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Errata

Contents This document contains the following:

• Summary of Handbook Changes for 2018–2019 • edTPA Assessment Materials Version Chart for October 2018 • 2018–2019 Revision History for Handbooks, Templates, and Candidate Support Resources • 2018–2019 Errata for Handbooks, Templates, and Candidate Support Resources • 2017–2018 Revision History for Handbooks, Templates, and Candidate Support Resources • 2017–2018 Errata for Handbooks, Templates, and Candidate Support Resources • Important Information about Preparing and Submitting Evidence

Summary of Handbook Changes for 2018–2019 There are no generic changes to the edTPA national handbooks for 2018–2019. Changes to the edTPA Washington handbooks for 2018–2019 include changes to the prompts for Student Voice adopted by the Professional Educator Standards Board in May 2018 and will be available to candidates October 2018.

edTPA Assessment Materials Version Chart for October 2018 Beginning September 2018 for all edTPA national assessment materials (with the exception of Elementary Education) and October 2018 for all edTPA Washington assessment materials, there will be a version number in the title and footer: "Version 0X" (version numbers vary by assessment and assessment material). Handbooks, templates, and candidate support resources will no longer be identified by a month and year (e.g., "September 2017," "0917") in the title and footer. Elementary Education assessment materials for 2018–2019 with version numbers will be available to candidates later in October 2018.

In general, candidates should use the assessment materials that are currently available in their edTPA portfolio system (provided by the program, edTPA.com, or their ePortfolio platform provider).

For candidates using national assessment materials:

• Candidates who have already made significant progress building their edTPA portfolios with the previous year’s handbooks and templates may continue to use and submit that version.

• Starting in September 2018, candidates building their edTPA portfolios for 2018–2019 submission should use the assessment materials for their subject area as indicated in the following version chart.

For candidates using Washington assessment materials:

• Starting October 1, 2018, candidates should use the assessment materials for their subject area as indicated in the following version chart; however, if candidates have already started to prepare their submission using the 2017–2018 handbooks and templates, they may continue to use and submit that version until January 31, 2019, which is the first submission deadline in 2019.

• Starting February 1, 2019, candidates building their edTPA portfolios for 2018–2019 submission must use the assessment materials for their subject area as indicated in the following version chart.


edTPA Assessment

Handbook & Templates (Assessment Specific)

Making Good Choices

Understanding Rubric Level Progressions (Assessment Specific)

Academic Language Handout (Assessment Specific)

Agricultural Education National: Version 06 Washington: Version 07 Version 01 (general) Version 01 Version 01

Business Education National: Version 06 Washington: Version 07 Version 01 (general) Version 01 Version 01

Classical Languages National: Version 07 Washington: Version 07 Version 01 (general) Version 01 N/A

Early Childhood National: Version 06 Washington: Version 07 Version 01 (general) Version 01 N/A

Educational Technology Specialist National: Version 06 Version 01 (general) Version 01 Version 01

Elementary Education National: September 2017 V6

Version 01 (general) 2017–18 (assessment-

specific addendum) Version 01 Version 01

Elementary Literacy National: Version 07 Washington: Version 07 Version 01 (general) Version 01 Version 01

Elementary Mathematics National: Version 06 Washington: Version 07 Version 01 (general) Version 01 Version 01

English as an Additional Language

National: Version 07 Washington: Version 08 Version 01 (general) Version 01 Version 01

Family and Consumer Sciences


Health Education National: Version 06 Washington: Version 07 Version 01 (general) Version 01 Version 01

K–12 Performing Arts National: Version 06 Washington: Version 07 Version 01 (general) Version 01 Version 01

Library Specialist National: Version 06 Washington: Version 07 Version 01 (general) Version 01 Version 01

Literacy Specialist National: Version 07 Version 01 (general) Version 01 Version 01 Middle Childhood English-Language Arts National: Version 06 Version 01 (general) Version 01 Version 01

Middle Childhood History/Social Studies National: Version 06 Version 01 (general) Version 01 Version 01

Middle Childhood Mathematics National: Version 06 Version 01 (general) Version 01 Version 01

Middle Childhood Science National: Version 06 Version 01 (general) Version 01 Version 01

Physical Education National: Version 07 Washington: Version 08 Version 01 (general) Version 01 Version 01


edTPA Assessment

Handbook & Templates (Assessment Specific)

Making Good Choices

Understanding Rubric Level Progressions (Assessment Specific)

Academic Language Handout (Assessment Specific)

Secondary English-Language Arts


Secondary History/Social Studies


Secondary Mathematics National: Version 06 Washington: Version 07 Version 01 (general) Version 01 Version 01

Secondary Science National: Version 07 Washington: Version 08 Version 01 (general) Version 01 Version 01

Special Education National: Version 08 Washington: Version 08

Version 01 (assessment specific) Version 01 Version 01

Technology and Engineering Education


Visual Arts National: Version 06 Washington: Version 07 Version 01 (general) Version 01 Version 01

World Language National: Version 07 Washington: Version 07 Version 01 (general) Version 01 N/A


2018–2019 Revision History for Handbooks, Templates, and Candidate Support Resources Date Description of Change 8/28/2018 Classical Languages (National & Washington): Correction to hyperlink in handbooks.

Early Childhood (National & Washington): Correction to hyperlinks in handbooks. Educational Technology Specialist (National): Correction to hyperlink in handbook. Physical Education (National & Washington): Correction to hyperlink in handbooks. Technology and Engineering Education (National & Washington): Correction to hyperlinks in handbooks and URLP.

3/20/2018 Technology and Engineering Education (National & Washington): Corrections to Instruction Task 2, “What Do I Need to Do?” in National handbook and to glossary in both National and Washington handbooks.

2/20/2018 Physical Education (National & Washington): Clarification of Task 3 instructions and evidence chart in handbooks. World Language (National & Washington): Corrections to Rubric 4 (Levels 2 and 3), Task 3 instructions and evidence chart, and the glossary in the handbooks.

12/21/2017 Physical Education (National & Washington): Correction to Planning Rubric 1, Level 1 in handbook.

8/29/2017 All subject areas (National & Washington versions), with the exception of Early Childhood, Special Education, Classical Languages, & World Language: Information about footnote(s) to Rubric 14 in handbooks. Classical Languages & World Language (National & Washington): Correction to hyperlink in handbooks. Middle Childhood English Language Arts (National): Correction to Context for Learning in handbook. Secondary English Language Arts (National & Washington): Correction to Context for Learning in handbook. Technology and Engineering Education (National & Washington): Correction to the “academic language” glossary entry.


2018–2019 Errata for Handbooks, Templates, and Candidate Support Resources The table below lists by subject area the published assessment materials that contain errors and the corresponding corrections. Also included are the impacted documents (handbook[s], template[s], Making Good Choices [MGC], Understanding Rubric Level Progressions [URLP], and/or Academic Language [AL] handout), the version, and the page number.

Subject Area Impacted Documents

Version/Page # Correction

All subject areas (National and Washington), with the exception of Early Childhood, Special Education, Classical Languages, World Language

Handbooks AGR – National: Version 06, p. 37 Washington: Version 07, p. 39 BUS – National: Version 06, p. 34 Washington: Version 07, p. 37 EAL – National: Version 07, p. 37 Washington: Version 08, p. 40 ELE – National: V6, September 2017, p. 40 ELL – National: Version 07, p. 34 Washington: Version 07, p. 36 ELM – National: Version 06, p. 35 Washington: Version 07, p. 36 ETS – National: Version 06, p. 34 FCS – National: Version 06, p. 36 Washington Version 07, p. 38 HED – National: Version 06, p. 34 Washington: Version 07, p. 38 LBS – National: Version 06, p. 36 Washington: Version 07, p. 36 LSP – National: Version 07, p. 35 MCE – National: Version 06, p. 35 MCH – National: Version 06, p. 36 MCM – National: Version 06, p. 35 MCS – National: Version 06, p. 37 PED – National: Version 07, p. 37 Washington: Version 08, p. 39

The footnote(s) to Rubric 14 refer to using the language demands identified in the Planning Task. However, evidence of language use does not have to be limited to the language demands identified in the Planning Task, so the footnote(s) to Rubric 14 can be disregarded.




PFA – National: Version 06, p. 35 Washington Version 07, p. 37 SEH – National: Version 06, p. 35 Washington: Version 07, p. 37 SEL – National: Version 06, p. 35 Washington: Version 07, p. 36 SEM – National: Version 06, p. 36 Washington: Version 07, p. 36 SES – National: Version 07, p. 35 Washington: Version 08, p. 37 TED – National: Version 06, p. 35 Washington: Version 07, p. 37 VSA – National: Version 06, p. 36 Washington: Version 07, p. 37

Classical Languages (National and Washington)

Handbooks National: Version 07, p. 1 Washington: Version 07, p. 1

The hyperlink to the ACTFL Program Standards for the Preparation of Foreign Language Teachers in footnote #2 is broken. It should go to the following page: https://www.actfl.org/assessment-professional-development/program-review-services


The hyperlink to the Standards for Latin Teacher Preparation in footnote #3 is broken. It should go to the following page: https://classicalstudies.org/education/standards-latin-teacher-preparation

Early Childhood (National and Washington)


The hyperlink to the NAEYC Standards in footnote #1 is broken. It should go to the following page: https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/our-work/higher-ed/NAEYC-Professional-Preparation-Standards.pdf The hyperlink to the NBPTS Standards in footnote #2 is broken. It should go to the following page: http://nbpts.org/wp-content/uploads/EC-GEN.pdf

Educational Technology Specialist

URLP Version 01, pp. 2, 16, 22 The hyperlink in footnotes #1, #4, and #5 is broken. It should go to the following page where you can download the article as a PDF: http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.521.5246&rank=1

https://www.actfl.org/assessment-professional-development/program-review-services


https://classicalstudies.org/education/standards-latin-teacher-preparation

https://classicalstudies.org/education/standards-latin-teacher-preparation

https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/our-work/higher-ed/NAEYC-Professional-Preparation-Standards.pdf



http://nbpts.org/wp-content/uploads/EC-GEN.pdf

http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.521.5246&rank=1

http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.521.5246&rank=1




Middle Childhood English-Language Arts

Handbook Version 06, p. 39 Question #4 (“How much time is devoted each day to English Language Arts instruction in your classroom?”) in the “About the Class Featured in this Learning Segment” section should not be included in the Context for Learning Information.

Middle Childhood Science Handbook Version 06, p. 38 The primary criterion for Rubric 15, Level 5 should read “Next steps provide targeted support to individuals AND groups…”

Physical Education (National and Washington)


The text “or are missing” should not be included in the third criterion option in Rubric 1, Level 1. The third criterion option should read “Standards, objectives, and learning tasks are not aligned with each other.”


In Assessment Task 3, the first bullet under “What Do I Need to Do?”>”Submit work samples for each focus student” should read “You must provide a video work sample. Submit no more than 5 minutes of video evidence for each focus student in a separate file. You may submit multiple clips of a focus student in one file (i.e., focus student 1 file contains multiple clips of focus student 1; focus student 2 file contains multiple clips of focus student 2; and/or focus student 3 file contains multiple clips of focus student 3); however, the multiple clips for one student cannot exceed a total of 5 minutes. Select video that clearly shows the relevant aspects of each focus student's performance that was recorded during the whole group activity, not in isolation or in a class demonstration. The video clips that highlight the focus students do not need to be from the same lesson as the video clip(s) submitted for Instruction Task 2.


In Part A of the Assessment Task 3 Evidence Chart, the second sentence of the first bullet under “Additional Information” should read “You may submit multiple clips in one file (i.e., focus student 1 file contains multiple clips of focus student 1; focus student 2 file contains multiple clips of focus student 2; and/or focus student 3 file contains multiple clips of focus student 3); however, the multiple clips for one student cannot exceed a total of 5 minutes.”

Handbooks National: Version 07, p. 53 Washington: Version 08, pp. 60–61

The hyperlink to SHAPE standards in footnote #24 (National) and in footnotes #20 and #23 (Washington) is broken. It should go to the following page: https://www.shapeamerica.org/accreditation/upload/2017-SHAPE-America-Initial-PETE-Standards-and-Components.pdf

https://www.shapeamerica.org/accreditation/upload/2017-SHAPE-America-Initial-PETE-Standards-and-Components.pdf






Secondary English Language Arts (National and Washington)


The following questions numbered 1–3 are incomplete or missing from the “About the Class Featured in this Learning Segment” section of the Context for Learning Information: 1. How much time is devoted each day to English

Language Arts instruction in your classroom? What is the name of this course?

2. What is the length of the course? One semester: One year: Other (please describe):

3. What is the class schedule (e.g., 50 minutes every day, 90 minutes every other day)?

The current questions numbered 2–4 become questions 4–6: 4. Is there any ability grouping or tracking in English

Language Arts? If so, please describe how it affects your class.

5. Identify any textbook or instructional program you primarily use for English Language Arts instruction. If a textbook, please provide the title, publisher, and date of publication.

6. List other resources (e.g., electronic white board, online resources) you use for English Language Arts instruction in this class.

Secondary Science (National and Washington)


The primary criterion for Rubric 15, Level 5 should read “Next steps provide targeted support to individuals AND groups…”

Special Education (National and Washington)


The title of Assessment Rubric 12 should read “Providing Feedback to Guide Further Learning.”

Technology and Engineering Education (National and Washington)

Handbook National: Version 06, p. 18 The second bullet in the “What Do I Need to Do?” section should include the following sentence at the end: “The video clips you select for submission should provide a sample of how you interact with students to develop technology-related conceptual understanding, technical skills, and engineering design or other problem-solving strategies.”


In the Glossary section, the definition of "language functions" and "vocabulary" under the "academic language" entry should read as follows: • language functions: The content and language

focus of the learning task represented by the active verbs within the learning outcomes. Common language functions in technology and engineering education include describing components of a




design such as the keystone of a bridge, predicting from models and data, comparing based on common attributes, summarizing the results of trials, justifying conclusions, evaluating data, classifying based on attributes, explaining designs and results of trials, critiquing a design based on concepts and/or data, representing information mathematically, and so on.

• vocabulary: Includes words and phrases that are used within disciplines including: (1) words and phrases with subject-specific meanings that differ from meanings used in everyday life (e.g., shear, product, ruler); (2) general academic vocabulary used across disciplines (e.g., compare, analyze, evaluate); and (3) subject-specific words defined for use in the discipline (e.g., simplification, logic gates, orthographic).

Handbooks National: Version 06, pp. 46–47 Washington: Version 07, pp. 53–54

In the Glossary section, footnote #19 for National and 18 for Washington should appear at the end of the definition of “academic language” instead of the definition of “discourse.”


The hyperlink in footnote #28 is broken and should be disregarded.

URLP Version 01, pp. 2 & 26 The hyperlink to the Standards for technological literacy in footnotes #1, #2, and #7 is broken. It should go to the following page: https://www.iteea.org/File.aspx?id=67767&v=b26b7852

World Language (National and Washington)

Handbooks

National: Version 07, p. 1 Washington: Version 07, p. 1



Levels 2 and 3 of Rubric 4 should not include “at different points” and should read as follows: Level 2: The assessments provide limited evidence to monitor students’ development of communicative proficiency in the target language during the learning segment. Level 3: The assessments provide some evidence to monitor students’ development of communicative proficiency in the target language in a meaningful cultural context during the learning segment.


Assessment Task 3, “What Do I Need to Do,” first bullet, last sentence should have “or” rather than “and” and should read “The assessment should provide opportunities for students to demonstrate communicative

https://www.iteea.org/File.aspx?id=67767&v=b26b7852






proficiency through the interpersonal or presentational modes of communication in the target language in meaningful cultural context(s).”

Handbook National: Version 07, pp. 27, 41, 42

The following text should be included in the third bullet of the “What Do I Need to Do?” section on p. 27 and the “Additional Information” column of the evidence chart on pp. 41 and 42: “If you have student work samples (from a single assessment) with more than one file type (i.e., video/audio AND written work samples), submit the audio or video work samples in Part A and submit the written student work samples in Part B (attached to the feedback).”

Handbook Washington: Version 07, pp. 28, 46, 47

The following text should be included in the fourth bullet of the “What Do I Need to Do?” section on p. 27 and the “Additional Information” column of the evidence chart on pp. 45 and 46: “If you have student work samples (from a single assessment) with more than one file type (i.e., video/audio AND written work samples), submit the audio or video work samples in Part A and submit the written student work samples in Part B (attached to the feedback).”

Handbooks National: Version 07, p. 29 Washington Version 07, p. 30

The last sentence of Assessment Commentary prompt 1c for National and 1d for Washington should have “or” rather than “and” and should read “The analysis should focus on students’ communicative proficiency in the target language through the interpersonal or presentational modes of communication in the target language in meaningful cultural context(s).”

Handbooks National: Version 07, pp. 47–48 Washington: Version 07, p. 54

The definitions for the two glossary entries below should read as follows: meaningful cultural context(s): According to the ACTFL standards, world language instruction should afford students opportunities to make connections and comparisons between the experiences and knowledge they bring and the cultural products, practices, and perspectives of the target language cultures they are learning about. The role of the teacher is to provide opportunities for authentic uses of language for communicative purposes. In world language education, meaningful cultural contexts encompass sociocultural practices in the target language societies and/or cultures that speak the target language, as well as in the world language classroom and in the students’ home and community. modes of communication (interpretive, interpersonal, and presentational): According to the ACTFL standards,18 communication is composed of three modes: interpretive (reading, listening, or viewing




of authentic materials), interpersonal (active negotiation of meaning among individuals through speaking and listening and/or reading and writing in the target language), and presentational (creation of messages through writing, speaking, or visually representing). 18ACTFL Performance Descriptors for Language Learners © ACTFL, Inc., 2012


2017–2018 Revision History for Handbooks and Candidate Support Resources Date Description of Change 3/20/2018 Technology and Engineering Education (National & Washington): Corrections to Instruction Task 2, “What Do I Need to

Do?” in National handbook and to glossary in both National and Washington handbooks.

2/20/2018 All subject areas, with the exception of Special Education: Correction to Rubric 13 (Rubric 12 for Classical Languages and World Language), “Unpacking Rubric Levels below 3” in URLPs. Early Childhood (National & Washington): Correction to Rubric 9 in URLP. Physical Education (National & Washington): Clarification of Task 3 instructions and evidence chart in handbooks. Special Education (National & Washington): Correction to Rubric 12 in handbooks and Rubric 14 in URLP. World Language (National & Washington): Corrections to Rubric 4 (Levels 2 and 3), Task 3 instructions and evidence chart, and the glossary in the handbooks; corrections to Task 3 in URLP.

12/21/2017 Early Childhood (National & Washington): Correction to Planning Rubric 4 Primary Sources of Evidence in URLP. Physical Education (National & Washington): Correction to Planning Rubric 1, Level 1 in handbook.

8/29/2017 All subject areas (National & Washington versions), with the exception of Early Childhood, Special Education, Classical Languages, & World Language: Information about footnote(s) to Rubric 14 in handbooks. Classical Languages & World Language (National & Washington): Correction to hyperlink in handbooks. Middle Childhood English Language Arts (National): Correction to Context for Learning in handbook & template. Middle Childhood Science (National) & Secondary Science (National & Washington): Correction to primary criterion of Rubric 15, Level 5 in handbooks & URLPs. Secondary English Language Arts (National & Washington): Correction to Context for Learning in handbook & template. Technology and Engineering Education (National & Washington): Correction to the “academic language” glossary entry.


2017–2018 Errata for Handbooks and Candidate Support Resources The table below lists by subject area the published assessment materials that contain errors and the corresponding corrections. Also included are the impacted documents (handbook, template(s), Making Good Choices [MGC], Understanding Rubric Level Progressions [URLP], and/or Academic Language [AL] handout), the version, and the page number.



All subject areas (National and Washington), with the exception of Early Childhood, Special Education, Classical Languages, World Language

Handbooks AGR – V5, September 2016 National: p. 37; V6, September 2017 Washington: p. 39 BUS – V5, September 2016 National: p. 34; V6, September 2017 Washington: p. 37 EAL – V6, September 2016 National: p. 37; V7, September 2017 Washington: p. 40 ELE – V6, September 2017 National: p. 40 ELL – V6, September 2017 National: p. 34; V7, September 2017 Washington: p. 36 ELM – V5, September 2016 National: p. 35; V6, September 2017 Washington: p. 36 ETS – V5, September 2016 National: p. 34 FCS – V5, September 2016 National: p. 36; V6, September 2017 Washington: p. 38 HED – V5, September 2016 National: p. 34; V6, September 2017 Washington: p. 37 LBS – V5, September 2016 National: p. 36; V7, September 2017 Washington: p. 36 LSP – V6, September 2017 National: p. 35 MCE – V5, September 2016 National: p. 35 MCH – V5, September 2016 National: p. 36

The footnote(s) to Rubric 14 refer to using the language demands identified in the Planning Task. However, evidence of language use does not have to be limited to the language demands identified in the Planning Task, so the footnote(s) to Rubric 14 can be disregarded.




MCM – V5, September 2016 National: p. 35 MCS – V5, September 2016 National: p. 37 PED – V6, September 2016 National: p. 37; V7, September 2017 Washington: p. 39 PFA – V5, September 2016 National: p. 35; V6, September 2017 Washington: p. 37 SEH – V5, September 2016 National: p. 35; V6, September 2017 Washington: p. 37 SEL – V5, September 2016 National: p. 35; V6, September 2017 Washington: p. 36 SEM – V5, September 2016 National: p. 36; V6, September 2017 Washington: p. 36 SES – V6, September 2016 National: p. 35; V7, September 2017 Washington: p. 37 TED – V5, September 2016 National: p. 35; V6, September 2017 Washington: p. 37 VSA – V5, September 2016 National: p. 36; V6, September 2017 Washington: p. 37




All subject areas, with the exception of Special Education (see separate entries for Early Childhood, Classical Languages, and World Language)

URLPs AGR – Fall 2016, p. 30 BUS – Fall 2016, p. 30 EAL – Fall 2016, p. 31 ELE – Fall 2016, p. 33 ELL – Fall 2016, p. 33 ELM – Fall 2016, p. 32 ETS – Fall 2016, p. 32 FCS – Fall 2016, p. 30 HED – Fall 2016, p. 36 LBS – Fall 2016, p. 37 LSP – Fall 2016, p. 36 MCE – Fall 2016, p. 34 MCH – Fall 2016, p. 36 MCM – Fall 2016, p. 35 MCS – Fall 2016, p. 39 PED – Fall 2016, p. 30 PFA – Fall 2016, p. 31 SEH – Fall 2016, p. 31 SEL – Fall 2016, p. 31 SEM – Fall 2016, p. 32 SES – Fall 2016, p. 34 TED – Fall 2016, p. 30 VSA – Fall 2016, p. 33

Rubric 13, “Unpacking Rubric Levels Below 3,” second bullet under “What distinguishes a Level 1 from a Level 2” should not have a reference to Rubric 12 and should read “There is NO evidence of feedback for two or more focus students.”

Classical Languages (National and Washington)

Handbooks V6, September 2017 National: p. 1 V6, September 2017 Washington: p. 1


URLP September 2016: p. 31 Rubric 12, “Unpacking Rubric Levels Below 3,” bullet under “What distinguishes a Level 1 from a Level 2” should not have a reference to Rubric 11 and should read “There is NO evidence of feedback for two or more focus students.”






Early Childhood (National and Washington)

URLP September 2016: p. 12 In the Primary Sources of Evidence row, the Planning Commentary Prompts should read “4a-c.”

URLP September 2016: p. 25 Rubric 9, “Unpacking Rubric Levels at Level 3,” the bullet under “Evidence that demonstrates performance at Level 3” should read “In the clips, the candidate uses one or more interdisciplinary connections to intentionally promote the development of language and literacy identified related to the learning segment. Although the interdisciplinary connection may or may not be obvious in the clips, the commentary helps clarify the candidate’s intention to connect children’s learning to other disciplines. Example: Candidate’s learning experience is on rhyming and the candidate tells the children in the clip that they are going to find rhymes for words that relate to the science concepts they just learned about. As a group, they first review the words and children are asked to raise their hands when they hear a rhyme from their science lesson. The commentary provides the context of the past science lesson and how it relates to the current learning experience and will promote the development of language and literacy within the current segment.”

URLP September 2016: p. 37 Rubric 13, “Unpacking Rubric Levels Below 3,” second bullet under “What distinguishes a Level 1 from a Level 2” should not have a reference to Rubric 12 and should read “There is NO evidence of feedback for one or more of the focus children.”

Middle Childhood English Language Arts (National)

Handbook V5, September 2016 National: p. 39

Question #4 (“How much time is devoted each day to English Language Arts instruction in your classroom?”) in the “About the Class Featured in this Learning Segment” section should not be included in the Context for Learning Information.

Context for Learning Information Template

V5, September 2016, National, p. 2

Question #4 (“How much time is devoted each day to English Language Arts instruction in your classroom?”) in the “About the Class Featured in this Learning Segment” section should be deleted from the template.




Middle Childhood Science Handbook V5, September 2016, National: p. 38


URLP September 2016: p. 46 First bullet under “What distinguishes Level 5 from Level 4” should read “The next steps are clearly aimed at supporting specific student needs for individuals AND groups with similar needs related to one or more of the three areas of science learning (conceptual understanding, use of scientific practices during inquiry AND/OR evidence‐based explanations of or reasonable predictions about a real‐world phenomenon). Candidate should be explicit about how next steps will strategically support individuals AND groups and explain how that support will address each individual’s AND group’s needs in relation to the areas of science learning.”

Physical Education (National and Washington)


The text “or are missing” should not be included in the third criterion option in Rubric 1, Level 1. The third criterion option should read “Standards, objectives, and learning tasks are not aligned with each other.”


In Assessment Task 3, the first bullet under “What Do I Need to Do?”>”Submit work samples for each focus student” should read “You must provide a video work sample. Submit no more than 5 minutes of video evidence for each focus student in a separate file. You may submit multiple clips of a focus student in one file (i.e., focus student 1 file contains multiple clips of focus student 1; focus student 2 file contains multiple clips of focus student 2; and/or focus student 3 file contains multiple clips of focus student 3); however, the multiple clips for one student cannot exceed a total of 5 minutes. Select video that clearly shows the relevant aspects of each focus student's performance that was recorded during the whole group activity, not in isolation or in a class demonstration. The video clips that highlight the focus students do not need to be from the same lesson as the video clip(s) submitted for Instruction Task 2.


In Part A of the Assessment Task 3 Evidence Chart, the second sentence of the first bullet under “Additional Information” should read “You may submit multiple clips in one file (i.e., focus student 1 file contains multiple clips of focus student 1; focus student 2 file contains multiple clips of focus student 2; and/or focus student 3 file contains multiple clips of focus student 3); however, the multiple clips for one student cannot exceed a total of 5 minutes.”




Secondary English Language Arts (National and Washington)


The following questions numbered 1–3 are incomplete or missing from the “About the Class Featured in this Learning Segment” section of the Context for Learning Information: 1. How much time is devoted each day to English




The current questions numbered 2–4 become questions 4–6: 4. Is there any ability grouping or tracking in English

Language Arts? If so, please describe how it affects your class.



Context for Learning Information Templates

V5, September 2016 National: p. 1 V6, September 2017 Washington: p. 1

Replace the current three questions in the “About the Class Featured in this Learning Segment” section with the six questions below: 1. How much time is devoted each day to English




4. Is there any ability grouping or tracking in English Language Arts? If so, please describe how it affects your class.






Secondary Science (National and Washington)

Handbooks V6, September 2016 National: p. 36; V7, September 2017 Washington: p. 38


URLP September 2016: p. 40 First bullet under “What distinguishes Level 5 from Level 4” should read “The next steps are clearly aimed at supporting specific student needs for individuals AND groups with similar needs related to one or more of the three areas of science learning (conceptual understanding, use of scientific practices during inquiry AND evidence‐based explanations of or reasonable predictions about a real‐world phenomenon). Candidate should be explicit about how next steps will strategically support individuals AND groups and explain how that support will address each individual’s AND group’s needs in relation to the areas of science learning.”

Special Education (National and Washington)


The title of Assessment Rubric 12 should read “Providing Feedback to Guide Further Learning.”

URLP September 2016, p. 37 The title of Assessment Rubric 14 should read “Explaining the Focus Learner’s Use of Communication.”

Technology and Engineering Education (National and Washington)

Handbook V5, September 2016 National: p. 18

The second bullet in the “What Do I Need to Do?” section should include the following sentence at the end: “The video clips you select for submission should provide a sample of how you interact with students to develop technology-related conceptual understanding, technical skills, and engineering design or other problem-solving strategies.”


In the Glossary section, the definition of "language functions" and "vocabulary" under the "academic language" entry should read as follows: • language functions: The content and language

focus of the learning task represented by the active verbs within the learning outcomes. Common language functions in technology and engineering education include describing components of a design such as the keystone of a bridge, predicting from models and data, comparing based on common attributes, summarizing the results of trials, justifying conclusions, evaluating data, classifying based on attributes, explaining designs and results of trials, critiquing a design based on concepts and/or data, representing information mathematically, and so on.

• vocabulary: Includes words and phrases that are used within disciplines including: (1) words and phrases with subject-specific meanings that differ from meanings used in everyday life (e.g., shear,




product, ruler); (2) general academic vocabulary used across disciplines (e.g., compare, analyze, evaluate); and (3) subject-specific words defined for use in the discipline (e.g., simplification, logic gates, orthographic).

Handbooks V5, September 2016 National: pp. 46–47 V6, September 2017 Washington: pp. 53–54

In the Glossary section, footnote #19 for National and 18 for Washington should appear at the end of the definition of “academic language” instead of the definition of “discourse.”

World Language (National and Washington)

Handbooks

V6, September 2017 National: p. 1 V6, September 2017 Washington: p. 1



Levels 2 and 3 of Rubric 4 should not include “at different points” and should read as follows: Level 2: The assessments provide limited evidence to monitor students’ development of communicative proficiency in the target language during the learning segment. Level 3: The assessments provide some evidence to monitor students’ development of communicative proficiency in the target language in a meaningful cultural context during the learning segment.


Assessment Task 3, “What Do I Need to Do,” first bullet, last sentence should have “or” rather than “and” and should read “The assessment should provide opportunities for students to demonstrate communicative proficiency through the interpersonal or presentational modes of communication in the target language in meaningful cultural context(s).”

Handbook V6, September 2017 National: pp. 27, 41, 42

The following text should be included in the third bullet of the “What Do I Need to Do?” section on p. 27 and the “Additional Information” column of the evidence chart on pp. 41 and 42: “If you have student work samples (from a single assessment) with more than one file type (i.e., video/audio AND written work samples), submit the audio or video work samples in Part A and submit the written student work samples in Part B (attached to the feedback).”

Handbook V6, September 2017 Washington: pp. 27, 45, 46

The following text should be included in the fourth bullet of the “What Do I Need to Do?” section on p. 27 and the “Additional Information” column of the evidence chart on pp. 45 and 46: “If you have student work samples (from a single assessment) with more than one file type (i.e., video/audio AND written work samples), submit the audio or video






work samples in Part A and submit the written student work samples in Part B (attached to the feedback).”


The last sentence of Assessment Commentary prompt 1c for National and 1d for Washington should have “or” rather than “and” and should read “The analysis should focus on students’ communicative proficiency in the target language through the interpersonal or presentational modes of communication in the target language in meaningful cultural context(s).”

Handbooks V6, September 2017 National: pp. 47–48 V6, September 2017 Washington: p. 53

The definitions for the two glossary entries below should read as follows: meaningful cultural context(s): According to the ACTFL standards, world language instruction should afford students opportunities to make connections and comparisons between the experiences and knowledge they bring and the cultural products, practices, and perspectives of the target language cultures they are learning about. The role of the teacher is to provide opportunities for authentic uses of language for communicative purposes. In world language education, meaningful cultural contexts encompass sociocultural practices in the target language societies and/or cultures that speak the target language, as well as in the world language classroom and in the students’ home and community. modes of communication (interpretive, interpersonal, and presentational): According to the ACTFL standards,18 communication is composed of three modes: interpretive (reading, listening, or viewing of authentic materials), interpersonal (active negotiation of meaning among individuals through speaking and listening and/or reading and writing in the target language), and presentational (creation of messages through writing, speaking, or visually representing). 18ACTFL Performance Descriptors for Language Learners © ACTFL, Inc., 2012

URLP September 2016: p. 25 Rubric 10, “Unpacking Rubric Levels Above 3,” fourth bullet under “Evidence that demonstrates performance above 3” should have “or” rather than “and” and should read “The assessment provides opportunities for students to demonstrate communicative proficiency through the interpersonal or presentational modes of communication in the target language in meaningful cultural context(s).”

URLP September 2016: p. 31 Rubric 12, “Unpacking Rubric Levels Below 3,” second bullet under “What distinguishes a Level 1 from a Level 2” should not have a reference to Rubric 11 and should read “There is NO evidence of feedback for two or more focus students.”


Important Information about Preparing and Submitting Evidence Required Evidence Reminder Candidates must follow all handbook expectations for preparing artifacts and commentaries and verify they have met each submission requirement when uploading their final materials for scoring to avoid receiving condition codes.

Submission requirements not included in the handbook: • The minimum length of video evidence: Condition Code D (insufficient evidence) will be applied when

candidates submit less than 3 minutes of videorecordings. The maximum video requirement varies by field, and candidates should consult their subject-specific handbooks.

• Candidate identification in video evidence: Condition Code F (video is edited) will be applied if your face cannot be seen for identification purposes at least once in at least one of the video clips for Instruction Task 2.

• The minimum number of students in video evidence: Condition Code G (fail to conform to handbook instructions) will be applied if you have not provided in the commentary a time stamp reference and description of where a partial view of student(s) occurs if the number of students present in the video is the minimum and one or more students is only partially visible.

Clips of Student Work Samples and Evidence of Feedback If more than one focus student appears in a video or audio clip of a work sample or feedback, upload the same clip separately for each focus student who is seen/heard and label appropriately. Describe how to recognize each of the focus students in the clip and provide the label associated with the clip in the relevant commentary prompt(s). This instruction also applies to Washington candidates who submit a video clip of a student self-reflection showing more than one focus student.

Document Page Settings and Review All documents are sent through a conversion process to standardize the format for review and official scoring. In order to avoid potential issues with the upload and conversion of your documents for viewing, please use standard settings in your document “Page Setup” for .doc, .docx, or .odt files or in your “Print Settings” for a PDF driver:

Page Size: Letter 8.5" × 11" Orientation: Portrait or Landscape, as appropriate Margins: “Normal” or “Default” is preferred. These are typically set at 1" for top, left, bottom, and right margins. A minimum of 0.5" is required.

Please review each page of your document in “Print Layout” mode or perform a “print preview” before upload to confirm that the page settings and print settings are appropriate for the content in the document. For example, if your document content should be reviewed in landscape mode, you need to confirm that your print settings are using landscape orientation and that the content is not trimmed on the left and right margins. You must still review each page in your document using the viewer within the Pearson ePortfolio system before submission to confirm that the entire document has been converted properly and can be viewed.

Video Captioning Video captioning may be used as a method to provide a transcript of any audio track that may be difficult to hear or understand. This applies to all content areas. As with written transcripts, the use of video captioning is permitted only to clarify for a scorer what is being said in the videorecording and cannot be used to enhance the videorecording with additional content.

Templates The track changes feature may have been inadvertently turned on in some templates. When the track changes feature is activated, you will notice that the text you type appears in red (or blue) and is underlined. You will also notice in the left margin a vertical line that indicates the insertion/deletion of text in lines. To turn off track changes, click on the Review tab, then click the Track Changes image in the Tracking group. If you have typed responses in the template, you can remove the tracked changes and retain your current work by clicking the Accept image on the Review tab, then selecting the Accept All Changes in Document command.

http://www.edtpa.com/Content/Docs/edTPASubmissionRequirements.pdf