Discussion in 'Other Tests' started by littlemama, Mar 26, 2004.
Oct 21, 2019
Answer the questions I posed in post #559, please.
Nov 16, 2019
I have taken the RICA 13 times. I have scored 218, 219, and several other close scores of passing. I have been fired from my job at a high school as the special educational teacher for educationally disturbed students in grades 9-12, and dropped from my internship program, and demoted to a daily sub. I have been able to work consistency as a long term sub in an special educational class for high school students who are non-verbal and have autism. I do not however, have any benefits, because I am not in a contract due to my issue with not be able to pass the RICA. The feedback from the test, every time has been, that I do not explain my strategies well enough. I have taken the 8 hour 99.00 prep class 2 times, which focuses on the multiply choice questions and only approximately 2 hours for the written portions A, B, C, D, and the case study. I have paid 65.00 to an online site that read my responses and gave me feedback, I have used all the practice tests I can find, and I have worn out all my co-workers and friends by studying with them. I started taking the RICA in 2015, and with the missed work days for the test, and paying for the test 13 times, and the cost of additional study guides for the RICA, I have spent a little over 5,000 dollars trying to pass this test. I do have a disability (ADHD) and I do get an extra 2 hours to complete the RICA test. As a child, I was in special education classes from 4th grade through the 6th grade. I have always had a hard time with reading and comprehending. I expected to have more difficulty with passing all my other tests for my credential, (C-Best and multiply subjects), however, I was able to pass those. I work with students who are learning functional skills such as: using the toilet independently, using a washing machine and dryer, picking their own lunch items, and experiencing our community through field trips to parks and activities. I feel there is a secret that I do not know on how to answer the case study question correctly, as I do not know what to do different or where to look for the help I need. I was also employed as a correctional officer for the Youth Authority for 15 years, and have written many parole plans. As a 60 year old woman, who worked in corrections for 15 years and now with the school district for 10 years, teaching reading is not part of my job duties. My credential is an educational specialist teacher with multiple subjects, K-8 from online courses. I have been promised that once I pass the RICA, I have a contracted job waiting for me in the autism class that I am currently working in.
Test Results Written Examination Passing Status: Not Pass Total Score: 219 Minimum Passing Score: 220 Score Range: 100-300 Domain 1: Planning, Organizing, & Managing Reading Instr. Based on Ongoing Assessment............................................................................................... 2: Word Analysis.................................................................................................................................................................................... 3: Fluency.................................................................................................................................................................................... 4: Vocabulary, Academic Language, and Background Knowledge............................................................................................................................ 5: Comprehension.................................................................................................................................................................................... Case Study (Domains 1, 2, 3, 4, 5)............................................................................................................................................................................ Domain Performance Index ++ +++ +++ +++ + +++ Case Study Performance Index Your case study response showed a need for improvement in the following area(s): * Describing instructional strategies and/or activities
Nov 18, 2019
Welcome to A to Z, Robin.
I think you copy-pasted a large chunk of your score report pdf. The result is a hot mess on my screen: while people learn to read charts line by line, pdf and HTML documents tend to organize and format charts column by column (and a webpage is really nothing but an HTML doc). Let me try copy-pasting and slightly tweaking your information into a somewhat less vertiginous format:
Have I got that more or less right for your latest score report? And is this distribution of plus marks consistent with your previous attempts, or do the domains in which you do well differ from test date to test date? Do you generally score +++ on the case study?
Dec 3, 2019
Thank you for your reply. No, I have always gotten 2 stars on the case study, and the feed back has always been describing instructional strategies and activities. And in 2018, I needed to improve on explaining how the strategies or activities promote reading proficiency. After typing out my scores, I can see that my weakness is in d-4 vocabulary and my case study. I need to find the rubric for the case study, so I can find out what I am not covering adequately to earn more than 2 stars. Also, I I hope that you may see some additional areas that I could improve on. Thank you so much. Robin
d-one 3 stars,
d-two 2 stars,
d-three 2 stars,
d-four 3 stars,
d-five 2 stars
Case Study two stars = 212.
d-one 3 stars,
d-two 3 stars,
d-three 3 stars,
d-four 1 star,
case study 2 stars = 219.
d-one 3 stars,
d-two 3 stars,
d-three 2 stars,
d-four 2 stars,
d-five 3 stars,
case study 2 stars = 214.
d-one 3 stars,
d-two 2 stars,
d-three 2 stars,
d-four 2 stars,
d-five 3 stars,
case study 2 stars = 210.
June 2018 d-one 2 stars, d-two 2 stars, d-three 3 stars, d-four 2 stars, d-five 2 stars, case study 2 stars = 212.
Jan 2018 d-one 2 stars, d-two 3 stars, d-three 3 stars, d-four 1 star, d-five 2 stars, case study 2 stars = 199.
Oct 2017 d-one 3 stars, d-two 2 stars, d-three 2 stars, d-four 2 stars, d-five 2 stars, case study 2 stars = 208.
Dec 4, 2019
Plus marks reflect raw scores, mostly, and are given on a scale from + to ++++ (what you're calling "one star" to "four stars". Your maximum in any domain is +++. My educated guess is that the plus marks represent quartiles:
+ would correlate to 1/4 or fewer of available points earned
++ to between 1/4 and 1/2 of available points earned
+++ to between 1/2 and 3/4 of available points earned
++++ to 3/4 or more of available points earned
You've got room for improvement in any domain - and it really doesn't matter in which domain you improve, provided you do improve in that one AND don't slip backward elsewhere. But your scoring history suggests that that's an issue for you.
With all of that said, domain 2 counts for about 1/3 of available multiple-choice points and 20% of available constructed-response points, and domain 2 considerations tend to show up in the case study as well. It follows that domain 2 isn't a bad choice to focus on.
"Describing" a strategy in a RICA case study does NOT mean spelling out how the strategy generally works (as one would for a parent, say, or someone else who has no reason to know what a word wall or a T-chart even is). Instead, you should be showing how the strategy can be used in THIS case with THIS group of students to deal with THIS observed need. For instance, if kids are practicing comparing and contrasting two characters in a story and you have them filling in a two-circle Venn diagram, cite a few specific examples of what you expect the students to put where ("tall" and "newcomer" for one, "short" and "athletic" for the other, "smart" and "kind" in the intersection of the two circles for both). If the issue is in early phonics, such as reading silent E words, come up with one or two CVC/CVCe pairs ("cod"/"code", "tap"/"tape") to show how students will sort them.
I thought that the 4 essays A,B,C,and D only had three stars possible and the case study has 4 stars possible, and contains all 5 domains. But yes, my scoring history does show that inconsistency is an issue for me. I am never sure what is correct or incorrect since the feed back is so vague from the previous test. I can never remember what the cases were about after the test as I am very confused as I walk to my car I don't remember which strategies I used and sometimes will get so nervous that I use the same strategy in more than one domain. If I break down the prompt and follow the prompt and answer each part of it, what kinds of additional statements increase the stars earned, (quoting research history)? Is there a rubric for the case study? I'm having trouble figuring out how to incorporate all 5 domains into the answers to the prompts. I feel the practice tests with their answers are holding back some of what is needed to pass it. I believe that if I had all the case study data in hard-copy instead of on the computer, it would assist me with my learning disability. I have an appointment with my doctor to have it added to my accommodations request. Thank you for the advice of applying the strategy to THIS case and THIS group of students, and THIS observed need. I think I need to pre-learn, (memorize) a few strategies for each domain. When I'm taking the test, I freeze up and I'm not able to remember strategies or how to explain them. I always have 30 to 60 minutes of time left to check my work, but I seem to have tunnel vision and cannot see my lack of information that is needed to pass. I feel that I need to answer the written parts of the test and send it in to one of the practice sites and get it checked and really learn from the feedback. I mostly have to make mistakes and be able to identify them and then change them, to learn the correct information. Thank you, for time and support. Robin
Dec 6, 2019
Scoring is more complicated than that.
The plus-mark notation is used for diagnostic purposes only - for giving a very rough idea of how many of the available raw points a test taker managed to collect. Pearson uses this on most California tests and many tests for other states. But the people who score a constructed response aren't concerned with the plus marks; they're working with 0 to 3 points per constructed response (0 to 4 for the case study). There are two scorers per constructed response, so the maximum raw score for response A isn't 3, it's 6. It's quite possible for the scorers to disagree, as long as it isn't by more than one point: response A could net a total raw score of 4 if both scorers give a score of 2, but if one scorer gives a 3 and the other a 1, one of the two is probably wrong and another scorer will be brought in.
As for using the same strategy for more than one domain, that's not necessarily a problem, as long as the strategy isn't totally implausible for each domain, and as long as the test taker has made the case for the strategy. But this is precisely why one needs to describe the strategy in terms of its applicability to THIS need and case and student(s).
Can the case study touch on all five domains? Well, sure. But it's possible to diagnose student needs from an informal reading inventory or a passage of student writing - that is, to assess - without ever naming domain 1. And if a given student shows weaknesses in all of the other four domains, it's generally not productive to try to remedy all of the weaknesses all at once; instead, a good teacher will prioritize: which of the possible interventions will do this student the most good? For instance, in general a fifth grader who mispronounces common words while reading is struggling with decoding, and that's a serious problem. But if the student's one error is reading the word "yacht" and pronouncing it to rhyme with "scratched", the student's difficulty is much less likely to be word analysis than it is a fairly understandable gap in vocabulary, and the teacher might decide it's more productive to focus on the student's inability to understand figurative language.
Dec 8, 2019
Congrats on passing the RICA. I am currently studying to take the RICA. I was wondering if you you may please share your study guide with me? Thank you so much for your time.
Jan 20, 2020
It's been a while since I posted.
Well back on June 14, 2019, I said I was doing the videos. I had taken the written test several times and didn't pass. So I did do the videos. I passed two out of the three, so I was giving another chance to do the third video for November 1, 2019 submissions. I received my scores on November 22, 2019, with a PASSING SCORE.
Honestly, the videos were super easy, I didn't want to do the videos because people would tell me that it was hard, but it was the opposite for me.
Jan 23, 2020
Congratulations, deysi meza!
Jan 27, 2020
Hi this is Robin Bye and I am getting ready for my 14th attempt to pass the RICA. I have paid for the video test 2 times but got scared and got a refund. Can you share with me how you set up for the videos and what you did to satisfy the requirements. If possible I would like to talk in person to have these detailed conversations. I am in California what state are you in? Robin
Would you be willing to look over my responses to prompts and give me feedback, as I am getting ready for another try to pass it. Thanks, Robin Bye
Mar 17, 2020
One strength is his ability to read correctly most of the vocabulary words in the passage. Mark was able to read many of the words in isolation, by reading slow and with many stops, but not in connected text. Mark does not use any punctuation knowledge or intonation while reading text and he is getting very limited information. His background knowledge of baseball and his ability to read most of the vocabulary words in the passage, enabled him to understand some of the text about positions on a baseball team found in the re-telling of reading the passage.
The teacher will assess his phonemic awareness to find what skills he is lacking. Then, during daily SSR (Silent Sustained Reading), the teacher will meet with Mark at her desk for about 15 minutes to re-teach 3 common punctuation marks, (. ! ?) First, the teacher will role-model to Mark, writing simple sentences using all punctuation marks on paper, and reading them out loud with correct intonation for Mark to hear. Next, both Mark and the teacher read the sentences together using correct intonation, together 5 times. Then, Mark demonstrates that he can remember how to sound different depending on which punctuation mark is used. He demonstrated appropriate tone for all 3 marks. Now, Mark continues with 10 more minutes of independent practice in his independent reading level, using the correct punctuation to change his tone of voice for each sentence. Lastly, Mark will share read with another student who has a higher reading level to demonstrate his independent ability to read the sentences with correct intonation. These skills will help Mark be able to read and understand connected text, and what the characters are experiencing in the story.
On the sample of Mark’s writing, he wrote (mak) for make, (quit) for quite, in his journal, he wrote (lik) for like. Mark needs to apply the CVC silent E spelling rule. Mark needs work with the teacher after school for 20 minutes each day for 2 weeks, reviewing CVC silent E words and reviewing their word families to improve his spelling skills. Example: mak = make, silent E makes the vowel (a) long in sound. Word family...ake. Have Mark write out the letters...ake and using the alphabet order, use different consonants or consonant blends, (bl and fl) to make new words. Then, use the words in a sentence and add punctuation marks often for expression during reading. The teacher gives Mark several examples of word families that will work with this strategy, ute, ite, ive, ave, ape, ime, ame. First, the teacher will role-model with direct instruction for Mark on how adding silent letter E to the end of a word, changes the way it is pronounced as in, make, flute, bite, give, gave, grape, dime, and blame. Next, teacher and Mark will both practice together with guided instruction on how the word is now pronounced with a long vowel sound, and taking the new words and creating sentences using punctuation for expression. After Mark is feeling confident with these skills, he will begin to independently practice writing sentences and adding punctuation. By increasing Mark’s knowledge and understanding of punctuation, he will be able to use intonation while reading out -loud and improve his comprehension of the text. By working on spelling rules and increasing his vocabulary knowledge, Mark will be able to increase his rate and fluency leading to automatically of reading. Marks reading proficiency, will still be below grade level, but continuous practicing and on-going assessments will document his success.
Mar 21, 2020
Hi, It's been a while since I log into this web.
I am in CA, I wrote my lessons and then videotape myself teaching them.
Is there a way for private messages
Mar 22, 2020 at 2:24 PM
I am in the same boat, I have taken the test many times and I don't understand what I am doing wrong. Most times I don't get anything down at the bottom, but this last time I got a 202 and it said I needed instructional strategies and activities. So I'm at a loss. Now I'm freaking out with this corona virus and not being able to test. I am currently an intern and my intern credential expires in September. I am worried that I won't pass, I have two kids and cannot go down to a sub.
Separate names with a comma.