Summer Institutes

ChangingTeacherPractice ChangingStudentOutcomes Summer Institutes 2013

North Carolina Summer Institutes Learning Path 2013 2011 2012 Summer Institutes Summer Institutes Summer Institutes IMPROVING PRACTICE WHAT HOW Focus: Planning how instruction needs to change Focus: Reflecting, adjusting and improving after year one of implementation Focus: Internalizing a new SCOS Essential Standards

2013 Summer Institutes |Changing Teacher Practice Changing Student Outcomes Design Studio Session Understanding School-Based Accountability and Supporting a Balanced System of Assessment Presenters: Jami Inman, Julian Wilson, Curtis Sonneman

2013 Summer Institutes |Changing Teacher Practice Changing Student Outcomes Design Studio Session Understanding School-Based Accountability and Supporting a Balanced System of Assessment Presenters: Lisa McIntosh, Jennifer Northrup, Nancy Barbour, and Hope Lung (Charlotte), Scott Beaudry (Greensboro), Jeff Payne (Hendersonville)

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes Design Studio Session Agenda – Session Overview Formative and Diagnostic InformationUse: To assist in teaching and learning CLASSROOMS Educator EffectivenessUse: To ensure that part of every educator’s evaluation is based on student growth EDUCATORS School AccountabilityUse: School Performance Grades, ESEA and Public Reporting SCHOOLS

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes Design Studio Session By the end of this session participants will: Understand the Importance of Formative and Diagnostic Information CLASSROOMS Understand Common Exams, Summative Assessment Data and Their Relationship to Teacher Effectiveness EDUCATORS Understand the Use of Assessments and Data for School Accountability SCHOOLS

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes School Accountability AssessmentsState  LEA  School Measures of Student Learningto be included in Student Growth component in teacher evaluation Teacher  School Diagnostic and Formative AssessmentsStudent  Teacher 12 State & Local Instructional Improvement ToolsFormative & Benchmark Assessments and Data Analysis for Instruction WorkKeys High School Measures of Student Learning(Common Exams) in core academic non-tested subjects ACT ACT 11 3 End of Course (EOC)Biology, Math I and Eng II PLAN 10 9 8 EXPLORE End of Grade (Math, English Language Arts, Science) Elementary and Middle School Common Exams in currently non-tested subjects 7 EOG (Math, ELA) 6 EOG (Math, ELA) 5 EOG (Math, ELA, Science) 4 EOG (Math, ELA) K-5 Diagnostics 3 EOG (Math, ELA) Lower Elementary Measures of Student Learning K - 2

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes Classroom Assessments CLASSROOMS Formative and Diagnostic InformationUse: To assist in teaching and learning

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes Classroom Assessments: Formative and Diagnostic Information CLASSROOMS Balanced Assessment System Summative Assessment (Classroom, Statewide) Benchmark Assessment (Classroom, School, District) Formative Assessment (Classroom)

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes Classroom Assessments: Formative and Diagnostic Information CLASSROOMS NC FALCON North Carolina’s Formative Assessment Learning Community’s Online Network

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes Classroom Assessments: Formative and Diagnostic Information Self-Assessment Survey CLASSROOMS Indicate how often you do the following: 5 - Daily 4 - Weekly 3 - Monthly 2 - Quarterly 1- Rarely/Never • I use checklists when gathering information about student learning. • I use rubrics for assessing my students. • I write learning targets in student-friendly language on the board and go over them with my students. • I provide students specific information (without using grades) about where they are in meeting the learning targets. • I plan or modify classroom instruction based on the information I receive from students during class. • I give students opportunities to self-assess and set goals for future learning. • I give students opportunities to assess their peers.

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes Classroom Assessments: Formative and Diagnostic Information What is Formative Assessment? CLASSROOMS Formative assessment is a processused by teachers and studentsduring instruction that provides feedbackto adjust ongoing teaching and learning to help studentsimprove their achievement of intended instructional outcomes. The Council of Chief State School Officers (CCSSO, 2008)

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes Classroom Assessments: Formative and Diagnostic Information CLASSROOMS 4 Key Words: Process During Feedback Feedback Students

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes Classroom Assessments: Formative and Diagnostic Information CLASSROOMS Formative Assessment Model

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes Classroom Assessments: Formative and Diagnostic Information CLASSROOMS Research shows that if students are formatively assessed, learning will improve. When learning is improved, students are able to demonstrate that learning in a variety of ways including scoring well on standardized assessments like the EOG and EOC. Black and Wiliam (1998)

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes Classroom Assessments: Formative and Diagnostic Information CLASSROOMS North Carolina Professional Teaching Standards Standard IV: Teachers Facilitate Learning For Their Students Teachers use a variety of methods to assess what each student has learned. • Teachers use multiple indicators, including formative and summative assessment to evaluate student progress and growth. • Teachers provide opportunities, methods, feedback, and tools for students to assess themselves and each other. • Teachers use 21st Century assessment systems to inform instruction and demonstrate evidence of students’ 21st Century knowledge, skills, performance, and dispositions.

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes Classroom Assessments: Formative and Diagnostic Information CLASSROOMS Attributes of Effective Formative Assessment • Providing students with learning goals and targets in language they can understand • Clearly describing the criteria for successfully meeting the target through examples • Effectively using learning progressions to scaffold learning • Providing descriptive feedback that helps the student know what to do next in their learning • Actively engaging students in self-assessment as well as peer-assessment.

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes Classroom Assessments: Formative and Diagnostic Information CLASSROOMS Formative Assessment Plan

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes Classroom Assessments: Formative and Diagnostic Information CLASSROOMS Establishing Clear Learning Targets

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes Classroom Assessments: Formative and Diagnostic Information CLASSROOMS Criteria for Success Where am I going?

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes Classroom Assessments: Formative and Diagnostic Information CLASSROOMS Collecting Evidence Where am I now?

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes Classroom Assessments: Formative and Diagnostic Information CLASSROOMS Documenting Evidence • The documentation should reflect the learning adequately and appropriately. • The documented evidence of learning should provide enough information to make sound decisions that inform instruction and improve student learning.

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes Classroom Assessments: Formative and Diagnostic Information CLASSROOMS Sample Strategies for Collecting and Documenting Evidence of Student Learning: • Mental Notes – Givingspecial attention while listening to student discourse with intent to remember and provide descriptive feedback. • Symbolic Indicators – Record any symbol, understood by you and your students, on your class roster that indicates where the student is in reaching the learning target. • Matrix – A chart with names down the left side and the learning targets written across the top. As students reach each target, check it off or record short phrases to indicate where each student is in the learning process. • Audio/Video Recordings – Live documented footage of what a student does and/or says which indicates where they are in reaching the learning target. The advantage of this strategy is that growth can be documented at different intervals.

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes Classroom Assessments: Formative and Diagnostic Information CLASSROOMS FORMATIVE ASSESSMENT CONTENT EXAMPLES NC FALCON

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes Classroom Assessments: Home Base Components CLASSROOMS Information Instruction Educator Effectiveness: Evaluation and Professional Development Student Information and Learner Profile Data Analysis and Reporting Instructional Design, Practice & Resources Assessment Integrated Instructional Solution a newstandards-aligned tool for instruction (e.g. lesson plans, unit plans), assessment and data analysis Information a simpler, better information system to replace NC WISE Effectiveness a simpler, better online evaluation system and new professional development system Truenorthlogic Evaluation and PD Schoolnet Instructional Tools and Assessment Test Nav SummativeAssessment OpenClass Collaboration PowerSchool Student Information

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes Classroom Assessments: Home Base Resources CLASSROOMS • Develop aligned assessments for formative, interim or summative purposes • Create an Express Test • Create a Test Manually • Deliver assessments • Online • Print options available for paper/pencil delivery • Data analysis and reporting tools integrate with assessment tools and student information to deliver data on student progress to teachers, parents and students in an easy-to-understand, actionable way

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes Classroom Assessments: Formative and Diagnostic Information CLASSROOMS Reflection –Mix Music Meet • Using sticky notes…. • Select one of the tools we just discussed and describe how it might be used for diagnostic/pre-assessment or summative assessment. Music provided by: http://www.purple-planet.com

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes Classroom Assessments: Formative and Diagnostic Information CLASSROOMS How do I keep my balance? Balanced Assessment System

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes Design Studio Session Break EDUCATORS

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes Common Exams EDUCATORS Educator EffectivenessUse: To ensure that part of every educator’s evaluation is based on student growth

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes Common Exams: Focusing on the “Why” EDUCATORS So why have statewide Measures of Student Learning/Common Exams? • North Carolina has a statewide evaluation system to ensure that every teacher receives a fair and consistent evaluation, regardless of his or her employing LEA • Teachers in all content areas should receive a Standard Six rating based on the growth of their own students on their content-specific standards • Most LEAs do not have the capacity to design their own assessments for all non state-tested grades and subjects

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes Common Exams EDUCATORS Educator EffectivenessTests to measure student growth as a part of educator evaluation • When: • End of Year or Semester; Flexible windowUsed For: • Providing an EVAAS score • Only for those teachers whose subjects are currently non-tested • For professional growth, and as a required component of employment decisions* • Logistics: • Once a year • 1 or 2 class periods • Should replace teacher- made final exam Measures of Student Learning: Library of Common Exams * Note: Not part of School Accountability Model (“A-F”)

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes Common Exams EDUCATORS • Following Local Superintendents’ RecommendationLocal Superintendents recommended that State, not districts, develop measures of student growth for non-tested grades and subjects • Designed and Developed with TeachersOver 800 teachers are involved in the design and development • Using EVAASEmploy EVAAS to measure student growth facilitated by educators • Focuses Attention on All Content Areas (not just Math & English)Ensuring teachers of all content areas receive feedback on how well they facilitate student growth • Allows District Flexibility around Administration of ExamsDistricts make choices regarding logistics and who takes which exams

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes Common Exams: District Flexibility EDUCATORS • Logistics Handled by District • No set State testing window – districts schedule at their discretion • 90 minute test administration (actual student testing time) • Districts can choose online or paper-pencil versions, or a combination • Districts choose whether or not to have exam proctors • Districts choose methods for scoring short-answer (non-multiple choice) exam questions • Common exams should replace teacher-made final exams (therefore, should not create additional testing for students)

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes Common Exams: District Flexibility EDUCATORS • Policy Decisions Handled by District • Districts choose whether or not to count common exam scores as part of students’ final course grades • If district includes common exam score in students’ final grade, district chooses how much it counts toward final grade • Districts set policies locally regarding what qualifies as a “mis-administration” (for example, cheating) • Districts must ensure that each teacher has a measure of how he or she is facilitating student growth, but there is no requirement to administer all of the common exams in the library • Districts use State-provided “decision-tree” to determine which exams must be administered, but can give any exam they choose

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes Common Exams: State-provided Decision Tree Does the teacher administer an End-of-Course (EOC) assessment, End-of-Grade (EOG) assessment, or Career and Technical Education (CTE) Post-Assessment to ALL of his or her students? EDUCATORS NO Does the teacher instruct a course or grade/subject with a Common Exam? YES No State requirement to administer a Common Exam.* NO No State requirement for 2012 – 2013. YES State requirement to administer the Exam. * Note: Districts may still choose to administer Common Exams

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes Common Exams: Reaction to First Administration 2012-13 EDUCATORS • Use an index card to record the following: • Three things that went well with your LEA’s implementation of Common Exams • Three things you will do differently next time • Share your responses with your group

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes Common Exams: Reaction to First Administration 2012-13 EDUCATORS Looking for suggestions? • Revisit the Google Doc for your region – http://bit.ly/19J5B44 Take a few minutes to review the areas of concern for others in your region. In the right-hand column, please provide strategies that might help another LEA.

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes Common Exams EDUCATORS Break

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes School Accountability Assessments SCHOOLS School AccountabilityUse: School Performance Grades, ESEA and Public Reporting

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes School Accountability Assessments: For School Performance Grades, School Accountability and ESEA (formerly NCLB) SCHOOLS • When: • EOC/EOGs - May or June (Dec/Jan for Semester I) • ACT – March • WorkKeys - February • Used For: • School accountability (state and required federal) • School data made public and used to target support • Logistics: Once a year; proctored End-of-Grade (EOG), End-of-Course (EOC) • 3-8 English and Math • 5 & 8 Science • 1 each Math, English and Sciencein High School WorkKeys12th ACT 11th

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes School Accountability Assessments: Timeline SCHOOLS SBE Decision SBE Decision SBE Decision In Development *2014-15 implementation of SMARTER assessments contingent upon board approval of assessments to replace the State-developed ELA and Math assessments.

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes State Assessments 2012-13 and 2013-14 SCHOOLS • Aligned to the Common Core and Essential Standards • Inclusion of New Items Types • Moving towards full online administration in 2014-15 Demo of New Assessments http://go.ncsu.edu/nctdemo

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes Assessment Delivery Format SCHOOLS • Online Administration • All End of Course Assessments (Math I, English II, & Biology) • End of Grade 5 & 8 Science • NCEXTEND2 Alternate Assessments • NCEXTEND2 Reading and Math 3-8 • NCEXTEND2 Science 5 & 8 • NCEXTEND2 Math I, English II & Biology • Paper/Pencil Administration • Reading and Math 3-8 • All online assessments will be available in this format • NCDPI recommends online administration, but paper/pencil will be available

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes Online Assessment Delivery Plan SCHOOLS • 2013-14 Online Assessment System • NCTest will continue to be the online assessment delivery system • Will require a locked down browser or app • 2014-15 Online Assessment System • Home Base will be the new system for delivering summative assessments online (this will include delivery of Smarter Balanced Assessments) • Test Nav

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes Standard Setting SCHOOLS

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes Standard Setting SCHOOLS Educator Groups Recommend Achievement Levels Administration of New Tests 1 2 May/June June into July Achievement Standards Presented to SBE Compile Data and Build Developmental Scale 3 4 July into August October

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes College and Career Readiness SCHOOLS It is important to remember that we have raised expectations significantly in the 2012-13 school year. Claims in the Past: Grade-level Proficiency Only • Claims in the Future: • Grade-level Proficiency and • Career- and College-Ready

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes READY Accountability and School Performance Grades Indicators SCHOOLS

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes School Performance Grades Legislation SCHOOLS • House and Senate have 2 different bills • Senate version in budget proposal being discussed in conference • House version currently in Senate for consideration

Summer Institutes