Data and Assessment Network October 24, 2013

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D&A Network Resources in EdModo•www.edmodo.com• Join code: kv3y2u• Folder: 2013 10 24 Meeting

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Agenda

Welcome & (Re)Introductions

Assessment Transition Update

Countywide Performance Task Project

Professional Learning Opportunities

D&A Network Schedule & Topics for 2013-14

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CDE South Information Meeting

• October 28 in Ontario• SDCOE will host carpool• Link to agenda and information:• http://www.cde.ca.gov/ta/tg/sa/infomeeting.asp

• Link to powerpoints• http://www3.cde.ca.gov/download/sbac/northsouth/

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Assessment Transition

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CalMAPP

New California Assessment Systemper AB 484• Establishes as the primary purposes of the

assessment system to assist teachers, administrators, pupils and their parents improve teaching and learning; and promote high quality teaching and learning using a variety of assessment approaches and item types.• Establishes the California Measurement of

Academic Performance and Progress (CalMAPP) as California’s new statewide student assessment system.

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Measurement of Academic Performance & Progress (CalMAPP)• Consortium CCSS-aligned assessments in ELA &

Math at grades 3-8 and grade 11• Exempts ELs from ELA test in first 12 months

• Science assessments in each grade span (3-5, 6-9, 10-12)• Alternate assessment in grades 2-11• Early Assessment Program in grade 11 using

consortium ELA and Math assessments• Plan regarding additional assessments including

primary language tests and other content areas7

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Required Assessments 2013-14

• Smarter Balanced Field Test in grades 3-8 and grade 11 (and small sample at 9-10)• One content area per student (ELA or Math)• No student scores

• CAPA in ELA and Math at grades 2-11• CST / CMA / CAPA in Science at grades 5,

8, 10

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Optional Assessments 2013-14

• Early Assessment Program at Grade 11• Augmented CSTs in ELA and in Algebra 2 or

HS Summative Math• Voluntary; individual scores only• State pays

• STS• State pays for English learners in R/LA• District pays for ELs in Math; any non-ELs

• Other STAR tests • District pays 9

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Accountability 2013-14

• Authorizes, with SBE approval, suspension of the API for 2013-14 and 2014-15• AYP / PI to be determined• Restricts comparison of scores from

STAR and MAPP

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Smarter Balanced Field Test

• Purpose • Test 20,000 new items across all item types

including performance tasks• Not computer adaptive – results will help establish

adaptive algorithms

• Evaluate the test delivery system• Place items on a scale to determine achievement

levels and descriptors• No individual student, school, or district scores

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Smarter Balanced Field Test

• Testing Window• March 18 – June 6• Shorter windows may be assigned within this date

range

• Testing Time• About 3.5 hours per grade per content area

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Smarter Balanced Field Test

• Scientific sample across participating states• California will make up about 36% of sample

(681,000 students in grades 3-11)• Determine item reliability and validity• Set initial performance level scores

• California participation• All students in 3-8 and 11* take ELA or Math• Grade 11 students choosing to take EAP are not required to

take Field Test unless part of scientific sample

• State will assign subject areas by school by grade13

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Benefits of Field Test Participation• Students: Hands-on experience with

functionality of computer-based assessment and variety of item types• Teachers & Administrators: Exposure to

administration logistics; opportunity to observe student interaction with assessment content and delivery• Districts: Identify technology gaps; consider

districtwide administration logistics

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CalMAPP and Field Test Information• http://www.cde.ca.gov/ta/tg/sa/

smarterbalanced.asp• AB 484 / CALMAPP

http://www.cde.ca.gov/ta/tg/sa/ab484qa.asp

• Smarter Balanced Field Test http://www.cde.ca.gov/ta/tg/sa/smarterftqa.asp

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Assessment Transition Communication•What are some talking points based

on what we know right now that could inform:• Site administrators• Teachers• Parents• General community

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Assessment & AccountabilityQuestions & Concerns•What questions and concerns do you

have about assessment and accountability in 2013-14 and beyond?

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Achievement Gap Task Force Countywide Performance Task ProjectFall 2013: English Language ArtsWinter 2014: Mathematics

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Superintendents’ Achievement Gap Task Forceand the Learning & Leadership Services Division

Context of the Project

• Superintendents’ Achievement Gap Task Force• Implementation of the Common Core State

Standards• Need and desire to gather formative

information about teaching and student learning in this transition year to the common core standards• Desire to inform leadership, professional

learning, and instruction countywide19

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What IS the Fall 2013 Project

• Extended response literacy tasks for grades 3, 7, and 10• Voluntary participation by district or by

school (district choice)• Centralized scoring of a representative sample

using ELA scoring criteria and ELD descriptors• Return of original work to sites with rubric

and annotated anchor papers for local scoring / analysis

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Purpose of the Project

• Gather formative evidence that can help identify areas where students are successfully progressing toward meeting the common core standards and areas in which teaching and learning need to be strengthened• Provide samples of tasks reflecting the

emphases and rigor of the common core standards• Collect and share benchmark samples of student

work reflecting various levels of performance 21

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Benefits of the Project

• Teachers experience administering an extended response task and observing students as they engage with the task• Students experience completing an

extended response task• Districts and schools countywide

develop a shared understanding on the content and design of challenging tasks

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Benefits of the Project

• Educators countywide see how students – across student groups – are performing in relation to common core standards in reading and writing• Districts and schools can determine teacher

and student readiness for the rigor of the standards and aligned assessments• Teachers can engage in focused analysis of

student work – a valuable professional learning experience 23

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Participation in the Project

• 27 districts and 9 independent charter schools participated fully or in part•More than 38,000 tasks were distributed

and more than 25,000 have been returned to date• Grade 3: 16,000 distributed; 13,000 returned• Grade 7: 12,000 distributed; 7,500 returned• Grade 10: 10,000 distributed; 5,000 returned

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The Tasks

• Extended response tasks requiring students to read and respond to expository text (social studies content)• Grade 3: Focus on Opinion• Grades 7 and 10: Focus on Claims and Arguments

• Modeled after Smarter Balanced constructed response items and performance tasks, and the design principles of the Mathematics Assessment Resource Service tasks

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Alignment to CCSS

• Reading Standard 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words• Writing Standard 1: Write arguments to

support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence• Writing Standard 9: Draw evidence from

literary and/or informational texts to support analysis, reflection, and research

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Construction of the Tasks• Teacher-guided introduction to the task including key

vocabulary & concepts• Student interaction with several informational text

sources • Short constructed-response “access” item representing

an entry point into the grade-level expectations of the task• Short constructed-response item representing “core”

grade-level expectations of the standards • Longer constructed-response item expecting students

to “elaborate” on their thinking and understanding in relation to the text 27

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How the Tasks Are Being Scored

• October 15-17• 50 teachers across grades 2-4, 5-8, 9-12• Task-specific scoring rubric aligned to the CCSS-ELA• Work viewed through the lens of specific reading

and writing expectations• Item level results as well as overall scores

• October 29-31: **Scorers Still Needed**• Scoring criteria aligned to the new English

Language Development Standards • Work viewed through the lens of English language

proficiency descriptors 28

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How Results Will Be Reported

• Results will be summarized at the county and district level• Overall scores (percentage of students at each score

point on the rubric) as well as sub-scores (how students did on separate items within the task)• Scores for all students and student groups

• Exemplars of student work along the performance continuum will be shared• No individual student or teacher-level results

will be reported 29

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How the Process & Results May Be Used• Countywide• Provide baseline information about student

performance in relation to the some of the common core standards in English language arts• Identify common professional development needs

across schools and districts• Build shared understanding about the content and

design of common core-aligned instructional tasks• Structure core messages to share information and

build support among stakeholders

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How the Process & Results May Be Used• By Districts• Identify areas of strength and areas in which

students need support • Guide professional learning across grade levels and

across schools to support the learning needs of all students and specific student groups• Build shared understanding about the content and

design of common core-aligned instructional tasks• Provide a baseline against which to compare

subsequent performance on similar tasks / content

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How the Process & Results May Be Used• By Schools• Identify areas of strength and areas in which

students need support• Guide professional learning and instructional

planning within and across grade levels and classrooms• Build a shared understanding and provide models of

the content and design of rigorous instructional tasks• Model processes for analyzing student work• Provide examples of student work that meets the

standards as well as student work across the performance continuum

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Coming in February - March

•Mathematics Performance Task Project• Grades 4, 8, 11• Extended response tasks

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Assessment Transition: San Diego County Professional LearningWebsite to Watch: http://www.sdcoe.net/commoncore/

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Getting Smarter About Common Core Assessment Conferences

• 2013-14 Dates• November 21, March 11

• Target Audience• District & Site Administrators, Teacher Leaders

• Areas of Focus• November: Focus on Mathematics• Keynote speaker: Tim Kanold

• March: Focus on English Language Arts & English Language Development

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Assessment Transition Study Group• 2013-14• Dates: Dec 13, Mar 21, May 16• Registration links on SDCOE Common Core

Events page

• Focus Area for December 13• MAPP Updates• Usability, Accessibility, and Accommodations

Guidelines

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San Diego County Assessment Transition Support•What else can we do to support you /

each other?

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Looking Ahead

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Data and Assessment Network Meetings• 2013-14• December 5 CANCELLED (conflicts with CERA)• January 30• March 27• May 22

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Data and Assessment Network Meetings•Meeting Schedule• 12:30 – 2:00 Categorical Project Directors• 2:00 – 2:30 Overlap Session• 2:30 – 4:00 Data & Assessment Network

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SDCOE Assessment TeamContact Us!Sally Bennett-Schmidt, Director858-292-3688 / sbennettschmidt@sdcoe.net

Shannon Coulter, Coordinator858-292-3593 / scoulter@sdcoe.net

Karla Groth, Principal-in-Residence858-569-3104 / kgroth@sdcoe.net

Ofelia Dominguez, Administrative Assistant858-292-3571 / anicasio@sdcoe.net

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