Smarter Balanced and Accountability

1. Smarter BalancedandAccountability Assessment and Accountability Evolution and Implications

2. Assessment System Alignment West Virginia Smarter Balanced Summative Assessment Interim Complete Assessments Interim Assessment Blocks Digital Library • WESTEST 2 • Acuity/WV Writes Benchmarks • Diagnostic Assessments and Instructional Probes • Teach 21 Aligned “after the fact” for necessity Aligned by design

3. What this means for Future Administration • What happens to Online Writing? • Online writing will no longer be a stand alone administration—folded into end of year administration

4. What this means for Future Administration • How will we assess science & social studies? • At this point, we will continue to administer the current science and social studies assessments, but will be actively developing new items to refresh the assessment

5. Smarter Balanced and Accountability

6. 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 NxG CSOs 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

7. The SBAC Assessment System Optional Interim assessment system — no stakes Summative assessment for accountability English Language Arts and Mathematics, Grades 3 – 8 and High School Last 12 weeks of year* DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; an interactive reporting system; scorer training modules; and teacher collaboration tools. INTERIM ASSESSMENT INTERIM ASSESSMENT • PERFORMANCE • TASKS • Reading • Writing • Math COMPUTER ADAPTIVE ASSESSMENT Computer Adaptive Assessment and Performance Tasks Computer Adaptive Assessment and Performance Tasks Scope, sequence, number, and timing of interim assessments locally determined Re-take option * Time windows may be adjusted based on results from the research agenda and final implementation decisions.

8. Categorizing Schools into Designations • WV’s New System: • Are my schools making progress toward their own individual targets? • Goals: • Holistic school improvement • Targeted, subgroup-specific improvement • Give credit for progress on both • Credit is earned based on a school’s own starting point.

9. A Shift in Accountability

10. Foundational Principles • Underlying Beliefs • All students can learn • School conditions support student success • You measure what you value and value what you measure • Simplicity in the system prompts engagement

11. Foundational Principles • Guiding Principles • Describe school performance clearly and simply • Establish high expectations for all students and schools • Direct support and recognition • Emphasize student proficiency and improvement • Integrate accountability and accreditation

12. Foundational Principles • Grading Components • Achievement: At least proficiency in Math and R/LA • Student growth: This includes how much students are growing and how much students are on track to be proficient. • Performance of Lowest 25%: Performance of lowest 25% of students • Graduation rates for high schools: High schools will be awarded points based on each school’s four-year and five-year graduation rates

13. Known Grade Assignments