ࡱ> '` nIbjbjLULU ;t.?.?RAVVVVVVV8\@L ]>>TTT/ 4 ܄ބބބބބބ$hV!/ / !!VVTT%%%! VTVT܄%!܄%%G|VV T #,7#*"V -0]xa$ V %!!!a%!!!]!!!! D $ j~VVVVVV CCTC Program Standard 19: Assessment Administered for Validity, Accuracy and Fairness The sponsor of the professional teacher preparation program implements the Teaching Performance Assessment according to the assessment design. In the program, candidate responses to pedagogical assessment tasks are scored in a manner that ensures strong consistency of scoring among assessors, particularly in relation to the established passing standard. The program sponsor periodically monitors the administration, scoring and results of the assessment to ensure equitable treatment of candidates. Prior to initial assessment, each candidate receives the Teaching Performance Expectations and clear, accurate information about the nature of the assessment and the pedagogical tasks. 19(1) The sponsor of the professional teacher preparation program implements the Teaching Performance Assessment according to the assessment design. STEP follows the state-approved guidelines for the administration of the Performance Assessment for California Teachers (PACT). Candidates for the Single Subject credential complete the Teaching Event (TE) during the independent student teaching phase of their year-long field placements, supported by a series of assignments in their spring ED246D: Secondary Seminar (see  HYPERLINK "SupportingDocuments/ED246D_Practicum_sec_.doc" syllabus). Candidates for the Multiple Subject credential complete a Teaching Event in either ED228: Becoming Literate in School or ED263: Quantitative Reasoning and Mathematics (the curriculum and iInstruction courses in STEP Elementary). In addition, they complete one Teaching Event task in each of the three additional core areas not addressed in the complete TE (literacy, mathematics, history/social science and science). The curriculum and instruction courses for each content area provide support for the completion of the Teaching Event and the additional tasks. Multiple Subject candidates collect the information needed to satisfy the PACT requirements in two different field placements, one in the early elementary grades and another in the upper grades. The Teaching Events are then assessed by trained scorers. Successful completion of PACT is one of the criteria for recommendation for credentialing by STEP directors. 19(2) In the program, candidate responses to pedagogical assessment tasks are scored in a manner that ensures strong consistency of scoring among assessors, particularly in relation to the established passing standard. The PACT scoring system includes rubrics, benchmarks, scorer recruitment and training, and a scoring process. A template of eleven rubrics is used in each subject area, but benchmarks, scorers, and some scoring rubrics are subject-specific. Lead trainers in each credential area participate in a Training of Trainers in preparation for conducting training and calibration and for supervising scoring. Scorer training is conducted using consortium-wide procedures that are described in the PACT Implementation Handbook, with common benchmarks and calibration for Teaching Events used across the consortium. The lead trainer in each credential area will randomly select a scoring form from each scorer to examine. Forms from new scorers and from scorers who require more than two attempts to calibrate will receive priority for review. The focus will be the match of evidence recorded to the scoring level selected. When needed, the lead trainer will discuss the evidence and scores with scorers to improve their ability to record evidence and/or to match the evidence to a score level. STEPs PACT coordinator (see  HYPERLINK "SupportingDocuments/STEP_PACTcoordinator.doc" PACT Coordinator position description) has primary responsibility for developing, implementing, and monitoring STEPs PACT system based on state and federal requirements and program needs. The PACT coordinator collaborates closely with STEPs directors, the director of clinical work, and STEP coordinator/credential analyst. The PACT coordinators responsibilities include the recruitment and training of scorers, as well as coordination with the regional scoring model and procedures for double scoring. The PACT coordinator will provide documentation of scores to candidates so that they can use this information in developing their induction plans. 19(3) The program sponsor periodically monitors the administration, scoring and results of the assessment to ensure equitable treatment of candidates. All Teaching Events will be independently scored at least once by trained and calibrated scorers. A random sample of 15 % of Teaching Events stratified by credential area will be designated for double scoring and distributed across scorers. Trainers will monitor the double scoring by examining the scores for Teaching Events that were double-scored and conducting read behinds for scores that are discrepant by 2 or more score points. The trainer will identify scorers who are drifting and will work with them to achieve calibration by discussing the discrepant scores and helping the scorers to understand the differences between levels on rubrics that appear to be problematic for the individuals. In addition, all Teaching Events with scores that do not meet the established passing standard and borderline scores (those just above the passing standard) will also be scored by a second scorer, and the evidence reviewed by the credential area lead trainer. To ensure that scoring is calibrated across campuses included in the PACT consortium, the trainers will participate in a central audit of all failing Teaching Events and a randomly selected stratified sample of 15% of Teaching Events from across the score levels (2s and 3/4s) from across content areas and across all PACT campuses. Audited Teaching Events that have large score discrepancies (2 or more points) from local scores will be rescored by other trainers as part of a moderation process to ensure consistency. If there is sufficient evidence that our campus has unreliable scores, an external trainer will monitor the scoring process closely in the following year. If the discrepancies persist a second year, then external trainers will conduct STEPs local training and supervise scoring. Every third year, a central standardized scoring model will be used to provide another check on the consistency of training and the scoring process and the reliability and validity of scores. Under this model, scorers from campuses within a region will be convened at central scoring sites to be trained and calibrated and to score Teaching Events. Scores across the PACT consortium are collected annually and analyzed centrally, with results given back to programs. These analyses include tests for fairness across demographic indicators. The analysis uses an ANOVA or t-test methodology to look for significant differences in scores by gender, race/ethnicity of candidates, socio-economic context of schools, percent of ELL students in candidates classrooms, grade level taught (elementary versus secondary), and academic achievement level of candidates students. These analyses will be conducted at the program level for groups with Ns of at least 10. A finding of significant differences will trigger additional analyses at the appropriate level (consortium or program, depending on where the differences emerged) to explore the possibility of unfairness. If the significant differences remain over multiple successive years at the consortium level, a work group will be convened to analyze the differences in more depth, to result in recommendations for changes in the assessment, assessment implementation, or targeted strategies for supporting candidates with particular characteristics. The term "candidates with disabilities" refers to teacher candidates who are eligible for services under the Individuals with Disabilities Education Act (IDEA) as well as candidates who are covered under Section 504 of the Rehabilitation Act of 1973 (Section 504) and Title II of the Americans with Disabilities Act (ADA). Under IDEA, a student is eligible for services if the student has one of the covered impairments and because of that impairment needs special education and related services. Under Section 504 and Title II, the student is covered if the student has a physical or mental impairment which substantially limits one or more major life activities such as learning. In accordance with required educational accommodations as outlined in the federal Individuals with Disabilities Education Act, Students with disabilities must be provided with appropriate accommodations when necessary to enable participation in the assessments. Assessment accommodations include changes in the way assessment items are presented, changes in the way a student may respond, changes in the timing or scheduling of an assessment, and changes in the setting that are used to provide an equal footing for students with disabilities who need the accommodations. Assessment accommodations help students show what they know without being placed at a disadvantage by their disability. (United States Department of Education, 2003) Following the guidelines utilized by the Educational Testing Service (2007), STEP developed a plan to provide reasonable accommodations for candidates with documented disabilities, recognized under the Americans with Disabilities Act, which mandates that test accommodations be individualized, meaning that no single type of test accommodation may be adequate or appropriate for all individuals with any given type of disability. STEP uses the resources of both the  HYPERLINK "http://www.stanford.edu/group/DRC/index.html"  University Disability Resource Center and the HYPERLINK "http://www.stanford.edu/dept/diversityaccess/index.html" University Diversity and Access Office to provide appropriate accommodations for students with disabilities who are completing Teaching Events. As part of the assessment, each candidate and his/her university supervisor sign an Authenticity form (see  HYPERLINK "SupportingDocuments/TeachingEventAuthenticitySignOffForm.doc" Teaching Event Authenticity Sign-Off Form). The form attests that the candidate had primary responsibility for teaching the class during the period documented in the Teaching Event, that the video and the student work samples were from that class, and that the candidate was the sole author of the commentaries. Because the university supervisors make frequent visits to the candidates field placements throughout the year, including nine formal observations, they are well-qualified to attest to the candidates role as the primary teacher in the classroom featured in the Teaching Event. Because candidates work is in an educational context where they are being taught to teach and because STEP encourages collaboration in teaching, PACT has developed guidelines for candidate support and peer review with supervisors, course instructors, and teaching assistants. (See HYPERLINK "SupportingDocuments/MakingGoodChoices_SupportGuideForPACTteachingEvent.pdf"Making Good Choices: A Support Guide for the PACT Teaching Event.) These guidelines indicate boundaries between instruction and collegial conversations to improve teaching effectiveness vs. coaching, editing, and other support targeted solely toward passing or raising the score on the Teaching Event. If candidates fail the Teaching Event because they fail more than one task OR have more than 2 1s across tasks, an entirely new Teaching Event must be re-taught and re-submitted. However, candidates who fail the Teaching Event because they failed only one task of the Teaching Event have the opportunity to resubmit specific individual tasks for a higher score. With the exception of the reflection task, resubmitting a task involves more than simply re-writing/revising the commentary for an individual task. The chart below shows what would need to be resubmitted for each task that is failed. Task FailedComponents to be resubmittedPlanningInstructional context task; New series of lesson plans and instructional materials on a new topic; Planning commentary InstructionInstructional context task; New video clips; New lesson plans for the lessons from which the video clips are drawn; Instruction commentaryAssessmentInstructional context task; New student work samples; Assessment commentary Reflection Revision of reflection commentary for previously taught Teaching Event; Daily reflections cannot be revised.* Academic LanguageInstructional context task; New Planning Task + New Instruction Task (See above for components to be resubmitted) * Guiding Question 8 (Reflection 1) on the current version of the rubrics are based on the Daily Reflections exclusively, and since Daily Reflections depend on teaching the learning segment, the score for this guiding question cannot be remediated. Candidates whose Teaching Events do not meet the passing standard and who choose not to remediate the score by resubmitting a task or an entire Teaching Event will have the right to appeal the failing score. Prior to the release of scores to the candidate, all Teaching Events not meeting the passing standard will have been scored at least twice by trained and calibrated scorers, and the evidence reviewed by the trainer in the credential area (a read-behind) to ensure the reliability of scores. If the original double scores were conflicting, then the trainer will have independently scored the Teaching Event a third time to adjudicate the scores. If a candidate appeals the failing score, an investigation of the scorer training and scoring procedures at the local campus will be triggered. If the investigation finds that the scorer training process at a local campus or scoring procedures were not in accordance with the scoring system as designed, the candidate then has the right to ask for a re-scoring of the Teaching Event by a trainer in that area external to the local program. The re-scoring of the Teaching Event must occur within a month of the original appeal to allow the candidate time to re-submit a task or an entire Teaching Event should the re-scoring of the Teaching Event result in a failing score. 19(4) Prior to initial assessment, each candidate receives the Teaching Performance Expectations and clear, accurate information about the nature of the assessment and the pedagogical tasks. Standardized directions for completing the assessment tasks are provided in handbooks for each content area. In addition, a number of optional support materials are available on the PACT website, e.g., Procedures for Classroom Videotaping, Making Good Choices. All candidates initially encounter information about the Teaching Performance Expectations and the Teaching Performance Assessment in the STEP Handbook, which they receive during STEP Orientation (see  HYPERLINK "SupportingDocuments/OrientationSchedule_sum07.doc" Orientation Schedule,  HYPERLINK "SupportingDocuments/TeachingPerformanceExpectations.doc" Teaching Performance Expectations,  HYPERLINK "SupportingDocuments/PerformanceAssessmentForCaliforniaTeachers.doc" Performance Assessment for California Teachers). Single Subject candidates receive information about the specific requirements of the Teaching Event, as well as the rubrics, in ED246C: Secondary Teaching Seminar at the beginning of winter quarter. Multiple Subject candidates receive information about specific requirements of the Teaching Event in ED228E: Becoming Literate in School I in the summer quarter. A team of Teaching Event Advisors (made up of doctoral students with experience as STEP instructors and supervisors) represents each Single Subject content area and assists with the spring ED246D: Secondary Teaching Seminar. These advisors monitor candidates progress toward the completion of the Teaching Events and refer candidates to the appropriate rubrics for each component. In addition, the PACT coordinator has the primary responsibility for distributing clear and consistent information to candidates, faculty, and supervisors about the Teaching Event. All questions about PACTthe requirements, the process, and the scoringare referred to the coordinator. STEP directors and the PACT coordinator work to ensure that Embedded Signature Assessments are included in the coursework so that candidates have the opportunity to become familiar with the rubrics and to understand how to represent and analyze planning, instruction, assessment, and reflection. In addition, the PACT coordinator provides training for the Teaching Event Advisors.      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L^`LhH. ^`hH. ^`hH. PLP^P`LhH.\^`\o(\^`\5o(.0^`0o(..0^`0o(... 88^8`o( .... 88^8`o( ..... `^``o( ...... `^``o(....... ^`o(........!~@J4MAzy}Q>/M\>`2/v IJFZ%XtGS \n`Inq_xMB(3!3Sx+} 1U#/+{@FVPmL#a(M M~$hK{ zfR~+} @xh ^`OJQJo(!WW8Num1!                                    <޽                                            lT                 lT                 p3                         Jty       pҁ                LG΄J                         lT                 :9.;W !-0$B*.wo.B7@-lB=BF\HA;IZKgQ`[9^*^L_apk0m)utwlw[{W5v1<%mYx m~R=~+~:SnSEMt]!}wIz+.j9lfZEj*[ /*/G/H/Q////a0b0m00007181J1112=>oA@DQ nA@Unknown Gz Times New Roman5Symbol3& z Arial7&  VerdanaY New YorkTimes New Roman5& zaTahomaCLucida Bright?5 z Courier New;Wingdings 1hffҒF 7!v 7!v!4d1A1AS2qP>2(RESPONSE TO CCTC PROGRAM STANDARDS 19-21Christa Comptonbleslie!                           Oh+'0 (4 T ` l x,RESPONSE TO CCTC PROGRAM STANDARDS 19-21Christa Compton Normal.dotbleslie2Microsoft Office Word@@A@I,@I, 7GXVT$m; h&" WMFCp PsPlUT#m EMFPg\KhC   %  Rp@Times New Roman5 006 0Gz Times ew Roman?L 8}0z 0z Ln0z dv%  T` =4 @E@ LT148***TT5 =X @E@5 LP $!"  Rp@Times New RomanGz Times ew Roman?>* 8}0z 0z Ln0z dv% Tl@Y@E@@LXCCTC TTNTTY@E@;LProgram Standard 19: Assessment Administered for Validity, G4;;4;`A':AA;4A;:'T..3-.`4A'TA`!A!.'443A';4T; !A!&;TTY@E@LP J T0 c@E@JLxAccuracy and FairnessT44A4;3;;AAG:!4@4..TT1 n c@E@1 JLP > Rp@Times New RomanGz Times ew Roman!4 0P0H0Ln0dv% TTXd@E@XLP - TDXH@E@X1TLThe sponsor of the professional teacher preparation program implements the Teaching =2,'222'2!2!2,2!3!,('22,,,,2-!2!,3,!,322!22!,NN2,N,2'2,=,-,221 TDXJ @E@XTLPerformance Assessment according to the assessment design. In the program, candidate8,!!2!N,2-,H'',''N,2,,,2!23122,,'',''N,22,'12 22,2!31"-N,,222,,TT J&@E@ LP  TX.@E@XaLresponses to pedagogical assessment tasks are scored in a manner that ensures strong consistency !,'222','22,2-131,,,'',''N,2,'2',",',3!,22,N,22-!2,,2'3!,''!231,22'',2.0 TX0@E@X^Lof scoring among assessors, particularly in relation to the established passing standard. The 2!',2!31,N231,'(,''2!'2,!,2,!02",,2222,,',2'2,22,''21',22-!2=2, TX @E@X@Lprogram sponsor periodically monitors the administration, scorin2!22!,N'222'2!2-!22,,0N222!'2,,2N2'!,22',2!2T  h@E@  Lg and results of the assessment 1,22!,(2'2!2,,'',''N,2 TX<@E@XpbLto ensure equitable treatment of candidates. Prior to initial assessment, each candidate receives 2,2'2!,,22,2,",,N,22!,,222,,'8!2"22,,'',''N,2,,-2,,222,,",-,2,' % TdX@E@XLTthe 2,Rp@Times New Roman5 0\06 0Gz Times ew Roman?$X 8}0z 0z Ln0z dv% T@E@"LTeaching Performance Expectations 8,2,222=,'2'H22-,=,2-,222'% TJ@E@8Land clear, accurate information about the nature of the ,22,,-!,,,2",,2!2!O,22,3222,2,2!,2!2, T Xm@E@XV Lassessment and the pedagogical t,'',''N,2,222,2,3-131-,TlFm@E@VLXasks.,'2'T&" WMFC PSPTGsm@E@GVLP - Rp@Times New RomanGz Times ew Roman(C 0Ln0dv% TTX@E@XLP 6 TXX@E@XpLP1922TT@E@pLP(!TT@E@pLP12TT0@E@pLP)"TT1@E@1pLP STw@E@pKLThe sponsor of the professional teacher preparation program implements the C8,'828'2,1"!8,8,2!,''282!,2,8,,8,,82-2!288,22,2RR8-S-8!'!8, Td@E@DLTeaching Performance Assessment according to the assessment design. C,2,882<,,"2-R28-,H'','(R,8!2-,2,882!2!8,2'','(R,8!8,'28TTe@E@eLP 6 TTXk @E@XV LP 6 % TXm  @E@X LxSTEP follows the state8==8!22H'2,',,TTm  @E@ LP-!T m v @E@  Lxapproved guidelines f-22!22,2122,2,'!Tm m 3 @E@m Lor the administration of 2!3,,2N2'!,222!T4 m  @E@4 Llthe Performance 2,8,!!2!N,3,, TX Q @E@X: LhAssessment foH'',''N,2!2T 'Q @E@: L|r California Teachers (!C,!2!2,=,-,2,!'!Td( ' Q @E@(: LTPACT8HC=TT( H Q @E@( : LP)!TXI z Q @E@I : LP. T\{ rQ @E@{ : -LCandidates for the Single Subject credential C,322,,'!2!2,821,822,,,!,3,2, TXS q @E@X Lhcomplete the ,2N2,,2,TTrS  @E@r LPT=T|S  @E@ L\eaching -,,231TTS < @E@ LPE>Td=S  @E@= LTvent2,2TlS  @E@ LX (TE)!==!TS  @E@ <L during the independent student teaching phase of their year22!312,22-2,22,2'22,2,,,23122,',2!2,!0-,"TTS 6 @E@ LP-" TX 7 @E@X ELlong field placements, supported by a series of assignments in their 221!,22-,,N,2''3222!,240,'-!,'2!,'(12N,2'22,!TT  7 @E@ LPs'Tl 7 @E@ LXpring2!31T| 7 @E@ L\ ED246D:=H222HTT 7 @E@ LP Td [7 @E@ LTSeco8,,2Tp\ X7 @E@\ LXndary 22,#0 % TxX9  @E@X L\Seminar8,N2,!TX9  @E@ LP (!TT9  @E@ LPs'TX9 ] @E@ LPee,,%  TT^9 v @E@^ LP %  T|w9  @E@w L\syllabus(,222''% Ldw  w I!??% ( %  T`9  @E@ LT). !T9  @E@ CLCandidates for the Multiple Subject credential complete a Teaching C,222,,'!2!2,Y22,822,,,!,3,2,,2O2,,,=-,,231 TX  @E@X LlEvent in either =2,22,2,!Tx  @E@ L\ED228: =H222T  @E@ &" WMFC P3PLBecoming Literate in SchoolC,,2N21<-!,,28,232Td   @E@  LT or 2!Tx c  @E@  L\ED263: =H222Td  @E@d  LQuantitative Reasoning and H2,2,2,C,,'2231,22 T|X  @E@Xy L\MathematY,2,N,T` [ @E@y LTics,'TT\ t @E@\y LP Tlu ( @E@uy LX(the !2,TT) T @E@)y LPc,TU  @E@Uy Lhurriculum and3!!,32N,22TX  @E@y LP iT8 % @E@y 'LInstruction courses in STEP Elementary)2'!2,22,23"','28==8=,N,2,"0#T&  @E@&y Lt. In addition, they 2,22222-0 TX t @E@X aLcomplete one Teaching Event task in each of the three additional core areas not addressed in the ,2N2,,22,=-,,231>2,2,'22,,,23!2,2!,,,2222,,3!,-!--'22,22!,'',222, TX v @E@X_ L`complete ,2N2,,T  v @E@_ !LTE (literacy, mathematics, histor==!,!-.0O,2,N,,'2'2"T  v @E@ _ Ly/social science and science). 0'3,,',,2,,,22',,3,,!TX  !v @E@ _ LPTh=3TX" fv @E@"_ LPe ,TTg v @E@g_ LPc,T v @E@_ Lhurriculum and 2!!,22N,22 TTXx s @E@X LPi@Ttx  @E@t L`nstruction2'!2,22Txx  @E@ L\ courseu,22!',T!x @E@! Ls for each content area provide'!2!,-,2,22,2,",,3!222,TT x  @E@ ,L support for the completion of the Teaching (2222!!2!2,,2N2,322!2,=,-,231 TTX \@E@XELPE=T 9\@E@ELvent and the additional tasks. 2,2,222,,2222,,'2'T: \@E@:E>LMultiple Subject candidates collect the information needed to Y22,822,,,,222,,',2,,2,2!3!N,222,,2,22 T8X^@E@X'Lsatisfy the PACT requirements in two di','"02,8HC=",22!-N,2'2H22T^ @E@ Lhfferent field!!,!,2!-2T ^ @E@ Lt placements, one in2,,,N,2'22,2Td ^@E@ LT the2,Tx^@E@L\ early ,,!0T^@E@ Ldelementary ,,O,2,#0 T,X7B@E@X+%Lgrades and another in the upper grade@1",2,',22,222,!22-222,!1!,3,TT8^B@E@8+LPs'TT_wB@E@_+LP.TTxB@E@x+LP TTB@E@+LP . % TTXD@E@XLP 6 % TlXH(@E@XLXThe T=2,=TpIN(@E@ILXeachin,-,23T`O(@E@OLTg E1=T(@E@ Ldvents are th2,2',",2T`(@E@LTen ,2T(@E@ L`assessed ,'','',2T\(@E@-Lby trained scorers. Successful completion of 40",2,2',2!&" WMFC PP,!'82-,,''!2,2N3,222!Td(@E@LTPACT8HC=T|(@E@L\ is one '22, % TX* @E@XHLof the criteria for recommendation for credentialing by STEP directors. 2!2,,!,!,!2!!,,2ON,22,22!2!,",2,2,21408==82!,,2!'TT * @E@ LP P% TT ( @E@ LP 7 TTX@E@XLP 6 T`X@E@XlLT19(22!TX/@E@lLP2)2!TX0@E@0lWL In the program, candidate responses to pedagogical assessment tasks are scored in a '8!8,8,22,3R,28882!,,,'828','!28,82222,22'',''R,8!!2'8'2,,',2-,882 T@\@E@SLmanner that ensures strong consistency of scoring among assessors, particularly in R288,,!82!,8'8,,''!-282,28''!,8,22"',2,822R2822'',''2,'83,!,82,28 T\ g@E@R-Lrelation to the established passing standard.,,2!28!2!8,,(!28'7,882''82'!2782,8TT  g@E@ RLP @5 TTXi@E@XLP 6 % T|X M@E@X6L\The PACT=2,8HC=TT $M@E@ 6LP T%M@E@%6Lscoring system includes rubr',2!31(0'-N2,22,'!22!TH0M@E@6*Lics, benchmarks, scorer recruitment and tr,'2,3-2N,!2'',2!-!!-,!2N-2,22!T1KM@E@16Lhaining, and a ,221,22, TXO@E@XLpscoring process. ',2!213!2,,''TO@E@KLA template of eleven rubrics is used in each subject area, but benchmarks, H,N2,,2!,,3,2!22!,''2',22,,,2'22-,,",,322,2,2N,!2' TX_3@E@XLscorers, and some scoring',2!,!',22'2N,',2!31T`U 3@E@`Lt rubrics are subject!23!,',",'22,,TTV v 3@E@V LP- !T|w  3@E@w L\specific'3,-!,Tp  3@E@ LX. Lead<,,2TT  3@E@ LP TT  3@E@ LPtT  3@E@  Lrainers in each credential area ",2,!'2-,,3,!,2,2,,!-, TX5c@E@XLhparticipate in2,!,2,,2Td5#@E@dML a Training of Trainers in preparation for conducting training and calibratio,>!,2312!=!,2-!'22!,2-!,32!2!,2222,31!,231,22,,2!,2T$5@E@$ L`n and for 2,22!2! TX@E@XLxsupervising scoring. '22,!2'21',3!31T\ @E@-LScorer training is conducted using consortium8,2",!!,231',2222,,23'21,22'2!2NTT  @E@ LP-@!T u@E@  L`wide procuH2,3"2,Tv@E@vLledures that are ,22!,'3,,!, TX@E@XuLxdescribed in the PACT 2,',!2,222,8HC=T@E@u7LImplementation Handbook, with common benchmarks and cal!N2,N,2 &rWMFCPP,22H,222232H2,2NN222,2,2N,!2',22-,T|@E@uL\ibration2!,22Td@E@uLT for!2!TT@E@uLP  TPX^ @E@X+LTeaching Events used across the consortium.n=,,,231=3,2'2',2,-!2''2,,22'2!2NTT_  @E@_ LP K TTXpr@E@X[LP aTTqr@E@q[LP - TdXt @E@XLTThe =2,TT t'@E@ LPlTd(t@E@(LTead ,,2TTt@E@LPtT t@E@NLrainer in each credential area will randomly select a scoring form from each s",2,!2-,,2-!,2,2,-!,,H!,223N0',,,,',2!31!3!N!!2N,-,2'TtL@E@ L`corer to ,2",!2 TXX@E@XA L`examine. ,3,N2,TX@E@A LdForms from n72!N'!!2N2T|bX@E@AL\ew score-H',2!-Tc\ X@E@cALrs and from scorers who require!',22!!2N(,2!-!'H22!,22",T] !X@E@] A Ld more than N2!,2,3Td"X@E@"ALTtwo H2TxX@E@AL\attempt,,N2TT#X@E@ALPs'Td$X@E@$ALT to 2% 666666666666666666666666666666666666 6 66 6  6 66 6  6 66 6  6 66 6  6 66 6 66666666666666666666  ."System-@Times New Roman- 2 m\148 2 mn 9,'@Times New Roman-2 cuCCTC p d2 c;Program Standard 19: Assessment Administered for Validity,               2 cZ 9 +2 vAccuracy and Fairness       2 v 9 @Times New Roman- 2 T 92 TTThe sponsor of the professional teacher preparation program implements the Teaching    2 TTPerformance Assessment according to the assessment design. In the program, candidate      2 @ 92 Taresponses to pedagogical assessment tasks are scored in a manner that ensures strong consistency   2 T^of scoring among assessors, particularly in relation to the established passing standard. The   k2 T@program sponsor periodically monitors the administration, scorin   ;2  g and results of the assessment  2 Tbto ensure equitable treatment of candidates. Prior to initial assessment, each candidate receives   -2 Tthe @Times New Roman->2 i"Teaching Performance Expectations   -_2 98and clear, accurate information about the nature of the  ;2 T assessment and the pedagogical t 2  asks.p 2 ) 9@Times New Roman- 2 T 92 .T19 2 .b(9 2 .g19 2 .n)9 2 .r 9 |2 .~KThe sponsor of the professional teacher preparation program implements the    q2 >~DTeaching Performance Assessment according to the assessment design.      2 >( 9 2 NT 9-,2 ^TSTEP follows the state   2 ^-9+2 ^approved guidelines fe12 ^Ror the administration of g #2 ^the Performance  2 nT Assessment foc  .2 nr California Teachers ( 2 n$PACT  2 nH)92 nM. O2 nT-Candidates for the Single Subject credential  2 ~T complete the   2 ~T9 2 ~eaching  2 ~E9 2 ~vent2 ~ (TE)n e2 ~< during the independent student teaching phase of their year 2 ~e-9s2 TElong field placements, supported by a series of assignments in their    2 s92 pringn2  ED246D:   2 , 92 /Seco2 Kndary -2 TSeminar: 2  ( 2 s92 ee-  2  9- 2 syllabus- @ !.-- 2 ). p2 CCandidates for the Multiple Subject credential complete a Teaching   #2 TEvent in either 2 ED228: s 42 Becoming Literate in School   2 { or 2 ED263: s 42 Quantitative Reasoning and  2 TMathemat  2 ics 2  92 (the m 2 c92  urriculum and 2  iF2 'Instruction courses in STEP Elementary)   )2 . In addition, they 2 Tacomplete one Teaching Event task in each of the three additional core areas not addressed in the    2 T complete  =2 !TE (literacy, mathematics, historn   :2 Cy/social science and science). 2 Th 2 e  2 c9 2  urriculum and   2 Ti92 X nstruction2  courset:2 s for each content area provideM2 d, support for the completion of the Teaching    2 TE9 :2 ]vent and the additional tasks. h2 >Multiple Subject candidates collect the information needed to  F2 T'satisfy the PACT requirements in two di   2 7 fferent field(2 y placements, one in 2  the2  early t2  elementary l C2 T%grades and another in the upper grade 2 's9 2 ,.9 2 0 9 2 3 9- 2 /T 9-2 >TThe Ty  2 >veachin2 >g E2 > vents are th2 >en 2 > assessed O2 >2-by trained scorers. Successful completion of  2 >.PACT 2 >Q is one -w2 NTHof the criteria for recommendation for credentialing by STEP directors.    2 N 9- 2 N 9 2 _T 92 oT19(2 og2)2 orW In the program, candidate responses to pedagogical assessment tasks are scored in a   2 ~Smanner that ensures strong consistency of scoring among assessors, particularly in n  O2 ~-relation to the established passing standard. 2  9 2 T 9-2 TThe PACT   2  952 scoring system includes rubr J2 5*ics, benchmarks, scorer recruitment and tr   2 !aining, and a %2 Tscoring process. |2 KA template of eleven rubrics is used in each subject area, but benchmarks,   12 Tscorers, and some scoringu )2  rubrics are subject 2 O-92 Sspecific2 . Lead  2  9 2 t9;2  rainers in each credential area  2 Tparticipate in2 M a Training of Trainers in preparation for conducting training and calibratio2 C n and for +2 Tsupervising scoring. O2 -Scorer training is conducted using consortium 2 -92  wide proc #2 edures that are ,2 Tdescribed in the PACT  ^2 7Implementation Handbook, with common benchmarks and cal      2 5ibration2 a for 2 u 9L2 T+Teaching Events used across the consortium.u   2 P 9  2 T 9 2 X 92 /TThe  2 /ml92 /qead  2 /t92 /Nrainer in each credential area will randomly select a scoring form from each s    2 /> corer to 2 ?T examine.  2 ? Forms from n  2 ?ew score :2 ? rs and from scorers who require   2 ?  more than n 2 ?two  2 ?attempte  2 ?=s92 ?C to -՜.+,D՜.+,\ hp   v!1A' )RESPONSE TO CCTC PROGRAM STANDARDS 19-21 Title 8@ _PID_HLINKSA`6~|`../../../Local Settings/Temp/SupportingDocuments/PerformanceAssessmentForCaliforniaTeachers.doc MNU../../../Local Settings/Temp/SupportingDocuments/TeachingPerformanceExpectations.doc WfO../../../Local Settings/Temp/SupportingDocuments/OrientationSchedule_sum07.doc O~h../../../Local Settings/Temp/SupportingDocuments/MakingGoodChoices_SupportGuideForPACTteachingEvent.pdf   Z../../../Local Settings/Temp/SupportingDocuments/TeachingEventAuthenticitySignOffForm.doc n, 8http://www.stanford.edu/dept/diversityaccess/index.html ^-http://www.stanford.edu/group/DRC/index.html 7J../../../Local Settings/Temp/SupportingDocuments/STEP_PACTcoordinator.doc iK../../../Local Settings/Temp/SupportingDocuments/ED246D_Practicum_sec_.doc   !"#$%&'()*+,-./0123456789:<=>?@ABDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry F#,Data ;1TableC9WordDocument;tSummaryInformation(4DocumentSummaryInformation8CompObjq  FMicrosoft Office Word Document MSWordDocWord.Document.89q