1. Data and Assessment Network October 24, 2013 Data and Assessment Network 1

2. D&A Network Resources in EdModo www.edmodo.com Join code: kv3y2u Folder: 2013 10 24 Meeting 2 Data and Assessment Network October 24, 2013

3. Agenda Welcome & (Re)Introductions Assessment Transition Update Countywide Performance Task Project Professional Learning Opportunities D&A Network Schedule & Topics for 2013-14 October 24, 2013 Data and Assessment Network 3

4. CDE South Information Meeting October 28 in Ontario SDCOE will host carpool Link to agenda and information: http://www.cde.ca.gov/ta/tg/sa/infomeeting.asp Link to powerpoints http://www3.cde.ca.gov/download/sbac/northsouth/ 4 Data and Assessment Network October 24, 2013

5. Assessment Transition 5 Data and Assessment Network October 24, 2013 CalMAPP

6. New California Assessment System per AB 484 Establishes as the primary purposes of the assessment system to assist teachers, administrators, pupils and their parents improve teaching and learning; and promote high quality teaching and learning using a variety of assessment approaches and item types. Establishes the California Measurement of Academic Performance and Progress (CalMAPP) as California’s new statewide student assessment system. 6 Data and Assessment Network October 24, 2013

7. Measurement of Academic Performance & Progress (CalMAPP) Consortium CCSS-aligned assessments in ELA & Math at grades 3-8 and grade 11 Exempts ELs from ELA test in first 12 months Science assessments in each grade span (3-5, 6-9, 10-12) Alternate assessment in grades 2-11 Early Assessment Program in grade 11 using consortium ELA and Math assessments Plan regarding additional assessments including primary language tests and other content areas 7 Data and Assessment Network October 24, 2013

8. Required Assessments 2013-14 Smarter Balanced Field Test in grades 3-8 and grade 11 (and small sample at 9-10) One content area per student (ELA or Math) No student scores CAPA in ELA and Math at grades 2-11 CST / CMA / CAPA in Science at grades 5, 8, 10 8 Data and Assessment Network October 24, 2013

9. Optional Assessments 2013-14 Early Assessment Program at Grade 11 Augmented CSTs in ELA and in Algebra 2 or HS Summative Math Voluntary; individual scores only State pays STS State pays for English learners in R/LA District pays for ELs in Math; any non-ELs Other STAR tests District pays 9 Data and Assessment Network October 24, 2013

10. Accountability 2013-14 Authorizes, with SBE approval, suspension of the API for 2013-14 and 2014-15 AYP / PI to be determined Restricts comparison of scores from STAR and MAPP 10 Data and Assessment Network October 24, 2013

11. Smarter Balanced Field Test Purpose Test 20,000 new items across all item types including performance tasks Not computer adaptive – results will help establish adaptive algorithms Evaluate the test delivery system Place items on a scale to determine achievement levels and descriptors No individual student, school, or district scores 11 Data and Assessment Network October 24, 2013

12. Smarter Balanced Field Test Testing Window March 18 – June 6 Shorter windows may be assigned within this date range Testing Time About 3.5 hours per grade per content area 12 Data and Assessment Network October 24, 2013

13. Smarter Balanced Field Test Scientific sample across participating states California will make up about 36% of sample (681,000 students in grades 3-11) Determine item reliability and validity Set initial performance level scores California participation All students in 3-8 and 11* take ELA or Math Grade 11 students choosing to take EAP are not required to take Field Test unless part of scientific sample State will assign subject areas by school by grade 13 Data and Assessment Network October 24, 2013

14. Benefits of Field Test Participation Students: Hands-on experience with functionality of computer-based assessment and variety of item types Teachers & Administrators: Exposure to administration logistics; opportunity to observe student interaction with assessment content and delivery Districts: Identify technology gaps; consider districtwide administration logistics 14 Data and Assessment Network October 24, 2013

15. CalMAPP and Field Test Information http://www.cde.ca.gov/ta/tg/sa/smarte rbalanced.asp http://www.cde.ca.gov/ta/tg/sa/smarte rbalanced.asp AB 484 / CALMAPP http://www.cde.ca.gov/ta/tg/sa/ab484qa.asp http://www.cde.ca.gov/ta/tg/sa/ab484qa.asp Smarter Balanced Field Test http://www.cde.ca.gov/ta/tg/sa/smarterftqa.asp http://www.cde.ca.gov/ta/tg/sa/smarterftqa.asp 15 Data and Assessment Network October 24, 2013

16. Assessment Transition Communication What are some talking points based on what we know right now that could inform: Site administrators Teachers Parents General community 16 Data and Assessment Network October 24, 2013

17. Assessment & Accountability Questions & Concerns What questions and concerns do you have about assessment and accountability in 2013-14 and beyond? 17 Data and Assessment Network October 24, 2013

18. Achievement Gap Task Force Countywide Performance Task Project Fall 2013: English Language Arts Winter 2014: Mathematics 18 Data and Assessment Network October 24, 2013 Superintendents’ Achievement Gap Task Force and the Learning & Leadership Services Division

19. Context of the Project Superintendents’ Achievement Gap Task Force Implementation of the Common Core State Standards Need and desire to gather formative information about teaching and student learning in this transition year to the common core standards Desire to inform leadership, professional learning, and instruction countywide 19 Data and Assessment Network October 24, 2013

20. What IS the Fall 2013 Project Extended response literacy tasks for grades 3, 7, and 10 Voluntary participation by district or by school (district choice) Centralized scoring of a representative sample using ELA scoring criteria and ELD descriptors Return of original work to sites with rubric and annotated anchor papers for local scoring / analysis 20 Data and Assessment Network October 24, 2013

21. Purpose of the Project Gather formative evidence that can help identify areas where students are successfully progressing toward meeting the common core standards and areas in which teaching and learning need to be strengthened Provide samples of tasks reflecting the emphases and rigor of the common core standards Collect and share benchmark samples of student work reflecting various levels of performance 21 Data and Assessment Network October 24, 2013

22. Benefits of the Project Teachers experience administering an extended response task and observing students as they engage with the task Students experience completing an extended response task Districts and schools countywide develop a shared understanding on the content and design of challenging tasks 22 Data and Assessment Network October 24, 2013

23. Benefits of the Project Educators countywide see how students – across student groups – are performing in relation to common core standards in reading and writing Districts and schools can determine teacher and student readiness for the rigor of the standards and aligned assessments Teachers can engage in focused analysis of student work – a valuable professional learning experience 23 Data and Assessment Network October 24, 2013

24. Participation in the Project 27 districts and 9 independent charter schools participated fully or in part More than 38,000 tasks were distributed and more than 25,000 have been returned to date Grade 3: 16,000 distributed; 13,000 returned Grade 7: 12,000 distributed; 7,500 returned Grade 10: 10,000 distributed; 5,000 returned 24 Data and Assessment Network October 24, 2013

25. The Tasks Extended response tasks requiring students to read and respond to expository text (social studies content) Grade 3: Focus on Opinion Grades 7 and 10: Focus on Claims and Arguments Modeled after Smarter Balanced constructed response items and performance tasks, and the design principles of the Mathematics Assessment Resource Service tasks 25 Data and Assessment Network October 24, 2013

26. Alignment to CCSS Reading Standard 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words Writing Standard 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence Writing Standard 9: Draw evidence from literary and/or informational texts to support analysis, reflection, and research 26 Data and Assessment Network October 24, 2013

27. Construction of the Tasks Teacher-guided introduction to the task including key vocabulary & concepts Student interaction with several informational text sources Short constructed-response “access” item representing an entry point into the grade-level expectations of the task Short constructed-response item representing “core” grade-level expectations of the standards Longer constructed-response item expecting students to “elaborate” on their thinking and understanding in relation to the text 27 Data and Assessment Network October 24, 2013

28. How the Tasks Are Being Scored October 15-17 50 teachers across grades 2-4, 5-8, 9-12 Task-specific scoring rubric aligned to the CCSS-ELA Work viewed through the lens of specific reading and writing expectations Item level results as well as overall scores October 29-31: **Scorers Still Needed** Scoring criteria aligned to the new English Language Development Standards Work viewed through the lens of English language proficiency descriptors 28 Data and Assessment Network October 24, 2013

29. How Results Will Be Reported Results will be summarized at the county and district level Overall scores (percentage of students at each score point on the rubric) as well as sub-scores (how students did on separate items within the task) Scores for all students and student groups Exemplars of student work along the performance continuum will be shared No individual student or teacher-level results will be reported 29 Data and Assessment Network October 24, 2013

30. How the Process & Results May Be Used Countywide Provide baseline information about student performance in relation to the some of the common core standards in English language arts Identify common professional development needs across schools and districts Build shared understanding about the content and design of common core-aligned instructional tasks Structure core messages to share information and build support among stakeholders 30 Data and Assessment Network October 24, 2013

31. How the Process & Results May Be Used By Districts Identify areas of strength and areas in which students need support Guide professional learning across grade levels and across schools to support the learning needs of all students and specific student groups Build shared understanding about the content and design of common core-aligned instructional tasks Provide a baseline against which to compare subsequent performance on similar tasks / content 31 Data and Assessment Network October 24, 2013

32. How the Process & Results May Be Used By Schools Identify areas of strength and areas in which students need support Guide professional learning and instructional planning within and across grade levels and classrooms Build a shared understanding and provide models of the content and design of rigorous instructional tasks Model processes for analyzing student work Provide examples of student work that meets the standards as well as student work across the performance continuum 32 Data and Assessment Network October 24, 2013

33. Coming in February - March Mathematics Performance Task Project Grades 4, 8, 11 Extended response tasks 33 Data and Assessment Network October 24, 2013

34. Assessment Transition: San Diego County Professional Learning Website to Watch: http://www.sdcoe.net/commoncore/ http://www.sdcoe.net/commoncore/ 34 Data and Assessment Network October 24, 2013

35. Getting Smarter About Common Core Assessment Conferences 2013-14 Dates November 21, March 11 Target Audience District & Site Administrators, Teacher Leaders Areas of Focus November: Focus on Mathematics Keynote speaker: Tim Kanold March: Focus on English Language Arts & English Language Development 35 Data and Assessment Network October 24, 2013

36. Assessment Transition Study Group 2013-14 Dates: Dec 13, Mar 21, May 16 Registration links on SDCOE Common Core Events page Focus Area for December 13 MAPP Updates Usability, Accessibility, and Accommodations Guidelines 36 Data and Assessment Network October 24, 2013

37. San Diego County Assessment Transition Support What else can we do to support you / each other? 37 Data and Assessment Network October 24, 2013

38. Looking Ahead October 24, 2013 Data and Assessment Network 38

39. Data and Assessment Network Meetings 2013-14 December 5 CANCELLED (conflicts with CERA) January 30 March 27 May 22 October 24, 2013 Data and Assessment Network 39

40. Data and Assessment Network Meetings Meeting Schedule 12:30 – 2:00Categorical Project Directors 2:00 – 2:30Overlap Session 2:30 – 4:00Data & Assessment Network October 24, 2013 Data and Assessment Network 40

41. SDCOE Assessment Team Contact Us! Sally Bennett-Schmidt, Director 858-292-3688 / sbennettschmidt@sdcoe.netsbennettschmidt@sdcoe.net Shannon Coulter, Coordinator 858-292-3593 / scoulter@sdcoe.netscoulter@sdcoe.net Karla Groth, Principal-in-Residence 858-569-3104 / kgroth@sdcoe.netkgroth@sdcoe.net Ofelia Dominguez, Administrative Assistant 858-292-3571 / anicasio@sdcoe.netanicasio@sdcoe.net October 24, 2013 Data and Assessment Network 41