SCDN Notes 3/7/2013

SCDN Notes 3/7/2013
Report/Updates from
Presenter: James Dexter, District Superintendent, Washington-SaratogaWarren-Hamilton-Essex BOCES
Updates from PARCC
March 21, 2013 → expected State budget will be finalized
Board of regents to recommend (with legislative approval) ways to curb
Gap Elimination is at the root of the issues that we are facing - legislature is
starting to listen
Pension smoothing deal – local decision – both comptroller and NYSUT
has to sign off – there is pressure being put on the TRS Board to see how
this affects districts. If it doesn’t go through, it will have a big effect on
districts that are near insolvent.
Building aide and transportation aid memo was sent by Ken recently →
districts need to be aware of this info to be able to control expense
Board of Regents may change policy on expense-based aid
Looking to reenact the COSER committee.
Doesn’t think we’ve gone as far with the DDI
o Looking to strengthen what is going on in the districts (within
available resources)
o Cannot hold teachers accountable for True/False pre/post type
assessments. Part of this conversation has to be around quality
o we cannot spend our time only focusing on student performance
on end-of-year assessments, we must use formative assessment
strategically to drive instructional change throughout the year
Instructional Shifts will become a priority once teachers and leaders
experience the changes in the assessments → it will be important for
BOCES to support districts as they look to make changes to their
curriculum and instructional programs
o getting out the information about the Shifts to districts
o leverage the parent toolkits to get info out to community
o we have to have realistic expectations about how students will do
on the NYS assessments
 we need to support district administration around
communicating the results of the student performance on
NYS assessment this year → the Superintendent is the
right person to communicate expectations, explain how the
new standards will impact student performance, be
realistic about district- and local expectations
CTE conversations continue about creating a pathway to graduation
Conversations about when RTTT funds are over: conversations at state
level year to year basis, what to do with leftover money. (Peg Brady told us
earlier than they are thinking of one more year on the grant.)
Does not believe that the sequester will affect RTTT funding.
Panel presentation/Review of Chicago meeting
Presenters: Mary Cahill, Director of Curriculum and instruction; SED
Lynne Wells, Supervisor of Instructional Services, Capital Region
Note for Mike: Get PowerPoint from Mick
In November: PARCC released RFP for item tryouts and field testing and
Technology Update
construction of test forms for the operational tests in 2014-15
Grades 3-8 retest opportunity per year.
In HS, 3 opportunities for retests
March 2013: Assessment Scheduling Guidance
April 2013: ELL Policy draft, accommodations manual draft for public
Guidance on participating in Field Tests - Spring 2013
Summer: Design of PD Modules
Fall: Design of score reports, Min. Tech specifications 3.0
Look at PARCC Online for Anticipated Schedule for Release of Future
Guidance (PARCC Communications Timeline)
Presenter: Larry Paska, Coordinator, Office of Educational Design
and Technology
NYSED field memo on Technology purposes
NYSED strategies to leverage aid for Technology purchases: Devices,
infrastructure, Tech Support, PD, C&I, Funding Sources
Technology Readiness Tool and Rsources → NYSED, PARCC, SETDA
‘Microsoft’ funding (aka. Cy Pres Fund) is a program to assist eligible schools in
their effort to improve their readiness for computer-based testing and technologyrich learning environments
o these funds are available for the next year and a half so that districts can
make thoughtful decisions about technology purchases (ie. compatible
with expectations, educational goals)
o Eligibility related to free and reduced lunch. 50% or more are eligible
NYSED Virtual Advanced Placement Program
o Increase the successful participation of low income students
o enable larger and more diverse groups to participate and succeed in
virtual learning
o Provide PD to teachers offering the courses
o increase the number of virtual learning AP course available to students
o help build increased capacity at the district level
o all funded through RTTT
o 5 day institutes in Math and Science focused on aligned curriculum
through vertical teaming will be held during midWinter recess, Feb. 18-22,
2013 and Spring Recess, March 25-29, 2013
o Additional training will be face to face and online through August of 2014
NY STEM Advanced Coursework Program → new RFP/RFQ that was awarded to
College Boards
Question raised on the floor: If NYSED is making STEM an expectation, how come
funding sources are only available to portion of the education community (i.e. low
performing schools)? Grant opportunities are limited to specific cohorts. We need to
level the playing field....
Schoolworks Video Scouting Visit: see handout
2:00 –
Teacher Improvement
Through the lens of
NYS Teaching
Standards Plans
Presenter: Laurie Hedges, Assistant superintendent, HerkimerFulton-Hamilton-Otsego BOCES
See Handout
3:15 –
Training Ideas from
the field; getting
ready for summative
Presenter: Jeff Craig, Assistant Superintendent for Instructional
Services, Onondaga-Cortland-Madison BOCES
See handout and activity (Do activity with Curriculum Council)
Friday, March 8, 2013
ew and
s on
3-8 and
Steve Katz, Office of Assessment
Tina Sciocchetti, Executive Director, Test Security and Educator Integrity
Facilitator: Charlene Jordan
Information on Grades 3-8 Testing
Common Core Assessment Principles
o Increases in Rigor → many Qs may be more
o Focus on Text → ELA Tests require students to carefully read
and analyze passages/consider the meaning of a quote in
relation to the passage (syntax)
o Depth of Math → tests require conceptual understanding and
real-world application/students need to have a clear
understanding of how the math works, what adaptations if
question was presented in a different way (not ‘straight’ math)
Expectations for 2013 Tests
o New standards and expectations will likely result in fewer
students meeting standards
o This does not mean a decline in student learning or educator
o Results will present a more accurate picture of where students
are relative to college and career expectations
o Accountability status and educator evaluations will not change
based on lower levels of proficiency
 Adjustments will be made based on reductions in
proficient performance.
o The State is looking to develop cut scores that accurately
convey where students are with relation to college and career
Information on 2013 Grades 3-8 Tests
o Information on the 2013 tests can be found on NYSED’s
o Test Guides - with test content and design
o Scoring turnkey training materials
o Estimated read times for each test item:
Information to be provided:
o Additional information will be posted on the website soon
 School Administrator’s Manual
 Scoring Leader Handbook
 Teacher’s Directions
o These materials will provide detailed information on
administration and scoring procedures
Basic differences in administration last year than this year
o Students use protractors in 4-8
o Teachers can’t score their own students
o No listening passage
o Not radically different than last year’s administration
o No part of the ELA test can be read to students
o Use calculators in 6,7,8 (can’t use calcs with book 1)
o There are no changes to rules regarding who may proctor
state assessments
o If assigned by their school administrator, teachers may
continue to proctor their own students
o Information on proctoring can be found in the School
Administrator’s Manuals
 Elem/Int Level Tests: coming soon
 NYSESLAT: coming soon
 Secondary Level:
There is a test security unit: See Handout (for irregularity prevention)
Reporting Test Irregularities: see handout
As in past years, schools may choose to score tests locally,
districtwide, or regionally
No constructed responses may be scored by that student’s teacher
Building administrators can make more stringent policies, such as
teachers not scoring any assessment for students in their school.
There should be some quality control checking at the end, but not by
the vested interest teacher for his/her own students.
Recommended Scoring Model: 3-8
o Suggested groupings of items for scoring will be provided
o For each grouping, estimated training and scoring times will be
o Scorer training materials for raters will be divided in the
suggested item groups
o Detailed info will be found in the Scoring Leader Handbook,
coming soon
Scoring Materials: Grades 3-8
o The scoring leader handbook will be posted to NYSED’s
website soon
o Secure scoring materials will be provided to each school on 2
CDs (1 for ELA, 1 for Math) shortly before scoring
o 3 types of training materials will be provided for each test
(training set, practice set, consistency assurance set)
Electronic Distributed Scoring
o NYSED supports the use of electronic distributed scoring
o Redacted test books will be provided for scanner preparation
 Files will be sent directly to scanning vendors
approximately 1-2 weeks prior to test date
o BOCES/districts may send requests to:
Jessica Hartjen:
Parental Opt Out
o all public and charter school students in gr. 3-8 must take the
state tests required for their grade
o there are no procedures for parents or students to opt out of
required state tests
o Schools must administer tests to any student present during
the testing window, including the make-up period
o Information is posted online at:
o Question on the floor → what do we do if parents use the ‘Opt
out form’ that is being widely circulated on the internet?
 It isn’t an option - student could technically refuse to
take the test, though
Spring Field Testing
o 3-8 ELA and Math: June 3-7
o 4 and 8 Science: May 13-17
o Regents Exams: early May - May 31
Field testing is essential to ensure the validity and reliability of the
NYSED’s goal is to require only the minimum amount of field testing
needed to build high quality assessments
For schoolwide scores, teachers can’t score their own students, can
other teachers who have a vested interest even if they didn’t teach
the student score those assessments? Email: (Based on a memo from Julia last
Test Security Unit: Tina Sciocchetti
CSI: Albany
Test Security Unit Genesis: Merryl Tisch: We are relying more than
ever on state exams...If we’re going to use the tests in these ways,
we need to be absolutely certain that our system is beyond
reproach...and ensure that our tests are not compromised in any way.
Uses of Test Scores
o Measure student acheivement
o Trigger remedial services
o Assess and improve a school’s curriculum
o Data Driven Instruction designed to tailor instruction
o teacher/principal APPR
o bonuses, job retention, tenure
o competitive grants, honors and waivers
o school accreditation, take-over, closure
How can test scores by compromised by educators?
o Retaining 3-8 tests and field tests using for next exam
o Opening test materials before designated time
o Distributing cheat sheets, formulas, definitions before test
o giving a student more time to take test
defining words, concepts, or questions on tests
using voice inflection or physical gestures
encouraging performers to stay home
coordinated exclusion/suspension of students with low
o altering a student’s test scores during recording/reporting
o adding points to a student’s test score to help them pass
o filling in blank bubbles left by students
o altering a student’s answers after test is handed in
Educator cheating hurts students
o When cheating is detected →
 invalidations of scores,
 students may be forced to retake exams,
 students cannot graduate
o Undetected Cheating →
 Parents have invalid proficiency measure
 loss of viatl support for low performers
 lost of funds to support low performing students
 invalid assessment of progress and weaknesses in
curriculum and instruction
Stakes are High, But Cheating can’t be the easy way out
educator test fraud poses serious consequences for everyone
Cheating Hurts Colleagues
o Inherit low performing students unassisted by service
2 seasoned prosecutors, 4 investigators with 85 years of state/fed law
enforcement experience, dedicated IT
NYSED is using an acronym, ETHICAL, to ensure that Assessment
Security is the primary role
Current practices in NYSED to ensure ethical, secure assessment
policies and practices
o erasure analysis
o spike cluster analysis
o audit rescoring
o marked drops/gains analysis
o department review of scoring
What NYSED is doing next...
o School visits during testing
o clear and unequivocal warnings as consequences of engaging
in prohibited conduct
o clear directions about expectations about testing protocols
specific to content areas, including prohibited conduct
o webinars, online training documents released
o identification of consequences for unethical testing
Helping Districts to Comply with the Rules
o Integrity Officer → 37 BOCES/Big 5; dedicated officer to act on
behalf of NYSED; they are a pipeline; helps districts to report
on conduct, monitor, and provide remediation (ie. corrective
action plans)
o Move from paper-based to web-based
Test Sahcurrity website:
Bon Qui Qui “Sahcurrity” video on Youtube:
Incident Report Form:
Crack Down on Educator Cheating
o 3020a support for districts in investigations involving educator
test fraud, testify
o Part 83 - more aggressively pursue moral character actions
(revocation or suspension of certification, fines up to $5,000,
mandatory continuing education/training)
o Looking into additional penalties for cheating
Announce/Publicize activities
o Public reporting of TSU’s activities, including confirmed test
fraud cases
o public disclosure of SED testing audits, as appropriate
o districts will be required to report on test integrity issues,
including disclosure of confirmed allegations
Question from room: Having the TSU sends mixed messages when 85% of
testing (related to SLOs and are locally developed) doesn’t come under the
repercussions of cheating allegations for local tests.
Any teacher can report another teacher. A parent can also technically report
as well. (Part 83?)