Smarter Balanced Assessment Consortium Introduction & Workshop

1. Smarter Balanced Assessment ConsortiumIntroduction & Workshop Presented by Sandy Sanford July 10, 2012

2. CILA Cycle—Teaching WHAT? Content Standards Assessment Instruction HOW WELL? HOW? Learning WHY?

3. SBAC Workshop LOL What?—You will learn the basics of the SBAC assessment system for the CCSS and the instructional impact of SBAC. How?—Your table group will collaboratively create a Non-Linguistic Representation to demonstrate the instructional impact of SBAC on the teaching of CCSS AND you will share it with other table groups via a gallery walk. Relevance?—Full implementation of CCSS and SBAC in 2014-2015 school year!

4. SBAC Workshop Agenda 8:00 to 8:30—Introductions, Opening Activity, Pretest, and Venting 8:30 to 9:45—SBAC Organization, Activity, Timeline, and Venting 9:45 to 10:00—Break 10:00 to 10:30—Tools, SBAC Sample Item Walk, & Venting 10:30 to 11:00—Instructional Impact Activity 11:00 to 11:45—Concluding Activity (Non-Linguistic Representation with Gallery Walk focusing on Instructional Impact of SBAC on Teaching of the CCSS) 11:45 to Noon—Wrap-up, Questions, & Venting Closure

5. Terminology • Standards (CA and CS) • Instruction (3 components) • Assessment • Accountability • Summative Assessment (SA) • Interim Assessment (IA) • Formative (Cluster) Assessment (FA)

6. Limitations of Workshop • Introductory • Many unknowns • Emphasis on Math Items • Limited ability to address Accountability • Does not address alternative assessments • More content specific detail in subsequent workshops • Too long until first activity

7. Venting SBAC Bop Buddy • Unavoidable & Natural • Write down “vents” as we go • Hold “vents” until designated times • Consolidate “vents” on a table group list • At designated times, groups tape “vent list” to SBAC Bop Buddy and then SOCK him to your hearts content

8. The Deer in Historical Perspective 1997 1998 1999 2002 2003 2000 2001 2012 2015 2008 API CA Content Stds AYP NCLB CCSS SAT-9 Inst Mat CSTs Inst Mat SBAC CAHSEE

9. What are Biggest differences between CA & CC Standards? • ELA • Text complexity and content area integration • Math • Cognitive vs Cognitive & Meta-Cognitive • No Core Materials until at least 2017

10. When are CCSS Operational? • Already Adopted • 2012-13 & 2013-14 Transition Years • 2014-15 Fully Operational and Tested

11. Timeline • 2012—Assessment Plan, ELD, Sup Materials to SBE • 2013—Pilot SA, Revised Math FW, PD Modules • 2014—Field Test SA, Revised ELA FW • 2015—Operational SA • 2017 to 2018—Core Inst Materials SA = Summative Assessment FW = Framework

12. SBAC Structure Start Year End Year Last 12 Weeks Summative Assessments Form Asmt Form Asmt Form Asmt • Performance Tasks • 1 Reading • 1 Writing • 2 Math Form Asmt Form Asmt Interim Assessment (CAT) Interim Assessment (CAT) • Computer Adaptive Assessment • 40-65 Items • ELA & Math • CR, SR, CE Retake Formative Assessments Optional & Probably Extra Cost

13. Scoring & Accountability Output Performance Tasks • Vertical & Horizontal Scaling • Summative • Interim • 2 week turnaround • Full-Service Reports • Progress • Instruction Support Separate & Combined Scores Computer Adaptive Assessment (CAT)

14. Performance Tasks • Take approximately one to two class periods • Will “involve student-initiated planning, management of information & ideas, interaction with other materials and/or people, and production of an extended response such as an oral presentation, exhibit, product development, or an extended written piece.” • Combination of machine and teacher scoring

15. Computer Adaptive Testing (CAT) HARD ITEMS EASY Standards Computer Student

16. Basic Item Types • Selected Response (Enhanced) • Constructed Response • Technology-Enhanced • Performance Tasks CAT Items Perf Tasks CBT (Computer Based Testing)

17. Selected Response (Traditional)

18. Selected Response (Enhanced)

19. Scoring Rubric

20. Quick Activity • In tables groups discuss the advantages of the Enhanced Selected Response (ESR) Items over traditional (4 response, best single answer). 2 minutes • Be prepared to share out

21. Extended Activity • In table groups study the elementary math item (RTQs from 1997 CA Standards) provided • Convert that item to an Enhanced Selected Response Item (following the example problem just modeled) 5 minutes • Be prepared to share out your enhanced item and explain your rationale

22. ESR Item Advantages Guessing Factor Depth of Knowledge (DOK) Discriminate Partial Knowledge Accuracy of Measurement

23. Constructed Response The table below shows the number of students in each third-grade class at Lincoln School. There are 105 fourth-grade students at Lincoln School. How many more fourth-grade students than third-grade students are at Lincoln School? Show or explain how you found your answer.

24. Venting • Each table group writing (concisely) their “vents” on the half sheet of paper provided • Send ONE group member to SBAC Bop Buddy and TAPE the “vent list” to him. • One punch (not too hard yet) is allowed per table group (more punches later) • Total time 3 minutes

25. Tools to Help • Technology Evaluation Tool • Flexible Administration Platforms • Blueprints • Interim & Formative Assessments • Cognitive Taxonomies • Knowledge of CCSS (what’s new?) • Instructional Videos (Teacher Channel) • Crosswalks (e.g., SCOE) • CDE, CCSS, & SBAC websites • Sample Items (Both from SBAC & ETS)

26. Traditional Blueprint 4th Grade Math, Number Sense Strand

27. SBAC Blueprint • Simplicity of Traditional Blueprint is confounded by… • Computer Adaptive Testing (CAT) • Multiple Standards assigned to same item • Likely SBAC Blueprint format… • Not as prescriptive as present format • Proportions of assessment assigned to groups of standards (Domains or Clusters)

28. SBAC Structure Start Year End Year Last 12 Weeks Summative Assessments Form Asmt Form Asmt Form Asmt • Performance Tasks • 1 Reading • 1 Writing • 2 Math Form Asmt Form Asmt Interim Assessment (CAT) Interim Assessment (CAT) • Computer Adaptive Assessment • 40-65 Items • ELA & Math • CR, SR, CE Retake Formative Assessments Optional & Probably Extra Cost

29. WestEd Study (March 2011)on SBAC Website • Which CCSS standards are Eligible for SBAC Summative Assessment (SA)? • Learnable within the school year • Expected content for all students at the grade level/span • Measurable via on-demand tasks in an end-of-the-year summative assessment

30. ELA Eligible (285/333) 3rd—35 of 42 4th—35 of 43 5th—35 of 43 6th—36 of 41 7th—36 of 41 8th—36 of 41 9th—36 of 41 10th—36 of 41 11th—36 of 41 12th—36 of 41 Not Eligible (48/333) All Grades Reading Standard 10 (both RL & RI) Writing Standards 6 & 10 Speaking & Listening Standard 1 Grades 4-5 Reading Foundational Standard 3 Grades 3-5 Reading Foundational Standard 4 Writing Standard 7

31. Math Eligible (270/316) 3rd—25/25 4th—28/28 5th—28/28 6th—31/31 7th—29/29 8th—27/28 9th—36 of 41 10th—36 of 41 11th—36 of 41 12th—36 of 41 Not Eligible (46/316) Grade 8 Geometry Standard 1 High School Grades Number & Quantity (43) Geometry (2)

32. More CC ELA Vernacular CC Reading Literature Informational Text CC Writing Narrative Expository

33. Writing Approach CA = Genre Response to Lit Persuasive Narrative Summary Letter Writing CC = Text Structure Only 3 Genres = Argument Opinion Narrative

34. Old & New Bloom’s 1956 2000 Creating Evaluating Analyzing Applying Understanding Remembering • Evaluation • Synthesis • Analysis • Application • Comprehension • Knowledge

35. Costa Levels • Level 1—Input • What are the components of this picture? • Level 2—Process • Why is the gun lower down than the gavel? • How are the gun and gavel similar or different? • Level 3—Output • What do you think this picture is trying to communicate?

36. Classroom Questioning Power • The level of question dictates the level of student thinking • The person asking the question is the one doing the thinking • What might be the implications if teachers created an experience in the classroom where the students asked most of the questions? From Micael Kelly’s AVID presentation 6-13-12

37. Rigor/Relevance Framework Teacher/Student Roles D C Student Thinks Student Thinks and Works RIGOR High B A Student Works Teacher Works Low Low High RELEVANCE

38. Study the Standard

40. CCSS/SBAC Challenges Activity • In table groups • Discuss the CCSS & SBAC as presented so far • What are the two most significant challenges regarding CCSS/SBAC that your group sees? • What specifically are the challenges of the type of SBAC items just shown? • You have 5 minutes • Be prepared to report

41. What are CCSS Significant Challenges? • No Core instructional materials until ~2017 or later • No state money for training, etc. • New strategies will constitute a paradigm shift for may teachers & administrators • Running parallel standards for 2 more years • New high-stakes assessment system (SBAC) has many unknowns.

42. CCSS Resources • http://www.scoe.net/castandards/ • http://www.smarterbalanced.org/ • http://www.cde.ca.gov/ci/cc/ • http://www.cde.ca.gov/ta/tg/sa/smarterbalanced.asp • http://www.smarterbalanced.org/resources-events/publications-resources/ • http://www.achievethecore.org

43. SBAC Sample Item Walk

44. Instructional Impact Activity • In table groups, compile a list the factors contributing to the IMPACT that SBAC will likely have on Instruction of CCSS? Both positive & challenges. • Make the list as comprehensive and as clear as possible. • Your group will be using the list in the concluding activity that follows • You have 25 minutes

45. Concluding ActivityPost-Test • Your group will prepare a Non-Linguistic Representation of the SBAC Instructional Impact factors you compiled in the previous activity. (15 minutes) • Your group will share your NLR with neighboring tables and learn from those tables using a Gallery Walk. • Directions will be provided

46. Contact sandy@youasksandy.com951-675-2953