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

2. 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?

3. 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

4. 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

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

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

8. 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

9. 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

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

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

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

13. 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

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

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

16. 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

17. 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

18. 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

19. 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

20. 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

21. How can this information be used to guide teaching and learning?
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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.
SUPERINTENDENT OF PUBLIC INSTRUCTION SHERRI YBARRA
SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

22. 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

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

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

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

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

27. Possible video link

28. 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

29. 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

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