WINNER Assessment Work Session August 13, 2015file... · Creating Formative Assessments When teams work collaboratively to develop ... • Adaptive assessments adjust the questions

Orange County Public Schools

WINNER

August 13, 2015

Assessment Work Session


Agenda• Statewide Assessment

• District Assessment

• Accountability and Evaluation

• 2015‐16 Upcoming Changes

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Organizing Principles• Building teacher and administrator capacity rather than providing external products for school use

• Improving process and policy to limit instructional disruption

• Sharing end of year expectations help to ensure all students receive rigorous instruction and that evaluation procedures are consistent

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Statewide Assessment

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Statewide Assessments• There were some reductions in statewide assessments for the 2015‐16 school year• PERT assessment not required for selected students

• Grade 11 English/Language Arts (ELA) assessment eliminated

• FAIR assessments neither required nor available

• Changes in ELL and ESE assessments

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Statewide Assessments• Required Statewide Assessments

• English/Language Arts (Grades 3 through 10)• Mathematics (Grades 3 through 8)• Science (Grade 5 and Grade 8)• EOCs (Algebra I, Geometry, Algebra II, Biology, Civics, United States History)

• WIDA (Replacing CELLA)• FSAA (Replacing FAA)

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Statewide Assessments• Orange County is taking an active role in helping to improve statewide assessment administration

• Two assessment team members traveled to Tallahassee to provide feedback on the administration process• Additional feedback was provided by multiple team members through the validity study

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Improving Statewide Administration• Receiving feedback from administrators and testing coordinators• Sending out the assessment calendar in draft to all schools for feedback and input

• Adding additional structure to our administrator and testing coordinator focus group that provides quarterly feedback

• Building surveys to gather feedback and areas for improvement in each large administration window

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Improving Statewide Administration• Limiting Instructional Disruption

• Efficiently using funds set aside for proctors to limit teachers brought from other classes to support statewide assessment administration

• Supporting schools in using their hardware to maximize flexibility

• Supporting schools in best scheduling methods to limit disruption

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District Assessment

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District Assessment Changes• State statute changed allowing for more flexibility in the assessment of some courses

• There is still a requirement for all instructional and administrative personnel to receive a student learning growth measure based on course instructed and/or students served

• Increased flexibility with progress monitoring

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District Assessment Changes• Due to flexibility in state statutes, we eliminated many

elementary assessments

• District benchmark assessments will not be required for all schools• Schools will have the flexibility to choose how to monitor student progress

• The Iowa Assessments will be replaced with the MAP assessments for K‐2 students

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Assessment Support• Instead of working with a small group of teachers and coaches to build benchmark assessments and provide them to teachers, the assessment department will be supporting school‐based formative assessment development• This project has a broad scope to support and build teacher capacity across all schools

• Teachers work through their Professional Learning Communities (PLCs) to build assessments

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Formative Assessment• School‐based formative assessments are relevant and aligned tasks for students that are tightly coupled to instruction

• School‐based formative assessments are not just multiple choice tests and can be:• Performance tasks• Extended writing tasks• Exit slips• Projects

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Creating Formative AssessmentsWhen teams work collaboratively to develop formative assessments, they are working together to do the following:• Prioritize and deconstruct standards• Develop aligned assessment tools• Monitor instructional impact with results

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Formative Assessments Are:• Created by teams of teachers and closely linked to daily and weekly classroom instruction

• Made of items that are available for teachers to develop, examine and revise

• Linked to instructional expectations for developing effective learning goals and scales

• Aligned with professional development expectations for Professional Learning Communities (PLCs)

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Preparation

Development

Administration of Formative Assessment

Data Analysis

Instructional Shift

Reflection

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Plan

Do

Check

Act


Providing Support• Schools will have access to the all item banks and prior benchmark assessments for potential use

• The assessment team will be providing in‐person, online and blended supports to teachers and schools

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K‐2 Assessment Requirements• There were multiple changes to teacher evaluation

and assessment statutes during the 2015 legislative session

• All teachers (classroom and non‐classroom) still must receive a student learning growth score that is based on the performance of students they directly instruct or serve

• Last year, OCPS used the Iowa Assessments for K‐2 students

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Needs for K‐2 Assessment• Developmentally appropriate for students

• Prepares students for digital and computer‐based transitions

• Diagnostic data to support instruction

• Evaluation of instructional personnel

• Inform professional development needs

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School Feedback• In the 2014‐15 school year, 22 schools administered

the MAP (Measures of Academic Progress) K‐2 assessments created by NWEA as a pilot

• Surveys of teachers and administrators found significantly stronger support for the use of the MAP assessments and more appropriate parent reporting for scores

• School administrators unanimously supported the use of the MAP

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Adaptive v. Fixed Form Assessment• The MAP assessments are adaptive rather than fixed

form

• Adaptive assessments adjust the questions provided based on the prior answers from students

• Adaptive assessments meet a student where they are rather than asking a student to take a ‘one size fits all’ assessment

• It is easier to maintain security with adaptive tests22


Computer‐based Assessment• By 2017‐18, all statewide assessments in English Language

Arts and Mathematics will be computer‐based assessments

• Our new English Language Learner assessment and our new alternative assessment for some students with exceptionalities will also be computer‐based

• Preparation for computer‐based assessments and increasing use of digital curriculum is important for early elementary students

• The MAP assessments are fully computer‐based

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MAP Assessments• The MAP assessments have been used across the nation for

teacher evaluation

• Teachers and administrators can observe student growth throughout the year through aligned and supporting reports of student progress

• These reports can also be used by school and district personnel to inform professional development

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Good Cause / Teacher Incentive Fund• The MAP assessments have been also used in other states for

‘good cause’ exemptions

• OCPS is working with the FCRR in order to determine if MAP assessments may be used for a ‘good cause’ exemption

• These assessments will also replace existing assessments used for compliance with the Teacher Incentive Fund (TIF) federal grants

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K‐2 Assessment Cost• The MAP assessments cost significantly less than the existing

K‐2 assessments, even with the Grade 3 option

• The cost to the district will be reduced from $863k to $463k, a $400k reduction

• In addition, there will be a larger portfolio of services and training provided to assist schools with successful implementation

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Common Final Exams• Teacher and parent surveys were conducted to

receive feedback regarding the Common Final Exams

• Teacher surveys were used to determine areas where assessments needed revisions and to gather additional feedback

• Parent surveys showed concerns with the use and number of assessments

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Common Final Exams• To limit the instructional disruption from the

Common Final Exams, the exams will be moved to a smaller window at the end of year

• This five day window will minimize disruption and allow adequate time for teachers to calculate grades before the end of the school year

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Improving District Assessment• Shifting our focus from providing external

assessments to building teacher and school capacity for assessment across the district

• Changing our K‐2 assessment to be personalized and relevant for students

• Refining assessment windows to minimize instructional disruption

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Accountability and Evaluation

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School Accountability• The Florida Department of Education and the State

Board of Education will implement a new school grading formula pending the results of the validity study

• The Governor and Florida legislature have stated that streamlining the accountability system is a major goal during the new process• Removing bonus points• Focusing on core measures• Clarifying expectations

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Elementary School Grades Model

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Middle School Grades Model

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High School Grades Model

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Student Learning Growth• All teachers (classroom and non‐classroom) and

administrators are required to receive a student learning growth score as a piece of their summative evaluation

• Though the requirements for assessments have changed, the requirement for each teacher to have a student learning growth score based on the performance of their students remains• Districts must use student learning growth as at least one‐third of the

summative evaluation

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Student Learning Growth• The State Board of Education has passed two rules

clarifying teacher and administrator evaluation system requirements and mandating the use of statewide value‐added cut scores for some teachers

• Classroom teachers of statewide assessed courses with three or more years of experience will be covered by the new cut score rules• More information will be forthcoming from the Florida Department

of Education

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2015‐16 Upcoming Changes

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2015‐16 Items to Note• Statewide validity study• Standard setting for statewide assessments*• Creation of new school accountability system*• New ELL and ESE statewide assessments• State Board of Education rule for student learning

growth• Potential new bargained agreement of instructional

practice and student learning growth score weighting

* Dependent on the results of the validity study38


Superintendent’s Comments

School Board Questions and Comments

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Documents

WINNER Assessment Work Session August 13, 2015file... · Creating Formative Assessments When teams work collaboratively to develop ... • Adaptive assessments adjust the questions