7/24/24 Module 3D: ELPAC Interim Assessment Hand Scoring by Assessment for Learning at WestEd

Use the + symbol at the top of the column to post your answers to the following questions.

A4LWestEd — 2024-07-19 19:05:49 UTC

What do you notice?
What do you wonder?

Use the + symbol at the top of the column to post your question(s) for Section 1.

A4LWestEd — 2024-07-19 19:05:49 UTC

Materials

A4LWestEd — 2024-07-19 19:05:49 UTC

You should have received an email with a link to access the meeting materials. The link will also be shared in the chat periodically throughout the session.

Attendance Verification

A4LWestEd — 2024-07-19 19:05:49 UTC

You will receive an email with an evaluation survey and verification of attendance for each of the sessions you have attended. If you do not receive the email by the end of the day tomorrow, email CalTrainings@WestEd.org for assistance.

Upcoming and On-Demand Training Opportunities

A4LWestEd — 2024-07-19 19:05:49 UTC

For more information on upcoming training opportunities, including additional sessions in the 2024 Interim and Formative Assessment Training Series, please visit https://www.caaspp-elpac.org/training-and-communication/training/upcoming-and-on-demand

Evaluation

A4LWestEd — 2024-07-19 19:05:49 UTC

Please post technical issues or questions here.

A4LWestEd — 2024-07-19 19:05:49 UTC

Rename Yourself in Zoom

A4LWestEd — 2024-07-19 19:05:49 UTC

Select the performance task you would like to engage with.

Pathway K–2
– will work with tasks from the grade one ELPAC Interim Assessments

Pathway 3–5
– will work with tasks from the grade span three through five ELPAC Interim Assessments
Pathway 6–12
– will work with tasks from the grade span 11 through 12 ELPAC Interim Assessments.

Select [Participants], located in the bottom toolbar of the meeting window.
Hover over your name and select [More].
Select Rename and add either “K–2,” “3–5,” or “6–12” to the beginning of your name.

Use the + symbol at the top of the column to post your question(s) for Section 8.

A4LWestEd — 2024-07-19 19:05:49 UTC

Use the + symbol at the top of the column to post your question(s) for Section 2.

A4LWestEd — 2024-07-19 19:05:49 UTC

ELPAC Summative Blueprints

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ELPAC Interim Assessment Blueprints

A4LWestEd — 2024-07-19 19:05:49 UTC

Use the + symbol at the top of the column to post your question(s) for Section 4.

A4LWestEd — 2024-07-19 19:05:49 UTC

Use the + symbol at the top of the column to post your answers to the following questions.

A4LWestEd — 2024-07-19 19:05:49 UTC

What do you notice?
What do you wonder?

Use the + symbol at the top of the column to post your question(s) for Section 5.

A4LWestEd — 2024-07-19 19:05:49 UTC

Use the + symbol at the top of the column to post your question(s) for Section 9.

A4LWestEd — 2024-07-19 19:05:49 UTC

CERS User Guide

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CERS Sandbox Training Tool

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Understanding CERS

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Interim Assessments At-a-Glance

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Interim Assessments by Grade

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California Student Assessment Accessibility Graphic for the Computer-Based ELPAC

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Materials needed:

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Grade 1:

Handout 3D.11, Grade 1 Speaking Task Type TGE

Grades 3–5:

Handout 3D.10, Grades 3–5 Speaking Task Type TGE

Grades 11 and 12

Handout 3D.12, Grades 11–12 Speaking Task Type TGE

Additional materials for all participants:

Handout 3D.8, Score Charting Worksheet

Handout 3D.13, Speaking Task Type Video Links

Explore and reflect on the materials associated with your chosen pathway

A4LWestEd — 2024-07-19 19:05:49 UTC

As a group, decide how you will spend your time. You may wish to:

Discuss the task
View anchor set videos (3D.12) and discuss justifications in TGEs
Practice scoring using the check set in your TGE and/or videos (3D.12)

Discuss one or more of these questions in your group:

A4LWestEd — 2024-07-19 19:05:49 UTC

What is your reaction to these scores student samples?
Consider how you could use student data to assess student progress toward ELP and to inform teaching and learning. What teaching and learning strategies can be used to help students develop the language, knowledge, and skills needed to meaningfully engage with these tasks?

CAASPP & ELPAC Website

A4LWestEd — 2024-07-19 19:14:27 UTC

Use the + symbol at the top of the column to post your question(s) for Section 6.

A4LWestEd — 2024-07-20 18:05:03 UTC

Use the + symbol at the top of the column to post your question(s) for Section 7.

A4LWestEd — 2024-07-20 18:07:50 UTC

Question about the rigor of the 1st grade ELPAC test

2024-07-24 15:43:13 UTC

We notice with our ELPAC scores that for the past two years our 1st grade students across the schools in our district struggle to meet the expectation of an overall score of "4" is that a trend or pattern you are also seeing across the State?

3-5 Write about academic information

schelerk — 2024-07-24 16:42:49 UTC

1) We noticed the question was specific and students may want to share everything they know about the main topic (penguins) in lieu of unpack the prompt. Also, the task isn't as straightforward as one would expect.

2) We wonder how to address preparing students for the interpretation of the task effectively. Also, how confidence levels (increase as a result of interim use) impact student performance.

6-12 Break Out Group 2

2024-07-24 16:43:02 UTC

What we noticed - the graphic organizer isn't anything new for our students - the language demand is a bit high (e.g. protagonist/antagonist, etc). The need for to teach students how to be consise in their repsponses

3-5

2024-07-24 16:43:23 UTC

Noticed:

-Graphic supportive of learning

-Being asked to produce

-Task incorportaes multiple lang. domains

-Need persoanl experience of shared writing to understand task

-How do we support T with tasks that incorporate multiple standards and skills

Wonderings:

-Vocabulary exposed to: Graphic organizer, description.

Group 6-12

2024-07-24 16:43:58 UTC

Remind students the question only asks for 1 sentence and two details.

9-12

2024-07-24 16:44:52 UTC

Students need to have the knowledge of the Venn Diagram. They also need their language repertoire to answer the question.

6-12

2024-07-24 16:45:00 UTC

1. We notice that students will need exposure to and understand the academic language to understand the prompt's content.

Handout 3D.5

2024-07-24 16:57:59 UTC

Hello! I noticed that the last 5 pages of this document are duplicate pages (I think just the last 5 need to be removed)

E: Also wanted to add these are great references, thank you!

Anchors and exemplars

2024-07-24 16:59:05 UTC

On two of the answers the prompt specifically said to answer with one sentence. Both of the answers for C12 and C19 in the grade 11-12 Span had two sentences in their answer. There was a period separating each sentence, however each of these examples received a score of 2. My question is if they did not follow the directions of the prompt but answered correctly why the 2? Is the correct answer then more important than following the directions of the prompt?

K-2 Scoring

2024-07-24 17:11:03 UTC

Anchors are necessary and very helpful.
Anchors help with our understanding of what to look for in the response.

2024-07-24 17:49:14 UTC

Results from the data collected from an interim writing type can give the teacher information about students' ability to understand how to read the graphic organizer, understand academic vocabulary and address the prompt correctly.

I notice that the oral presentation gave a lot of information for students to try to recall and restate--quite a challenge!

2024-07-24 18:11:27 UTC

K-2

2024-07-24 18:11:47 UTC

It's a lot of information. Clearly, there is a need to support students with notetaking.

I wonder if grade 3 students remember and report much less than grade 5 students do. It seems likely.

2024-07-24 18:12:18 UTC

2024-07-24 18:13:35 UTC

There are many components to address in the prompt

K-2

2024-07-24 18:14:21 UTC

Wondering about best practices to develop this task type other than practice, practice, practice.
Very challenging for newcomers.

note taking

2024-07-24 18:16:48 UTC

difficult if not taught and students don't have vocabulary skills to write what they are hearing

remembering all of the words being said and the order being said

9-12

2024-07-24 18:18:14 UTC

One thing we noticed is that the use of academic vocabulary is important to get a 4.

Understanding that going through the interim will help students pay attention to the listening to a recorded presentation, because they only are allowed to listen to it once.

Wondering: Why do students only have one opportunity to listen to the presentation, when in the SBAC they can listen to things repeatedly.

Grades 3-5

2024-07-24 18:19:31 UTC

Notice: academic language that students must know, they must have the listening comprehension skills to follow the story and then summarize it. They need to recall facts, note-taking can be helpful! Students have to listen to high-level content for a long period of time. The pictures are a good scaffold for support. In the rubric, we noticed that students have to recall each part AND expand on each with details from the presentation.

Wonderings:

Is it beneficial to stick to the standardization of this task type, in order to provide experience to students?

Are there enough practice items available online for us to really practice this skill with our students?

What would be a good opportunity for students to practice this skill in a more authentic setting, across content areas? (Podcasts?)