1. Smarter Balanced Assessment System Interim Assessments 2015–16 CAASPP Institutes
1 minutes Running Time + 1 minutes
Slide(s) Intent: The purpose of this slide is to transition into the Interim Assessment segment of the CAASPP Institute.
Presenter says:
This next section of the Institute will focus on the interim assessments offered as part of the Smarter Balanced assessment system.
HIDE Slides when printing Participant Packets.

2. Learning Goals Participants understand:
The purpose and use of both the Smarter Balanced Interim Comprehensive Assessment (ICAs) and the Smarter Balanced Interim Assessment Blocks (IABs).
How the use of the hand scoring materials supports improved teaching and learning.
1 minute (slides 2-3) Running Time + 2 minutes
Slide(s) Intent: The purpose of this slide is to introduce the learning goals of this segment of the CAASPP Institute.
Presenter says:
In this segment of the CAASPP Institute we will be taking a closer look at interim assessments and their role in a comprehensive system of assessments.
Take a about 30 seconds to read the learning goals on this slide.
(After 30 seconds move to the next slide.)

3. Learning Goals (cont.) Participants understand:
How to use data from the interim assessments to improve teaching and learning for all students, including students with disabilities (SWDs) and English learners (ELs).
The availability and use of accessibility supports for all students, including SWDs and ELs, for the interim assessments.
1 minute (slides 2-3) Running Time + 2 minutes
Slide(s) Intent: The purpose of this slide is to introduce the learning goals of this segment of the CAASPP Institute.
Presenter says:
Here are the final two learning goals for this portion of the CAASPP Institute.
You can see from the bullet points on this slide and the last one that we will cover a considerable amount of information that will give you a taste of the various parts and pieces that you need to be aware of before implementing the interim assessments at your school or school district.

4. Success Criteria Participants can:
Explain the role of the interim assessments in the Smarter Balanced assessment system and describe ways to use the Smarter Balanced Interim Assessments given the design and purpose of each type.
Identify similarities and differences in the purpose and use of the Smarter Balanced ICAs and IABs.
2 minutes (slides 4-6) Running Time + 4 minutes
Slide(s) Intent: The purpose of this slide is to introduce the success criteria of this segment of the CAASPP Institute.
Presenter Notes:
There are four success criteria shown on this slide and the next for the interim assessment portion of this workshop.
Take a minute to read the first two criteria on this slide. You can also follow along on your handout that we used earlier this morning in both the overview and the summative sections.

5. Success Criteria (cont.)
Participants can:
Explain the value of the hand scoring materials, how they work, and ways they can be implemented at their LEA/school.
Explain how to use the interim assessment results to improve teaching and learning for all students, including SWDs and ELs, during the interim assessments.
2 minutes (slides 4-6) Running Time + 4 minutes
Slide(s) Intent: The purpose of this slide is to introduce the success criteria of this segment of the CAASPP Institute.
Presenter Notes:
You can see that we hope that after this part of the Institute that you will be able to explain the supporting resources that enable successful implementation, scoring, and reporting.

6. Success Criteria (cont.)
Participants can:
Consistently select appropriate accessibility supports for use by all students, including SWDs and ELs, during the interim assessments.
2 minutes (slides 4-6) Running Time + 4 minutes
Slide(s) Intent: The purpose of this slide is to introduce the success criteria of this segment of the CAASPP Institute.
Presenter Notes:
And here is the final success criteria related to the use of accessibility supports on the interim assessments.

7. Assessment FOR Learning
“Assessment has two fundamental purposes: One is to provide information about student learning minute-by-minute, day-to-day, and week-to-week so teachers can continuously adapt instruction to meet students’ specific needs and secure progress. This type of assessment is intended to assist learning and is often referred to as formative assessment or assessment for learning.”
2 minutes (slides 7-8) Running Time + 6 minutes
Slide(s) Intent: The purpose of this slide is to introduce the two fundamental purposes of assessment -- assessment “for” and “of” learning.
Presenter says:
There are two different fundamental purposes for assessment.
To use evidence of student learning to continuously inform and adapt instruction.
To provide information on students’ current levels of achievement after a period of learning has occurred.
Read the quote on this slide and the next. As you read, think about the fundamental differences between assessment “for learning” and assessment “of learning.”
(Give participants about seconds to read the quote on this slide before advancing to the next slide.)
California Department of Education (2014)
English Language Arts/English Language Development Framework for California Public Schools: Kindergarten Through Grade Twelve

8. Assessment OF Learning
“A second purpose of assessment is to provide information on students’ current levels of achievement after a period of learning has occurred. Such assessments—which may be classroom-based, districtwide, or statewide—serve a summative purpose and are sometimes referred to as assessments of learning.”
2 minute (slides 7-8) Running Time + 6 minutes
Slide(s) Intent: The purpose of this slide is to introduce the two fundamental purposes of assessment -- assessment “for” and “of” learning.
Presenter says:
And here is the next quote about Assessment OF Learning.
Now take seconds to share with an elbow partner something that resonated for you about assessment “of” learning.
(After about 45 seconds bring the group back together.)
Ok, let’s move to the next slide and review where interim assessment falls in the assessment cycle.
California Department of Education (2014)
English Language Arts/English Language Development Framework for California Public Schools: Kindergarten Through Grade Twelve

9. Assessment Cycles by Purpose
1 minute (Slides 9-10) Running Time + 7 minutes
Slide(s) Intent: The purpose of this slide is to show participants the role of interim assessments in the assessment cycle.
Presenter says:
This graphic ties all the segments of the CAASPP Institute together.
You can see that interim assessments occupy a middle position between short-cycle formative assessment and long-cycle summative assessment. They may be used “for” instruction to inform next steps, and/or may also be used “of” learning for evaluative purposes.
Adapted from Herman and Heritage (2007)
The ELA/ELD Framework was adopted by the California State Board of Education on July 9, The ELA/ELD Framework has not been edited for publication. © 2014 by the California Department of Education.

10. 1 minute (Slides 9-10) Running Time + 7 minutes
Slide(s) Intent: To revisit the “triangle” graphic briefly and highlight how interim assessment fits into the Smarter Balanced system.
Presenter says:
Interim assessment is located at one of the bases of the triangle.
You can see here how it fits within the other pieces of the Smarter Balanced assessment system.

11. Interim Assessments Support Teaching and Learning
Interim assessments allow educators to:
Elicit evidence of student learning to inform teaching and learning
Engage in professional learning
Deepen teacher content knowledge
1 minute (slides 12-13) Running Time + 8 minutes
Slide(s) Intent: The purpose of slides is to introduce the purpose of interim assessments.
Presenter says:
Interim assessments support teaching and learning in many ways.
They allow educators to:
Elicit evidence of student learning to inform teaching and learning.
Engage in professional learning.
Deepen teacher content knowledge.
You are going to see first-hand the incredible professional learning opportunities that exist when you become familiar with some of the materials used to help in the hand scoring of student responses.
There are some very powerful resources that we will take you through that will make a huge difference in the knowledge level of many teachers at your school or district.

12. Interim Assessments Support Teaching and Learning (cont.)
Interim assessments allow educators to:
Evaluate grade level instructional progress and plan adjustments to increase student learning
Observe student use of the testing platform and accessibility supports with actual test items
1 minute (slides 12-13) Running Time + 8 minutes
Slide(s) Intent: The purpose of slides is to introduce the purpose of interim assessments.
Presenter says:
Interim assessments also allow educators to:
Evaluate grade level instructional progress and plan adjustments to increase learning for all students; and
Observe student use of the testing platform and accessibility supports with actual test items.
The items are very similar to those on the summative assessment so they will also familiarize both teachers and students with the expectations of the summative assessment, but more generally the expectations of the new state standards in California.

13. Features of the Smarter Balanced Interim Assessments
Available in ELA and Mathematics for grades 3–8 and High School
Administered online
Fixed form (i.e., computer-based, not computer-adaptive)
Results are collected and reported locally, not to the state
Results are not used for state and federal accountability
1 minute Running Time + 9 minutes
Slide(s) Intent: The purpose of this slide is to provide key points about various features of the Smarter Balanced interim assessments.
Presenter says:
This next set of slides will familiarize you with the various features of the Smarter Balanced Interim Assessments.
As you can see on this slide, the Smarter Balanced interim assessments are administered online and there is no paper/pencil administration.
The interim assessments are all fixed form tests (they are computer based, but are not computer adaptive).
Interim assessment test results can be accessed through the Interim Assessment Reporting System. Results are not available on a statewide basis.
Interim assessment results are only reported locally and are not used for state or federal accountability.

14. Two Types of Interim Assessments
Interim Comprehensive Assessments (ICAs)
Interim Assessment Blocks (IABs)
2 minutes (Slides 15-16) Running Time + 11 minutes
Slide(s) Intent: The purpose of slides is to introduce the two types of interim assessments and the features of each.
Presenter says:
There are two distinct types of Interim Assessments, the Interim Comprehensive Assessments, or ICAs, and the Interim Assessment Blocks, or IABs.

15. ICAs
Replicate the experience of taking the summative assessment (i.e., same test blueprints, same range of standards).
Provide same type of information and on same scale as summative assessment (i.e., scale scores, achievement levels, claim scores).
May be administered up to three times each year.
2 minutes (Slides 15-16) Running Time + 11 minutes
Slide(s) Intent: The purpose of slides is to introduce the two types of interim assessments and the features of each.
Presenter says:
First let’s take a closer look at the Interim Comprehensive Assessments or the ICAs.
The ICAs mimic the full summative assessment, including the amount of time for administration. They assess the same range of standards as the summative and provide data on student achievement of the California State Standards on the same scale as the summative assessments. The ICAs may be administered up to three times each year per student.
Depending on grade level, each ICA includes between 35 and 50 items.

16. IABs
Short sets of items measuring related assessment targets (e.g., Grade 6 Research; Grade 3 Measurement & Data).
Approximately 5 to 20 items per IAB.
Reports student performance as “Above Standard,” “At/Near Standard,” or “Below Standard.”
May be administered an unlimited number of times each year.
2 minutes (Slides 15-16) Running Time + 11 minutes
Slide(s) Intent: The purpose of slides is to introduce the two types of interim assessments and the features of each.
Presenter says:
The IABs are shorter assessments focused on specific assessment targets, which are groups of standards.
There are approximately 5 to 20 items on each IAB.
Student reports identify if a student is “Above Standard,” “At/Near Standard,” or “Below Standard” for the particular block.
The IABs may be administered an unlimited number of times.
One thing to keep in mind is that both the ICAs and IABs are fixed forms meaning there is currently only one version of each assessment, so students will be seeing the same items when/if the test is administered again. This is something to keep in mind when thinking about how often the IABs might be administered to students.
In a few slides we will go into more detail about the IABs available for each grade level.

17. Similarities Between ICAs and IABs
Administered online using the same test delivery system as the Smarter Balanced Summative Assessments.
Consist of the same item types, and developed and field tested to meet the same quality criteria that are used for summative item development.
Designed for grades 3-8 and high school, but may be administered to students in all grades.
1 minute Running Time + 12 minutes
Slide(s) Intent: The purpose of slides is to introduce the two types of interim assessments and the features of each.
Presenter says:
Some features of the interim assessments are true of both the ICAs and the IABs. Take a moment to read the bullet points on the slide.
The interim assessments are administered online using the same delivery software as the summative assessment.
For either the ICAs or the IABs, the assessments may be administered at any grade level to any student, so students can assess outside of their own grade level.

18. Similarities Between ICAs and IABs (cont.)
Include performance tasks that must be hand scored locally. Currently, the same performance task is used for the ICA and IAB at each grade level in both content areas.
Share some of the same
non-performance task items.
May be administered year round.
1 minute Running Time + 13 minutes
Slide(s) Intent: The purpose of slides is to introduce the two types of interim assessments and the features of each.
Presenter says:
This slides lists a few more of the similarities between the ICAs and the IABs.
The performance tasks are one of the items that requires hand-scoring (we will explore hand-scoring in more detail later in the segment). It is important to note that currently the same performance task is used for the ICA and IAB at each grade level in both ELA and mathematics.
In addition ICAs and IABs share some of the same non-performance task items.
Both types of interim assessments can be administered throughout the year.

19. ICA Information Table
2 minutes Running Time + 15 minutes
Slide(s) Intent: The purpose of this slide is to introduce the ICAs that are currently available and show participants how to identify which of the assessments require hand-scoring.
Presenter says:
Locate the document shown on the slide. It should be the next page in your training materials. This document provides key information about the items on the ICAs. Follow along as I describe how to read the document.
The first column identifies the subject area and the second column the grade level.
The third column is the test name. Note that this document provides an overview of the ELA and Math ICAs, both of which include a performance task.
The fourth column is the total number of items on the assessment. Call out the lowest number of items you see (36). What is the highest number of items? (49).
The fifth column provides the number of non-performance task (Non-PT) constructed responses.
The sixth column provides the number of performance task (PT) constructed responses.
The final column provides the number of performance task (PT) essays.
All constructed responses and the essay will require hand scoring.
Tell your neighbor how many total items will need to be hand-scored for Math, Grade 3 (Answer: 4).
How many total items will need to be hand-scored for ELA HS? (Answer: 6)
This document is an important resource in planning to administer and hand-score the ICAs.
POINT OF USE:
Smarter Balanced Interim Comprehensive Assessments
This information can also be found on the CDE’s Smarter Balanced ICAs Web page at

20. IAB Information Table
2 minutes Running Time + 17 minutes
Slide(s) Intent: The purpose of this slide is to introduce the IABs that are currently available and show participants how to identify which of the assessments require hand-scoring.
Presenter says:
This document provides key information about the items on the IABs. Follow along as I describe how to read the document.
The first column identifies the subject of the IAB – either ELA or Mathematics.
The second column is the grade level.
The third column identifies the focus of the assessment block.
The fourth column is the total number of items in the block. What is the least number of items? (4). What is the most? (17)
The fifth column provides the number of constructed responses. Tell your partner one of the blocks that has only one constructed response (Read Literary Texts; Read Informational Texts).
The final column provides the number of essays.
Tell me which block that requires an essay (Answer: Opinion Performance Task).
All constructed responses and the essay will require local hand scoring.
Talk with your partner for 1 minute or less about which blocks require NO hand-scoring, meaning they have neither a constructed response nor an essay (Answer: Edit/Revise; Listen/Interpret; Research; Operations and Algebraic Thinking; Fractions; Measurement and Data)
(After 45 seconds pull the group back together.)
Remember that for a given subject and grade, ICAs and IABs include the same performance task.
This information can also be found on the CDE’s Smarter Balanced IABs Web page at

21. Available IABs for ELA All Grades Performance Tasks*
Read Literary Texts*
Read Informational Texts*
Edit/Revise
Brief Writes*
Listen/Interpret
Research
Performance Tasks*
Opinion (Grade 3)
Narrative (Grades 4 and 5)
Argumentative (Grades 6)
Explanatory (Grades 7, 8 and High School)
1 minute (Slides 22-23) Running Time + 18 minutes
Slide(s) Intent: The purpose of this slide is to introduce the IABs that are currently available and show participants how to identify which of the assessments require hand-scoring.
Presenter says:
These next two slides are different ways of seeing the same information as on the table. This slide is for ELA and the next is for math.
*Hand scoring required

22. Available IABs for Math
Operations and Algebraic Thinking (Gr 3 and 4)
Fractions (Gr 3, 4, and 5)
Measurement and Data (Gr 3 and 5)
Numbers and Operations in Base 10 (Gr 4 and 5)
Ratio and Proportional Relationships (Gr 6 and 7)
Expressions and Equations (Gr 6, 7, and 8)
Geometry (Gr 6, 8, and HS)
Number System (Gr 7)
Functions (Gr 8)
Algebra and Functions ─ Linear Functions (HS)
Algebra and Functions ─ Quadratic Functions (HS)
Math Performance Task (all grades)*
*Hand scoring required
1 minute (Slides 22-23) Running Time + 18 minutes
Slide(s) Intent: The purpose of this slide is to introduce the IABs that are currently available and show participants how to identify which of the assessments require hand-scoring.
Presenter says:
And here is the detail for math.

23. Activity: Your Turn – ICA, IAB, or Both?
As a team, read and discuss each statement.
Determine if they are true of ICAs, IABs, or both, and place a check in the appropriate column.
Be prepared to share out your team’s response.
6 minutes (slides 24-28) Running Time + 24 minutes
Slide(s) Intent: The purpose of slides is to synthesize the similarities and differences between the ICAs and the IABs.
Presenter says:
In this activity you will work in table groups to discuss statements and determine if they are true of ICAs, IABs, or both.
In your packet, locate the document titled Your Turn: ICA, IAB, or Both?
Read and discuss each statement. Determine if they are true of ICAs, IABs, or both, and place a check in the appropriate column. Be prepared to share your team’s response.
You will have 3 minutes to complete this activity.
(Pull group back together after 3 minutes)
As we go through the answers on the next few slides, hold up the corresponding number of fingers as you read each statement.
1: ICA
2: IAB
3: Both
SUPPLIES:
Pencil
POINT OF USE: Your Turn: ICA, IAB, or Both?

24. Activity Key: Your Turn – ICA, IAB, or Both?
Replicate the experience of taking the end-of-the-year summative assessment.
Have the same item response types and formats as the summative assessments, including performance tasks.
May be administered at any time during the school year.
ICA
6 minutes (slides 24-28) Running Time + 24 minutes
HIDE THIS SLIDE FOR PRINTING PARTICIPANT PACKETS
Slide(s) Intent: The purpose of slides is to synthesize the similarities and differences between the ICAs and the IABs.
Presenter says:
NOTE: ANIMATED SLIDE
(Click to reveal the answer for Question 1.)
(Click again to show Question 2.)
(Click to reveal the answer for Question 2.)
(Click again to show Question 3.)
(Click to reveal the answer for Question 3.)
(Read each question and the response.)
(Be prepared to lead a discussion for any items for which there was confusion.)
SUPPLIES:
Pencil
POINT OF USE: Your Turn: ICA, IAB, or Both?
BOTH
BOTH

25. Activity Key: Your Turn – ICA, IAB, or Both? (cont.)
Focus on smaller sets of related assessment targets (i.e., groups of standards).
Provide information that teachers and administrators may use to explore further using an evidence-based inquiry process.
IAB
6 minutes (slides 24-28) Running Time + 24 minutes
HIDE THIS SLIDE FOR PRINTING PARTICIPANT PACKETS
Slide(s) Intent: The purpose of slides is to synthesize the similarities and differences between the ICAs and the IABs.
Presenter says:
NOTE: ANIMATED SLIDE
(Click to show Question 4.)
(Click to reveal the answer for Question 4.)
(Click again to show Question 5.)
(Click to reveal the answer for Question 5.)
(Read each question and the response.)
(Be prepared to lead a discussion for any items for which there was confusion.)
SUPPLIES:
Pencil
POINT OF USE: Your Turn: ICA, IAB, or Both?
BOTH

26. Activity Key: Your Turn – ICA, IAB, or Both? (cont.)
Is an assessment “of learning.”
Is an assessment “for” learning.
May be administered no more than three times per year.
BOTH
BOTH
6 minutes (slides 24-28) Running Time + 24 minutes
HIDE THIS SLIDE FOR PRINTING PARTICIPANT PACKETS
Slide(s) Intent: The purpose of slides is to synthesize the similarities and differences between the ICAs and the IABs.
Presenter says:
NOTE: ANIMATED SLIDE
(Click to show Question 6.)
(Click to reveal the answer for Question 6.)
(Click again to show Question 7.)
(Click to reveal the answer for Question 7.)
(Click again to show Question 8.)
(Click to reveal the answer for Question 8.)
(Read each question and the response.)
(Be prepared to lead a discussion for any items for which there was confusion.)
SUPPLIES:
Pencil
POINT OF USE: Your Turn: ICA, IAB, or Both?
ICA

27. Activity Key: Your Turn – ICA, IAB, or Both? (cont.)
Includes fewer items and takes less time.
Some are machine scored only.
IAB
IAB
6 minutes (slides 24-28) Running Time + 24 minutes
HIDE THIS SLIDE FOR PRINTING PARTICIPANT PACKETS
Slide(s) Intent: The purpose of slides is to synthesize the similarities and differences between the ICAs and the IABs.
Presenter says:
NOTE: ANIMATED SLIDE
(Click to show Question 9.)
(Click to reveal the answer for Question 9.)
(Click again to show Question 10.)
(Click to reveal the answer for Question 10.)
(Read each question and the response.)
(Be prepared to lead a discussion for any items for which there was confusion.)
SUPPLIES:
Pencil
POINT OF USE: Your Turn: ICA, IAB, or Both?

28. Access to and Use of the Interim Assessments
0 minutes Running Time + 24 minutes
Slide(s) Intent: The purpose of this slide is to transition to a discussion about access and use of the interim assessments.
Presenter says:
This next section of the presentation will take us through the methods by which you and students access the interim assessments and their use.

29. User Access to the Smarter Balanced Interim Assessments
The following user roles have access to the Smarter Balanced Interim Assessments:
LEA CAASPP Coordinator
CAASPP Site Coordinator
CAASPP Test Administrator
CAASPP Test Examiner for California Alternate Assessment (NEW)
Interim Assessment Administrator Only (NEW)
1 minute Running Time + 25 minutes
Slide(s) Intent Ensure that participants understand the various educator roles for gaining access to the Smarter Balanced Interim Assessments.
Presenter says:
Let’s think about what needs to be in place prior to using the Interim assessments.
There are multiple user roles that can be assigned to teachers, curriculum specialists, and others to gain access to the interim assessments. Take a minute here to look over these roles.
In some districts, teachers act as the test administrator. In other districts that use other staff as the test administrator, teachers will likely need to be placed in the Interim Assessment Administrator Only role in order to gain access to the interim assessments.

30. User Access to the Smarter Balanced Interim Assessments (cont.)
All access to the Smarter Balanced Interim Assessments requires a Test Operations Management System (TOMS) account.
TOMS accounts are provided by the LEA CAASPP Coordinator and/or the CAASPP Site Coordinator.
1 minute Running Time + 26 minutes
Slide(s) Intent Ensure that participants understand the need for teachers to have TOMS logins to use the Interims.
Presenter says:
All of the roles listed on the previous slide require a login to the Test Operations Management System, or TOMS.
The LEA CAASPP coordinator or the CAASPP Site Coordinator is the person who can provide the log in information.
Raise your hand if you are your LEA’s CAASPP Coordinator or a Site Coordinator. Get to know those people!
Just a quick note before we move into logging students into the interim assessments.
Remember that the Interim Assessments are not public. They are only viewable or shareable with anyone who is an identified user in the TOMS. That means that not only teachers, but other educators in your district/LEA (like coaches or teachers on special assignment) will need a TOMS account in order to work with and support the use of the Smarter Balanced interim assessments.

31. Student Access to the Interim Assessments
All students, grades K through 12, are eligible to take the ICAs or IABs.
Student information in the CALPADS must be complete and up to date in order for students to access the interim assessments.
1 minute Running Time + 27 minutes
Slide(s) Intent: Ensure participant understanding of which students may take the interims, and the importance of CALPADS and the test settings.
Presenter says:
As the slide notes, teachers are permitted to administer any of the interim assessments to any student in grades K through 12. In other words, any Kindergarten through Grade 12 student can take any of the Grade 3 through 8 or High School tests that are available.
To support this access, records for all of the LEAs K-12 students are loaded automatically into TOMS. Student demographic information -- the student’s grade, name, SSID number, English learner proficiency level, etc. -- is pulled from CALPADS, so it’s important that each student’s information in CALPADS be accurate and complete. If there are problems with any of a student’s information (for example, the wrong grade is recorded) then that problem will need to be fixed in CALPADS. CALPADS and TOMS communicate nightly.

32. 1 minute Running Time + 28 minutes
Slide(s) Intent: Remind participants of the system of accessibility supports as previously presented in the summative presentation
Presenter says:
Let’s quickly review the accessibility supports that are provided in the Smarter Balanced assessment system as discussed in the summative presentation. Take a moment to pull out the handout. Keep in mind that the shown accessibility supports shown are reflected in the proposed emergency regulations that will go to the State Board of Education in November.
Remember that the first level of support, Universal Tools, appears at the bottom of the pyramid and that these supports are available to all students.
The second level in the pyramid, Designated Supports, may be made available to any student for whom the need has been indicated by an educator (or by a team consisting of educators, parent/guardian and student).
The Accommodations listed in the third level of the pyramid are available only to students with a current IEP or Section 504 plan. A list of the appropriate accommodations to be provided for each student must be included in the IEP or Section 504 plan.
As indicated in the pyramid and previously explained, some accessibility supports are embedded in the test interface while others are non-embedded and are provided to the student by the LEA.
HANDOUT: Accessibility Supports (Full size version)
Based on proposed regulations that will be presented to the State Board of Education in November 2015.

33. Reminders about Accessibility Supports
Provide an equal opportunity for all students to demonstrate learning during instruction, on classroom assessments, and on summative assessments.
Should be used only if student is familiar with the support, it or something similar is used during instruction, and the student has multiple opportunities to practice.
1 minute Running Time + 29 minutes
Slide(s) Intent : To remind participants about the purpose and importance of assessment accessibility, and the guidelines for use. This slide ties back to the content from the summative assessment segment.
Presenter says:
This slide reminds you about what we talked about earlier today regarding the importance of accessibility supports and the guidelines for their use with students.
Now let’s talk about using accessibility supports with the interim assessments.

34. Use of Accessibility Supports on Interim Assessments
Universal tools, designated supports, and accommodations are modifiable in the TA Interface for the interim assessments.
Provides an additional opportunity to try out accessibility supports with students and actual test items and evaluate effectiveness.
2 minutes Running Time + 31 minutes
Slide(s) Intent : To provide guidelines and suggestions for use of accessibility supports on the interim assessments.
Presenter says:
Unlike the summative assessments where the accessibility supports are identified for students well in advance and aren’t modifiable by the Testing Administrator, there is a lot more flexibility when using the interim assessments.
While accessibility supports set in TOMS will be available on the interims, teachers administering the interim assessments also have the ability change the settings through the TA interface each time they administer an interim.
One thing to keep in mind is that as teachers are modifying accessibility supports for students on the interim assessments that those don’t “stick” in TOMS – that is, any change to a students’ accessibility supports for the summative assessment must be done through TOMS and not via the interim assessment interface.
That said, the interim assessment system offers great flexibility that allows for the teacher and individual student to work together to try out various accessibility supports to see which of the tools best meets the needs of each student to demonstrate learning. The teacher and student can talk about which accessibility supports the student found helpful and discuss any difficulties the student experienced using particular supports.

35. Effective Student Use of Accessibility Supports
2 minutes Running Time + 33 minutes
Slide(s) Intent: Highlight points on the timeline (previously discussed in summative presentation) related to use of supports on the interim assessments.
Presenter says:
Let’s revisit the Effective Student Use of Accessibility Supports handout that was introduced in the summative presentation.
Let’s look at the areas on this handout where the interim assessments are specifically highlighted.
(Click to add first red box.)
(Click to add second red box.)
Click to add third red box.)
The highlighted areas on the timeline briefly describe the process of teachers and students learning about and exploring the use of the accessibility supports on the practice tests, training tests, and interim assessments. Trying out the various available supports on both the block and comprehensive interims can increase students’ comfort level and confidence in using the tools and help teachers to determine which supports will allow students to most accurately demonstrate their learning in the classroom and on Smarter Balanced assessments.
As the timeline suggests, now is the time to begin the process of determining which supports might benefit individual students and piloting the use of specific supports in the classroom. Teachers can observe student use of the tools on the interim assessments to see which tools students actually use during testing and what the impact of use of the supports is on student performance. Teachers and students can talk together about which supports the student believes are helpful in accessing the assessments and responding to assessment items.
HANDOUTS: Effective Student Use of Accessibility supports

36. Accessibility Support Selection Process
1 minute Running time + 34 minutes
Slide Intent: Summarize selection process for accessibility supports and provide a simple visual of points of use of interim assessments in the process.
Presenter says:
As you look at this graphic of the accessibility supports selection process that was introduced in the summative presentation, note that piloting the use of accessibility supports on the interim assessments occurs earlier in the process. The use of supports on the interim assessments throughout the school year can increase the accuracy of information gained from the interims for guiding classroom instruction. Ultimately, this entire process facilitates the use of appropriate supports for students in daily classroom practice throughout the entire year that best support student learning.
Note that the first three steps in the slides above pertain to identifying and matching student learning needs in the classroom with the appropriate accessibility supports. The goal is for teachers to increasingly tailor classroom instruction to address student learning needs, thus increasing the access to new learning on a daily basis.
Evaluation of the effectiveness of supports piloted on the interim assessments, as well as on the practice and training tests, is an important step toward making final support selections for entry into TOMS in preparation for the summative assessment.

37. Afternoon Break 10 minutes
0 minutes Running Time + 44 minutes
Slide(s) Intent: The purpose of this slide is to transition into the afternoon break.
Presenter says:
Now we will take a 10 minute break and when we come back we’ll get into the interim assessment hand scoring system.

38. Access: Smarter Balanced Interim Assessments
2 minutes (Slides 37-39) Running Time + 46 minutes
Slide(s) Intent: The purpose of this slide is to ensure that participants are aware of how to access and preview the Interim Assessments, and know the process of generating student scores on the Interim Assessments.
Presenter says:
The Interim Assessments are administered through the Test Administrator Interface on
Teachers are able to preview the interim assessments prior to administering them to students. The Interim Assessment Viewing System is not part of the test administration interface.

39. Preview: Smarter Balanced Interim Assessments
Go to
Hover over “TA Resources” tab
Select “Interim Assessments”
Click on the green button titled, “Interim Assessment Viewing System”
Log into “Interim Assessment Viewing System” using TOMS login credentials
2 minutes (Slides 37-39) Running Time + 46 minutes
Slide(s) Intent: The purpose of this slide is to ensure that participants are aware of how to access and preview the Interim Assessments, and know the process of generating student scores on the Interim Assessments.
Presenter says:
This slide and the next take you through the exact steps to log in to view the interim assessments.
As your homework tonight or at lunch, I want you to log into the system and choose one interim assessment to review.

40. Preview: Smarter Balanced Interim Assessments (cont.)
Select appropriate grade level
Choose from available tests
Choose form
You must answer items to move through the assessment
2 minutes (Slides 37-39) Running Time + 46 minutes
Slide(s) Intent: The purpose of this slide is to ensure that participants are aware of how to access and preview the Interim Assessments, and know the process of generating student scores on the Interim Assessments.
Presenter says:
As your homework tonight or at lunch, I want you to log into the system and choose one interim assessment to review.

41. Interim Assessment Hand Scoring System
0 minutes Running Time + 46 minutes
Slide(s) Intent: The purpose of this slide is to transition to the interim assessment hand scoring system.
Presenter says:
Now let’s talk about the hand scoring.

42. Scoring the Smarter Balanced Interim Assessments
Most interim assessment items are scored by the Smarter Balanced test delivery engine.
All ICAs and some IABs include items that require hand scoring.
Hand scoring of constructed-response items and performance tasks is a local responsibility.
1 minute (Slides 42-43) Running Time + 47 minutes
Slide(s) Intent: The purpose of slides is to ensure that participants know the process of generating student scores on the Interim Assessments.
Presenter says:
Now let’s spend a few minutes exploring how the interim assessments are scored.
While most interim assessment items are scored by the Smarter Balanced test delivery engine, constructed-response items and performance tasks require hand-scoring that is a local responsibility.

43. Scoring the Smarter Balanced Interim Assessments (cont.)
Results for individual students are generated only after the constructed- response item scores and performance task scores are entered into the Interim Assessment Hand Scoring System (IAHSS). (Processing time of up to 48 hours.)
Scoring is supported by training guides, rubrics, exemplars (i.e., anchor and practice papers).
1 minute (Slides 42-43) Running Time + 47 minutes
Slide(s) Intent: The purpose of slides is to ensure that participants know the process of generating student scores on the Interim Assessments.
Presenter says:
Scores for the interim assessments can only be generated after the scores for the hand-scored items are entered into the Interim Assessment Hand Scoring System.
The scoring process is supported by training guides, rubrics, anchor papers, and practice scoring sets for which a key is provided.
The next section will go into more detail about the hand scoring process.

44. Accessing the Smarter Balanced IAHSS
1 minute Running Time + 48 minutes
Slide(s) Intent: The purpose of these slides is to introduce participants to the Interim Assessment Hand Scoring System, and to have them experience use of the training resources provided to hand score either an ELA or a Math item.
Presenter says:
Hand scoring of the Interim Assessments is done online through the Interim Assessment Hand Scoring System
There are training guides and exemplars provided that can be downloaded and used off-line, but all student assessment work is completed and accessed online for scoring.
The Interim Assessment Hand Scoring System is accessed using TOMS credentials.
(Note TA Interface = Test Administrator Interface)
The Smarter Balanced IAHSS is part of the connected suite of systems (e.g., TOMS, TA Interface, Completion Status)

45. Smarter Balanced IAHSS Home Page
2 minutes Running Time + 50 minutes
Slide(s) Intent: The purpose of these slides is to introduce participants to the Interim Assessment Hand Scoring System, and to have them experience using the training resources provided to hand score either an ELA or a Math item.
Presenter says:
This slide provides an example of the home page of the hand scoring system. The purpose of this training is to provide an introduction to the process, not to have you finish as experts in the process of hand scoring! Here is a brief overview of how to work in the system:
The first column is where you select the students if you want to reassign to another scorer. In other words if someone else is going to help you score your student’s items.
The second column lists the student’s name. In many cases there will be several rows with the same student’s name because it will be listed for each item that needs to be hand scored.
The third column identifies the item to be scored by item number and brief description.
The fourth column is the Session ID – remember to record this number each day you administer a test, even if it is a continuation, as there will be a new Session ID number each day.
The fifth column indicates the status – whether the item has been scored or not. Once it is scored, the column will say “Tentatively Scored” until you complete the process by scrolling to the bottom of the page and selecting “Mark Selected As Complete.” Once you mark as complete, the row no longer appears on the hand scoring home page and you no longer have access to the student response.
The final column will have a “Score” button for student responses that are assigned to you. If the column does not have a “Score” button, then you are not the designated scorer and can not access the student response unless the student is reassigned to you as the scorer. 45

46. Hand Scoring Training Guides and Exemplars
Available in two locations through
Within the IAHSS
Under the “TA Resources” tab.
1 minute Running Time + 51 minutes
Slide(s) Intent: The purpose of these slides is to introduce participants to the hand scoring training guides and exemplars.
Presenter says:
The hand scoring training guides and exemplars can be accessed in two different ways.
Within the IAHSS
From CAASPP.org select “Interim Assessments” from the “TA Resources” drop down menu. Then click on the green button titled, “Hand Scoring Training Guides and Exemplars.” (Shown in the slide above)
Regardless of the method used, users have access to training guides, exemplars, and practice tests for all hand scored items included in the interim assessments.
The training guides and exemplars are organized by grade and subject (ELA or mathematics).

47. Overview of Materials Needed for Hand Scoring of Smarter Balanced Interim Assessments
Training Guide
Provides information about the item
Scoring rubric
Exemplars
Prep Set
Student responses with scores and annotations
Check Set
Student responses without scores
Includes answer key
2 minutes Running Time + 53 minutes
Slide(s) Intent: The purpose of these slides is to introduce participants to the Interim Assessment Hand Scoring System, and to have them experience using the training resources provided to hand score either an ELA or a Math item.
Presenter says:
There are two main sets of materials that you will need to be aware of and have access to in order to hand score items from the interim assessments.
We will go over these in more detail in a few minutes, but for now I want to give you a brief overview.
The first is the Training Guide. The Training Guide includes information about the item and the scoring rubric.
The second set of materials are called Exemplars.
Within the Exemplars are Prep sets and Check sets.
The Prep Sets include sample student responses with scoring comments. These are provided to help the scorer understand how the rubric and scored papers align.
The Check Sets include sample student responses without scoring comments. These are provided to help the scorer practice scoring using the rubric. Scores and scoring comments in the form of an Answer Key are available for all items in the Check Set.

48. Complete an Item
Complete either the ELA or Math item on following page(s).
Mathematics
ELA
5 minutes Running Time + 58 minutes
Slide(s) Intent: The purpose of these slides is to introduce participants to the Interim Assessment Hand Scoring System, and to have them experience using the training resources provided to hand score either an ELA or a Math item.
Presenter says:
Now each of you will choose either an ELA or math item and we will get into more details about the materials that were highlighted on the previous slide.
You have a choice of a Mathematics Grade 8 Constructed Response item, or an English Language Arts Grade 4 Brief Write Item.
We would like you to choose one of these to complete, trying to put yourself in the place of a student completing this assessment. In addition, be thinking about what content is being assessed and how it is being assessed.
Both items are in your training materials.
When making your choice, please make sure that there are at least two people per table who choose the same content area because we will ask you to discuss with a partner as we go through the next few slides.
Please take the next 5 minutes to complete the task.
POINT OF USE:
Complete An Item: English Language Arts Grade 4 Brief Write Item 33387
Complete An Item: Mathematics Grade 8 Item 12894

49. Training Guides ELA Cover page Stimulus or sources Item Stem Rubric(s)
Condition code document
Claim and target chart
Mathematics
Cover page
Stimulus for performance task
Metadata table
Item Stem
Dependent item stem if applicable
Rubric and exemplar response
Condition codes
2 minutes Running Time + 60 minutes
Slide(s) Intent: The purpose of these slides is to introduce participants to the Interim Assessment Hand Scoring System, and to have them experience using the training resources provided to hand score either an ELA or a Math item.
Presenter says:
For the item that you just read, either ELA or math, pull out the training guide and notice its contents.
In both cases there is a cover page, the stimulus, the item stem, the rubric, and condition codes.
In the case of Mathematics there is a Metadata table giving additional information needed to solve the problem.
The ELA training guide provides a claim and target chart, not provided in the Mathematics training guide.
HANDOUTS:
ELA Training Guide for Grade 4 Item #33387
Math Training Guide for Grade 8 Item #12894

50. Read the Training Guide
Silently read and be prepared to discuss:
What are the subtle differences between the rubric scores?
What do you see as challenges for students in the item?
What might teachers learn from scoring this type of item?
What are the important instructional implications?
9 minutes Running Time + 65 minutes
Slide(s) Intent: The purpose of these slides is to introduce participants to the Interim Assessment Hand Scoring System, and to have them experience using the training resources provided to hand score either an ELA or a Math item.
Presenter says:
(Establish a quiet reading environment for the first three minutes so that all participants have time to read independently prior to the discussion).
Please take 3 minutes and silently read the rubric for the item you just completed thinking about potential challenges for students in the item, and the subtle differences between the rubric scores.
Would the challenges be different for students with disabilities, or English learners?
For ELA, please note the claim and assessment target information provided in the training guide, while in Mathematics, please note the exemplar response provided.
(Get the group’s attention after 3 minutes.)
Now take 5 minutes to discuss the prompts with your colleagues using the questions on this slide as a guide – what do you see as the challenges for students in the item? What might teachers learn from administering and scoring this type of item? What are the important instructional implications in various settings for all students, including English learners and students with disabilities?
(Pull the group back together after 5 minutes.)
(Popcorn around the room asking for 1-3 observations about the training guide.)

51. Prep Sets Silently read and be prepared to discuss:
Are there specific comments that help to clarify the rubric in your mind?
Which responses were easy to score? Why?
Which responses were difficult to decide? Why?
12 minutes Running Time + 77 minutes
Slide(s) Intent: The purpose of these slides is to introduce participants to the Interim Assessment Hand Scoring System, and to have them experience using the training resources provided to hand score either an ELA or a Math item.
Presenter says:
(Establish a quiet reading environment for the first five minutes so that all participants have time to read independently prior to the discussion).
Please take 3-5 minutes to quietly read the “Prep Set” for the item you have been focused on.
(Get attention of the group after about 3-5 minutes and give directions for the next step.)
Now take the next 6-7 minutes to discuss with your colleagues, considering questions such as those on this slide.
(At the end of 6-7minutes bring the group back together and move on to the next slide.)
HANDOUTS:
ELA Prep Set for Grade 4 Item #33387
Mathematics Prep Set for Grade 8 Item #12894

52. Check Sets
On your own, silently read and record a score for each response in the Check Set. Be prepared to discuss:
The scores you all agree on and the reasons for the scores assigned.
The responses where your scores differed. Through discussion are you able to reach consensus?
12 minutes Running Time + 89 minutes
Slide(s) Intent: The purpose of these slides is to introduce participants to the Interim Assessment Hand Scoring System, and to have them experience using the training resources provided to hand score either an ELA or a Math item.
Presenter says:
(Establish a quiet reading environment for the first five minutes so that all participants have time to read independently prior to the discussion).
Please take 3-5 minutes to quietly read the “Check Set” for the item you have been focused on and assign a score based on the rubric and the Prep Set work you have just completed. Be sure to make some notes to justify your score to your colleagues.
(Get attention of the group after about 3-5 minutes and give directions for the next step.)
Now take the next 6-7 minutes to discuss with your colleagues and compare your scores.
Begin by looking at the scores you all agree on – what were the reasons you had for the score you assigned? Were they all the same?
Now consider any responses where your scores differed – through discussion are you able to reach consensus?
(At the end of 6-7 minutes bring the group back together and move on to the next slide.)
HANDOUTS:
ELA Check Set for Grade 4 Item #33387
Mathematics Check Set for Grade 8 Item #12894

53. Check Set Answer Key Review the handout of the Check Set Answer Key.
Compare your answers to the answer key and notice the comments provided which give justification for the assigned score.
Discuss how closely your group agrees with the official answer key.
5 minutes Running Time + 94 minutes
Slide(s) Intent: The purpose of these slides is to introduce participants to the Interim Assessment Hand Scoring System, and to have them experience using the training resources provided to hand score either an ELA or a Math item.
Presenter says:
Now I’d like you to take a look at the Check Set Answer Key for the item that you have been working on.
Compare your answers to the answer key, and notice the comments provided which give a justification for the assigned score.
Take about 4 minutes to discuss how closely your group agree with the official answer key.
HANDOUTS:
ELA Check Set Answer Key for Grade 4 Item #33387
Mathematics Check Set Answer Key Grade 8 Item #12894

54. Hand Scoring Training Guides and Exemplars
Available in two locations through
Within the IAHSS
Under the “TA Resources” tab.
2 minutes (Slides 53-55) Running Time + 96 minutes
Slide(s) Intent: The purpose of these slides is to introduce participants to the Interim Assessment Hand Scoring System, and to have them experience using the training resources provided to hand score either an ELA or a Math item.
Presenter says:
This slide shows you a screen shot and describes the two ways that you can access the interim assessment hand scoring materials.

55. Access Smarter Balanced Interim Assessment Hand Scoring Materials
Go to to
Hover over “TA Resources” tab
Select “Hand Scoring Training Guides and Exemplars”
Login using TOMS credentials
2 minutes (Slides 53-55) Running Time + 96 minutes
Slide(s) Intent: The purpose of slides is to introduce participants to the Interim Assessment Hand Scoring System, and to have them experience using the training resources provided to hand score either an ELA or a Math item.
Presenter says:
In these next two slides we are going to quickly review the steps that you need to take in order to access the hand scoring materials related to the interim assessments.
The intent is not to go to this site, but simply to provide you all with instructions about where to find these materials when you go back to your school or district.
These first few steps are very similar to what we went through a few minutes ago.

56. Accessing the Smarter Balanced Interim Assessment Hand Scoring Materials (cont.)
Select “Help” (upper right)
Select “Training” tab (between Documentation and FAQs)
Select a grade
Select a specific training guide and/or exemplar
2 minutes (Slides 53-55) Running Time + 96 minutes
Slide(s) Intent: The purpose of slides is to introduce participants to the Interim Assessment Hand Scoring System, and to have them experience using the training resources provided to hand score either an ELA or a Math item.
Presenter says:
The next step is to select “Help” in the upper right of the screen where you will find the “Training” tab.
If you follow the remaining instructions on this slide you will get to a spot where you can select a specific training guide or check set.

57. Why Use Smarter Balanced Interim Assessments District-wide?
Process provides opportunity for professional learning
Materials are consistent
Across subjects
Across grades
Across item types
Materials are user friendly
Training Guides; Prep Sets; Check Sets
2 minutes Running Time + 98 minutes
Slide(s) Intent: Encourage participants to use the interim assessments.
Presenter says:
The interim assessments and associated hand scoring materials provide an excellent opportunity for educators to gain a deeper understanding of the depth and breadth of the standards, and a clearer picture about the level of problem-solving skills, critical thinking skills, and analytical writing skills that are being expected of their students.
You’ve seen now that the hand scoring materials are easily available, easy to use, and consistent across grade levels and subjects, providing great opportunities for professional collaborative learning.
In the end, though this engaging process of using the scoring materials, teachers will become more familiar with the standards and expectations, gain insight into instructional successes and opportunities for refinement, as well as provide information on our students’ collective and individual knowledge, skills, and ultimately use that information to inform instructional practice, and improve teaching and learning in their classroom.

58. Interim Assessment Reporting System
0 minutes Running Time + 98 minutes
Slide(s) Intent: The purpose of this slide is to transition to the interim assessment reporting system.
Presenter says:
Now let’s talk about the reporting side of the interim assessment system.

59. Interim Assessment Reporting System
2 minutes Running Time minutes
Slide(s) Intent: Ensure participants understand that dual logins (CAASPP and Smarter Balanced) are required to administer and access and to see the results of an interim assessment.
Presenter says:
Take a moment and remember the steps we took to preview the Interim assessments.
What Web site did we go to? Right, CAASPP.org.
What login did we use? Right, TOMS.
And where did we start to review the scoring materials? Right, CAASPP.org.
And which login did we use for the scoring materials? Right, TOMS.
And which login was used to administer and hand score the Interims? Right, TOMS.
To see the Interim assessment results, it is a little different. We do start at the caaspp.org Web site but once we select the button that says, “Interim Assessment Reporting System, we will need our Smarter Balanced login, the same one that is used for the Digital Library.
This is important to learn, because it means that any teachers who wish to administer the Interims will need both a TOMS login and a Smarter Balanced login.
Take a moment to look at the dual login handout and tell each other what I just said about the dual login requirements.
The Interim Assessment Reporting System (IARS) is separate from the Online Reporting System (ORS), which is used to report summative assessment results.
Smarter Balanced Interim Assessment score reports are accessed using your Smarter Balanced Digital Library credentials.

60. Smarter Balanced Interim Assessment Score Reports
ICA
Overall scale score (approximately 2000 to 3000)
Achievement Level
Claim level
IAB
Overall level (Below, At/Near, or Above Standard)
2 minutes (Slides 59-60) Running Time minutes
Slide(s) Intent: The intent of this slide is for participants understand the types of scores available from the ICAs and the IABs.
Presenter says:
Let’s take a moment to look at the types of scores that we will see on the Interim score reports.
For each ICA taken by the student, the system will provide the same types of scores that the student receives on the summative assessment; an overall scale score, an achievement level, and achievement levels for each of the Claims.
For each IAB taken by the student, the system provides an achievement level of Below, At or Near, or Above Standard. Remember that the blocks test more discrete skills and have fewer questions.

61. Smarter Balanced Interim Assessment Score Reports (cont.)
Reports for lists of students and individual student reports
No aggregate reports
Exportable data file
2 minutes (Slides 59-60) Running Time minutes
Slide(s) Intent: The intent of this slide is for participants understand the types of scores available from the ICAs and the IABs.
Presenter says:
Know that results from the interim assessments are provided at the individual student level.
There are no aggregate reports, which mean we won’t see overall scores by classroom or by grade level or for any subgroups out of ORS.
The reason that the aggregate reports aren’t provided in ORS is that the administration of the interim assessments is not standard across all classrooms. What I mean by that is that in some classrooms individual students are working independently, while in other classrooms the interim assessments might be done by small groups of students working together or as a whole class activity. Because the administration varies substantially, the CDE approached the aggregation of results from interim assessments very cautiously.
If the LEA wishes to aggregate these individual student scores, or provide teachers with access to reporting systems that they are already familiar with, then the LEA can use an exportable data file to populate the local data system and create district, school and grade level reports.

62. ICA List of Students 2 minutes Running Time + 104 minutes
Slide(s) Intent: Participants understand the components of the ICA List of Students.
Presenter says:
This slide shows the List of Students report for the ICA. Notice the blacked out boxes in the left column? Those boxes are hiding student names. To the right of the student name is the student’s overall scale score. Remember this score ranges between 2,000 and 3,000 points.
The column to the right of that displays the achievement levels and shows where each student’s score falls across those levels. (Pink is low; blue is high.)
Continuing to the right, we see an achievement level for each of the claims that comprise the content area. This report is for English language arts, so there are four claims, and four columns. If the student’s level for a claim is “Above Standard” then we see a blue circle containing a check mark. If the student’s level is “At/Near Standard” then we see a grey circle containing a dash. If the student’s level is “Below Standard” then we see an orange triangle containing an exclamation point.
There has been some confusion regarding the “At/Near Standard” category. Students scoring “Above Standard have clearly exceeded the standard. Students scoring “Below Standard” have clearly not met the standard. Students with scores that fall within 1.5 standard errors above or below the met standard cut point are reported in the category of “At/Near Standard”.
If this was the beginning of the year, and these were your students, what would you take away from a quick look at this report?
POINT OF USE:
Interim Comprehensive Assessment (ICA) List of Students

63. ICA Student Report 1 minute Running Time + 105 minutes
Slide(s) Intent: Participants understand the components of the ICA Student Report
Presenter says:
Here is a view of the individual student report for a Mathematics ICA. Note that the scores are the same as what we saw on the List of Students, and what we see on the summative assessment results.
The scale score is shown at the top, the achievement level is displayed near the middle, and the same symbols, blue, grey and orange are used to report achievement levels for the claims.
One thing to note here is that the interim assessment reporting system is based on the Smarter Balanced reporting system, it isn’t customized for California or any other state. So you will see “Level 4” at the top of this report which represents “exceeds standard”. Level 3 is “met standard”, and so on.
Remember, the color coding and symbols are consistent across the various score reports.
(Blue) Above Standard
− (Grey) At/Near Standard
! (Orange) Below Standard

64. IAB − List of Students 1 minute Running Time + 106 minutes
Slide(s) Intent: Participants understand the components of the IAB List of Students
Presenter says:
Let’s take a look at the score reports for an IAB.
The List of Students for an Interim Assessment block displays the score for each student for each block. This report shows results for just one block. If this group of students had taken more than one block, then the report would have more than one column and would show the scores for each of the other blocks as well.
You can see that the colors and symbols used are the same here as they are on the ICA that we looked at in the last slide.
Remember that for an IAB, a student receives an achievement level of above, at/near, or below.

65. IAB Student Report: ELA
1 minute Running Time minutes
Slide(s) Intent: Participants understand the components of the IAB Student Report.
Presenter says:
The Student Report for an IAB also displays the score for each block. This report shows results for several ELA blocks. Student reports for the mathematics blocks look the same and include the same level of information.
The score reports are accessed through the IA Reporting System, using your Smarter Balanced Digital Library login credentials.

66. Activity: Next Steps?
We administered the interim assessments, now what?
What did we learn about the teaching?
What did we learn about individual student learning?
What did we learn about students as a group?
4 minutes Running Time minutes
Slide(s) Intent: Help participants understand the level of detail that is provided by the Interims.
Presenter says:
Take a moment to refer back to the ICA student list in your handouts.
Take two minutes with your table group to discuss the questions on the slide.
(Bring group back together after 2 minutes)
Ask: When you examined the claim level data in Writing, what did you notice?
Confirm: Yes, the majority of students, in fact all except one, scored “Below Standard.” This may indicate a need to focus on the instruction of writing rather than to focus primarily on individual student needs.
On the other hand, when you look at the Listening data, most students scored “At/Near” standard. The primary focus in this case may be on the individual student needs.
POINT OF USE:
Interim Comprehensive Assessment (ICA) List of Students (used previously)

67. Resources for Smarter Balanced Interim Assessments
CDE’s Interim Assessments Web Page
Smarter Balanced Interim Assessments Web Page
1 minute (Slides 66-68) Running Time minutes
Slide(s) Intent: Provide links for additional learning about the Interim Assessments.
Presenter says:
Current information about the Interim Assessments can be found on the California Department of Education’s Web site and on the Smarter Balanced Web site.

68. Smarter Balanced Interim Assessment Resources in the Digital Library
Understanding the Smarter Balanced Interim Assessments
1 minute (Slides 66-68) Running Time minutes
Slide(s) Intent: Provide links for additional learning about the Interim Assessments.
Presenter says:
In addition, there are a couple of nice resources in the Digital Library. The first bullet links to a resource that provides an overview of the Interim assessments. This resource discusses ways to use the Smarter Balanced interim assessments to support teaching and learning.
The second covers, in more detail, the connection between using the results from the interims and using the resources in the Digital Library to support teaching and learning in the classroom.

69. Smarter Balanced Interim Assessment Resources in the Digital Library
Using the Interim Assessment Blocks to Support Teaching and Learning
1 minute (Slides 66-68) Running Time minutes
Slide(s) Intent: Provide links for additional learning about the Interim Assessments.
Presenter says:
In addition, there are a couple of nice resources in the Digital Library. The first bullet links to a resource that provides an overview of the Interim assessments. This resource discusses ways to use the Smarter Balanced interim assessments to support teaching and learning.
The second covers, in more detail, the connection between using the results from the interims and using the resources in the Digital Library to support teaching and learning in the classroom.

70. Reflection, Planning, and Sharing
0 minutes Running Time minutes
Slide(s) Intent: The purpose of this slide is to transition to the planning segment of the interim assessment section.
Presenter says:
Now that we have gone through the information about the interim assessments and you have had time to explore various resources, let’s move to the planning time for your team.

71. System Readiness Rubric
As a team, identify where your district/school falls in terms of readiness to implement the interim assessments:
District- or school-wide use of benchmark/interim assessments
District- or school-wide use of rubrics and/or hand-scoring
Teacher collaboration around data
15 minutes Running Time minutes
Slide(s) Intent: The purpose of this slide is to assess your systems readiness to implement the interim assessments.
Presenter says:
Before your can decide your next steps, you need to assess your districts readiness to implement interim assessments. Looking at the System Readiness Rubric, quickly identify where your district is along the continuum. The rubric asks you to assess where your district is in
Using local benchmark/interim assessments
Using local rubrics and/or hand-scoring; and
Teacher collaboration around data in order to improve teaching and learning.
Based on where your district falls along the continuum, has real implications as you plan for next steps. Go ahead and identify as individuals where your district is in its readiness to implement the interim assessments and then discuss your thinking.
It is important to note that your district or school may be in different places along the continuum for each of the three areas.
You have 15 minutes with your team to discuss this readiness rubric.
HANDOUTS:
System Readiness Rubric (Pink)

72. Interim Assessment Planning Template
Use the planning template to think about and record ideas about using the interim assessments:
Strengths/Readiness/Resources
Considerations
Possible Plans and Action Steps
20 minutes Running Time minutes
Slide(s) Intent: The purpose of slide 64 is to introduce the Interim Assessment Planning Template.
Presenter says:
Now that you have assessed your district’s readiness, we have provided an Interim Assessment Planning Template for you and your team to move forward in implementing the interim assessments. You will want to identify your Strengths, Readiness and Resources as well as Considerations to take into account as you plan to use the interim assessment. Before the end of this Institute, you will want to determine Plans and Action Steps to take this year to set yourself up for success in implementing interim assessments. As a team, go ahead and discuss your initial thoughts around implementation.
HANDOUTS:
Interim Assessment Planning Template (Blue)

73. Sharing
By table groups, be prepared to briefly share a potential key action step.
5 minutes Running Time minutes
Slide(s) Intent: The purpose of this slide is to share participants’ key action steps.
Presenter says:
Let’s go ahead and now share out by table groups one potential key action step that would set us up for success in implementing the interim assessments.