Unpacking the Changes to Assessments at CASE Education Leadership Convention

1. 46th ANNUAL CASE EDUCATION LEADERSHIP CONVENTION Unpacking the Changes to Assessments CASE EDUCATION LEADERSHIP CONVENTION: SUMMIT SEMINAR #CASE2015 July 29-31, 2015 Breckenridge, Colorado

2. 46th ANNUAL CASE EDUCATION LEADERSHIP CONVENTION Agenda • Introductions • Assessment Structures and Content • Accountability during the Transition • The Interim Time Period: Improvement Planning and Tools for Local Assessments • Accountability: SPF/DPF 2.0 • Accountability Work Group Process and Mock-Ups • A Parent’s Perspective: HB 1323 • #CASE2015 • July 29-31, 2015 Breckenridge, Colorado

3. 46th ANNUAL CASE EDUCATION LEADERSHIP CONVENTION Introductions • Ranelle Lang • CDE Team • Dan Jorgensen, Accountability and Research Manager • Jessica Knevals, Principal Consultant, Accountability and Policy • Lisa Medler, Executive Director, Improvement Planning • Alyssa Pearson, Interim Associate Commissioner, Accountability • Joyce Zurkowski, Executive Director, Assessments • Lisa Escárcega and Ilana Spiegel • #CASE2015 • July 29-31, 2015 Breckenridge, Colorado

4. 46th ANNUAL CASE EDUCATION LEADERSHIP CONVENTION Asking your questions: • Use the CASE Mobile App by submitting your questions • (Agenda > Unpacking the Changes to Assessments Questions > Survey) • 2. Tweet your questions using #CASE2015 • 3. Send them to Ryan Harrison at rharrison@co-case.org • 4. Write them on an index card and we’ll collect them. • #CASE2015 • July 29-31, 2015 Breckenridge, Colorado

5. 46th ANNUAL CASE EDUCATION LEADERSHIP CONVENTION Agenda • Introductions • Assessment Structures and Content • Accountability during the Transition • The Interim Time Period: Improvement Planning and Tools for Local Assessments • Accountability: SPF/DPF 2.0 • Accountability Work Group Process and Mock-Ups • A Parent’s Perspective: HB 1323 • #CASE2015 • July 29-31, 2015 Breckenridge, Colorado

6. Assessment Structures and Content 6

7. Advance Organizer 7 • 2014-2015 • Reporting Schedule • 2015-2016 • CMAS and CoAlt Assessment Schedule • Social Studies • District Responsibilities (paper form, assessment information, parent excusing students from testing) • Assessment Pilot • PARCC Adjustments • Assessment of English Learners

8. Spring 2015 Results Reporting Timeline 8 CMAS and CoAlt elementary and middle school science and social studies files and reports are all posted on PearsonAccess. CMAS and CoAlt high school science individual student level files and reports will be posted next week on PearsonAccess. CMAS English language arts and math results are scheduled to be available in November on PearsonAccessnext DLM English language arts and math individual student reports are expected in late summer. Individual student level files and school/district reports will be released at the same time as general results.

9. Student Performance Report -- Science

10. Student Performance Report – ScienceSubscale Performance

11. Student Performance Report – SciencePerformance by Prepared Graduate Competencies (PGCs) and Grade Level Expectations (GLEs)

12. Student Performance Report – SciencePerformance by Item Type

13. State Assessments: Grades 3-9School Year 2015-2016 * Social studies will be assessed on a sampling basis. 13

14. State Assessments: Grades 10 and 11School Year 2015-2016 * Social studies will be assessed on a sampling basis. Grade 10:Must be aligned to the Colorado Academic Standards and the 11th grade college entrance exam Both the 10th grade assessment and the college entrance exam will go through a competitive procurement process 14

15. High School Science and Social Studies What we know: • These assessments were originally intended to be administered in 11th grade • Allowed for local flexibility in determining scope and sequence • They were moved to fall of 12th grade due to PARCC being added to 11th grade • PARCC will no longer be administered in 11th grade • Science simulations and social studies performance events cross standards • No additional funds were provided to create new assessments 15

16. Social Studies 16 Sampling at the school level Individual schools will be sampled once in three years Notification in late fall if selected

17. CMAS and CoAlt Schedule 17 • April 11 - April 29 • All science and social studies • All general use of paper for ELA and math • The window can start earlier for ELA and math to compensate for technology capacity • March 14th for PARCC • March 16th for DLM • Scheduling consideration: students with disabilities and English learners

18. Other Requirements Under HB 15-1323 and District Responsibilities 18 • Each LEP must adopt and implement a written policy by which it decides whether to request the paper form of the state assessments for its students. • Decision must be made in consultation with schools and parents. • Copy of policy must be shared with parents and posted on LEP website before the start of the fall semester. • LEP may make the decision by school or classroom • LEP will report to CDE [through its vendors] the number of students who will take the paper form. • Paper form still available as an accommodation. • Considerations

19. Other Requirements Under HB 15-1323 and District Responsibilities • LEP will annually distribute to parents and post on its website, as early in the school year as possible, written information regarding its assessments, including: • The state and local assessments that the LEP will administer • Identify whether it is required by federal law, required by state law or selected by the LEP • Assessment calendar: • Estimated hours of testing each testing day for specific classes/grades for each assessment • Identify whether the assessment is required by state law, federal law or locally selected • The purposes of the assessments • The manner in which assessment results will be used. 19

20. Other Requirements Under HB 15-1323 and District Responsibilities • A student’s parent may excuse the student from participating in a state assessment • Each LEP will adopt and implement a written policy and procedure by which a student’s parent may excuse the student from participating in one or more of the state assessments. • If a parent excuses his or her student, the LEP shall not impose negative consequence on the student or parent including: • Prohibiting school attendance; imposing an unexcused absence; or prohibiting participation in extracurricular activities. • LEP shall not impose an unreasonable burden or requirement on a student that would: • Discourage the student from taking a state assessment or • Encourage the student’s parent to excuse the student from taking the state assessment. 20

21. Assessment Pilot TimelinePhase 1 21

22. Assessment Pilot TimelinePost Phase 1 22 • CDE reviews and recommends two LEPs for Phase 2 • SBOE selects 2 LEPs for Phase 2

23. Assessment Pilot TimelinePhase 2 23

24. Assessment Pilot TimelinePost Phase 2 24 SBOE reviews and selects the new state assessment or determines if the existing state assessments will continue to be administered If the SBOE adopts a new state assessment, the SBOE shall notify the General Assembly. Implementation of a new state assessment is conditional on the enactment of legislation that approves the use of the new assessment.

25. Assessment Pilot: HB 15-1323 Requirements 25 • Local Board approval • Phase 1:All content areas once per grade span • Assess students in each of the subject areas required in Section 22-7-1006.3 (i.e., English language arts, mathematics, science and social studies) in at least one elementary grade, one middle school grade, and one high school grade. • Phase 2:All content areas all required grade levels • Assess students in all of the subject areas (i.e., English language arts, mathematics, science and social studies) and at all of the grade levels required in Section 22-7-1006.3 (i.e., ELA and math in grades 3-9, science and social studies in at least one elementary grade, one middle school grade, and one high school grade). Ensure all students can participate fully in the assessment system

26. Assessment Pilot:Comparability Considerations 26 • HB 15-1323 requirements: • LEP must submit to CDE the assessment results for each year in which the pilot assessments were administered. • LEP must demonstrate that the results are comparable to the results obtained on the state assessments administered in the same school years. • Provide sufficient data each school year to disaggregate and report results for student groups as defined in section 22-11-103(34). • Provide sufficient data each school year to measure, for each student enrolled in the grades that are assessed, the student's progress in meeting the state academic standards. • Pilot program assessments must provide comparative data for state accountability purposes.

27. Assessment Pilot 27 Will districts have to double test?

28. PARCC Adjustments 28 • Single window • Session length made similar where possible • Math grades 3-5: four 60 min. units • Math grades 6-8: three 80 min. units • Math high school: three 90 min. units • Reduced number of units and overall testing time for operational assessments • ELA: most students will take 3 units. Field testing will requires an additional unit for some schools at some grades

29. English Learners 29 • ACCESS is moving online • Paper available • Native language accommodations extended to 5 years when appropriate • Spanish language arts will be available in grades 3 and 4

30. Summary: Biggest Changes for Next Year 30 Single window for CMAS and CoAlt (April 11-April 29) Elimination of grade 10 and 11 CMAS: PARCC ELA and math New grade 10 general assessment Possibly new grade 11 college entrance exam High school science and social studies will not be administered in 12th grade

31. CDE Assessment Contacts 31 General Questions: Margo Allen at allen_m@cde.state.co.us CMAS: ELA and Math (PARCC): Stephanie Boyd at boyd_s@cde.state.co.us CMAS: Science and Social Studies: Sara Loerzel at loerzel_s@cde.state.co.us CoAlt, including DLM and accommodations for students with disabilities: Mira Monroe at monroe_m@cde.state.co.us ACCESS and accommodations for English learners: Heather Villalobos Pavia at villalobos-pavia_h@cde.state.co.us College Entrance Exam: Will Morton at morton_w@cde.state.co.us CMAS Data: Jessica Allen at allen_j@cde.state.co.us Psychometrics, DLM Data and College Entrance Exam Data: Jasmine Carey at carey_j@cde.state.co.us ACCESS Data: Sarah Underwood at underwood_s@cde.state.co.us

32. 46th ANNUAL CASE EDUCATION LEADERSHIP CONVENTION Agenda • Introductions • Assessment Structures and Content • Accountability during the Transition • The Interim Time Period: Improvement Planning and Tools for Local Assessments • Accountability: SPF/DPF 2.0 • Accountability Work Group Process and Mock-Ups • A Parent’s Perspective: HB 1323 • #CASE2015 • July 29-31, 2015 Breckenridge, Colorado

33. School and District Accountability in 2015 33

34. HB 15-1323 State Assessment • Review the HB15-1323 Accountability Fact Sheet (http://www.cde.state.co.us/accountability/hb_15-1323_accountability_guidance) • Consider the following questions as you review this fact sheet: • How will school plan types, and district and Charter School Institute accreditation ratings be determined in the 2015-16 school year? • How will the calculation of school/district years on the state accountability clock be affected by this legislation? What will this mean for schools who enter year 5 of being on the accountability clock on July 1, 2015? • What is unclear about state accountability for the 2015-16 school year? • Your questions?

35. 2015 School & District Accountability • District accreditation ratings will not be assigned in fall 2015 (based on 2014-15 assessments). • School plan types will not be assigned in fall 2015 (based on 2014-15 assessments). • Districts and schools will implement the 2014 ratings in 2015-16. • UIP requirements will hold firm during the 2015-16 school year. • CDE will provide an update on assessments and accountability to the Joint Education Committee in 2015 and provide information to determine if accountability should resume in 2016-17. * As required by HB15-1323

36. 2015 2016 CMAS/ PARCC CMAS/ PARCC CMAS/ PARCC CMAS/ PARCC Assessment Standard Setting PBA EOY 2015 PARCC Achievement Scores released 2015 PARCC Growth Results MAY be released Reporting Informational SPF/DPF 2.0 Release Accountability PI/T UIPs due for review Optional Submission PI/T UIPs Due for posting UIPs Due for posting UIP

37. Request to Reconsider Process • 2014-15 and 2015-16 local assessment data can be submitted for the fall 2016 request to reconsider process. Since ratings will not be given in 2015, there will not be a request to reconsider process in fall 2015. • Fall 2015 Technical Assistance: • Local assessment results • Request to reconsider local assessment template • UIP planning and request to reconsider preparation • Prepared to add in 2015-16 results to submit fall of 2016

38. Accountability Clock • The state accountability clock will be paused for one year. • The accountability clock resumes in 2016-17, which will count as if it were consecutive to 2014-15. • For example: 38

39. 46th ANNUAL CASE EDUCATION LEADERSHIP CONVENTION BREAK Please return in 10 minutes • #CASE2015 • July 29-31, 2015 Breckenridge, Colorado

40. 46th ANNUAL CASE EDUCATION LEADERSHIP CONVENTION Agenda • Introductions • Assessment Structures and Content • Accountability during the Transition • The Interim Time Period: Improvement Planning and Tools for Local Assessments • Accountability: SPF/DPF 2.0 • Accountability Work Group Process and Mock-Ups • A Parent’s Perspective: HB 1323 • #CASE2015 • July 29-31, 2015 Breckenridge, Colorado

41. The Interim Time Period Improvement Planning and Tools for Local Assessments 41

42. The Challenge. . . • During the state assessment transition. . . • Typical datasets and comparison points will be delayed or not available. • Participation rates may have an impact. • School/District Planning teams must determine how to analyze data for: • Academic Achievement (Math, Reading, Writing, Science) • Academic Growth (Math, Reading and Writing)

43. Unified Improvement Planning Processes Section IV:Target Setting Gather and Organize Data Preparing to Plan Section III: Data Narrative Section IV:Action Planning Review Performance Summary Describe Notable Trends Prioritize Performance Challenges Identify Root Causes Identify Major Improvement Strategies Set Performance Targets Ongoing: Progress Monitoring Identify Interim Measures Identify Implementation Benchmarks

44. Data for Improvement Planning UIP: Trends, PPCs, Targets, Interim Measures UIP: Root Cause, Action Planning Implementation Benchmarks 44

45. To Re-Write or to Update?…that is the question. Has there been a change in leadership? To what degree is new leadership invested in the plan? To what degree was staff & stakeholders involved in developing the plan? Are staff invested? Do current student performance results suggest plan is resulting in improvement? Are notable trends still substantially below district and state expectations? Has there been a significant change in resources to implement the Major Improvement Strategies (e.g., grant funds, FTE)?

46. Student Measures/Metrics Available during the State Assessment Transition Postsecondary and Workforce Readiness (PWR) metrics: dropout rates, Colorado ACT composite scores, graduation rates, and disaggregated graduation rates English Language Proficiency (sub-indicator within Academic Growth): ACCESS for ELLs metrics and comparison points K-3 Literacy Interim Measures required by the READ ACT CMAS in Science and Social Studies at the elementary and middle levels (available for 2013-14 and 2914-15 in fall 2015) CMAS in English/Language Arts and Math (release delayed until fall 2015) Locally administered interim assessments

47. Options for Data Analysis for Achievement and Growth • Depends on if teams are writing, rewriting or updating UIPs • No new SPF/DPF reports available as a starting point • A basic approach . . . • Start with 2014 Performance Framework Reports and 2014-15 UIP. • Review additional performance data available for the 2014-15 school-year (aligned to the CAS). • Determine if performance data available for 2014-15 provides evidence that school/district performance has changed. • Strengthening the Evidence: consider multi-year trends in performance using alternative performance data sources.

48. Data Considerations Changes to cut scores/level descriptions Student participation rates Transition from reading and writing to English/language arts Alignment of local assessments with the Colorado Academic Standards Personally Identifiable Information and small n-counts

49. Review Current Performance In the absence of new SPF, how will your team: • Identify plan type assignment? • Gauge the magnitude performance challenge to select priority performance challenges and root causes at the appropriate level? • Identify indicator(s) for which performance did not meet minimum state expectations? • Compare current performance to the previous targets to determine the degree to which improvement strategies seem to be on track? Section IV:Target Setting Gather and Organize Data Preparing to Plan Section III: Data Narrative Section IV:Action Planning Review Performance Summary Describe Notable Trends Prioritize Performance Challenges Identify Root Causes Identify Major Improvement Strategies Set Performance Targets Ongoing: Progress Monitoring Identify Interim Measures Identify Implementation Benchmarks

50. Updating Trend Statements Some things to keep in mind: • Use your local data! • Use consistent measures for single trend lines (e.g., CMAS v. TCAP) • Its OK to keep “older” notable trends to keep an eye on them. The School Dashboard may be helpful. • Its OK to combine multiple statements for additional context (e.g., TCAP reading was flat in 2011, 2012 and 2013. Our local measures show a similar pattern, except a notable upward direction in 2014…) • Don’t be shy about explaining the state assessment transition dilemma. Section IV:Target Setting Gather and Organize Data Preparing to Plan Section III: Data Narrative Section IV:Action Planning Review Performance Summary Describe Notable Trends Prioritize Performance Challenges Identify Root Causes Identify Major Improvement Strategies Set Performance Targets Ongoing: Progress Monitoring Identify Interim Measures Identify Implementation Benchmarks