The Smarter Balanced Assessment Consortium

1. The Smarter Balanced Assessment Consortium Next Generation Resources: Transforming Instruction with the Smarter Balanced Digital Library Colleen Anderson, Iowa Department of Education Judy Snow, Montana Office of Public Instruction Chrystyna Mursky, SBAC Director of Professional Learning

2. Learning Goal I understand that the Digital Library was developed based on the Smarter Balanced Theory of Action

3. Key Ideas from the Smarter Balanced Theory of Action

4. 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 Educator resources for formative assessment practices to improve instruction Interim assessments Flexible, open, used for actionable feedback

5. Huddle Discuss the following with a few people around you: • What supports would you want all educators to have as they implement the CCSS?

6. Definition of Formative Assessment Process Formative Assessment is a deliberate process used by teachers and students during instruction that provides actionable feedback that is used to adjust ongoing teaching and learning strategies to improve students’ attainment of curricular learning targets/goals.

7. Four Attributes of the Formative Assessment Process Clarify Intended Learning Elicit Evidence Act on Evidence Interpret Evidence

8. Building State Capacity inFormative Assessment Initiatives

9. Smarter Balanced Formative Assessment and Professional Learning Work Team

10. State Leadership Teams (SLT)

11. State Network of Educators (SNE)

12. Partnership with NEA and AFTFunded by the Helmsley Charitable Trust

13. Literature Summary Project

14. Members of the Formative Assessment Advisory Panel • Twelve experts in the CCSS for ELA, the CCSS for Mathematics, the formative assessment process, adult learning, online professional learning, diverse learners, and urban and rural education comprised the Formative Assessment Advisory Panel. Dr. Lynne Anderson-Inman (University of Oregon) Dr. Robert Calfee (Stanford University, UC Riverside) Dr. Bridget Dalton (University of Colorado) Dr. Diane Heacox (St. Catherine University) Dr. Joan Herman (UCLA – CRESST) Dr. John Hill (Purdue University) Dr. Yvette Jackson (National Urban Alliance for Effective Education) Dr. Henry Kepner (University of Wisconsin - Milwaukee) Dr. Katherine McKnight (National Louis University) Valerie L. Mills (National Council of Supervisors of Mathematics) Dr. James Popham (UCLA) Dr. Lucinda Soltero-Gonzalez (University of Colorado-Boulder)

15. Huddle • Discuss the following with a few people around you: • Who has been involved in the Digital Library development in your state?

16. The Digital Library Development

17. Key Ideas from the Smarter Balanced Theory of Action

18. Digital Library Functionality Design supports Smarter Balanced Theory of Action Enables State Networks of Educators and State Leadership Teams to submit, review, and publish resources Uses state-of-the-art tagging and search to quickly find resources by CCSS and other topics Allows educators to view, download, and rate resources Enables educators from across the Consortium to collaborate and share their knowledge

19. What the Digital Library Is Not

20. Digital Library Resources Assessment Literacy Modules • Commissioned Professional Learning Modules • Resources for educators, students, and families • Frame Formative Assessment within a Balanced Assessment System • Articulate the Formative Assessment Process • Highlight Formative Assessment Practices and Tools Exemplar Instructional Modules • Commissioned Professional Learning Modules • Instructional coaching for educators • Instructional materials for students • Demonstrate/support effective implementation of the formative assessment process • Focus on key content and practice from the Common Core State Standards for Mathematics and English Language Arts Education Resources • High-quality vetted instructional resources and tools for educators • High-quality vetted resources and tools for students and families • Reflect and support the formative assessment process • Reflect and support the Common Core State Standards for Mathematics and English Language Arts • Create Professional Learning Communities

21. Formative Assessment Advisory Panel Developed 2nd draft; received feedback from panelists; developed present draft Developed first draft of Quality Criteria Synthesized feedback Meeting 1 April 17 – 18 Meeting 2 May 8 – 9 Meeting 3 May 22 – 23 • Brainstormed initial Quality Criteria • Determined structure of Quality Criteria • Developed comprehensive list of potential criteria • Discussed merits of checklist vs. rubric-based approach • Tested criteria using sample resources • Refined criteria Convened the Formative Assessment Advisory Panel to develop the Quality Criteriaduring three two-day meetings

22. Structure of the Quality Criteria

23. Purposes of the Quality Criteria Ensure that the resources in the Digital Library reflect the intent of the CCSS • Ensure that all resources reflect the Smarter Balanced vision of effective formative assessment practices • Ensure that all resources in the Digital Library are of the highest quality, regardless of source • Provide consistency in the review process for all resources

24. Digital Library Resources Assessment Literacy Modules • Commissioned Professional Learning Modules • Resources for educators, students and families • Frame Formative Assessment within a Balanced Assessment System • Articulate the Formative Assessment Process • Highlight Formative Assessment Practices and Tools Exemplar Instructional Modules • Commissioned Professional Learning Modules • Instructional coaching for educators • Instructional materials for students • Demonstrate/support effective implementation of the formative assessment process • Focus on key content and practice from the Common Core State Standards for Mathematics and English Language Arts Education Resources • High-quality vetted instructional resources and tools for educators • High-quality vetted resources and tools for students and families • Reflect and support the formative assessment process • Reflect and support the Common Core State Standards for Mathematics and English Language Arts • Create Professional Learning Communities

25. Resource Posting Process Step 1: Resource Submitted • Step 2: • Gatekeeping Criteria Applied Step 3: Quality Criteria Applied Step 4: Decision Posted Cover Profile Returned to Submitter SNE 3 SNE 1 SNE 1 SNE 2 Sent to SLT

26. Digital Library Resources Assessment Literacy Modules • Commissioned Professional Learning Modules • Resources for educators, students and families • Frame Formative Assessment within a Balanced Assessment System • Articulate the Formative Assessment Process • Highlight Formative Assessment Practices and Tools Exemplar Instructional Modules • Commissioned Professional Learning Modules • Instructional coaching for educators • Instructional materials for students • Demonstrate/support effective implementation of the formative assessment process • Focus on key content and practice from the Common Core State Standards for Mathematics and English Language Arts Education Resources • High-quality vetted instructional resources and tools for educators • High-quality vetted resources and tools for students and families • Reflect and support the formative assessment process • Reflect and support the Common Core State Standards for Mathematics and English Language Arts • Create Professional Learning Communities

27. Commissioned Module Design Principles

28. Bias and Sensitivity Guidelines http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/TaskItemSpecifications/Guidelines/BiasandSensitivity/BiasandSensitivityGuidelines.pdf

29. General Accessibility Guidelines http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/TaskItemSpecifications/Guidelines/AccessibilityandAccommodations/GeneralAccessibilityGuidelines.pdf

30. Intended Student Populations https://www.smarterbalancedlibrary.org/digital-library-resources

31. Tour of the Digital Library

32. Huddle Talk with your colleagues about the following questions: How does the Digital Library differ from other formative assessment initiatives? How does the Digital Library differ from other CCSS resources being developed for educators?

33. Using the Digital Library Resources Educator from California: I had been anxiously waiting to explore the Digital Library, and am very pleased with what I have seen so far. Once I learned how to use the filters, it made my search much easier. The lessons from the Digital Library are helping me "look deeper" at what is needed in creating  effective lessons for my students. It is also great to know that I have access to vetted lessons at my fingertips.

34. Using the Digital Library Resources Educator from Oregon: It excites me that I will be able to use this Digital Library to assist in my instructional planning; the idea that I can quickly pull a high-quality lesson targeted for a specific purpose, learning target, and/or student population will make it easier for me to engage students, assess their learning, and teach to the Common Core Standards.  Further, for administrators, coaches, and others who deliver professional development, there is a wealth of learning around formative assessment and the Common Core through the Assessment Literacy and Professional Learning Resources.

35. Using the Digital Library Resources Educator from Maine: I have enjoyed reviewing the material created by other teachers around the nation. It is like getting a peek into different classrooms to see what other teachers are doing to improve teaching and learning.

36. Learning Goal I understand that the Digital Library was developed based on the Smarter Balanced Theory of Action

37. Find Out More Smarter Balanced can be found online at: SmarterBalanced.org