additional Test Administrators

—If a district with large numbers of students testing needs to enlist additional staff members to administer the DLM, certain requirements apply.

◦Additional staff members who may be authorized to administer the DLM include:

– the student’s primary teaching assistant ONLY IF he/she holds a NJ teaching certificate,

–the student’s primary SLP who works with the student on a weekly basis, and a

–Child Study Team members who holds a teaching certificate.

–These staff members are eligible ONLY IF they regularly work with the student, AND ONLY IF the student is comfortable with the staff member.

—These staff members must complete all training requirements including completion and passing of the seven test administrator modules, reviewing all DLM materials, and signing the test security agreements.

  

Additional Test Administrators

—The additional staff members authorized to administer the DLM may test students in their classrooms, or in another setting, as determined by the classroom teacher/primary test administrator.

—Please note students tested by the additional authorized test administrator will remain on the primary classroom teacher’s DLM roster.

—A separate roster will not be produced for additional staff members conducting the DLM administration for the primary teacher.

—Primary teachers of DLM students will obtain the student test tickets and TIPS pages needed by the authorized additional test administrator.

◦This information must be given to the authorized test administrator, along with any needed manipulatives or other test materials, immediately prior to the administration.

  

Test Ticket Info

—In order to retrieve a testlet, the test administrator must have the student’s login ID and password.

—This gives you access, under the Test Management tab, to the code associated with the testlet.

—This code allows one to obtain the Test Information Page that lists the manipulatives/objects needed for testing and other important information.

 

 Test Ticket Retrieval

—Only the primary test administrator may access the test ticket (obtain the testlet code using the student login ID and password).

—Only the primary test administrator may access the TIPs page in order to gather the necessary objects and manipulatives needed during testing.

—The information for the first testlet in each subject may be obtained no more than one week in advance.

—The remaining testlet info will be obtained as soon as it is needed, though not before one week of the administration.

 

 Security of Test Tickets and TIPS Pages

—All student test tickets and all TIPS pages must be kept secure at all times.

—Student test tickets and TIPS pages must only be viewed by the student’s teacher/Primary Test Administrator, and when necessary, the additional Test Administrator.

—No other district staff may view the test tickets or TIPS pages.

—These tickets and TIPS must be given to the additional test administrator right before the test administration, and all pages must be returned to the teacher immediately after testlet completion.

—This paperwork may not be copied or retained in any way.

—Assessment Coordinators must collect all student tickets and TIPS pages from the test administrators and destroy them.

–You may choose to do this daily or weekly, but you must ensure its security until destroyed.

 

Can Anyone Assist the Test Administrator During Testing?

—Only under specific circumstances is another staff member allowed to give assistance during the DLM administration.

—All staff members involved with DLM to any degree must sign the role specific New Jersey DLM Test Security Agreement and give it to the Assessment Coordinator.

  

Can Anyone Assist the Test Administrator During Testing?

Allowable Assistance Including Purposely Viewing the Testlets in order to Translate:

—A staff member may translate all directions and test information into American Sign Language, other signed language, or foreign language when necessary.

◦Test translators are the only other staff members who may purposely view the DLM testlets.

 

 

Can Anyone Assist the Test Administrator During Testing?

Allowable Assistance Without Purposely Viewing the Testlets

—If a student needs an adult present for safety, behavioral, or medical needs, he/she may be present but may not deliberately view the screen, may not read the testlets, and may not document or reveal in any way the information overheard during the administration.

◦Sometimes it is necessary for the support person to sit directly behind or next to the student. Doing so may naturally place the computer screen in the person’s view. If this cannot be avoided then it is the person’s responsibility not to actively read the contents on the screen.

—The support person may not interfere or assist with the test administration in any way. This includes but is not limited to assisting the student answer test questions, prompting the student, reminding the student that he/she has learned this skill, etc.

—He/she may only assist the student with non-testing needs as necessary.

—The assistant must be under the direction and in the presence of the test administrator at all times.

◦Staff acting as assistants may include a nurse or nursing assistant, teacher’s aide, student’s one-to-one personal aide, etc.

  

Test Security and Staff

—Any educator not authorized to be a test administrator MAY NOT observe, view, access, etc., DLM secure materials for any students at any time.

◦Secure materials include the testlets both before and after completion, student tickets, and TIPS pages.

—Any educator authorized to be a test administrator BUT not in the process of a test administration MAY NOT observe, view, access, etc., DLM test materials for students not on their roster.

—See the previous slides for details on test administrator assistants.

—Assessment Coordinators may only view the computer screen if and when a technical issue arises that must be addressed.

◦He/she may not observe individual test sessions and may not have access to any secure test materials.

—Assessment Coordinators may observe testing from a distance if necessary to ensure schedule adherence but may not view the computer screen nor have access to any secure materials/information.

—Technical Liaisons may only view the computer screen if and when a technical issue arises that must be addressed.

 

 

Test Security and Staff

—Anyone that does not have an authorized role in the DLM administration may not have access to any secure test materials, may not observe testing, and may not substitute for any test administrator.

—Even those who have authorized roles have restrictions on secure material access, including primary and additional test administrators, Assessment Coordinator, Data Steward, Technical Liaison, and support staff needed for safety, behavioral, or medical needs of students.

◦See prior slides for restrictions for authorized staff.

 

 Required Signatures on Test Security Agreements

—All staff members involved with DLM to any degree must sign a Test Security Agreement and give it to the Assessment Coordinator.

—This includes primary and additional test administrators, test administration assistants for student support, Assessment Coordinators, Technical Liaisons, Data Stewards, etc.

—Test Administrators will have to sign both an online DLM form and a paper NJ DLM agreement.

—Separate signed test security agreements are required for student support assistants, Assessment Coordinators/Technical Liaisons/Data Stewards, and other administrators.

—All test security agreements will be posted to the DLM NJ webpage by the end of March. Everyone must sign their applicable agreement as soon as it is distributed in district, but no later than April 6, 2015.

 

 

Additional Schedule Form

—You must document in writing which staff member administered each testlet to each student.

—The schedule form included in Part Two helped you plan who would administer and when the tests would occur.

—The form on the next slide helps you document who the test administrator was and to see at a glance the status of student testing.

—You can model this form using Word, Excel, or any basic publishing program.

  

Submission of Testlets

—Only the test administrator may use the Submit button when each testlet is completed.

—A testlet cannot be retrieved and reopened once it is submitted.

—If a student could not answer a test question and it was left blank, the DLM system will still allow the testlet to be submitted once all questions are viewed and the student answered as many questions as he/she could.

 

Emergency Plan

—Each school must have a plan to ensure a smooth test administration for all students. That includes

◦Not planning fire drills, practice school lock downs, or other drills during the test window.

◦Having a plan in place to adjust test schedules or use authorized alternate test administrators during unexpected absences of the primary teacher/test administrator.

◦Ensure all teachers understand how to handle temporary test disruptions and completion of testlets based on the DLM training materials.

  

Test Security

—Test security including submitting accurate and authentic student responses, maintaining confidentiality of the test materials, following DLM procedures, and properly implementing all DOE Office of Assessments policies are the responsibility of all school and district staff.

—All staff must fulfill their roles and responsibilities, including participating in training and reviewing all applicable test materials, in order to correctly and accurately conduct DLM testing.

◦Failure to review and or implement the training requirements does not alleviate one the responsibility of maintaining all requirements.

—Improper test administrations can result in professional and financial consequences for school and district staff.

  

Test Security Agreements

• All staff involved in the DLM must sign a test security agreement.

•All agreements will be reviewed and kept by the Assessment Test Coordinator.

•Failure to sign an agreement does not prevent the implementation of professional and/or financial consequences in the event of a test breach.

•Test security agreements will be available on the DLM NJ page at the end of March.

  

Types of DLM Security Breaches

—Testing outside the DOE scheduled window

—Prompting the Student

—Helping the student answer the questions

—Removing/reducing answer choices

—Submitting answers that the student did not provide

—Changing a student’s answer

—Cueing the student through words, inflection of words, through use of manipulatives, etc.

—Asking the test question again after the student already responded

 

 Types of DLM Security Breaches

—Completing testlets for the student, with or without his/her presence (not the same as scribing a student’s answers)

—Viewing the testlet, teaching to the contents, then testing the students

—Leaving computer/tablet unattended with testlet open

—Allowing staff members who are not the test administrator to see the test questions, directions, TIPS pages, etc.

—Allowing a staff member to be a test administrator when they do not meet the DOE requirements.

—Retaining in any form secure test materials including test items, TIPS pages, DLM testlet code numbers, etc.

  

Types of DLM Breaches

—Knowingly providing inaccurate information on the First Contact survey

—Providing too much information during the engagement activities for ELA.

◦Example, during the second read of the ELA passage, providing assistance on the comprehension of the text and graphics.

—Any other action that provides inauthentic student work/test responses

—Any other action that violates the test security agreements regardless of whether it was signed


Feel free to contact Jason Jusino @ jjusino@jcboe.org, and visit

https://sites.google.com/a/jcboe.org/apa-dlm/home

Thank you for your continued support.

 

 


Copy and paste this to easily add this event to your Google Calendar

<a target="_blank" href="https://www.google.com/calendar/event?action=TEMPLATE&tmeid=MDNvOTduczQxM2MzaDVhcmczMnFyNWtuMnMgZ3A0MXJvNzVtY3FxN245OHI0NTByNDA5a3NAZw&tmsrc=gp41ro75mcqq7n98r450r409ks%40group.calendar.google.com"><img border="0" src="https://www.google.com/calendar/images/ext/gc_button1_en.gif"></a>




This is a reminder that the Personal Needs Profile (PNP) for students eligible to take the PARCC assessment in ELA and MATH must be completed  in GoalView.   At this time, it appears that many students do not have all data fields completed.  As a result, we have asked Goalview to turn the PARCC folder in Goalview red again.  Case managers must go back into the PARCC folder and resave to turn the folder green.  This will ensure that all required data elements have been collected for every student grades 3-11. 

Thank You for your Continued Support!





PNP Profile and TestNav                                                          
                                                   
 Overview

The Personal Needs and Preferences (PNP) profile describes a student’s testing needs and preferences in a digital environment. The student's PNP profile tells the test delivery system what the needs are for each specific student. When administrators register students, the registration system passes the PNP accommodation that the student needs to TestNav.

The PNP profile is one area of the Accessible Portable Item Protocol (APIP™) standard, which aims to make tests and test items accessible for students with a variety of disabilities and special needs. 

Accommodations

Accommodations alter how tasks are presented, allowing students with disabilities to complete the same assignments as their peers. Accommodations do not alter assignment content, give students an unfair advantage, or change what a test measures. They do make it possible for students with certain disabilities to show what they know without being impeded by their disabilities.
Common disabilities and potential accommodations for each include:

Deaf and Hard-of-Hearing

  • ASL videos - American Sign Language Videos
  • Closed Captioned videos

Low Vision

  • Screen Readers
  • Color Contrast Settings
  • Magnification
  • Line Readers

Blind

  • Screen Readers
  • Braille

Learning disabilities

  • Additional Testing time
  • Text to Speech
  • Line Reader

Mobility disabilities

  • Assistive Technologies
  • Keyboard Navigation
  • Additional Testing Time
-------------------------------------------------------------------------------------------------------------------------------------------------------------

Planning to Administer Accessibility Features and Accommodations During PARCC

Assessments

Once decisions have been made about which accessibility features and accommodations will be

provided, plans for providing accessibility features and accommodations during PARCC assessments

must be coordinated well ahead of the test administration. The School Test Coordinator will

provide Test Administrators with a list of all required accessibility features and accommodations for

applicable students. Refer to Section 7.0 for additional information about accessibility features and

accommodations.


------------------------------------------------------------------------------------------------------------------------------------------------------------

PARCC is committed to providing all students, including but not limited to, students with disabilities, English learners, and underserved populations with equitable access to high-quality, 21st-century PARCC assessments.

 

By implementing universal design principles, leveraging technology, and offering accommodations, PARCC intends to provide opportunities for the widest possible number of students to demonstrate what they know and can do while maintaining high expectations for all students. Driven by what is expected of students in the Common Core State Standards (CCSS) and the claims of the PARCC summative assessments, common policies for accommodations, participation, and assessment accessibility features will increase equitable access, fidelity of implementation, and comparability across PARCC states.

Goals for Promoting Student Access

  • Apply principles of universal design for accessible assessments throughout every stage of developing assessment components, items, and performance tasks
  • Minimize/eliminate features of the assessment that are irrelevant to what is being measured, so that all students can more accurately demonstrate their knowledge and skills
  • Measure the full range of complexity of the standards
  • Leverage technology for delivering assessment components as widely accessible as possible
  • Build accessibility throughout the test itself with no trade-off between accessibility and validity
  • Use a combination of ‘accessible’-authoring and accessible technologies from the inception of items and tasks
  • Established Committees on Accessibility, Accommodations, and Fairness comprised of knowledgeable testing officials from member states and national experts Open Policies for Public Comment


                -----------------------------------------12/23/20014 --------------------------------------
In an effort to accommodate all special education students, participating in PARCC, a determination has to be made, in collaboration with the Special Education Teacher, which students will be taking the Paper Based Assessment of PARCC. 

Discuss the rationale with your supervisor before choosing the Paper Based Assessment of PARCC.  A detailed rational must be provided as to why the student is not capable of taking the Computer Based Version of PARCC, and must instead sit for a Paper Based Assessment of PARCC to your Supervisor. 


Please refer to the attached instructions on how to record in Goalview the need and rational for any student requiring a Paper Based Version of PARCC. 

As outlined in the instructions the deadline for logging this information in Goalview is Friday, January 9, 2015
PARCC & Special Education




Good Afternoon, 

Our department was notified by the NJDOE department of assessments that the Fall DLM for grades 3-8, and grade 11 in English and Math will now be given as an operational testing during the spring of 2015. The date has not been provided as of yet. The state wants to ensure that all students Personal Needs Profiles are complete and ready prior to testing. The Special Education Department is requesting that all students taking the online assessment (DLM) have there P.N.P's completed via the K.I.T.E site no later than Monday, December 1st. If your staff needs any assistance please contact the lead teacher Mr. Jason Jusino.

Just as a reminder the first completion of evidence for Alternate Proficiency Assessment( the binders) for science in grades 4,8 and high school students taking biology is due by Friday, November 14th. Again, if anyone needs assistance please feel free to contact Mr. Jusino or Danielle Gitlin.

Thank you for your ongoing support,






--______________________________________________________________--
The deadline to generate and submit Entry Sheets is 10/24/16.  Please use the instructions for completing the NJAPA Electronic Cover Sheet located in the left side bar titled APA Documents

The Entry Sheets will not be available online there after!



-----------------------------------------------------------------------------
What is a Learning Map?

Think of a learning map as a common road map. Although students may share the same destination, they all begin their journeys from different starting points on the map. For parents and educators who hope to guide students to their destinations, that road map provides a wealth of information. A map shows where a student is starting from, as well as the main route, which is the shortest, most direct way to reach the destination. However, a good road map does more than show a single route. It also shows several alternate routes in case the main route cannot be taken. Finally, the map shows all the places students must travel through to get to their destinations. Dynamic learning maps help us see beyond where students are today to show us how they can get to where they need to go.

Dynamic Learning Maps Alternate Assessment System DLM

We call the learning map dynamic because it shows a learning landscape in which multiple skills are related to many other skills. Dynamic learning maps show the relationships among skills and offer multiple learning pathways.

The Dynamic Learning Maps (DLM) Alternate Assessment System uses learning maps that are highly connected representations of how academic skills are acquired as reflected in research literature. Nodes in the maps represent specific knowledge, skills, and understandings in English language arts and mathematics, as well as important foundational skills that provide an understructure for the academic skills. The maps go beyond traditional learning progressions to include multiple and alternate pathways by which students may develop content knowledge.


Project Objectives

The Dynamic Learning Maps(DLM) Alternate Assessment System uses learning maps that are highly connected representations of how academic skills are acquired as reflected in research literature. Nodes in the maps represent specific knowledge, skills, and understandings in English language arts and mathematics, as well as important foundational skills that provide an understructure for the academic skills. The maps go beyond traditional learning progressions to include multiple and alternate pathways by which students may develop content knowledge.~
The Dynamic Learning Maps (DLM) Alternate Assessment System uses learning maps that are highly connected representations of how academic skills are acquired as reflected in research literature. Nodes in the maps represent specific knowledge, skills, and understandings in English language arts and mathematics, as well as important foundational skills that provide an understructure for the academic skills. The maps go beyond traditional learning progressions to include multiple and alternate pathways by which students may develop content knowledge.


Alternate Proficiency Assessment  APA

The Alternate Proficiency Assessment (APA) is a portfolio assessment designed to measure progress toward achieving New Jersey’s state educational standards for those students with severe disabilities who are unable to participate in the New Jersey Assessment of Skills and Knowledge (NJASK) or the High School Proficiency Assessment (HSPA).

The APA is administered in each content area (i.e. language arts literacy, mathematics, and science) where the nature of the student’s disability is so severe that the student is not receiving instruction in any of the knowledge and skills measured by the general statewide assessment and the student cannot complete any of the types of questions on the assessment in the content area(s) even with accommodations and modifications.

APA students in grades 3 - 8 and 11 are assessed in language arts literacy and mathematics.  APA students in grades 4, 8, and high school are also assessed in science.  APA students in high school will be assessed in science in the year they receive instruction in the biology standards.

All students must now be assessed on prescribed standards and strands in each content area.  Please review the APA test specifications and CPI Links for more information.



Recent List Items

TitleAssigned ToStatusPriorityDue Date% Complete
Showing 0 items from page Tasks sorted by edit time. View more »

Rolling Updates

  • Project Plan has been updated New project plan has been uploaded to Project Documents area.
    Posted Sep 5, 2014, 9:47 AM by jjusino@jcboe.org
Showing posts 1 - 1 of 1. View more »

Recent Files

Showing 0 files from page Release 1.0.

PARCC - DLM - APA