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Smarter Balanced Assessment: Planning and Implementation Tony Alpert Chief Operating Officer, Smarter Balanced Assessment Consortium Mickey Garrison. Ph.D.

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Presentation on theme: "Smarter Balanced Assessment: Planning and Implementation Tony Alpert Chief Operating Officer, Smarter Balanced Assessment Consortium Mickey Garrison. Ph.D."— Presentation transcript:

1 Smarter Balanced Assessment: Planning and Implementation Tony Alpert Chief Operating Officer, Smarter Balanced Assessment Consortium Mickey Garrison. Ph.D. Oregon Department of Education Oregon Assessment Conference August 1, 2012

2 Objectives Discuss strategies to guide development of a Local Implementation Plan Identify resources that can support and enhance your LIP development (no lip service here) Identify resources to support communication with Stakeholders

3 Steering Committee Membership Need to have mathematics and ELA represented Don’t forget ELL and SWD Should consider science, music, social studies, PE, art, etc. so that the plan incorporates a comprehensive implementation and holistic problem solving Consider K-16 and potentially K-20 Teams

4 Duration: 3 min Where: Person you don’t already know What: Introduce yourself to someone you don’t know and ask them what their district doing to address these first 3 critical elements of a local plan for transition. Now change roles. 4

5 Duration: 5 min Where: Same person What: How can you create opportunities for a K-16 plan? What about a K-20 plan? How can the plan be sustained over time? 5

6 Strategies for Building the LIP Inventory your resources – Don’t completely reinvent the wheel. You have materials that still will work. Identify strengths, weaknesses and risks – Leverage work with other districts and schools – Don’t be afraid to cross state lines (you won’t be arrested) – Establish a integrated calendar of meetings. These meetings need to be protected because time is short Frame the conversation around teaching and learning – Use curriculum and content standards as a resource – Be critical consumers

7 Professional development planning – Oregon CCSS Stewardship team developed a way to assist with PD planning and is posted at http://www.ode.state.or.us/wma/teachlearn/co mmoncore/aligned-ccss-pd-needs-final.pdf http://www.ode.state.or.us/wma/teachlearn/co mmoncore/aligned-ccss-pd-needs-final.pdf – Oregon will develop a webinar series to orient districts on the PD plan http://www.ode.state.or.us/news/events/ http://www.ode.state.or.us/news/events/ Resources for Building the LIP

8 Formative assessment practices – Oregon Data project will roll out 2 day training in February and March regarding authentic classroom assessment practices – SBAC’s formative workplan is available at http://www.smarterbalanced.org/wordpress/wp- content/uploads/2012/03/Formative- Assessment-Master-Work-Plan-Narrative.pdf Resources for Building the LIP

9 Duration: 9 min Where: With your team What: What can you re-use and what are some gaps in your resources that prevent high quality teaching and learning? 9

10 Objective: All teachers have a basic understanding of the pedagogy of reading, writing and mathematics in the context of the CCSS Exemplar Evidence: All teachers incorporate reading, writing and mathematics content aligned to CCSS in their instruction Objective: Students learn knowledge and skills using academic vocabulary Exemplar Evidence: All teachers explicitly instruct students on academic vocabulary by incorporating academic vocabulary in their lessons. Teachers observe students appropriately using academic vocabulary as part of classroom interactions and classroom based assessments. Accountability Indicators

11 Duration: 5 min Where: With your team What: Identify 1 additional objective and at least one exemplar that would serve as evidence that the objective was achieved 11

12 Level the playing field – Consider a team lead model with an expert regarding CCSS and Smarter Balanced Assessment respectively – Team leads can be empowered to interject information about CCSS and SBAC into team conversations Dust-off your “Resource” argument Establish a meeting date to review the plan and the Accountability Indicators. Collect your evidence of success. Who is going to do this? Who is going to analyze the data? Implementing the Implementation Plan

13 National Resources http://www.ccsso.org/Documents/2012/Common_Core_Resources.pdf Introduction to Smarter Balanced Website http://www.smarterbalanced.org – Item Specifications http://www.smarterbalanced.org/smarter-balanced-assessments/#item – Training Videos http://www.smarterbalanced.org/smarter-balanced-assessments/item- writing-and-review/ Implementation Resources

14 Oregon’s Sample lesson – Modified from Archer & Hughes Explicit Instruction Sample Lesson Plan

15 Duration: 7 min Where: Someone at another table What: What do you like about the sample lesson plan? What is missing? What needs to be removed/changed? 15

16 Evidence Centered Design http://www.youtube.com/watch? v=8ZPb56onUBs&feature=relmfu Item Development and ECD

17 Duration: 5 min Where: With Your Team What: How might you use these videos as part of your approach professional development? 17

18 Page 18 I am challenged to complete complex tasks and apply my knowledge I know how I am progressing toward college and career readiness My test results will be accurate regardless of my ability, disability or proficiency in English Students My child’s class time is focused on learning and not on testing My child will have opportunities to improve I will know whether my child’s school is performing as well as it should Parents I won’t be surprised by the test results at the end of the year I will have the supports I need to help my students The tests measures the right things in the right way Teachers We are sharing costs with other states to provide a world-class test We can compare the performance and growth of our schools, districts and state so that we can improve We know the test will work for us because we helped build it Policymakers Communicating With Stakeholders

19 Duration: 5 min Where: Person at table next to you What: Who’s story is missing? What message do they need to receive? How would you deliver it? 19

20 Duration: 5 min Where: With Your Team What: Give an example of how your Career and College message will be different from your current message. 20

21 Questions?


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