Using our assessment system to improve teaching and learning OFFICE OF THE SUPERINTENDENT OF PUBLIC INSTRUCTION NANCY THOMAS PRICE. COMPREHENSIVE ASSESSMENT SYSTEM COORDINATOR

How do you teach the standards? What do you teach? How do you teach? (Instructional strategies) When do you teach what? (Pacing) What materials are used? How long do you spend on each standard/block? …what drives each of these decisions?

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE Premise #1 We must ask for the same evidence in the classroom as is called for by the standards and hence the assessment “the Consortium’s Theory of Action calls for full integration of the learning and assessment systems, leading to more informed decision-making and higher-quality instruction, and ultimately to increased numbers of students who are well prepared for college and careers” (p. 31). How do teachers know if there activities, questions, task, assessments align with what is intended by the standards? SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SUPERINTENDENT OF PUBLIC INSTRUCTION SHERRI YBARRA

Use of data for teaching and learning Use student data to plan forward ! Make changes to instruction & impact learning while there is still time to change the outcome Digital Library Interim Assessments Use summative data to look back ISAT (Summative Assessment) Use of data for teaching and learning SUPERINTENDENT OF PUBLIC INSTRUCTION SHERRI YBARRA SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE Online reporting system (ORS) SUPERINTENDENT OF PUBLIC INSTRUCTION SHERRI YBARRA SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SUPERINTENDENT OF PUBLIC INSTRUCTION SHERRI YBARRA SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE Header ONLINE REPORTING SYSTEM Idaho.portal.airast.org SUPERINTENDENT OF PUBLIC INSTRUCTION SHERRI YBARRA SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE Online Reporting System (ORS) User Guide [DOCX] This user guide provides information about all ORS’s features, including instructions for viewing score reports, test management resources, creating and editing rosters, and searching for students. SUPERINTENDENT OF PUBLIC INSTRUCTION SHERRI YBARRA SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE Score Reporting Aggregate SUPERINTENDENT OF PUBLIC INSTRUCTION SHERRI YBARRA SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE Score Reporting – Math Claims SUPERINTENDENT OF PUBLIC INSTRUCTION SHERRI YBARRA SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE Score Reporting – ELA CLAIMS SUPERINTENDENT OF PUBLIC INSTRUCTION SHERRI YBARRA SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE Claim Report by Student for a Classroom The class of a specific teacher in one elementary school at grade 5 in ELA SUPERINTENDENT OF PUBLIC INSTRUCTION SHERRI YBARRA SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE Header SUPERINTENDENT OF PUBLIC INSTRUCTION SHERRI YBARRA SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE Score Reporting Individual Score Report (ISR) SUPERINTENDENT OF PUBLIC INSTRUCTION SHERRI YBARRA SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE ORS Interim Assessment Blocks Grade 5 Mathematics, proficiency % age SUPERINTENDENT OF PUBLIC INSTRUCTION SHERRI YBARRA SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE PUBLIC SCHOOLS BUDGET What are Claims and Assessment Targets? SUPERINTENDENT OF PUBLIC INSTRUCTION SHERRI YBARRA SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE Conceptual Framework Claims broad statements of the assessment system‘s learning outcomes, each of which requires evidence Assessment Targets = Evidence Targets articulate the types of data/observations that will support interpretations of competence towards achievement of the claims. Interpretations are spelled out in the Achievement Level Descriptors. SUPERINTENDENT OF PUBLIC INSTRUCTION SHERRI YBARRA SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE Conceptual Framework We claim the following (Claim language) is true if we see the following evidence (Assessment Target language) at a certain level of proficiency. (Achievement Level Descriptors) “ Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency,” Claim 1 Math. SUPERINTENDENT OF PUBLIC INSTRUCTION SHERRI YBARRA SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

The Test Reflects the Standards Content Specifications create a bridge between standards, assessment, and instruction Item/Task Specifications translate the Content Specs into actual items that will provide evidence of learning Show examples. SUPERINTENDENT OF PUBLIC INSTRUCTION SHERRI YBARRA SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE http://www.smarterbalanced.org/smarter-balanced-assessments/

How can this information be used to guide teaching and learning? Header How can this information be used to guide teaching and learning? State Department of Education Content and Item Specifications Documents can be found via this link. http://www.smarterbalanced.org/smarter-balanced-assessments SUPERINTENDENT OF PUBLIC INSTRUCTION SHERRI YBARRA SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

IMPLICATIONS FOR INSTRUCTION PUBLIC SCHOOLS BUDGET IMPLICATIONS FOR INSTRUCTION Goal: Elicit in the classroom, the same evidence called for in the standards Use Core Standards documents to reread the standards Use Content Specifications to dig deeper into specific Claims and Targets Use Item Specifications to get specific examples of tasks and questions 4. Use the Digital Library to find resources in target areas SUPERINTENDENT OF PUBLIC INSTRUCTION SHERRI YBARRA SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

Implications for instruction GOAL: Elicit in the classroom, the same evidence called for in the standards ICA Claim Performance Level Grade 3 Example 1 Looking at this report, where will you focus? SUPERINTENDENT OF PUBLIC INSTRUCTION SHERRI YBARRA SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE Item Specs document SUPERINTENDENT OF PUBLIC INSTRUCTION SHERRI YBARRA SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE Item Specs document SUPERINTENDENT OF PUBLIC INSTRUCTION SHERRI YBARRA SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE Item Specs document SUPERINTENDENT OF PUBLIC INSTRUCTION SHERRI YBARRA SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

Possible video link https://www.youtube.com/watch?v=QEFI1wNTekE&list=PLgIRGe0-q7SapZTf5G5sX4sxl92ByyhQt&index=2

The Learner is the most important user of data… How do we go about teaching the standards? …assessing the standards (and the teaching) ? How do students know what they are supposed to learn, how they show they have learned what’s intended, or where they are on the progression to mastery? SUPERINTENDENT OF PUBLIC INSTRUCTION SHERRI YBARRA SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE Premise #1 We must ask for the same evidence in the classroom as is called for by the standards and hence the assessment “the Consortium’s Theory of Action calls for full integration of the learning and assessment systems, leading to more informed decision-making and higher-quality instruction, and ultimately to increased numbers of students who are well prepared for college and careers” (p. 31). How do teachers know if there activities, questions, task, assessments align with what is intended by the standards? SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SUPERINTENDENT OF PUBLIC INSTRUCTION SHERRI YBARRA

Three Framing Questions Where is the learner going? Where is the learner right now? How will the learner get there? Thompson & Wiliam, 2007