Rhode Island Data and Assessment Literacy National Conference on Student Assessment June 20, 2016 Phyllis Lynch, PhD Director, Instruction, Assessment and Curriculum Rhode Island Department of Education

RI Strategic Plan: Informed Instructional Decision Making

Data and Assessment Literacy Goals Statewide policies and vision that support the development and use of assessments that improve teaching and learning High-quality staff development focusing on assessment development and data use Cadre of highly trained educators in schools to improve assessment practices and assessment literacy statewide Engagement of educator preparation programs to establish pipeline of highly skilled beginning educators.

Rhode Island Policy Framework Proficiency Based Graduation requirements that focus on establishing competency-based pathways Educator Evaluation System Standards that incorporate evidence of student learning Rhode Island Standards for Educator Preparation Basic Education Program Regulations require Comprehensive Assessment System Above and beyond just being important for effective teaching and learning Data and Assessment Literacy is critical to effective implementation of some of Rhode Islands key policies. Without educators ability to make accurate judgements of student performance the systems cannot be implemented successfully.

Proficiency Based Graduation Requirements* Graduation requirements are set at a level to provide students the skills and knowledge to successfully enter and complete a rigorous post-secondary academic or technical program, join the military, and/or obtain a job that leads to a rewarding and viable career. The minimum requirements for earning a RI high school diploma include: Demonstrated proficiency in 6 core areas (English Language Arts, math, science, social studies, the Arts and technology) Successful completion of 20 courses (at a minimum) Completion of 1 performance assessment (exhibitions, portfolios including applied learning) * Currently Under Revision

Educator Evaluation Rhode Island is committed to ensuring that all educators receive fair, accurate, and meaningful educator evaluations that provide information that can help all teachers improve and refine their practice. Components of the model include: Professional Responsibilities Professional Practice Student Learning Student Learning Objectives (SLOs) and/or Student Outcome Objectives (SOOs)

Rhode Island Standards for Educator Preparation Set the expectation that programs ensure that completers are ready from day one to be successful educators who positively impact student learning. Candidates must demonstrate the ability to design, implement, and assess personalized learning experiences that provide all students the opportunity to achieve Rhode Island student standards and the ability to collect, analyze, and use data from multiple sources- including research, student work and other school-based and classroom-based sources to inform instructional and professional practice (Rhode Island Professional Teaching Standard 9) Developed in collaboration with Rhode Island educator preparation faculty and PK-12 educators (Adopted 2013)

Basic Education Program Regulations Comprehensive Assessment Systems must include measures of student performance for the purposes of formative, interim, and summative evaluations of all students Adhere, to the extent possible, to the principles of the National Council on Measurement in Education Be free from bias and include universal design features that are embedded in the assessments. Be appropriate for the student population and address the assessment needs of all students, including students with disabilities, culturally and linguistically diverse students, and students in early childhood programs.

Vision of Data and Assessment Literacy Assessment Literacy is the knowledge about the development and use of assessments to improve teaching and learning . As we operationalize what it means to be assessment literate we must include An understanding of the role of assessment as one of three parts of an educational system which alone cannot improve student learning. Curriculum, instruction, and assessment must be carefully aligned and work together to maximize student learning. A description of the educator knowledge, skills, and dispositions for assessment literacy defined through Assessment Literacy Indicators A description of how it supports various purposes in which educators are using assessment data

High Education Engagement Partner with RIDE and PK-12 educators to define Assessment Literacy Indicators Work with higher education on alignment of course syllabi with Assessment Literacy Indicators Facilitate partnerships among higher education and LEAs to support educator development of assessment literacy Assessment literacy is an essential but often minimized construct in educator preparation programs and ongoing professional development. Yet important decisions are being made every day about students, educators, and schools based on student assessment information.

High Quality Professional Learning Experiences Virtual Professional Development Communities of Practice In person professional development and coaching for teams of educators Assessment Literacy Course Assessment review technical assistance Calibration Sessions Secondary Schools Performance Assessment Network Micro Credentials Performance Assessment for Learning Micro-Credential Pilot Higher Education – K/12 Local Education Agency partnerships Formative Assessment Modules Professional Learning Communities School Based Team Assessment Literacy Course Assessment System Audit Technical Assistance Student Learning Objective resources and calibration sessions. Scaling Up for Performance based Graduation Requirements Content-based educator cohorts from middle and high schools across the state engaged in protocols and with resources to support the development and refinement of local performance assessment systems, Schools and educators deepen professional learning through collaboration and sharing of best practices. Design Performance Assessment for Learning micro-credential stacks and accompanying competencies, rubrics, submission and approval process Performance Assessment design, Validity, and Reliability Embedding Instructing , and Assessing Habits and Dispositions Building and Leading a Performance Assessment Learning Community

High Quality Professional Learning Resources Comprehensive Assessment System Criteria and Guidance Sections: Background and Rationale; Purposes of Assessment; Types of Assessment; Developing and Selecting Assessments; Interpreting and Communicating Data; Suggested Next Steps Appendix A: Assessment Matrix/Map Tool Appendix B:  Considerations for Interim & Summative Assessments Appendix C:  Best Practices in Reading and Writing Assessment Appendix D:  Best Practices in Mathematics Assessment Appendix E:  Best Practices in Science Assessment Appendix F:  Best Practices in Social Studies Assessment Appendix G:  Best Practices in Early Childhood Assessment]   Self-Assessment Tool for Awareness, Planning, Support, & Practices Formative Assessment Online Modules Design Performance Assessment for Learning micro-credential stacks and accompanying competencies, rubrics, submission and approval process Performance Assessment design, Validity, and Reliability Embedding Instructing , and Assessing Habits and Dispositions Building and Leading a Performance Assessment Learning Community

High Quality Professional Learning Resources Assessment Toolkit Online Module and Guidance Documents Guidance on Developing & Selecting Quality Assessments Using Baseline Data: Guidance & Worksheet Assessment Review Tool & Companion Document Protocols for Analyzing and Scoring Student Work Standard Setting for Local Assessments Deepening Assessment Literacy Online Module