Smarter Balanced Assessments 2014-15 Webinar #1 October 20, 2014

Today’s Topics Big Picture Overview Digital Library Interim Assessments Summative Assessments Other State Assessments (Exit Exams)

4/8/2017 Big Picture Overview October 20, 2014

Big Picture Overview State Assessments in 3 content areas ELA and Math assessed with Smarter Balanced Science still assessed with MSP and Biology EOC Smarter Balanced Components: Digital Library, Interim Assessments, Summative Assessments Transition from grant to vendor Accountability HS changes from Grade 10 to Grade 11

Summative Assessments 2014–15 and beyond August 7, 2014 Summative Assessments 2014–15 and beyond English/LA Mathematics Science (no change) Grade 3 Smarter Grade 4 Grade 5 MSP Grade 6 Grade 7 Grade 8 Grade10 (or below for EOCs) (until Class of 2019) Smarter ELA exit exam Year 1or Year 2 EOC exit exam EOC Biology exit exam (until NGSS) Grade 11 Grade 11 or 12 (class of 2015 & 2016) HSPE Reading and/or Writing Retake Smarter=Smarter Balanced Assessment; MSP=Measurements of Student Progress; EOC=End of Course exams; HSPE=High School proficiency Exam

Smarter Balanced Assessments June 3, 2013 Smarter Balanced Assessments Summative: College and career readiness assessments for accountability Teachers and schools have information and tools they need to improve teaching rand learning Common Core State Standards specify K-12 expectations for college and career readiness All students leave high school college and career ready We continue to use this graphic as the conceptual framework for discussing Smarter Balanced. Today we will start with the summative test, then talk about the Digital Library and Interim assessments Formative Educator Resources: Digital Library with instructional and professional learning resources that include embedded formative assessment processes Interim: Flexible and open assessments, used for actionable feedback

A System of Assessments

Smarter Balanced Sustainability The Smarter Balanced grant is coming to an end 4 years of development – remarkable accomplishments Now housed at UCLA Member states pay UCLA to use assessments Joe Willhoft is retiring as of Dec 31; Tony Alpert has been named executive director Each state implements on their own, with common protocols Most states, including Washington, need a vendor to assist with implementation

New Smarter Balanced Vendor to Support Our State’s Implementation Multi-Agency Assessment Cooperative (MAAC) Washington, Hawaii, Idaho, South Dakota, US Virgin Islands, West Virginia partnered on an RFP Smarter Balanced assessments (common to all) and state specific (Science MSP and EOC, new state exit exams) Contract awarded to our new service provider American Institutes for Research (AIR) Kick off meeting held last week (10-16-2014) Current vendors assisting through fall/winter

Training Plan in Context of MAAC Smarter Balanced AIR – MAAC Customization OSPI Customization

Tests for Accountability (95% participation expected)

Digital Library Educator resources for formative assessment practices 4/8/2017 Digital Library Educator resources for formative assessment practices to improve instruction October 20, 2014

Digital Library Access Functionality District Assessment Coordinators (DACs), or their designees, should enroll instructional and support staff who work directly with students in their districts. Functionality The Digital Library offers professional learning resources and instructional materials—like lesson plans, units, and learning modules—for educators to use daily with students and staff. Resources span K-12 and are aligned to Washington State Learning Standards for English language arts and mathematics. Resources are also aligned to formative assessment practices.

Digital Library How to Add Users (Demonstration of what ought to happen) Known issues and solutions/recommendations

Digital Library Known Bugs: Estimate is 2-3 weeks for these issues Email addresses cannot have apostrophes Email addresses are case-sensitive It’s possible create two accounts that only differ in case of email addresses. We recommend creating all accounts using lower case; if it’s too late for that, the correct case can be found in the original upload file, by searching in ART* or in the welcome email* Coordinators sometimes see users from other states But cannot edit or change them Export only includes users listed on the current screen This is causing problems with OSPI’s effort’s to support password resets Estimate is 2-3 weeks for these issues The asterisk parts will be addressed on the next slide

Digital Library The Big Problems (and what we’re doing to fix them) If user has a state and district role, District Coordinators cannot see the records in ART Short Term Solution: contact OSPI to remove STATE records Long Term Solution: working with Smarter to get the complete list of WA’s users and removing all STATE level records (may disrupt some users) User never logged in during preview and doesn’t have temp email Short Term Solution: School or District Coordinator can reset one- by-one (unreasonable in most districts) Long Term Solution #1: OSPI resets every password in the state Long Term Solution #2: allow all users to use ‘forgot password’ even if they don’t have a security question for a limited time period

Digital Library Big Problems (continued) Emails not coming through (NOTE: emails only created during initial account creation) Whitelist Smarter-DoNotReply@opentestsystem.org BEFORE uploading lists to ART Check school/district level spam/junk/quarantine folders to see if the emails hit the server or not to isolate if the issue is local or remote Issue seems to be consistently district wide (suggests local issue, but working to confirm) OSPI working on providing dedicated staff for firewall issues, but can provide additional sender info to help configure firewalls (“Tier 2 Support”). Password issues should be resolved by early next week; email triage on a case-by-case basis

Digital Library Basics The Digital Library is accessed through a single sign-on with user permission levels so educators have access to all of the instructional and professional learning resources for each grade (Grades K-12). There are resources that educators can share or use with students and families, but students and families will not be able to access materials directly. All resources will have the formative assessment process embedded within them. But the Digital Library WILL NOT be a “bank” of formative assessment items alone. All submitted materials will be vetted through a Quality Criteria Review Process by reviewers across the nation. Each resource reviewed and rated by at least 3 trained educators If resources do not meet the quality criteria, they are not included in the library ELA/Literacy – Proposed Modules Balance of Inf. and Literary Text Literary in the Content Areas Increased complexity of text Text-Based questions and answers Academic Vocabulary Writing using evidence Mathematics – Proposed Modules Focus Coherence Fluency Duel Intensity Deep Understanding Math Practices across various standards

Resources in the Digital Library Assessment Literacy Modules Commissioned professional development modules Resources for students and families Frame formative assessment within a balanced assessment system Articulate the formative assessment process Highlight formative assessment practices and tools Exemplar Instructional Modules Commissioned professional development modules Instructional materials for educators Instructional materials for students Demonstrate/support effective implementation of the formative process Focus on key content and practice from the Common Core State Standards for Mathematics and English Language Arts Educational Resources High-quality vetted instructional resources and tools for educators High-quality vetted resources and tools for students and families Reflect and support the formative process Reflect and support the Common Core State Standards for Mathematics and English Language Arts Create Professional Learning Communities * Resources include the following file types: Video, HTML5, Audio, PPT, Excel, Word, and PDF.

Digital Library Functionality Illustrative Enables State Networks of Educators and State Leadership Teams to submit, review, and publish resources Allows educators to view, download, and rate resources Uses state-of-the-art tagging and search to quickly find resources by CCSS and other topics Enables educators from across the Consortium to collaborate and share their knowledge Facilitates access to resources that are stored in participating libraries The Digital Library is the tool that the Consortium will use to disseminate resources to teachers. The Library will present resources in a in a graphically compelling way and will provide state-of-the-art functionality for educators, including the ability for educators from across the Consortium to collaborate and share their knowledge.

Filtering for the Resource and Modules Types All resources; educational and modules, will populate. To filter specifically for a resource type, or module type, go to these two options.

Difference Between Educational Resources and Modules A Green Check in the top corner marks the resource as “posted with distinction.”

Digital Library: Collaboration Digital Library users can participate in a discussion with other educators about a specific resource by accessing the collaboration tab on the resource profile. Users can choose to join an active discussion or start a new topic.

Digital Library: Collaboration After a Digital Library user clicks on a particular topic, they can view the topic title, description, and any attached materials. Users can view the discussion thread and choose to reply to the topic or an individual post. Users can recommend discussion posts that they find helpful, so that other users can quickly find the information they are looking for.

Digital Library: Collaboration Digital Library users can flag discussion topics and posts by selecting a flag reason and rationale

Digital Library: Collaboration Digital Library users can also access forums by selecting the Forums tab from the navigation header. Resource forums contain the discussions that occurred on the collaboration tab of a resource. Each resource forum is the name of a resource.

Digital Library: Collaboration A resource forum displays the summary of the resource and the discussion topics. The topics tab is the same as the collaboration tab on the resource profile.

Digital Library: Collaboration Users can favorite forums that they enjoy so that they can easily access them again. Forums that have been added as a favorite can be accessed through the Favorites tab. Clicking a forum from the Favorites tab will take the user directly to the forum.

Grounded in this Definition of Formative Assessment Process Formative Assessment is a deliberate process used by teachers and students during instruction that provides actionable feedback that is used to adjust ongoing teaching and learning strategies to improve students’ attainment of curricular learning targets/goals. ~ Compiled by the Digital Library National Advisory Panel

All Resources are Grounded in the Four Attributes of the Formative Assessment Process and Reviewed using Quality Criteria Clarify Intended Learning Elicit Evidence Act on Interpret

Quality Criteria for Professional Learning Resources The resource… 1) Reflects research and/or the principles of effective professional learning 2) Incorporates formative assessment practices 3) Supports learner differences and personalized learning 4) Demonstrates utility, engagement, and user-friendliness 5) Integrates technology and media effectively Amber/Cathy

Quality Criteria for Instructional Resources The resource… 1) Aligns with the intent of the Common Core State Standards 2) Incorporates formative assessment practices 3) Contains accurate, complete, high-quality curriculum and instruction 4) Supports learner differences and personalized learning 5) Demonstrates utility, engagement, and user-friendliness 6) Integrates technology and media effectively Amber/Cathy

Smarter Balanced Digital Library: Formative Assessment Practices and Professional Learning – educator involvement National Advisory Panel (NAP) 11-20 experts Begins December 2012 Provides policies and criteria for resources State Leadership Team (SLT) 10-14 WA members Provides support and training for State Network of Educators Promote statewide communications State Network of Educators (SNE) 85 WA Members (1,500+ nationally) Representation from LEAs, AEAs, content leaders, ELL, IHE Serve Summer 2013 – Late Fall 2014 Submit and review resources National Advisory Panel Dr. Lynne Anderson-Inman (University of Oregon) Dr. Robert Calfee (Stanford University, UC Riverside) Dr. Bridget Dalton (University of Colorado) Dr. Linda Darling-Hammond (Stanford University) Dr. Diane Heacox (St. Catherine University) Dr. Joan Herman (UCLA – CRESST) Dr. John Hill (Purdue University) Dr. Yvette Jackson (National Urban Alliance for Effective Education) Dr. Henry Kepner (University of Milwaukee) Dr. Katherine McKnight (National Louis University) Valerie L. Mills (National Council of Supervisors of Mathematics) Dr. James Popham (UCLA)

4/8/2017 Interim Assessments October 20, 2014

Interim Assessment Design Principles August 7, 2014 Interim Assessment Design Principles Administered through the same system as Summative Items drawn from same pool as Summative; full array of item types Can be administered at various points in the year Optional for districts Online administration Adhere to Usability, Accessibility, and Accommodations Guidelines Adaptive as appropriate (2015-16) Not intended for accountability decisions

Interim Assessment Components August 7, 2014 Interim Assessment Components Interim Assessment Interim Comprehensive Assessment (ICA) Interim Assessment Blocks (IAB) Two different assessment types provides flexibility for use More details (e.g., content of IABs, what is reported for) in following slides, but want participants familiar with the terms.

Interim Assessment User Interface, Scoring and Reporting August 7, 2014 Interim Assessment User Interface, Scoring and Reporting User interface Details for accessing items are not yet determined. Interim test engine is still in development. Scoring Interim assessments will have various item types, most of which will be machine scored Hand scoring will be a local (school/classroom) responsibility Rubrics and training will be provided online as part of the system

Interim Assessment User Interface, Scoring and Reporting, continued August 7, 2014 Interim Assessment User Interface, Scoring and Reporting, continued Reporting Interim Comprehensive Assessment (ICA) Report same information as Summative Assessment Overall composite scale score Achievement levels Claim level information Interim Assessment Blocks (IABs) Report information consistent with claim level information Item level reporting is a future feature (not on current work plan)

IABs for ELA Current Thinking on Coverage Proposed Interim Assessment Blocks (IAB) 1 Read Literary Texts 2 Read Informational/Explanatory Texts 3 Write Brief Narrative Text 4 Narrative Performance Task 5 Write Brief Informational/Explanatory Texts 6 Informational Performance Task 7 Write Brief Opinion** Texts 8 Opinion** Performance Task 9 Revise/Edit (across Narrative, Informational/Explanatory, and Opinion texts) 10 Listen/Interpret 11* Speaking 12 Research *Placeholder until items are developed **”Opinion” is “Argumentative” for grades 6-8 and 11

IABs for math Current Thinking on Coverage Proposed Interim Assessment Blocks (IAB) Grades 3-5 1 Operations and Algebraic Thinking 2 Numbers and Operations in Base Ten 3 Fractions 4 Geometry 5 Measurement Proposed Interim Assessment Blocks (IAB) Grade 8 1 Expressions and Equations - I 2 Expressions and Equations - II 3 Functions 4 Geometry Proposed Interim Assessment Blocks (IAB) Grades 6-7 1 Ratios and Proportional Relationships 2 Number System 3 Expressions and Equations 4 Geometry 5 Statistics and Probability Note that these are not yet final (and even not most recent), but is what was presented to TAC. Claims 2, 3, and 4 are not a specific IABs, but will be integrated into the IABs listed.

IABs for math Current Thinking on Coverage June 3, 2013 IABs for math Current Thinking on Coverage Proposed Interim Assessment Blocks (IAB) High School Algebra and Functions 1 Linear Functions 2 Quadratics 3 Exponentials 4 Polynomials 5 Radicals 6 Rationals 7 Trigonometric Geometry 8 Transformations 9 Right Triangle Ratios 10 Three-Dimensional Geometry 11 Proofs 12 Circles 13 Applications Other 14 Statistics and Probability

Interim Assessments Timeline Interim Assessments will be available Jan 6th Jan 6th – Comprehensive Interim Jan 27th – Interim Assessment Blocks Initial release will include a fixed forms; adaptive forms will be available as the item pool allows

Current Timelines All components of Smarter Balanced will be operational in 2014-15 Digital Library now available! Interim assessments available Jan 6th (Comprehensive) and Jan 27th (Blocks) Summative assessments administered in spring 2015 11th grade – last 7 weeks of year 3-8th grade – last 12 weeks of year (3rd gr ELA more limited) Grade 3 ELA results must be returned in time for principals to meet with parents before the end of the year so window is short and early Student score reports available June 2015 (or three weeks after school’s testing is completed if online)

Summative Assessments 4/8/2017 Summative Assessments October 20, 2014

Summative Assessments Administration windows Paper/pencil option AIR Portal Cut scores

Summative Assessments - Administration Windows Smarter Balanced 2015 Testing Windows Grade 3 ELA March 9 10 to April 23 – online March 9 10 to April 15 – paper/pencil Grade 3 Math Last 12 weeks of school, but no earlier than March 9 10 and no later than June 15 – online March 9 10 to May 20 – paper/pencil Grades 4–8 ELA and Math Grade 11 ELA and Math Last 7 weeks of school, but no earlier than April 6 and no later than June 15 – online Last 3 weeks of school, but no later than May 30 – paper/pencil

Summative Assessments - Administration Windows Measurements of Student Progress (MSP) 2015 Testing Windows Grades 5 and 8 Science April 20 to June 5 – online April 20 to May 19 – paper/pencil High School Exit Exams (HSPE) (Off Grade) (EOC) (ELA) Grades 11 and 12 HSPE Retake Reading Writing   March 17 March 18–19 Grade 10 ELA exit exam Last 12 weeks of school, but no earlier than March 10 and no later than June 15 – online May 12–13 OR May 19–20 paper/pencil Math EOC exit exams May 11 to June 12 Biology EOC exit exam Off Grade Level testing (formerly known as DAPE) Last 12 weeks of school, but no earlier than March 9 10 and no later than June 15 – online

Summative Assessments – Paper/Pencil Smarter Balanced 3–8 and 11 paper/pencil tests will cost $6.00 per test per content area ($12.00 per student if using paper for both ELA and Math). Additional costs do not apply to MSP science Grades 5 and 8, HSPEs, Off Grade Level tests, EOCs, or Grade 10 ELA. Selection of paper/pencil is at a school by grade by content area (e.g., a school use online except for 5th grade math). Print-on-demand tests required for visually impaired students (documented on the Individualized Education Program), are available through the Smarter Balanced testing engine at no cost to districts.

Summative Assessments – Paper/Pencil Paper/pencil tests are fixed forms – not computer adaptive. This means students will likely take longer to complete paper/pencil tests than online tests. The online test engine for Smarter Balanced incorporates a multitude of embedded usability, accessibility, and accommodations – districts will need to provide those accommodations or have individual students who need accommodations test online. Scoring paper/pencil tests will take longer than scoring online tests. Shipping paper/pencil tests back to the scoring vendor will necessitate a shorter testing window to minimize the delay in scoring and reporting.

Washington’s Smarter Balanced Portal (Mockup)

Alphabet Soup Assessment and Registration Tool (ART) Digital Library User Sign-on Test Information Distribution Engine (TIDE) Registering students Enrolling new students Managing and editing users/students Processing and viewing test invalidations Test Delivery System (TDS) Test Administrator Interface Student Interface Next I’m going to talk a little bit about the Test Delivery System, or TDS. The TA Interface and the Student Interface make up the Test Delivery System. These interfaces are what the proctors and the students use to administer and take tests. I’m going to do a brief demo of how a TA sets up a test session, how students get into that session, and how the students navigate through the test. But first just a few things to note. <next slide>

Training Plan Webinars for District Assessment Coordinators (OSPI/AIR) Smarter Balanced training modules (customized for MAAC/OSPI) What is a CAT Technology Requirements for Online Testing Performance Tasks Overview Student Interface for Online Testing Accessibility and Accommodations Universal Tools Tech Readiness Test Administrator (TA) Interface Test Administration Training Test Administrator course (for test proctors) How to: Start and administer tests Approve students for testing Monitor a test session

How students access the Student Interface Practice/Training tests Desktop/laptop secure browser Mobile secure apps Supported web browsers Operational tests Students can access the online tests in a few different ways. For the operational tests students must use a secure browser or a secure app. For the practice and training tests, students can use one of the secure browsers or they can use one of our supported web browsers such as Firefox. (Proctors can access the TA Interface on their desktop, laptop or handheld device just by using a regular web browser, and they can transfer a session in real time between their desktop and a handheld device if they want.)

Practice and Training Test options Guest student Guest session This is how students can take practice tests at home, for example, or how a member of the public can take a practice test Guest student Real session Requires a Test Administrator with a user account in TIDE Real student Real session Requires the student to be present in TIDE and requires a Test Administrator with a user account in TIDE This most closely mimics the operational environment There are a few different ways for proctors and students to practice taking tests As a guest “student” taking a test in a guest session, no TA is required. This is how parents or other members of the public can take tests at home to see what they’re like. In order to set up a “real” training session, a TA needs to log in to the training site with his/her credentials from TIDE. For this option, anyone can be a student – a teacher, principal, student, etc. They just sign in as a guest. In this last option, the TA logs in to the training site with her or her user credentials, and the student logs in using their credentials as well. The benefit to doing it this way is that it’s just like how it works for the operational tests. And students get to practice using whatever accommodations are assigned to them in TIDE (as well as anything the TA sets for the student in the TA interface at the time of testing).

Accessibility Features General Translations and Glossaries Amer. Sign Lang. Braille Closed Captioning Color Contrast (4 types) Masking Print on Demand (items) Print on Demand (stimuli) Streamlined Interface Text-to-Speech (items) Text-to-Speech (stimuli) Zoom (4 levels) Full Translation (Stacked) Spanish (Math items) Glossaries (>89% of ELs) English Arabic Cantonese Korean Mandarin Punjabi Russian Spanish Tagalog Ukrainian Vietnamese

Smarter Balanced + Higher Ed Washington has had unprecedented movement to use mandatory high school tests in college placement Recently announced - Agreement to provide access to credit bearing courses to 11th graders who score a 3 or 4 on the Smarter Balanced ELA and math tests Washington’s Community Colleges Washington’s Baccalaureates

Setting a New Baseline New content standards: New assessments: Clear expectations for educators, students and parents about the knowledge and skills students need to be on track for college and/or career New assessments: Challenging and engaging for students, provide teachers and school leaders with better information to help students New performance baseline: Proficiency scores developed by educators that reflect high expectations for students (achievement level setting)

What is “Achievement Level Setting”? Formerly known as “standard-setting” Process of establishing one or more scores for proficiency on a test Allows state and local education agencies to create categories of performance for students It’s not too different from deciding how many points students have to earn to get an A, a B, a C, and so on. It’s basically a way of taking a large continuum of scores and dividing it into discrete categories. Of course, as with grades, where there may not be much difference between the highest C and the lowest B, differences among students very close to but on different sides of a cut score may be rather small.

Achievement Level Setting Timeline April 30 State chiefs approve plan/process for Achievement Level Setting October 6-17 Online Panel opened to thousands of educators and other constituents October 13-19 In-Person panels convened to recommend grade-level performance standards October 20 Vertical Articulation by subgroup of In-Person panels looks at across-grade coherence October 30 Technical Advisory Committee reviews proceedings November 6 State chiefs vote to endorse achievement level recommendations This is a summary of major activities in the process for achievement level setting.

What about Graduation? Legislature has given the State Board the option to set a different cut score for graduation purposes The ELA exit exam cut score will be determined from 10th graders’ performance on the Smarter Balanced HS ELA test (for classes of 2015-2018, at least). Math EOC exit exam cut scores will be determined from this year’s performance on new EOC tests (for classes of 2015- 2018). Exit exam cut score on Smarter Balanced math may also be set next summer – SBE discussion next month. It’s not too different from deciding how many points students have to earn to get an A, a B, a C, and so on. It’s basically a way of taking a large continuum of scores and dividing it into discrete categories. Of course, as with grades, where there may not be much difference between the highest C and the lowest B, differences among students very close to but on different sides of a cut score may be rather small.

Other State Assessments (Exit Exams) 4/8/2017 Other State Assessments (Exit Exams) October 20, 2014

Other State Assessments – HS Exit Exams ELA Exit Exam Retakes and Alternatives for High School Graduation Supt. Dorn’s Legislative Proposals

ELA Exit Exam Legislation calls for OSPI to develop a comprehensive ELA exit exam for 10th graders to use to fulfill assessment graduation requirement, using Smarter Balanced items Limited items available to states would necessitate paper/pencil format Paper/pencil precludes CAT Test map would be same as 11th grade test Items would be the same as 11th grade test Why not just use “11th grade” test?

ELA Exit Exam – News! Wa’s ELA Exit Exam will use the same test engine and item bank as HS Smarter Balanced ELA test (used in 11th grade for school and district accountability) In other words, the Smarter Balanced ELA test will be taken by 11th graders for accountability but should be available to10th graders for graduation purposes (to allow time for remediation and retakes) An Exit Exam cut score will be set by the State Board for graduation purposes based on 10th graders’ performance The College & Career Ready cut score set by the consortium will be used for accountability (11th graders)

ELA Exit Exam – more detail Wa’s ELA Exit Exam will now be available online – administration within last 12 weeks of school (but no later than June 15). Previously expected to be paper/pencil only. Fixed form paper/pencil can be used (at no cost) – administration May 12–14 OR May 19–21. Only online test will be Computer Adaptive. If a student meets or exceeds the College and Career Ready cut score in 10th grade, we will bank their score so they won’t need to be tested in 11th grade.

High School Assessment Graduation Requirements Vary by ‘Class of’ Cohort English Language Arts Mathematics Science 2014 Reading HSPE Writing HSPE Either Algebra 1/Integrated Math 1 or Geometry/Integrated Math 2 EOC   2015 Either Algebra 1/Integrated Math 1 or Geometry/Integrated Math 2 EOC/EOC Exit Exam Biology EOC (until Next Gen Science Standards) 2016 HSPEs or Smarter Balanced (exit exam cut score) or 2017 & 2018 2019 and beyond (college & career ready cut score)

Assessment Menu – English Language Arts Smarter Balanced ELA Exit Exam Cut Score College/Career Ready Cut Score HSPE in Reading and Writing (retakes for 11th and 12th graders) General Assessments Alternatives Collection of Evidence College Entrance Scores SAT, ACT, IB, AP Out of State Tests Grades Comparison Recent Transfer Waiver Special Education Alternatives

Assessment Menu - Mathematics Smarter Balanced Math Yr1 & Yr2 EOC Exit Exams General Assessments Alternatives Collection of Evidence College Entrance Scores SAT, ACT, IB, AP Out of State Tests Grades Comparison Recent Transfer Waiver Special Education Alternatives

Assessment Menu - Science Biology EOC Exam (until new NGSS comprehensive exam is developed) General Assessments Alternatives Collection of Evidence College Entrance Scores IB, AP Out of State Tests Grades Comparison Recent Transfer Waiver Special Education Alternatives

Superintendent Dorn’s legislative proposals related to assessments Plan A: Eliminate assessment graduation requirements Use Common Core and Next Generation Science Standards to prepare students for college and career. Use Smarter Balanced assessments in grades 3-8 and 11 to signal if students, teachers and systems are on track for graduating students college and career ready. Use the 11th grade tests as a “Green, Yellow, Red” indicator of services/instruction needed in senior year. Switch resources used for testing retakes and alternatives for passing exit exams on direct instruction and preparation of students.

Superintendent Dorn’s proposals Plan B: Update and streamline options to fulfill assessment graduation requirements Collection of Evidence in Math – reduce to just Year 1 math (eliminate Geometry COE) Out of state test – must be test used for accountability or exit exam in the other state Grades Comparison in Alg 1, Int 1, Geometry or Int 2 – eliminate minimum GPA for access to this alternative Additional HS Credit (1.0) in content area – add this new alternative College Credit in content area – add this new alternative Transfer Waiver – change date of transfer to January 1 of senior year (from March 1)

Resources /Communications 4/8/2017 Resources /Communications October 20, 2014

Learn More and Stay Engaged August 7, 2014 Learn More and Stay Engaged To experience the assessment yourself, take the Practice Test: www.SmarterBalanced.org/practice-test For the latest news and developments on Smarter Balanced in Washington: http://www.k12.wa.us/smarter/default.aspx For Training Modules, Manuals, and Sample Letters Materials will be posted in the coming weeks: For questions about Smarter Balanced or the assessment system transitions, contact: Assessment@k12.wa.us 360-725-6348 August 7, 2014

Resources/Communications Webpages To learn more about the Smarter Balanced Consortium: http://www.smarterbalanced.org/ To learn more about Washington’s new standards: http://www.readywa.org/ Toolkits To learn more about graduation requirements in WA: http://www.k12.wa.us/GraduationRequirements /GraduationToolkit.aspx

Questions?

February 27, 2014 Thank you!