CII Council for Instructional Improvement

1. CIICouncil for Instructional Improvement San Mateo County Office of Education Friday, October 11, 2013

2. Agenda 8:30 WELCOME 8:40 STATE/FEDERAL UPDATES 9:25 Assessment and Accountability planning for 2013-2014 10:25 BREAK 10:35 THE BIG LIFT 11:30 ADJOURN

3. A Legislative Report: California Assessment Gary Waddell, Ed.D. Deputy Superintendent Instructional Services Division

4. Bill Status • AssemblyBill484 ( Bonilla) • SenateBill201 (Liu) • SenateBill247 (Liu)

5. AssemblyBill484 • Establishes purpose of assessment system • Establishes Measurement of Academic Performance and Progress (MAPP) • Outlines assessments included in MAPP • Establishes field test parameters • Allows LEAs space to focus on Common Core State Standards • Allows low-stakes exposure to SBAC

6. AssemblyBill484 • Early Entrance Program (EAP) • English Learners • Planning for other assessments and assessment modalities • The state to provide SBAC digital library to all LEAs • Federal waiver issue

7. AB 484:Requiredand Optional Assessments2013-14

8. AB 484:Accountability, ScoreUse,andEvaluation • State Superintendent, with StateBoardapproval,willnotproduceanAcademicPerformanceIndexin2013-14and2014-15 • Restrictscomparisonofscoresfrom MAPPandSTAR • Prohibitsdisplayof scores that would identify • studentsorteachers

9. FieldTestPurpose “Afieldtestis not designedto be a validand reliablemeasureof studentachievement; rather,it is designedto helpthetestdevelopers evaluatewhetherthe tests,individualitems, andthetechnologyplatform workas intended before thefirstoperationaladministration.” DeborahS.Delisle,U.S.DepartmentofEducation

10. SmarterBalanced Spring2014FieldTest • March18–June6, 2014 • Specificschooland student samplingstructureis underdevelopment(AB484requires Superintendenttodevelopaplan) • Scientificsamplecomprisedof20%(10% ELA and10% mathematics)ofstudentsacross consortiumstates • Datafromthesamplewillbeusedtodetermineitem reliabilityandvalidity andinitial performancelevel scores • Allother students willparticipatebytaking EITHERan ELAor Mathematics Smarter Balancedfieldtest

11. Benefitsof Field Test Participation • Students:willhavehands-onexperience withthefunctionalityofacomputer-basedassessment • Teachersandadministrators:willgain valuableexposuretoadministrationlogisticsduringatrialrun • LEAs:willbenefitfromknowingwhere • technologygapsmayexist tofullyprepare for operationalassessments

12. Smarter Balanced Assessment Consortium • Usability • Accessibility • Accommodation

13. SenateBill201(Liu) • EnglishLanguageProficiencyAssessmentsforCalifornia(ELPAC) • Instructional materials • SenateBill247 (Liu) • Grade 2 diagnostic assessment

14. Questions?

15. Assessment and Accountability Planning Brian Simmons Director, Accountability, Innovation, and Results

16. Outcomes Participants will… Re-examine a “Balanced and Coherent System of Assessment” & its relationship to the emergent SBAC assessments Diagnose their district’s/schools’ readiness for SBAC implementation and identify areas of strength and for further growth/learning Identify common assessments that will be used to measure, monitor and report progress to stakeholders

17. Agenda A Balanced and Coherent System of Assessment: Some Reminders Systems assessment – Where is your organization regarding the SBAC transition? Common assessments/reporting in a “CST-free” zone

18. CST Learning… What have you learned (good or bad) about assessment from your CST experience: Preparing students Administering high-stakes tests Analyzing/using CST data? Educator PD regarding assessment What lessons should we take forward into our work to implement the Smarter Balanced Assessment Consortium Assessments?

19. Data Analysis Lessons from NCLB-Era“Data Analysis and the Next Generation Assessments,” Pon, Kathy.Leadership (ACSA) Jan./Feb. 2013 (p. 30-35) Lessons learned: Assessment items have an influence on teachers’ discussions about student understanding Data analysis using inquiry-based protocols and facilitators promote effective analysis of student assessment information

20. Data Analysis Lessons from NCLB-Era“Data Analysis and the Next Generation Assessments,” Pon, Kathy. Leadership (ACSA) Jan./Feb. 2013 (p. 30-35) Lessons learned: Teacher reflection that focuses on understanding student thinking supports and informs instructional decisions Data analysis must be connected to powerful instructional or programmatic modifications The effective use of data is best supported by the strategic distribution of leadership throughout a district

21. A Balanced and Coherent System of Assessment District School Classroom

22. A Balanced System ofAssessment

23. Formative and Summative Assessment Formative and summative assessments are interconnected. They seldom stand alone in construction or effect. The vast majority of genuine formative assessment is informal, with interactive and timely feedback and response. It is widely and empirically argued that formative assessment has the greatest impact on learning and achievement.

24. Formative vs. Summative Assessment Formative: FOR learning. It is taken at varying intervals throughout a course to provide information and feedback that will help improve the quality of student learning and the quality of the course itself. Formative assessment provides information on what an individual student needs to practice, to have re-taught, and what to learn next. Summative:OF learning. It is generally taken by students at the end of a unit, semester, or year to demonstrate the “sum” of what they have or have not learned.

25. A Balanced System of Assessment: SBAC

26. How SBAC-Ready is your organization? • We will use CDE’s Guiding Strategy #3 (Transition to New Assessment Systems) to review one version of ideal and

27. CDE Guiding Strategies • Awareness • Transition • Implementation • Sustaining

28. Self Assessment • Underline items your district has accomplished thus far and calibrate/share with your table • Note items to still be accomplished • Discuss your assessment with a neighbor • Be prepared to share out common issues if time permits

29. RESOURCES:CDE’s Data Literacy Module Brokers of Expertise has a new CCSS Assessment Literacy module that is freely available

30. RESOURCES: Kenji Hakuta Discussing Preparing EL’s for the CCSS

31. How will we report standards-based progress for the next 18 months?

32. LCAP Eight Priority Areas • Student Achievement • Student Engagement • Other Student Outcomes • School Climate • Parental Involvement • Basic Services • Implementation of CCSS • Course Access

33. Student Achievement Data • Performance on standardized tests (Title I) • Score on API • Share of students that are college/career ready • Share of English Learners that become English Proficient (Title III) • EL reclassification rate (Title III) • Share of students that pass AP/IB exams • Share of students “college ready” on the Early Assessment Program (EAP)

34. Progress that could be Measured/Shared with Stakeholders • Mathematics Assessment Resource Service (MARS) • CCSS-aligned benchmark assessments in ELA/Math • Standards-based grades • Diagnostic assessments • Access to higher-level course taking (where/when relevant) • Re-designation criteria (other than CST, of course) • Others?

35. Discussion Turn to your table and… • Discuss what measures your district is planning to use with stakeholders • Identify any common measures • What will have to happen to make these measures more “legitimate” if you have questions about their standards-alignment? • Select one person in your group to share out

36. DistrictAssessment Learning Network • SBAC planning and support • Meeting Dates: • October 25, 2013 3-5 pm • December 12, 2013 3-5 pm • February 28, 2014 3-5 pm

37. The Big Lift Jane Gardner & Joe Rodriguez Facilitators, Peninsula Partnership Leadership Council (PPLC)

38. Thank you!