SBAC Update

1. SBAC Update Judy W. Park, Ed.D. SBAC Executive Committee Co-Chair Associate Superintendent Utah State Office of Education UASSP January 24, 2012

2. 29 Member States

3. What is SBAC? Formative Processes and Tools Interim Assessments Summative Assessments

4. Assessment System Components Assessment system that balances summative, interim, and formative components for ELA and mathematics: • Summative Assessment (Computer Adaptive) • Mandatory comprehensive assessment in grades 3–8 and 11 (testing window within the last 12 weeks of the instructional year) that supports accountability and measures growth • Selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks • Interim Assessment (Computer Adaptive) • Optional comprehensive and content-cluster assessment • Learning progressions • Available for administration throughout the year • Selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks • Formative Processes and Tools • Optional resources for improving instructional learning • Assessment literacy

5. What is SBAC? • Formative Processes and Tools • Information for student, parent, teacher • Interim Assessments • Information for student, parent, teacher • Could be used for school and district information • Summative Assessments • Information for student, parent, teacher • Information for school and district • State and Federal Accountability

6. Key Features: Computer Adaptive Testing • Comprehensively assesses the breadth of the Common Core State Standardswhile minimizing test length • Allows increased measurement precision relative to fixed form assessments; important for providing accurate growth estimates • Testing experience is tailored to student ability as measured during the test

7. Key Features: Tailored, Online Reporting • Supports access to information about student progresstoward college and career readiness • Allows for exchange of student performance historyacross districts and states • Uses a Consortium-supported backbone, while individual states retain jurisdiction over access and appearance of online reports • Links teachers to digital clearinghouse of formative materials • Graphical display of learning progressionstatus (interim assessment)

8. Formative Processes and Tools • Digital Library “online, interactive clearinghouse with formative tools and resources to transform classroom instructional practices to support student success” • Teachers from SBAC states will participate in identifying resources to be included in the Digital Library.

9. Digital Library Assessment literacy professional development Personalized Learning Plans Distractor analysis and next steps for student learning Interactive Social Networks Learning progressions Issue focused collaborative groups Formative strategies and tools Tools to use formative data to track learning and plan instruction Exemplars Web-based resources User created profiles Digital media Sharing and collaboration within and across states Tools to create classroom materials Curriculum documents Scoring reports with training materials Educator discussion boards Assessment items linked to instructional resources

10. Interim Assessments • Optional implementation for local decision-making • Grounded in cognitive development theory about how learning progresses • Aligned to and reported on the same scale as the summative assessments • Involves significant teacher participation in design and scoring • Fully accessible for instruction and professional development • Provides common assessment for teacher collaboration

11. Interim Assessments • Optional comprehensive andcontent-cluster measuresthat include computer adaptive assessment and performance tasks • Provides clear examples of expected performance on common standards • Helps identify specific needs of each student • Flexibility through no testing windows • Provides diagnostic information on the full range of student ability • Smaller set of standards at a deeper level • Teachers choose standards they want to assess through adaptive engine • Student achievement reports link teachers to formative strategies and PD resources

12. Summative Assessments • Mandatory comprehensive accountability measures that include computer adaptive assessments and performance tasks for grades 3 – 8 and 11. • Computer adaptive testing offers efficient and precise measurementand quick results through computer scoring and rapid online human scoring • Assesses the full range of CCSS in English language arts and mathematics

13. Summative Assessments • Describes current achievement and growth across time, showing progress toward college and career readiness • Provides state-to-state comparability, with standards set against research-based benchmarks • Summative tests can be given twice a year

14. Why SBAC? Willing to be different

15. Why SBAC? Responsible Flexibility

16. Why SBAC? • State Controlled • No longer hostage to vendors • Free from “for profit” decisions • Free from salesmanship • State Leadership • Current Decision making • Future Decision making

17. Why SBAC? • Educator Participation • Item writing • Content reviews • Bias and sensitivity review • Item Data reviews • Automated scoring rubric development • Automated scoring validation • Report design • Administration protocols

18. Why SBAC? • Comparability to other states • 29 States • Total population (not a subset) • Comparability to non SBAC states • PARCC states • Economy of Scale • 29 States • $170 M Federal • $10 M + Foundation Support

19. Why SBAC? • Maximize local flexibility • Formative Tools & Processes for teacher support • Interim assessment • Local choice • No required windows • Minimize USED requirements • Summative meets minimum requirements

20. Why SBAC? • Test Design • Designed to align to common core • Not aligned after development • More than multiple choice • Constructed response • Technology Enhanced • Performance Tasks

21. Why SBAC? • Accessibility and Accommodations • identify the specific needs of each learner and record the information in the system • each item includes specific accommodation availability for the item • provide the learner, item by item the most appropriate accommodation for each specific item

22. Why SBAC? • Accessibility • Highlight • Student able to mask part of item like no answer options until needed • Color tinting • Reverse contrast • Audio calming (white noise or music with no words that is standardized)

23. Why SBAC? • Accommodations • Audio for visually impaired for text and graphics • Audio for students who see but can’t read • Refreshable braille, brailler, portable tactile graphics printer for CBT instead of PBT for blind • American sign language via an avatar for CBT instead of PBT for deaf

24. Why SBAC? • College and Career Readiness • Allows students to enter post high school experiences having met clear, common standards • Interim assessments provide students, teachers, and parents with detailed, actionable information about knowledge and skills needed for post high school success • Students enrolled in IHEs and IHE systems will be able to be exempt from remedial courses if they have met the Consortium-adopted achievement standard for each assessment

25. Institution of Higher Education (IHE) Partners • IHE partners • represent nearly 78% of the total number of direct matriculation students across all SMARTER Balanced States • IHE full time staff member • IHE representatives • Executive Committee – two members • IHE Advisory Committee • Representative in each state * Does not include California IHE partners

26. Technical Advisory Committee

27. Getting Ready for 2014/15 • Encourage teacher involvement • Encourage participation in pilots • IT Readiness Tool • Projected assessment costs • Flexibility Decisions

28. To find out more... ...the SMARTER Balanced Assessment Consortium can be found online at www.k12.wa.us/SMARTER