Summer Leadership Institute

1. Summer Leadership Institute New Test Item Specifications for High School Courses: Implications for Upcoming Common Assessments and Opportunities for Involvement Heather P. Wright August 9-10, 2012

2. Common Board Configuration Date: August 9 & 10, 2012 Vocabulary: Item Specifications Bell Ringer: How do your teachers use item specifications? Agenda: Gradual Release Learning Goal:Understanding the multiple implications of new test item specifications for previously untested courses Benchmark: N/A • Objective: Participants will understand the creation process for the new test item specification for high school “gap” courses, will understand the instructional implications of these item specifications, and will learn about upcoming opportunities for involvement in the “Gap” course assessment project. Summarizing Activity: Consider how you will use test item specifications in your school to improve instruction. Essential Question: What is the creation process for the test item specifications for high school “gap” courses? How do these test item specifications affect upcoming common assessments? What professional development opportunities and opportunities for involvement are available for Lake County teachers? Homework: Encourage your teachers to participate as item writers and reviewers.

3. Lake County Schools Vision Statement • A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace. Mission Statement • The mission of the Lake County Schools is to provide every student with individual opportunities to excel. • Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.

4. 21st Century Skills Tony Wagner, The Global Achievement Gap Critical Thinking and Problem Solving Collaboration and Leadership Agility and Adaptability Initiative and Entrepreneurialism Effective Oral and Written Communication Accessing and Analyzing Information Curiosity and Imagination

5. High Effect Size Indicators “The Department’s identified set of indicators on high effect size instructional and leadership strategies with a causal relationship to student learning growth constitute priority issues for deliberate practice and faculty development.” -Florida Department of Education, 2012

6. Classroom TeacherHigh Effect Indicators School LeadershipHigh Effect Indicators • Learning Goal with Scales • Tracking Student Progress • Established Content Standards • Multi-tiered System of Supports • Clear Goals • Text Complexity • ESOL Students • Feedback Practices • Facilitating Professional Learning • Clear Goals and Expectations • Instructional Resources • High Effect Size Strategies • Instructional Initiatives • Monitoring Text Complexity • Interventions • Instructional Adaptations • ESOL Strategies

7. The Challenge: Florida State Statute 1008.22(8) (a) Measurement of the learning gains of students in all subjects and grade levels other than subjects and grade levels required for the state student achievement testing program is the responsibility of the school districts. (b) Beginning with the 2014-2015 school year, each school district shall administer for each course offered in the district a student assessment that measures mastery of the content, as described in the state-adopted course description, at the necessary level of rigor for the course. Such assessments may include: 1. Statewide assessments. 2. Other standardized assessments, including nationally recognized standardized assessments. 3. Industry certification examinations. 4. District-developed or district-selected end-of-course assessments.

8. Statewide Gap Analysis: Master Assessment Plan • As of 2011, 2882 total courses offered K-12 statewide • 636 with planned or existing statewide standardized assessments, FL Interim Assessments, District-developed Hard to Measure assessments, or other assessments (AP, IB, AICE, etc.) • 2246 “gap” courses

9. District Gap Analysis • Focus on 9-12 courses • Lake County: 91 “gap” courses grades 9-12 with enrollments >50

10. Central Florida Assessment Collaborative “Gap” Courses Identified

11. CFAC Partner Districts

12. Compensation for Participants • CFAC Recommended compensation guidelines: • $750/item specification developer • $25/accepted item for item writers • 4 items/hour reviewed by item reviewers, at LCEA agreed-upon hourly stipend

13. Item Specification Development: Step 1 – Identification of Assessable Benchmarks

14. Item Specification Development: Step 2 – Identification of Reporting Categories • Example: Physical Science • Physics • Chemistry • Human Impacts • Nature of Science

15. Item Specification Development: Step 3 – Building out Item Specifications

16. Item Specification Development: Step 3 – Building out Item Specifications

17. Item Specification Development: Step 3 – Building out Item Specifications

18. Item Specification Development: Step 4: Designing the Assessment

19. Item Specification Development: Step 4: Designing the Assessment

20. Lake County Participants To Date: • Gap Course Project: • Hard to Measure Project:

21. Future Opportunities for Involvement: • “Gap” Science, Math, ELA, Social Studies, and CTE: Need additional item writers & reviewers • Round 2 call for item writers & reviewers for Hard to Measure projects • Possible Round 2 call for item writers & reviewers for Interim Assessment Item Bank

22. Participant Scale and Reflection(Please complete and turn in)