Changing
Changing
Teacher Student
Practice
Summer
Institutes
2013
Outcomes
North Carolina Summer Institutes
Learning Path
Summer
Institutes
2011
Summer
Institutes
2012
Summer
Institutes
WHAT
HOW
Focus:
Internalizing a
new SCOS
Focus:
Planning how
instruction
needs to
change
Essential
Standards
2013
IMPROVING
PRACTICE
Focus:
Reflecting,
adjusting and
improving after
year one of
implementation
2013 Summer Institutes |Changing Teacher Practice Changing Student Outcomes
Design Studio Session
Understanding School-Based
Accountability and Supporting a
Balanced System of Assessment
Presenters:
Jami Inman, Julian Wilson, Curtis Sonneman
2013 Summer Institutes |Changing Teacher Practice Changing Student Outcomes
Design Studio Session
Understanding School-Based
Accountability and Supporting a
Balanced System of Assessment
Presenters:
Lisa McIntosh, Jennifer Northrup, Nancy Barbour, and
Hope Lung (Charlotte), Scott Beaudry (Greensboro), Jeff
Payne (Hendersonville)
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Design Studio Session
Agenda – Session Overview
CLASSROOMS
Formative and Diagnostic Information
Use: To assist in teaching and learning
Educator Effectiveness
EDUCATORS
Use: To ensure that part of every educator’s
evaluation is based on student growth
School Accountability
SCHOOLS
Use: School Performance Grades, ESEA and Public
Reporting
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Design Studio Session
By the end of this session participants will:
CLASSROOMS
Understand the Importance of Formative
and Diagnostic Information
EDUCATORS
Understand Common Exams, Summative
Assessment Data and Their Relationship to
Teacher Effectiveness
SCHOOLS
Understand the Use of Assessments
and Data for School Accountability
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
11
ACT
10
PLAN
9
8
7
6
5
4
3
K-2
EXPLORE
K-5
Diagnostics
State & Local Instructional Improvement Tools
12
Formative & Benchmark Assessments and Data Analysis
for Instruction
Diagnostic and
Formative Assessments
Student  Teacher
Measures of Student Learning
to be included in Student Growth component
in teacher evaluation
Teacher  School
School Accountability
Assessments
State  LEA  School
WorkKeys
High School Measures
of Student Learning
(Common Exams) in
core academic nontested subjects
ACT
3 End of
Course (EOC)
Biology, Math I and
Eng II
Elementary
and Middle
School
Common
Exams in
currently nontested subjects
End of Grade (Math, English Language Arts, Science)
EOG (Math, ELA)
EOG (Math, ELA)
EOG (Math, ELA, Science)
EOG (Math, ELA)
EOG (Math, ELA)
Lower Elementary Measures of
Student Learning
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments
CLASSROOMS
Formative and Diagnostic Information
Use: To assist in teaching and learning
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments:
Formative and Diagnostic Information
Balanced Assessment System
Summative Assessment
(Classroom, Statewide)
Benchmark Assessment
(Classroom, School, District)
Formative Assessment
(Classroom)
CLASSROOMS
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments:
Formative and Diagnostic Information
NC FALCON
North Carolina’s Formative
Assessment Learning
Community’s Online Network
CLASSROOMS
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments:
Formative and Diagnostic Information
CLASSROOMS
Self-Assessment Survey
Indicate how often you do the following:
5 - Daily
4 - Weekly
3 - Monthly
2 - Quarterly
1- Rarely/Never
 I use checklists when gathering information about student learning.
 I use rubrics for assessing my students.
 I write learning targets in student-friendly language on the board and go over
them with my students.
 I provide students specific information (without using grades) about where they
are in meeting the learning targets.
 I plan or modify classroom instruction based on the information I receive from
students during class.
 I give students opportunities to self-assess and set goals for future learning.
 I give students opportunities to assess their peers.
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments:
Formative and Diagnostic Information
CLASSROOMS
What is Formative Assessment?
Formative assessment is a process used by teachers
and students during instruction that provides feedback
to adjust ongoing teaching and learning to help students
improve their achievement of intended instructional
outcomes.
The Council of Chief State School Officers (CCSSO, 2008)
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments:
Formative and Diagnostic Information
CLASSROOMS
4 Key Words:
Process
During
Feedback
Feedback
Students
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments:
Formative and Diagnostic Information
Formative Assessment Model
CLASSROOMS
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments:
Formative and Diagnostic Information
CLASSROOMS
Research shows that if students are formatively assessed,
learning will improve. When learning is improved, students
are able to demonstrate that learning in a variety of ways
including scoring well on standardized assessments like
the EOG and EOC.
Black and Wiliam (1998)
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments:
Formative and Diagnostic Information
CLASSROOMS
Standard IV: Teachers Facilitate Learning For Their Students
Teachers use a variety of methods to assess what each student has
learned.
 Teachers use multiple indicators, including formative and
summative assessment to evaluate student progress and growth.
 Teachers provide opportunities, methods, feedback, and tools for
students to assess themselves and each other.
 Teachers use 21st Century assessment systems to inform
instruction and demonstrate evidence of students’ 21st Century
knowledge, skills, performance, and dispositions.
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments:
Formative and Diagnostic Information
CLASSROOMS
Attributes of Effective Formative Assessment
• Providing students with learning goals and targets in
language they can understand
• Clearly describing the criteria for successfully meeting the
target through examples
• Effectively using learning progressions to scaffold learning
• Providing descriptive feedback that helps the student know
what to do next in their learning
• Actively engaging students in self-assessment as well as
peer-assessment.
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments:
Formative and Diagnostic Information
CLASSROOMS
Formative Assessment Plan
Grade/ Subject:
Big Idea/Objective/Standard:
Learning Target
Criteria for Success
Collecting Evidence
Documenting Evidence
1.What misconceptions do you think students might have?
2.What will you do to address the misconceptions to move learning forward (e.g., how will
you adjust instruction, what descriptive feedback will you provide)?
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments:
Formative and Diagnostic Information
Establishing
Clear
Learning
Targets
CLASSROOMS
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments:
Formative and Diagnostic Information
Criteria
for
Success
Where am I going?
CLASSROOMS
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments:
Formative and Diagnostic Information
CLASSROOMS
Collecting Evidence
Where am I now?
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments:
Formative and Diagnostic Information
Documenting Evidence
• The documentation should
reflect the learning adequately
and appropriately.
• The documented evidence of
learning should provide enough
information to make sound
decisions that inform instruction
and improve student learning.
CLASSROOMS
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments:
Formative and Diagnostic Information
CLASSROOMS
Sample Strategies for Collecting and Documenting
Evidence of Student Learning:
•
Mental Notes – Giving special attention while listening to student discourse with intent to
remember and provide descriptive feedback.
•
Symbolic Indicators – Record any symbol, understood by you and your students, on
your class roster that indicates where the student is in reaching the learning target.
•
Matrix – A chart with names down the left side and the learning targets written across
the top. As students reach each target, check it off or record short phrases to indicate
where each student is in the learning process.
•
Audio/Video Recordings – Live documented footage of what a student does and/or
says which indicates where they are in reaching the learning target. The advantage of
this strategy is that growth can be documented at different intervals.
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments:
Formative and Diagnostic Information
FORMATIVE ASSESSMENT CONTENT EXAMPLES
NC FALCON
CLASSROOMS
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments:
Home Base Components
Information
Student
Information
and Learner
Profile
Information
CLASSROOMS
Instruction
Instructional
Design, Practice
& Resources
Data Analysis
and Reporting
Assessment
Integrated Instructional Solution
Educator Effectiveness:
Evaluation and Professional
Development
Effectiveness
PowerSchool
Schoolnet
OpenClass
Test Nav
Truenorthlogic
Student
Information
Instructional
Tools and
Assessment
Collaboration
Summative
Assessment
Evaluation and PD
a simpler, better
information
system to
replace NC
WISE
a new standards-aligned tool for
instruction (e.g. lesson plans, unit plans),
assessment and data analysis
a simpler, better
online evaluation
system and new
professional
development
system
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments:
Home Base Resources
CLASSROOMS
• Develop aligned assessments for formative, interim or
summative purposes
• Create an Express Test
• Create a Test Manually
• Deliver assessments
• Online
• Print options available for paper/pencil delivery
• Data analysis and reporting tools integrate with
assessment tools and student information to deliver data
on student progress to teachers, parents and students in
an easy-to-understand, actionable way
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments:
Formative and Diagnostic Information
CLASSROOMS
Reflection – Mix Music Meet
Using sticky notes….
Select one of the tools we just
discussed and describe how it might be
used for diagnostic/pre-assessment or
summative assessment.
Music provided by: http://www.purple-planet.com
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments:
Formative and Diagnostic Information
How do I
keep my
balance?
Balanced Assessment System
CLASSROOMS
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Design Studio Session
Break
EDUCATORS
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Common Exams
EDUCATORS
Educator Effectiveness
Use: To ensure that part of every educator’s
evaluation is based on student growth
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Common Exams:
Focusing on the “Why”
EDUCATORS
So why have statewide Measures of Student
Learning/Common Exams?
1. North Carolina has a statewide evaluation system to ensure
that every teacher receives a fair and consistent evaluation,
regardless of his or her employing LEA
2. Teachers in all content areas should receive a Standard Six
rating based on the growth of their own students on their
content-specific standards
3. Most LEAs do not have the capacity to design their own
assessments for all non state-tested grades and subjects
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Common Exams
EDUCATORS
Educator Effectiveness
Tests to measure student growth
as a part of educator evaluation
Measures of
Student Learning:
Library of Common
Exams
* Note: Not part of School
Accountability Model (“A-F”)
When:
End of Year or Semester; Flexible
window
Used For:
• Providing an EVAAS score
• Only for those teachers whose
subjects are currently non-tested
• For professional growth, and as a
required component of
employment decisions*
Logistics:
• Once a year
• 1 or 2 class periods
• Should replace teacher- made
final exam
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Common Exams
EDUCATORS
• Following Local Superintendents’ Recommendation
Local Superintendents recommended that State, not districts, develop
measures of student growth for non-tested grades and subjects
• Designed and Developed with Teachers
Over 800 teachers are involved in the design and development
• Using EVAAS
Employ EVAAS to measure student growth facilitated by educators
• Focuses Attention on All Content Areas (not just Math & English)
Ensuring teachers of all content areas receive feedback on how well
they facilitate student growth
• Allows District Flexibility around Administration of Exams
Districts make choices regarding logistics and who takes which
exams
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Common Exams:
District Flexibility
EDUCATORS
Logistics Handled by District
• No set State testing window – districts schedule at their
discretion
• 90 minute test administration (actual student testing time)
• Districts can choose online or paper-pencil versions, or a
combination
• Districts choose whether or not to have exam proctors
• Districts choose methods for scoring short-answer (non-multiple
choice) exam questions
• Common exams should replace teacher-made final exams
(therefore, should not create additional testing for students)
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Common Exams:
District Flexibility
EDUCATORS
Policy Decisions Handled by District
• Districts choose whether or not to count common exam scores
as part of students’ final course grades
• If district includes common exam score in students’ final
grade, district chooses how much it counts toward final
grade
• Districts set policies locally regarding what qualifies as a “misadministration” (for example, cheating)
• Districts must ensure that each teacher has a measure of how he
or she is facilitating student growth, but there is no requirement
to administer all of the common exams in the library
• Districts use State-provided “decision-tree” to determine which
exams must be administered, but can give any exam they
choose
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Common Exams:
State-provided Decision Tree
EDUCATORS
Does the teacher administer an End-of-Course (EOC) assessment,
End-of-Grade (EOG) assessment, or Career and Technical
Education (CTE) Post-Assessment to ALL of his or her students?
NO
YES
No State
requirement to
administer a
Common
Exam.*
Does the teacher instruct a
course or grade/subject with
a Common Exam?
YES
* Note: Districts may still
choose to administer
Common Exams
State requirement
to administer the
Exam.
NO
No State
requirement for
2012 – 2013.
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Common Exams:
Reaction to First Administration 2012-13
EDUCATORS
Use an index card to record the
following:
• Three things that went well with your
LEA’s implementation of Common
Exams
• Three things you will do differently
next time
Share your responses with your group
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Common Exams:
Reaction to First Administration 2012-13
EDUCATORS
Looking for suggestions?
• Revisit the Google Doc for your region –
http://bit.ly/19J5B44
Take a few minutes to review the areas of
concern for others in your region. In the
right-hand column, please provide strategies
that might help another LEA.
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Common Exams
EDUCATORS
Break
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
School Accountability Assessments
SCHOOLS
School Accountability
Use: School Performance Grades, ESEA and Public
Reporting
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
School Accountability Assessments:
For School Performance Grades, School
Accountability and ESEA (formerly NCLB)
SCHOOLS
When:
End-of-Grade (EOG),
End-of-Course (EOC)
• 3-8 English and Math
• 5 & 8 Science
• 1 each Math, English and
Science in High School
• EOC/EOGs - May or June
(Dec/Jan for Semester I)
• ACT – March
• WorkKeys - February
Used For:
•
School accountability (state
and required federal)
• School data made public and
used to target support
WorkKeys 12th
ACT 11th
Logistics:
Once a year; proctored
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
School Accountability Assessments:
Timeline
Test
2012-2013
2013-2014
SCHOOLS
2014-15 on
Math 3-8
New State
Developed
ELA 3-8
English II
SBE Decision
Math I
SBE Decision
Biology
Science 5 & 8
ACT
ACT
SMARTER
Balanced
Math 3-8*
ELA 3-8*
11th
SBE Decision
In Development
Grade Math*
11th Grade ELA*
*2014-15 implementation of SMARTER assessments contingent upon
board approval of assessments to replace the State-developed ELA
and Math assessments.
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
State Assessments 2012-13 and 2013-14
SCHOOLS
• Aligned to the Common Core and Essential
Standards
• Inclusion of New Items Types
• Moving towards full online administration in
2014-15
Demo of New Assessments
http://go.ncsu.edu/nctdemo
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Assessment Delivery Format
SCHOOLS
• Online Administration
– All End of Course Assessments (Math I, English II, &
Biology)
– End of Grade 5 & 8 Science
– NCEXTEND2 Alternate Assessments
• NCEXTEND2 Reading and Math 3-8
• NCEXTEND2 Science 5 & 8
• NCEXTEND2 Math I, English II & Biology
• Paper/Pencil Administration
– Reading and Math 3-8
– All online assessments will be available in this format
• NCDPI recommends online administration, but paper/pencil
will be available
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Online Assessment Delivery Plan
SCHOOLS
• 2013-14 Online Assessment System
– NCTest will continue to be the online assessment
delivery system
– Will require a locked down browser or app
• 2014-15 Online Assessment System
– Home Base will be the new system for delivering
summative assessments online (this will include
delivery of Smarter Balanced Assessments)
• Test Nav
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Standard Setting
SCHOOLS
Schedule
Deliverable
June 28, 2013
o All test data from 2012-13 due to NCDPI
Accountability
July 2013 o Development of scale for all assessments
Late June and July
o Standard Setting for all assessments
2013
August 2013 o Data Analysis
Mid-September 2013
o Recommendations prepared from Standard
Setting for SBE approval
Presented to SBE for Approval
• Cut scores
October 3, 2013
• Achievement Levels and Descriptors
• 2012-13 READY Accountability results
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Standard Setting
Educator Groups
Recommend
Achievement Levels
Administration of
New Tests
1
SCHOOLS
2
May/June
Compile Data and Build
Developmental Scale
3
June into July
Achievement Standards
Presented to SBE
4
July into August
October
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
College and Career Readiness
SCHOOLS
It is important to remember that we
have raised expectations significantly
in the 2012-13 school year.
Claims in the Past:
Grade-level Proficiency Only
Claims in the Future:
Grade-level Proficiency and
Career- and College-Ready
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
READY Accountability and School
Performance Grades Indicators
SCHOOLS
Performance Composite
(Elementary and High)
• Percent of proficient tests in a school
− All EOG/EOC tests, subjects, and grade
levels (Including alternate assessments)
Math Course Rigor
• Percent of FRC graduates who earn credit in
Alg. II, Int. Math III, or Common Core Math III
− Excludes the 1% and FRC9 populations
Graduation Rate
• Percent of students that graduate within 4
years (4-year cohort graduation rate)
WorkKeys
• Percent of graduates who are CTE
concentrators and who achieve a Silver
certificate, or better, on the WorkKeys
assessment
ACT
• Percent of college-ready benchmarks met
(READY Accountability Model)
• School Performance Grades may use different
criteria
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
School Performance Grades Legislation
SCHOOLS
• House and Senate have 2 different bills
• Senate version in budget proposal being
discussed in conference
• House version currently in Senate for
consideration
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Reporting School Performance Grades
SCHOOLS
• Operational in 2012-13
• The SBE must respond to the General
Assembly “…annually by January 15 on
recommended adjustments to the school
performance grade elements and scales
for award of scores and grades.”
• Must be reported publicly
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Calculating School Performance Grades
Per HB 435
SCHOOLS
High School
Performance Composite
Math Course Rigor
{state
mean}
Graduation Rate
+ Growth
WorkKeys
ACT
{Schools that meet or
exceed growth are
raised one letter grade}
Elementary and Middle
{state
mean}
Performance Composite
+ Growth
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
HB 435 School Performance Grades:
Guiding Principles
SCHOOLS
1) Using the state mean, which means raising
standards will not create undifferentiated
grades
2) Each indicator has a different mean and
scores are distributed around that mean
Example
Indicator A
46%
C
Example
Indicator B
87%
C
3) Set criteria against the state average
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
HB 435 School Performance Grades:
Guiding Principles
SCHOOLS
4) Monitor data for continuous improvement of
the accountability system
5) Making or exceeding EVAAS growth will
improve school’s grade by one letter grade
6) Each met ACT Benchmark counts
(ex: 3 out of 5 counts more than 1 out of 5)
7) WorkKeys based on the state average % of
CTE graduates meeting silver level
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
SB 402 School Performance Grades:
Guiding Principles
SCHOOLS
• Uses the same indicators as House version,
but in a different way.
• Weights the indicators according to how
many students participated.
• For example, WorkKeys would have less
weight due to the smaller N count.
• ACT criteria (tentatively): Composite score
meeting the UNC System minimum (currently
set at 17).
•Growth could be up to 20% of final grade.
2013-2014 School Calendar - Draft
Oct
Sept
Aug
July
June
May
Apr
Mar
Feb
Dec
Jan
2014
Nov
Oct
Sep
Aug
2013
State Tests (3-8 ELA and Math; 5 & 8 Science; 3 High School Exams) and Common Exams
Compilation
of New Data
Standard
Setting
READY
Report
to SBE
High School
Assessment
Administration
3-8 and High School
Assessment
Administration
READY
Report
to SBE
ACT, PLAN, EXPLORE, WORKKEYS
ACT
PLAN
EXPLORE
WorkKeys March 4, 2014
March 18, 2014 (make-up)
March 4-18 (accommodations testing)
WorkKeys for Early Graduates in Dec
SMARTER Balanced (Development Work)
Field test of summative and
interim assessment items
and performance tasks
5th Tech Readiness Tool
Collection Windows
Facilitated Team Time Preparation
• To prepare for Facilitated Team Time, complete the
brief reflection to identify the “big ideas” gained from
this session that you will share with your Summer
Institute team.
• To access the reflection document, visit
http://bit.ly/SIreflection or scan the QR code on the
next slide.
• To access the reflection responses during Facilitated
Team Time, visit http://bit.ly/SIresponses.
Facilitated Team Time Preparation
•
•
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Design Studio Session
QUESTIONS