Smarter Balanced Assessment Consortium

Smarter Balanced Assessment Consortium Update Great Prairie AEA November 13, 2012

Students will strive to meet the target provided for them

Grade 4 ITBS Math 2001 – 2011

Grade 4 Reading 2001 - 2011

Iowa Students’ Performance on Different Measures IOWA DEPARTMENT OF EDUCATION

Iowa and Four other States - NAEP IOWA DEPARTMENT OF EDUCATION

Turn to Your Neighbor What does this data tell you?

Are We Measuring What We Think We Are Measuring? Proficiency in Iowa is set at 41%ile on Iowa Assessments. Iowa assesses only reading comprehension and math problem solving. The Iowa Assessment is not fully aligned to the grade level expectations of the Iowa Core. What worked with grade span standards does not work with grade level standards. All the top performing states have set their expectations of proficiency higher than Iowa.

We need to measure what we expect students to learn, if we want to be competitive What we are currently doing isn’t working.

We need a vision of a Cohesive Summative Assessment System that supports instruction and student learning Iowa Assessment System To begin… Iowa is a member of 3 consortia: Smarter Balanced Assessment Consortium – 25 states Dynamic Learning Maps (DLM) – 12 states English Language Proficiency Assessment 21 (ELPA21) – 12 states Goal: Fully Operational by 2016-17

Think About… Smarter Balanced Assessment Consortium offers a more comprehensive assessment system closely aligned to the CCSS.

A National Consortium of States 25 states representing over 19 million K-12 students 21 governing states 4 advisory states Washington state is fiscal agent; WestEd is Project Management Partner

Positioning Assessment as a Strategy for Improving Learning

Balanced Assessment System

Balanced Assessment System Built on Seven Key Principles An integrated system Evidence-based approach Teacher involvement State-led with transparent governance Focus: improving teaching and learning Actionable information – multiple measures Established professional standards

Accessibility and Accommodations Work group engagement of 90 state-level staff: Consortium Work Groups Formative Assessment Practices and Professional Learning Item Development • Each work group: • Led by co-chairs from governing states • 6 or more members from advisory or governing states • 1 liaison from the Executive Committee • 1 WestEd partner 1 Performance Tasks 2 Work group responsibilities: Reporting 3 Technology Approach • Define scope and time line for work in its area • Develop a work plan and resource requirements • Determine and monitor the allocated budget • Oversee Consortium work in its area, including identification and direction of vendors 4 Test Administration 5 Test Design 6 Transition to Common Core State Standards 7 Validation and Psychometrics 8 9 10

ELA and Math How will these new tests be different than what we are currently using?

Grades 3-8 + High SchoolSummative & InterimOn-lineComputer Adapted + Performance Tasks English Language Arts + Mathematics Multiple Formats Selected response Short constructed response Extended response Performance tasks Multiple Types Traditional Technology enhanced (e.g. drag and drop, building models, etc.) Performance task w/collaboration + independent Independent performance task

“Students can demonstrate progress toward college and career readiness in English Language arts and literacy.” Claims for the ELA/Literacy Summative & Interim Assessments • “Students can demonstrate college and career readiness in English language arts and literacy.” Overall Claim for Grades 3-8 • “Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.” Overall Claim for Grade 11 • “Students can produce effective and well-grounded writing for a range of purposes and audiences.” Claim #1 - Reading • “Students can employ effective speaking and listening skills for a range of purposes and audiences.” Claim #2 - Writing • “Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.” Claim #3 - Speaking and Listening Claim #4 - Research/Inquiry

“Students can demonstrate progress toward college and career readiness in mathematics.” Claims for the Mathematics Summative & Interim Assessments • “Students can demonstrate college and career readiness in mathematics.” Overall Claim for Grades 3-8 • “Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.” Overall Claim for Grade 11 Claim #1 - Concepts & Procedures • “Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.” Claim #2 - Problem Solving Modeling and Data Analysis • “Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.” “Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.” Reasoning Claim #3 - Communicating

Smarter Balanced Includes Formative Assessment to Support Instruction Formative assessment is a process used by teachers and students as part of instruction. It provides feedback to adjust ongoing teaching and learning to improve students’ achievement of core content (Adapted from Council of Chief State School Officers, 2010).

FEEDBACK LOOP Produced by AEA 267

Smarter Balanced Assessment Consortium’s Formative Digital Library The Digital Library is designed as an online, one-stop site with professional learning resources and collaboration opportunities for educators, parents, and students to learn more about balanced assessment systems, in particular formative assessment practices. Focus is to provide resources for educators, parents, and students that support student learning.

Formative Practices in the Digital Library – capacity building Formative tools that teachers can use throughout the year to better understand where students are in their learning of the Iowa Core and determine any misconceptions, allowing for quick adjustments to instruction as well as differentiated instruction.

Digital Library Resources Exemplar Instructional Modules w/FA Inventory of Current Resources Professional Learning on Assessment Literacy Professional Learning on Smarter Balanced Score Reports & Educator Resources Professional Learning on the Digital Library Resources Educator-Submitted Supplemental Resources Formative Assessment Training for State Leadership Teams Collaborative Professional Learning on Formative Assessment Glossary of terms

State Implementation TimelineDeveloped with Educators and Experts 2011-2012 School Year — • Early 2012: Assessment claims for ELA/literacy and mathematics approved by Governing States • April 2012: Item/task specifications and review guidelines published • http://www.smarterbalanced.org/itemspecs • June 2012: Training modules available for item writers/reviewers • http://www.smarterbalanced.org/smarter-balanced-assessments/item-writing-and-review • Summer 2012: Educators from Governing States began writing items and tasks; cognitive labs / small scale trials begin

State Implementation Timeline Developed with Educators and Experts 2012-2013 School Year — September 2012: Sample items reviewed by Smarter Balanced staff and advisors, Student Achievement Partners Fall 2012: Achievement Level Descriptors development process begins October 2012: Sample items and tasks available Winter/Spring 2013 —Begin developing Digital Library & PD February / March 2013: Pilot Test of first 10,000 items and performance tasks Spring 2013: Technology readiness tool available in BEDS 2013-14 School Year Fall 2013 — Achievement Level Descriptors development process begins Summer 2013— Assessment Literacy PD available and first set of Exemplary Modules Spring2014 —Field testing of summative and interim assessments 2014-15 School Year —Implementation of assessment system and final launch of digital library

Formative Assessment Practices and Professional Learning – educator involvement

Begins December 2012

Begins November 2012

Begins January 2013

Smarter Balanced Sample Items and Performance Tasks How will these new tests be different that what we currently are using?

Purpose of Sample Items and Performance Tasks • Demonstrate rigor and complexity of ELA/literacy and mathematics questions • Showcase variety of item types: • Selected response • Constructed response • Technology enhanced • Performance tasks • Help teachers to begin planning for the shifts in instruction

Sample Items and Tasks http://www.smarterbalanced.org/sample-items-and-performance-tasks/

Think About…. Will this assessment program meet the needs of our state? What are we doing differently?

Exploring the Sample Items

Sample Items and Tasks http://www.smarterbalanced.org/sample-items-and-performance-tasks/.

Scroll Down to…. Accessing the Sample Items and Tasks The sample items and performance tasks are compatible with desktop and laptop computers with the following Internet browsers: • Firefox 3.6 or newer • Internet Explorer 8 or newer • Chrome 18 or newer • Safari 4.1 or newer In addition, Android and iPad tablets with 9.5 inch screens (10 inch class) or larger are supported with the following Internet browsers: • Chrome 18 or newer (Android) • Safari 4.1 or newer (iPad) Explore sample items and performance tasks: • English language arts/literacy • Mathematics • Frequently asked questions (PDF)

Sample Items and Tasks Navigation View mathematics or ELA/literacy items Advance to next item, or go back to previous

Sample Items and Tasks Navigation Content Claim Grade band

Sample Items and Tasks Navigation Filter by item type, themes

Item Metadata About this item

Exploring the Sample Items Selected response and technology enhanced items are machine scorable

Feedback and Support Starting Oct. 9 Online feedback and phone support available

Accessibility and Accommodations • Sample items do not include accessibility and accommodations features • Full range of accessibility tools and accommodations options under development guided by: • Magda Chia, Ph.D., Director of Support for Under-Represented Students • Accessibility and Accommodations Work Group • Students with Disabilities Advisory Committee • Chair: Martha Thurlow (NCEO) • English Language Learners Advisory Committee • Accessibility & Accommodations Framework • Learn more online: • http://www.smarterbalanced.org/parents-students/support-for-under-represented-students/

Let’s Explore…. Choose at least one ELA and one math item to preview. What supports will be needed for students to engage with the technology enhanced items? How can we best prepare students to be successful with writing tasks in ELA or the communication items in mathematics? How can we best prepare students to be successful with performance tasks? What other issues do we need to address? What questions do you still have?

CCSSO Webinar for Teachers on November 9 from 1:00 to 2:00 PM (CST)2012 National Teacher of the Year to Speak about What Teachers Can Learn from the New PARCC and Smarter Balanced Sample Assessment Items CCSSO will be hosting a webinar with 2012 National Teacher of the Year Rebecca Mieliwocki on the recently released Partnership for Readiness for College and Career (PARCC) and Smarter Balanced sample assessment items in English language arts. The webinar will be held on Friday, November 9 from 2-3 p.m. ET #-( 1-2PM CST). To register, please visit https://ccsso.webex.com/ccsso/onstage/g.php?t=a&d=719177081. An analogous webinar focused on mathematics will also occur at a later date. Scott Norton, Host

QuestionsContact: Colleen Anderson Iowa Department of Educationcolleen.anderson@iowa.gov Tom Deeter Iowa Department of Educationtom.deeter@iowa.gov

Smarter Balanced Assessment Consortium