Because there is very little time between PARCC PBA and CMAS, teachers in grades 4,5,7, and 8 need to prepare for the CMAS assessment while they are giving the PARCC PBA. As we load adult users into Pearson Access, the system will automatically send users an email with login information. Though teachers may not be ready to work within the CMAS system, it will be important to save the email to be accessed at a later time. Additionally, CMAS administrators can expect a spreadsheet for recording student accommodations that need to be in place for CMAS.
Anyone who will administer CMAS has already received the necessary training during the coarse of the PARCC/CMAS training provided by the district or your school assessment coordinator. However, teachers can expect a “refresh” module and the original power point as references once CMAS gets closer.
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Much of the window for DLM and CoAlt overlap, so if a student will be taking both sets of assessments, the test proctor/administrator will need to determine the best order of the assessments to meet the student needs. Below are important next steps:
- Test Proctors enter First Contact Information for each student in KITE Educator Portal
- Proctors enter Person Needs and Preferences Profile (PNP) for each student in KITE Educator Portal
- Un-contracted braille must be indicated in the PNP by March 1
- Test Proctors and students engage in released items and activities
- Ensure KITE Client is loaded onto all devices that will be used for DLM testing. If DLM proctors need support with this, please put in a work order to the tech team
And General Reminders
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- For scheduling of the CoAlt: DLM assessments, there will be a 60-90 minute delay after submitting a testlet and the before next testlet is assigned. There are 7 testlets per content area for each student. Each testlet is anticipated to take 7 – 10 minutes. A student will take the assessment in short sittings over multiple days. This will allow flexibility around academic and social activities.
- This is a computer delivered assessment. No materials will arrive at the district. If students are able to access the computer independently multiple students may take the assessment at the same time.
- The CDE recommended testing window is April 13, 2015 – May 15, 2015. Districts may begin testing any time after the consortia window opens on March 16, 2015.
- The Text-To-Speech (TTS) is not available for the Spring 2015 assessment.
1338: Change in Student Measures in the Evaluation Process
District Administrators and Englewood Educators convened a1338 Evaluation Council twice during the 2014-15 school year (September & January). This Council is a statutorily required body that consults with the Board of Education as to the fairness, effectiveness, credibility, and professional quality of the licensed personnel performance evaluation system, its processes and procedures, and conducts a continuous evaluation of the system.
All decisions made by the 1338 Evaluation Council are jointly made by District Administration and Englewood Educators, and early last fall, a joint communication on the licensed professional evaluation process was published in ACT NOW. At the January 1338 Evaluation Council meeting, some changes were made due to new information from the Colorado Department of Education (CDE) and input from Englewood teachers and administrators.
Last year, Senate Bill 191 called for a licensed professional evaluation to be based on 50% professional practices and 50% student measures. Due to the ongoing implementation of the Colorado Academic Standards and new state assessments, legislation for the 2014-15 evaluation cycle allows for 0% weighting of student measures even though we still must report to Standard 6 (Student Measures) to CDE.
Therefore, during a collaborative decision-making process between the District and Englewood Educators, the 2014-15 licensed professional final evaluation will be based on 75% professional practices, 25% School Performance Framework, and 0% individual measures.
Rationale for this change for spring of 2014-15 is as follows:
- There are concerns about the validity, reliability, and timing with existing assessment systems
- Our internal, agreed upon assessment systems lack growth data due to new standards implementation (no baseline data)
- Some licensed professionals have created assessments and have results that are difficult to vet for reliability and validity.
While we believe effective use of student data is crucial for effective planning of instruction, differentiation, data team collaboration, professional development, and Multi-Tiered Systems of Support, we also believe the use of individual measures data can be accurately represented and brought to bear within the professional practices portion of the evaluation system. We encourage all teachers to share data with their evaluator during the summative evaluation process.
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