CII
Council for Instructional
Improvement
San Mateo County Office of Education
Friday, October 11, 2013
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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
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A Legislative Report:
California Assessment
G a r y Wa d d e l l , E d . D .
Deputy Superintendent
Instructional Services Division
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Bill Status
– Assembly Bill 484 ( Bonilla)
– Senate Bill 201 (Liu)
– Senate Bill 247 (Liu)
4
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Assembly Bill 484
• 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
5
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Assembly Bill 484
• 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
6
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AB 484:
Required and Optional
Assessments
2013-14
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AB 484: Accountability,
Score Use, and Evaluation
• State Superintendent, with State Board approval, will
not produce an Academic Performance Index in
2013-14 and 2014-15
• Restricts comparison of scores from MAPP and
STAR
• Prohibits display of scores that would identify
students or teachers
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Field Test Purpose
“A field test is not designed to be a valid and
reliable measure of student achievement; rather,
it is designed to help the test developers
evaluate whether the tests, individual items, and
the technology platform work as intended before
the first operational administration.”
Deborah S. Delisle, U.S. Department of Education
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Smarter Balanced
Spring 2014 Field Test
• March 18 – June 6, 2014
• Specific school and student sampling structure is under
development (AB 484 requires Superintendent to develop a
plan)
• Scientific sample comprised of 20% (10% ELA and 10%
mathematics) of students across consortium states
• Data from the sample will be used to determine item reliability and
validity and initial performance level scores
• All other students will participate by taking EITHER an ELA
or Mathematics Smarter Balanced field test
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Benefits of Field Test Participation
• Students: will have hands-on experience with the
functionality of a computer-based assessment
• Teachers and administrators: will gain
valuable exposure to administration logistics
during a trial run
• LEAs: will benefit from knowing where
technology gaps may exist to fully prepare for
operational assessments
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Smarter Balanced
Assessment Consortium
• Usability
• Accessibility
• Accommodation
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Senate Bill 201 (Liu)

English Language Proficiency
Assessments for California (ELPAC)

Instructional materials
Senate Bill 247 (Liu)

Grade 2 diagnostic assessment
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Questions?
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Assessment and
Accountability Planning
Brian Simmons
Director, Accountability, Innovation, and Results
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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
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Agenda
1.
A Balanced and Coherent System of Assessment:
Some Reminders
2.
Systems assessment – Where is your organization
regarding the SBAC transition?
3.
Common assessments/reporting in a “CST-free”
zone
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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?
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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:
1. Assessment items have an influence on
teachers’ discussions about student
understanding
2. Data analysis using inquiry-based protocols
and facilitators promote effective analysis of
student assessment information
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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:
3. Teacher reflection that focuses on understanding
student thinking supports and informs
instructional decisions
4. Data analysis must be connected to powerful
instructional or programmatic modifications
5. The effective use of data is best supported by the
strategic distribution of leadership throughout a
district
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A Balanced and Coherent System of
Assessment
District
School
Classroom
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A Balanced System of Assessment
Large Scale
(Assessment of)
Mid-Scale
(Assessment for)
Small-Scale
(Assessment for)
•
•
•
•
• Formative processes
with summative
information
• Criterion-referenced
• Often teacher or
district-made
• Achievement
• Questioning
• Achievement
Summative in nature
Norm referenced
Aptitude
Achievement
Essential Question:
What have students
already learned?
Essential Question:
How can we help
students learn more?
Essential Question:
How can we help
students learn more?
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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.
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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.
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A Balanced System of Assessment: SBAC
Summative Accountability
Assessment
Optional Interim
Assessment Bank
Formative Assessment
Practices
• Grades 3-8 and 11
• Uses non-secure
• Research-based on• Secure items/tasks;
items/tasks; purpose
demand resources for
used for high school
to monitor progress
teachers to enhance
accountability and
toward college-career
classroom assessment
student readiness
readiness
activities
indicator
• Results placed on same • Professional
• Includes “up to” 6
scale as summative
development materials
performance tasks (3 in • Includes performance
include model units of
ELA, 3 in math) to be
tasks
instruction and
completed by end of
assessment items,
11th grade
formative strategies
• May be taken twice
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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
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CDE Guiding Strategies
• Awareness
• Transition
• Implementation
• Sustaining
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Self Assessment
1. Underline items your district has accomplished
thus far and calibrate/share with your table
2. Note items to still be accomplished
3. Discuss your assessment with a neighbor
4. Be prepared to share out common issues if time
permits
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RESOURCES: CDE’s Data Literacy Module
Brokers of Expertise has a new CCSS Assessment Literacy
module that is freely available
RESOURCES: Kenji Hakuta Discussing
Preparing EL’s for the CCSS
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How will we report standards-based
progress for the next 18 months?
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LCAP Eight Priority Areas
1.
2.
3.
4.
5.
6.
7.
8.
Student Achievement
Student Engagement
Other Student Outcomes
School Climate
Parental Involvement
Basic Services
Implementation of CCSS
Course Access
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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)
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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?
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Discussion
Turn to your table and…
1. Discuss what measures your district is planning
to use with stakeholders
2. Identify any common measures
3. What will have to happen to make these
measures more “legitimate” if you have
questions about their standards-alignment?
4. Select one person in your group to share out
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District Assessment Learning Network
• SBAC planning and support
• Meeting Dates:
– October 25, 2013
– December 12, 2013
– February 28, 2014
3-5 pm
3-5 pm
3-5 pm
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The Big Lift
Jane Gardner & Joe Rodriguez
Facilitators,
Peninsula Partnership Leadership Council (PPLC)
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Thank you!
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