Copy_of_NSCAS_Updates-NSCAS_Growth_Note-taking_Guide

docx

School

Peru State College *

*We aren’t endorsed by this school

Course

317

Subject

Statistics

Date

Feb 20, 2024

Type

docx

Pages

Uploaded by G1rlVeteran

EDUC 317 Assessment for Student Learning NSCAS UPDATES/NSCAS GROWTH - Notetaking Guide Source #1 – In Review: NDE – NSCAS Overview ( https://www.education.ne.gov/assessment/nscas-system/) and NSCAS Educator Overview (Source #1, Module 2). Main Ideas: Question(s): Key “Take-Away(s)”: Source #2 – In Review: NSCAS Growth Training Video Main Ideas: Question(s): Key “Take-Away(s)”: Source #3 – NSCAS Growth Assessments Main Ideas: Question(s): Key “Take-Away(s)”:

Source #4 – NE ECED Core Competencies Main Ideas: Question(s): Key “Take-Away(s)”: Source #5 – NE Reads Act (RIA)/Independent Reading Improvement Plans Main Ideas: Question(s): Key “Take-Away(s)”: Source #6 – MTSS System Overview/Glossary of Terms Main Ideas: Question(s): Key “Take-Away(s)”: Source #7 – Launch NE/Coordinated School and District Support (CSDS) Main Ideas: Question(s):

Key “Take-Away(s)”: Source #8 – NSCAS Alternate and Summative Assessments – SPED/EL Main Ideas: 3-tiered approach to accessibility, 5 step decision making process to decide who will take alternate assessments, Accessibility supports do not reduce learning expectations, finding the right number/level of supports is important without overdoing it - “more is not better”, educators should document which supports are used and how students use the accessibility supports, PLAAFP is a federal requirement in which collaborative team members must state “how the child’s disability affects the child’s involvement and progress in the general education curriculum—the same curriculum as non-disabled children” [Rule 51 007.07A1a], students should be involved in selecting their supports as they are more likely to use them, there are several accommodations/modifications that are allowed during testing that is why it is important to become familiar with all of them in order to create the right combination of supports based on the individual needs of each student, test administrators must be familiar with individual students allowed accommodations/modifications/supports, confidentiality is imperative for both the students’ test performance and information that is on the actual test (in the case of a testing helper), Question(s): Why aren’t modifications allowed on state assessments? Why did they lump ELL’s and SPED together in one manual instead of breaking it down into 2? What is an example of why a student might be covered under 504 but not IDEA? On page 39, where it lists the universal features available to all students, does that mean all students that qualify for supports or ALL students, including general education students? Key “Take-Away(s)”: Determining which supports are most appropriate for each student is extremely important. the supports that were best for a student in the past might not be the best now, so it is important to reevaluate each student to see if changes should be made. The testing guidelines for the use of various supports, including the use of humans, are very detailed and intricate, so it is extremely important to familiarize oneself with them prior to testing to ensure the accuracy and integrity of each test. Source #9 – NSCAS Reports Interpretive Guide – REQUIRED for ALL Teacher Candidates Main Ideas: The NSCAS Science assessment also assesses student progress in mastering college and career-ready skills but is a summative test rather than a growth test, Nebraska students in grades 5 and 8 are also administered Science assessments, Nebraska educators helped to field test questions that went into the development of the content area standards, are: Communication, Problem-solving, Resource access, and utilization, Linking and generating knowledge, Students’ achievement on the NSCAS Growth assessments is reported as a scale score and achievement level. Scale scores range from 2220–2890 for ELA and 1000–1550 for Math. The range for Science is being determined, A process called "standard setting" helps to determine two points along the scale score range (known as cut scores) that define the score range for each achievement level, Science cut scores are being developed, In addition to scale scores, student reports show the estimated RIT score, which is determined based on linking studies between MAP Growth and NSCAS scores. The estimated RIT helps,

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

place student achievement in context for educators who are familiar with MAP Growth, There are a variety of different diagrams which depict the scores for the different types of reports, depending on which one is being viewed at the moment, Not-Tested-Codes (NTCs) are applied when the student did not complete the online assessment Question(s): Other than the term “advanced” proficiency, what is the difference between the “On Track” and the “CCR Benchmark” descriptors? Could I get clarification on what “cut scores” are and how they are determined? Key “Take-Away(s)”: There are many different group levels of assessments that all have their own set of scores. Each one of those has a variety of areas to it that take a deeper dive into how each student is doing with proficiency in the tested area. It is very important to understand the differences between the different group levels and the various aspects that make up that score. There are several terms that are very important to gain knowledge about all of them so that you understand how to read what it is you are looking at regarding these scores. Source #10 – Comparing MAP Growth vs. NSCAS Growth (Winter Pilot – 22) – REQUIRED for ALL Teacher Candidates Main Ideas: Pilot test to investigate new features, content, and procedures for NSCAS Growth, a through-year assessment that will unify interim and summative measures in a single system and will replace MAP Growth, MAP adapts ACCROSS grade levels ADJUSTING to student performance while NSCAS adapts WITHIN grade levels MEASURING student performance, MAP participation is optional while NSCAS takes a representative sample of students identified by school and grade; districts encouraged to test beyond the sample, NSCAS accommodations are different in that they allow paper Braille and large print paper copies, Question(s): How many years is an assessment brought up and scrutinized for MAP growth? Key “Take-Away(s)”: Knowing what makes MAP growth data different than NSCAS growth is important. Based on the reading, NSCAS data is much more detailed and thorough than MAP growth data.