March 2011 SBE Presentation on CCSS Assessment Consortia

1. March 2011 SBE Presentation on CCSS Assessment Consortia CCCOE Curriculum Council March, 2011 Common Core State Standards

2. Why a Board Item in March 2011? • PARCC requires • Notification of participation in consortium within 5 months after a change in state officials • Select participation in either or both or no consortia • Select level of participation

3. The Assessment Consortia • PARCC • The Partnership for the Assessment of Readiness for College and Careers Consortium • SBAC • The SMARTER Balanced Assessment Consortium

4. Assessment Consortia Theories of Action • Distributed Summative Assessment • PARCC • Assessment Based on Iterative Integrated Interaction • SBAC

5. Consortia Were Funded to … • Develop CCSS assessments that adhere to ESEA Requirements • Both Consortia are to develop • formative assessments with multiple formats • assessments that use computer technology to create a faster feedback loop on results

6. ESEA Assessment Requirements • Testing in ELA and Math • grades 3 through 8 • once in grades 10 through 12 • Testing in Science • grades 5, 8, and 10 Note: These are the assessments required by ESEA not those that will factor into the accountability system Also note: The competitive grant does not include the development of science assessments

7. 44 States + DC Have Adopted the Common Core State Standards * Maine and Washington have adopted the CCSS provisionally** Minnesota adopted the CCSS in ELA only 7

8. PARCC States Southeast vs. Northwest • Varied State Roles • Fiscal Agent (Procurement State) • Governing States • Participating/Advisory States

9. CA is a member of PARCC A consortium of 25 states Procurement state is Florida Achieve(American Diploma Project) is the managing partner Received $170 million CA could join or switch to SBAC Consortium of 31 (many Western) states Procurement state is Washington WestEdis the managing partner Received $160 million Nearly 63% of K-12 in US $10 million more to develop high school assessments CA and the Two Consortia

10. Both PARCC and SBAC • Received an additional $15.9 million to • help states transition to the common core state standards and the common assessments • Scheduled to “go live” in 2014-15

11. Distributed Summative Assessment PARCC’s March Presentation to CA SBE

12. PARCC’s Stated Goals • Pathway to college and career readiness for ALL students • Involve IHEs & have EAP characteristics • High quality assessments that measure authentic student performance • Short answer, performance base & longer open response in addition to MC • Support Educators in the classroom • PD & Real-Time Student Achievement Data • Keep students on the path to success • Coordinated K-16 system

13. Distributed Summative Assessment Through-Course 2 End- Of-Year START OF SCHOOL YEAR END OF SCHOOL YEAR 25% 50% 75% 90% Through-Course 3 Through-Course 1 Through-Course 4 13 Source: Graphic adapted from a representation prepared by the Center for K-12 Assessment & Performance Management (www.k12center.org)

14. Distributed Summative Assessment Through-Course 2 START OF SCHOOL YEAR END OF SCHOOL YEAR 25% 50% Through-Course 1 • Through-Course 1 and 2: • ELA-1 and ELA-2: One or two tasks involving reading texts, drawing conclusions, and presenting analysis in writing. • Math-1 and Math-2: One to three tasks that assess one or two essential topics in mathematics (standards or clusters of standards). Source: Graphic adapted from a representation prepared by the Center for K-12 Assessment & Performance Management (www.k12center.org) 14

15. Through Course Assessments • Shouldn’t be thought of as “mini-tests.” They will look like assignments or tasks • Could be open-ended • May take a few days to complete • Sample Item: Given a set of texts, students are to write a letter to their congress person that advocates a position on whether congress should limit oil drilling.

16. Distributed Summative Assessment Through-Course 2 START OF SCHOOL YEAR END OF SCHOOL YEAR 75% 25% 50% Through-Course 3 Through-Course 1 Through-Course 4 • Through-Course 3 and Through-Course 4 (ELA only): • ELA-3: Performance task(s) that require evaluating information from within a set of digital resources, evaluating their quality, selecting sources, and composing an essay or research paper. • ELA-4 (speaking and listening): Students will present their work from ELA-3 to classmates and respond to questions. Teachers will score, using a standardized rubric, and can use results in determining students’ class grades. • Math-3: Performance task(s) that require conceptual understanding, procedural fluency, and application of mathematical tools and reasoning. Source: Graphicadapted from a representation prepared by the Center for K-12 Assessment & Performance Management (www.k12center.org) 16

17. Distributed Summative Assessment Through-Course 2 End- Of-Year START OF SCHOOL YEAR END OF SCHOOL YEAR 90% 25% 50% 75% Through-Course 3 Through-Course 1 Through-Course 4 • End-of-Year: • EOY: Comprehensive, computer-scored assessment that includes a range of item types, including innovative, technology-enhanced items. Enables quick turnaround of student scores. • A student’s summative score—used for accountability purposes—will include his/her performance on Through-Courses 1, 2, and 3 as well as the End-of-Year assessment. Source: Graphicadapted from a representation prepared by the Center for K-12 Assessment & Performance Management (www.k12center.org) 17

18. Assessment Based on Iterative, Integrated Interaction SBAC’s March Presentation to CA SBE

19. SBAC Building Assessments Based on Student Input • State-of-the-art adaptive online exams • The online system will provide information to teachers and others on the progress of all students • including students with disabilities, English language learners and low- and high-performing students. • The system will include: • the required summative exams (offered twice each school year); • optional formative, or benchmark, exams; and • a variety of tools, processes and practices that will assist teachers in understanding what students are and are not learning on a daily basis

20. Computer Adaptive Testing • Items selected for individual students based on past performance • Accurate measurement across performance scale • Efficient – less testing time needed • Adaptive tests tailors test questions for the level of the student. • enables the collection of very accurate scores • Provides a detailed and unique record of student paths of student development

21. Assessment Design Smarter Balanced Assessment Consortium The Consortium will provide the following by the 2014-15 school year: 3. Formative tools and resources 4. Responsible flexibility 5. Distributed summative assessment • Content clusters throughout a course • Most appropriate time for each student • Scores rolled up

22. Optional Interim Assessments • Non-secure and fully accessible • Timing and content customizable • Include performance tests • Helps identify specific student needs • Teachers are included in the item and task design • Comprehensive Information Portal • Includes student progress and performance history

23. Assessment Design Smarter Balanced Assessment Consortium

27. Comparing the Consortia PARCC vs. SBAC

28. PARCC’s Administration and Scoring • Overall assessment system • mix of constructed response items, performance tasks, and computer enhanced, computer-scored items. • Assessments for • grades 6-12 will be administered via computer • while 3-5 will be administered via paper and pencil (in the short term). • Grade K-2 will be developed but are optional • Combination of • artificial intelligence (AI) and human scoring will be employed; states will individually determine the extent to which teachers will be involved in scoring. 28

29. SBAC Benefits • Better service for ELs and SWDs • Consistent Identification of needs for stable and mobile students

30. PARCC’s Implementation Support • Consortium-wide strategic planning institutes to map out and monitor implementation • Collaborative efforts to develop curricular and instructional tools • Multi-state leadership cadres of educators deeply engaged in use of assessments and tools

31. SBE Question Areas • What is the difference between being college ready and community college ready? • How address/adapt for English Learners?

32. CA’s English Learners and PARCC • Look at traditional accommodations • Item development is sensitive to language load of questions being asked • EL is highest growth subgroup in MA so we are very sensitive to these issues • My hope is this will signal a language rich curriculum that focuses on vocabulary and reading and writing • Are resources ($$) allocated to states based on the number of students each state serves? P=no

33. Compare • Presenters 2 east coast vs 4 (3 of which west coast) – 1 univ professor spoke english as a second language – UC Davis • Use latest of technology • Very much state led – states are at the table constantly; committed to communication; newsletter

34. Two Funded Assessment Consortia • Partnership for Assessment of Readiness for College & Careers (PARCC) • http://www.fldoe.org/parcc/ • http://www.achieve.org/files/CCSS&Assessments.pdf • SMARTER Balanced Consortium (SBAC) • http://www.k12.wa.us/smarter/ • http://www.wested.org/cs/we/view/rs_press/100

35. Pamela Tyson, PhD Director, Educational Services Contra Costa County Office of Education Ptyson@cccoe.k12.ca.us