No Child Left Behind
Act of 2001 (NCLB)
Main
NCLB NYS
Field Memo
#01-2002
- Cover Letter
- Introduction
- Which teachers must meet
the NCLB " requirement to be "highly
qualified?"
- Which teachers are
not "highly qualified" according to
the NCLB?
- Which teachers are "highly
qualified?"
- Which teachers must be "highly
qualified" in special circumstances?
- Which paraprofessionals must meet the
NCLB " requirements?
- What are the NCLB " requirements
for paraprofessionals?
- What is the NCLB's accountability
system for teachers and paraprofessionals?
- What are the NCLB's requirements
for teachers and paraprofessionals in charter schools and
nonpublic schools?
- What are the NCLB's requirements
for notifying parents about teacher and paraprofessional
qualifications?
- Which Web sites contain information
about federal and New York State requirements for teachers and
paraprofessionals?
- Attachment 1 - NYSTCE Assessment of
Teaching Assistant Skills Test Framework, October 2002
Preliminary Draft
For More Information: nclbnys@mail.nysed.gov |
Attachment 1
New York State Teacher Certification
Examinations™
Field 95: Assessment of Teaching
Assistant Skills Test Framework
TEST SECURE
October 2002
Preliminary Draft
Authorized for Distribution by the New York
State Education Department
This document is a working draft. Neither National Evaluation
Systems, Inc. (NES®), nor the New York State Education
Department is committed to any of the statements or positions set
forth herein. The information in this document is for discussion
purposes and is subject to change. Any changes will fully
supersede the information contained in this draft.
Copyright © 2002 by National
Evaluation Systems, Inc. (NES®) "NYSTCE®,"
"New York State Teacher Certification Examinations*,"
and the "NYSTCE®" logo are trademarks of the New
York State Education Department and National Evaluation Systems,
Inc. (NES®). "NES®" and its logo are registered
trademarks of National Evaluation Systems, Inc.*
New York State Teacher Certification
Examinations™
FIELD 95: ASSESSMENT OF TEACHING ASSISTANT SKILLS
TEST FRAMEWORK
October 2002
Subarea
| Selected-Response |
Range of Objectives |
Approximate Test Weighting |
| I.Reading |
01-04 |
27% |
| II. Writing |
05-08 |
27% |
| III. Mathematics |
09-12 |
27% |
| IV. Instructional Support |
13-15 |
19% |
| |
|
100% |
Final decisions regarding the weighting of the
selected-response sections of the test will be made by the New
York State Education Department.
NEW YORK STATE TEACHER CERTIFICATION
EXAMINATIONS™
FIELD 95: ASSESSMENT OF TEACHING
ASSISTANT SKILLS
TEST FRAMEWORK
Teaching assistants (paraprofessionals/paraeducators) work
under the direct supervision of classroom teachers to help
students in many different ways. To fill their roles, teaching
assistants must have a grasp of basic skills in the core subject
areas. Teaching assistants also lend focused instructional
support to teachers in a classroom collaboration.
The Assessment of Teaching Assistant Skills is organized into
four subareas that address the central knowledge and
understanding that teaching assistants are expected to
possess.
SUBAREA I-READING
0001 Understand the meaning of general vocabulary
words.
For example:
- determining the meaning of commonly encountered words
presented in context
- identifying appropriate synonyms or antonyms for words
- recognizing the correct use of commonly misused pairs of
words (e.g., their/there, to/too)
0002 Understand the stated main idea of a reading
passage.
For example:
- identifying the stated main idea of a passage
- identifying the topic sentence of a passage
- recognizing introductory and summary statements of a
passage
- selecting an accurate restatement of the main idea of a
passage
0003 Understand the sequence of ideas in a reading
passage.
For example:
- identifying the order of events or steps described in a
passage
- organizing a set of instructions into their proper
sequence
- identifying cause-and-effect relationships described in a
passage
0004 Interpret textual and graphic
information.
For example:
- interpreting information from tables, line graphs, bar
graphs, and pie charts
- recognizing appropriate representations of written
information in graphic or tabular form
- recognizing differences between fact and opinion
SUBAREA II-WRITING
0005 Understand the standard use of
verbs.
For example:
- identifying standard subject-verb agreement (e.g., number,
person)
- identifying verb tense (e.g., present, past) o recognizing
consistency of verb tense (e.g., verb endings)
0006 Understand the standard use of pronouns and
modifiers.
For example:
- identifying agreement (e.g., number, gender, person) between
a pronoun and its antecedent
- using possessive pronouns (e.g., its vs. it's), relative
pronouns (e.g., that, which), and demonstrative pronouns (e.g.,
this, that) o using comparative and superlative modifiers (e.g.,
good/better/best)
0007 Understand standard sentence structure and
punctuation.
For example:
- distinguishing between sentence fragments and complete
sentences
- distinguishing between run-on sentences and correctly divided
sentences
- identifying correct and incorrect punctuation
0008 Understand the standard use of capitalization and
spelling.
For example:
- identifying standard capitalization at the beginning of
sentences
- identifying standard capitalization of proper words and
titles
- recognizing standard spelling of commonly encountered words
presented in context
SUBAREA III-MATHEMATICS
0009 Understand number concepts.
For example:
- identifying the place value of digits (e.g., hundreds, tens,
ones, tenths)
- identifying correctly rounded numbers (e.g., to the nearest
ten)
- identifying equivalent weights and measures in different
units (e.g., feet and inches, quarts and pints, kilograms and
grams)
- estimating the solution to a measurement problem (e.g.,
height, distance, perimeter)
0010 Understand the addition and subtraction of whole
numbers.
For example:
- solving problems involving the addition of whole numbers
- solving problems involving the subtraction of whole
numbers
- applying principles of addition and subtraction of whole
numbers to solve problems encountered in everyday life
0011 Understand multiplication and division of whole
numbers.
For example:
- solving problems involving the multiplication of whole
numbers
- solving problems involving the division of whole numbers
- applying principles of multiplication and division of whole
numbers to solve problems encountered in everyday life
0012 Understand operations involving fractions,
decimals, and percents.
For example:
- solving problems involving fractions (e.g., recipes)
- solving problems involving decimals (e.g., money)
- solving problems involving percents (e.g., grades,
discounts)
- solving problems involving conversions between fractions,
decimals, and percents
SUBAREA IV-INSTRUCTIONAL
SUPPORT
0013 Understand classroom instruction related to
reading.
For example:
- providing support under the guidance of classroom teachers to
match student needs, styles of learning, and background
experiences (e.g., drilling, using pictorial or video materials,
relating reading materials to real-life contexts)
- helping students use instructional resources (e.g.,
dictionaries, encyclopedias, multimedia materials) to support
reading
- helping students use a variety of approaches to understand
what they read (e.g., skimming, questioning to tap prior
knowledge, monitoring understanding, reviewing, summarizing)
- gathering information about students' progress as readers
to support the teacher's planning, assessment, and
instruction
0014 Understand classroom instruction related to
writing.
For example:
- understanding drafting, editing, and proofreading written
work
- helping students focus their writing o helping students use
instructional resources (e.g., dictionaries, grammar books,
library resources, technological resources) to support
writing
- gathering information about students' progress as writers
to support the teacher's planning, assessment, and
instruction
0015 Understand classroom instruction related to
mathematics.
For example:
- relating mathematics to everyday situations
- identifying and correcting basic errors in addition,
subtraction, multiplication, and division
- helping students use instructional resources (e.g., hands-on
materials, rulers, money, charts, graphs, technological
resources) to support mathematical learning
- gathering information about students' progress in
mathematics to support the teacher's planning, assessment,
and instruction
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