Transitioning to the Smarter Balanced Assessment System North Carolina Superintendent Association

1. Transitioning to the Smarter Balanced Assessment SystemNorth Carolina Superintendent Association Susan Gendron Senior Fellow International Center June 17 2012

2. Key to Effective Instruction Is Alignment • Organizational Leadership • Instructional Leadership • Teaching

3. Teaching Student Achievement Instructional Leadership Organizational Leadership

4. What will our students need to: Know Do

5. PISA 2009 Overall Reading Scale

6. PISA 2009 Overall Math Scale

7. PISA 2009 Overall Science Scale

8. Reading Risk NC Mapping State Proficiency Standards onto NAEP Scales, IES August 2011

9. ProficiencyGrade 4 Reading 2009

10. Reading Risk NC Mapping State Proficiency Standards onto NAEP Scales, IES August 2011

11. ProficiencyGrade 8 Reading 2009

12. Math Risk NC Mapping State Proficiency Standards onto NAEP Scales, IES August 2011

13. ProficiencyGrade 4 Mathematics 2009

14. Math Risk NC Mapping State Proficiency Standards onto NAEP Scales, IES August 2011

15. ProficiencyGrade 8 Mathematics 2009

16. Elbow partner • What are your risks? • How will you prepare your school for a potential dip in scores? • Do you have a communication strategy and a clear vision for the future?

17. Student Achievement Organizational Leadership

18. Organizational Leadership Culture Culture

19. Levin and Elmore • Everyone needs to collaborate to ensure that daily teaching and learning practices are the focus of the school • All responsible for success • Principals and teachers are fundamentally evaluators • Leaders responsible for cultural changes – by displacing specific norms, structures, and processes by others

20. How will you create a culture in your schools of ALL students “college and career ready”?

21. Teaching Rigor and Relevance Rigor and Relevance

22. Rigor/Relevance For All Students C D A B

23. 1. Awareness 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation Knowledge Taxonomy

24. Application Model 1.Knowledge in one discipline 2. Application within one discipline 3. Application across disciplines 4. Application to real-world predictable situations 5. Application to real-world unpredictable situations

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26. Curriculum-Instruction-Assessment Connections

27. Evidence-Based Design Framework Interpretation Observation “Assessment Triangle” Cognition

28. Models of Cognition Describe how students acquire knowledge and develop competence in a particular area Reflect recent and credible scientific evidence of typical learning processes and informed experiences of expert teachers Describe typical learning progression toward competence, including milestones (benchmarks)

32. Observation Models Aset of specifications for assessment tasks that will elicit illuminating responses from students The tasks or situations are linked to the cognitive model of learning and should prompt students to say, do, or create something that provides evidence to support inferences about students’ knowledge, skills, and cognitive processes

33. Interpretation Interpretations use the evidence from observations to make claims about what students understand and can do Claims Frame a manageable number of learning goals around which instruction can be organized Guide the specification of appropriate evidence Provides a basis for meaningful reporting to different interested audiences

34. An Overview of SBAC’s Approach Content Specifications … • Create a bridge between standards and assessment and, ultimately, instruction • Organize the standards around major constructs & big ideas • Express what students should learn and be able to do

35. Each claim is described for assessment • Rationale for each claim • Why is this learning goal important for College & Career Readiness (CCR)? • What does the research say about learning in this area? • What does ‘sufficient’ evidence look like? • What types of items/tasks? • What content/texts will be emphasized? • What are some suggested reporting categories?

36. Summative Assessment Targets • Indicate proposed prioritized content for the summative assessment- link CCSS to the kinds of items/tasks students will respond to • Show how one or more (or parts) CCSS addresses the target – ‘bundles’ CCSS (examples on next slide) • Standards or parts of standards that relate to same type of understanding & comparable rigor/DOK demands • Several similar CCSS from different strands

37. Reading • Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Assessment Claims for English Language Arts/Literacy Writing (a/o Round 2 – released 9/20/11) • Students can produce effective and well-grounded writing for a range of purposes and audiences. Speaking/Listening • Students can employ effective speaking and listening skills for a range of purposes and audiences. Research/Inquiry • Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.

38. OVERALL 3-8 Draft Overall Assessment Claims for English Language Arts/Literacy OVERALL 9-12 (a/o Round 2 – released 9/20/11) Students can demonstrate progress toward college and career readiness in English language arts and literacy. Students can demonstrate college and career readiness in English language arts and literacy.

39. READING SPEAKING & LISTENING LANGUAGE WRITING 10 Anchor Standards for College and Career Readiness 10 Anchor Standards for College and Career Readiness 6 Anchor Standards for CCR 6 Anchor Standards for CCR English Language Arts and Literacy Standards “Roadmap” ELA Standards K-12 Literacy Standards 6-12 Literacy Standards 6-12 ELA Standards K-12 ELA Standards K-12 ELA Standards K-12 Found-ational Skills Inform Text Literary Text Hist. / S.S. Sci. / Tech Subj. K K K → → → → → → → → → → → → → → → → → K K K 1 1 1 → → → → → → → → → → → → → → → → → 1 1 1 2 2 2 → → → → → → → → → → → → → → → → → 2 2 2 3 3 3 → → → → → → 3 3 3 → → → → → → → → → → → 4 4 4 → → → → → → 4 → → → → → → → → → → → 4 4 5 5 5 → → → → → → 5 → → → → → → → → → → → 5 5 6 6 6 6 6 7 7 7 6-8 6-8 6-8 7 7 8 8 8 8 8 9-10 9-10 9-10 9-10 9-10 9-10 9-10 9-10 11-12 11-12 11-12 11-12 11-12 11-12 11-12 11-12

40. English Language Arts and Literary Shifts engageny

41. Smarter Balanced Assessment Consortium

42. The Assessment Challenge ...to here? Common Core State Standards specify K-12 expectations for college and career readiness All studentsleave high school college and career ready ...and what can an assessment system do to help? How do we get from here...

43. Next Generation Assessments Source: Federal Register / Vol. 75, No. 68 / Friday, April 9, 2010 pp. 18171-85 More rigorous tests measuring student progress toward “college and career readiness” Havecommon, comparable scoresacross member states, and across consortia Provide achievement and growth information to help make better educational decisions and professional development opportunities Assess all students, except those with “significant cognitive disabilities” Administer online, with timely results Usemultiplemeasures

44. Smarter Balanced Background

45. A National Consortium of States 28 states representing 44% of K-12 students 21 governing, 7 advisory states Washington state is fiscal agent

46. Smarter Balanced Approach

47. 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

48. A Balanced Assessment System Summative assessments Benchmarked to college and career readiness Teachers and schools have information and tools they need to improve teaching and learning Common Core State Standards specify K-12 expectations for college and career readiness All students leave high school college and career ready Teacher resources for formative assessment practices to improve instruction Interim assessments Flexible, open, used for actionable feedback

49. A Balanced Assessment System English Language Arts and Mathematics, Grades 3-8 and High School School Year Last 12 weeks of the year* DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools. • Summative • Performance Tasks • For Accountability • Reading • Writing • Math Optional Interim Assessment Optional Interim Assessment Summative End Of Year Adaptive Assessment for Accountability Computer Adaptive Assessment and Performance Tasks Computer Adaptive Assessment and Performance Tasks Re-take option Scope, sequence, number and timing of interim assessments locally determined *Time windows may be adjusted based on results from the research agenda and final implementation decisions.

50. Faster results • Turnaround in weeks compared to months today Using Computer Adaptive Technology for Summative and Interim Assessments Shorter test length • Fewer questions compared to fixed form tests Increased precision • Provides accurate measurements of student growth over time Tailored to student ability • Item difficulty based on student responses Greater security • Larger item banks mean that not all students receive the same questions Mature technology • GMAT, GRE, COMPASS (ACT), Measures of Academic Progress (MAP)