1. Interpreting, Using, and Communicating Results Riverside County Assessment Network September 18, 2015 California Assessment of STUDENT PERFORMANCE and PROGRESS

2. This year’s test results are a fresh, new start. With California’s new academic standards comes a new 21 st century way to measure student achievement.

3. Communicate NEW Results Results cannot be compared to prior years. Well… at least we’re both fruits! California Assessment of Student Performance and Progress (CAASPP) Smarter Balanced Summative Assessments English Language Arts/Literacy Mathematics ●Different content/performance standards are being assessed. ●Different assessment methods are being used. ●Different levels of cognitive rigor are required.

4. COLLEGE AND CAREER READY The level of preparation a student needs to enroll and succeed—without remediation— in credit-bearing college course work, or enter a high-quality certificate program in a career pathway with potential future advancement. Adpated from David T. Conley, 2010

5. Analyses also showed the following skills were required for a successful college experience and advancement in the workforce Problem solving Critical thinking Systems thinking Information/ IT literacy College & Career Reported Areas of Skill Need Data indicates training programs reported weaknesses in HS grads Reading complex technical and informational texts Writing well-supported arguments Solving non-routine problems

6. State Standards are designed to produce College & Career Ready students who…... Build strong content knowledge Respond to the varying demands of audience, task, purpose, and discipline Comprehend as well as critique Value evidence Use technology and digital media strategically and capably Understand other perspectives and cultures Demonstrate independence Solve real world issues and challenges

7. Smarter Balanced Assessment System  English language arts/literacy and mathematics tests administered to California public school students in grades 3 - 8 and grade 11  Administered online, the assessments are adaptive by basing difficulty of future questions on previous answers  Untimed tests  Taken independently  Designated supports, accessibility resources and accommodations available for all students who need them

8. Computer Adaptive Test (CAT) Each student is administered an appropriately challenging set of grade-level standards test questions. The student’s performance on the test questions determines if subsequent questions are harder or easier. Performance Task (PT) A Performance Task (PT) is preceded by a class activity. PTs are not targeted to students’ specific ability levels. The items associated with the PTs may be scored by machine or by human raters. Two-Part Assessment for both ELA and Math

9. Overall Scores: 4 Achievement Levels English Language Arts – Mathematics Report Progress on “The Standard” for being on track in College & Career Readiness Exceeded the Standard Met the Standard Nearly Met the Standard Has Not Met the Standard Target Improvement Target Improvement College and Career Ready College and Career Ready Assess Standards & Skills

10. Smarter Balanced Assessment of Standards Overall Claim for Grades 3–8 “Students can demonstrate progress toward college and career readiness in English language arts, literacy and mathematics.” Overall Claim for Grade 11 “Students can demonstrate college and career readiness in English language arts, literacy and mathematics.”

13. DSUSD 2015 Preliminary Achievement Level Scores

16. Desert Sands Unified School District 2015 CAASPP Overall Achievement Level Summary Sample Elementary Sample

17. Achievement Levels for Claims ●Achievement levels for claims are based on the distance a student’s performance on the claim is from the Level 3 proficiency cut. ●Similar to subscores providing supplemental information on students’ strengths or weaknesses ●No achievement level setting occurred for claims ●Only three levels for claims as fewer items within each claim ●Student must complete all items within a claim to receive achievement level

18. Sample Elementary

19. Smarter Balanced Scale Score Ranges English Language Arts/Literacy Achievement Levels 19

20. Sample Elementary ELA ELAStandard Met Min. SS Samp Avg SS Samp Diff DSUSD Avg SS DS Diff 3243224312402-30 424732452-212447-26 52502 02494-8 Standard Met

21. 2015 Smarter Balanced Assessments: baseline data from which to measure growth in 2010-adopted California standards 2003 to 2013 California Standards Tests: advantaged from the implementation and assessment of 1998-adopted California standards In Perspective: Raising the Bar

22. DESERT SANDS UNIFIED SCHOOL DISTRICT

23. Grade 11 Early Assessment Program (EAP) in collaboration with: California State University California Community Colleges California Department of Education State Board of Education Established in 2006: uses grade 11 assessment results to demonstrate readiness for credit-bearing college coursework upon acceptance and enrollment In Perspective: Post-Secondary Collaboration

24. Early Assessment Program: Grade 11 Smarter Balanced Achievement Levels College Ready: Standard Exceeded College Ready-Conditional: Standard Met Readiness determined with successful completion of grade 12 English and/or math coursework Not yet demonstrating readiness: Standard Nearly Met or Not Met

25. 41% 40% Desert Sands Unified School District Grade 11 Early Assessment Program (EAP) 2014 and 2015 Comparison 62% 49% 27%

26. Comparable Student Groups English Proficiency Economic Status Ethnicity Disability Status In Perspective: Achievement Equity “Addressing the achievement gap is at the heart of California’s comprehensive plan for improving education. ” -CDE

27. 2015 Smarter Balanced Assessment Standard Met or Exceeded Rates English Fluency Subgroups Comparison 22.5%22.9%77.5%77.1%

28. 2015 Smarter Balanced Assessment Standard Met or Exceeded Rates Hispanic and White Subgroups Comparison 70.3%20.6%70.3%20.6%

29. Riverside County: 4 th most populous in California Over 425,000 K-12 students 22 Comparable School Districts In Perspective: Countywide Performance

32. 1= Highest Comparable Countywide Performance

33. DSUSD Local Control Accountability Plan Goal 1: All students will demonstrate growth as measured by federal, state and district assessments. Goal 2: All students will graduate and be prepared to make a successful transition to further education and/or career opportunities. Goal 3: All students will develop and consistently demonstrate responsible, respectful and ethical behavior in a safe, clean and orderly learning environment. 2016: Celebrating Academic Growth for All

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37. Supporting Student Growth: CAASPP Student Goals To identify areas of need and focus for each ELA and math claim Teachers use Achievement Level Descriptors Students add “I can” statements 37

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39. Implications for Instruction

40. ELA Summative Assessment Blueprints

41. Achievement Level Descriptors: ELA Grade 3 Level 3

42. ELA/Literacy Orange County Department of Education 21st Century Competencies

43. …The Deeper Understanding for understanding Expectations are higher and deeper - students are asked to explain reasoning, support arguments with evidence from texts, and persevere in solving real world problems.

50. Nominate Great Feedback-Givers Most Valuable Feedback #1

51. Cathy Doyle Administrator for Assessment & Accountability Desert Sands Unified School District Cathy.doyle@desertsands.us 760-771-8667 bit.ly/aawebsite Cathy.doyle@desertsands.usbit.ly/aawebsite