1. Purpose of the Smarter Balanced Assessment Consortium To develop a comprehensive and innovative assessment system* for grades 3-8 and high school in English language arts and mathematics aligned to the Common Core State Standards, so that...... students leave high school prepared for postsecondary success in college or a career through increased student learning and improved teaching. * To be operational across Consortium states in the 2014-15 school year 1

2. Why Define College-Readiness Expectations? “General” high school track is “Ticket to Nowhere”* Overall cost of remediation in the US estimated at over $3.7 billion annually – Cost of “double teaching” at community colleges plus reduced potential income of college dropouts (WV ― $3.8m) Student pipeline transition and completion rates* from ninth grade to college (150% of program time): – US average: 20.5 percent – West Virginia: 16.6 *Sources: Haycock (1999); Alliance for Excellent Education (August, 2006); NCHEMS Information Center data (2008): http://www.higheredinfo.org/dbrowser/index.php?submeasure=119&year=2008&level=na tion&mode=graph&state=0 2

3. Common Core State Standards (CCSS) Preceded by American Diploma Project (piloted 2001- 2003) Initiated by National Governors Association and Council on Chief State School Officers initiative (2009-2010) Provide benchmarks for all students in English language arts and mathematics To date, adopted by 45 states and 3 territories Require new assessment system West Virginia customized CCSS>>>Next Generation Standards 3

4. Common Core State Standards Define knowledge and skills students need for college and skilled employment Provide clear, consistent standards in English language arts/literacy and mathematics Were developed by states with input from K-12 teacher and college faculty – adopted by 45 states and 3 territories Source: www.corestandards.org 4

5. Smarter Balanced Assessment Consortium 25 states representing 40% of K-12 students 21 governing, advisory states Washington state is fiscal agent WestEd provides project management services 5

6. Smarter Balanced Assessments Online administration, with timely results Computer-adaptive technology Variety of question types: selected response, short constructed response, extended constructed response, technology enhanced, and performance Formative, interim, and summative assessments, for more responsive teaching and better advising Impact on teaching and learning Common, comparable scores across member states and across consortia Source: Federal Register / Vol. 75, No. 68 / Friday, April 9, 2010, pp. 18,171-85 6

7. Higher Education Collaboration Involved 175 public and 13 private systems/institutions of higher education in application Two higher education representatives on the Executive Committee Higher education lead in each state and higher education faculty participating in work groups Goal: The high school assessment qualifies students for entry-level, credit- bearing coursework in college or university 7

8. Smarter Balanced Goals for Higher Education Colleges and universities recognize the Smarter Balanced Grade 11 assessment as a valid measure of college content- readiness as defined by the Common Core State Standards. Colleges and universities agree on a common performance standard in English language arts/literacy and mathematics for college content-readiness. Colleges and universities use the Smarter Balanced assessment as evidence that students are ready for credit- bearing course work and can be exempted from remediation. 8

9. Reaching the Goal with Higher Education Partnership What IS Asked of Higher Education Lead role in standard-setting for 11 th - grade assessment Agreement on performance standards for placement in the most common credit-bearing entry-level courses: College Algebra Freshman Composition Participation in assessment design What is NOT Asked of Higher Education Use of Smarter Balanced assessment for admission Standardization of postsecondary admissions standards Complete reliance on the Smarter Balanced assessment for placement decisions 9

10. Benefits to Higher Education Better-prepared entering students, who know what is required of them Less need for remediation Better use of effort, time, and resources Improved postsecondary persistence and completion 10

11. Challenges for Higher Education Attitudes/Views: “College isn’t for everyone.” / “College isn’t professional or skilled ‘training.’” Structural issues: – K-12 and higher education are separate systems, separately funded, separately governed – Not part of faculty reward system—additional responsibility for those already overworked and underpaid Institutional and faculty governance – Lowering of standards? – Intrusion into faculty prerogative – Too “one-size-fits-all” for intellectual or pedagogical good 11

12. Timeline for Higher Education 12

13. Sample Items and Performance Tasks 13

14. Foundation for Item and Task Development Items and Performance Tasks Smarter Balanced Item and Task Specifications Smarter Balanced Content Specifications Common Core State Standards Source: http://www.smarterbalanced.org/wordpress/wp- content/uploads/2012/05/CCSS-for-ELA-Literacy- Presentation.pdf 14

15. A Balanced Assessment System Common Core Standards specify K-12 expectations for college and career readiness All students leave high school college and career ready Teachers and schools have information and tools they need to improve teaching and learning Summative assessments Benchmarked to college and career readiness Interim assessments Flexible, open, used for actionable feedback Teacher resources for formative assessment practices to improve instruction 15

16. Summative Assessment: Purpose, Benefits and Limitations Purpose Accountability for K-12 at the state, district, school and classroom/teacher level Accurate information about individual students’ achievement, growth over time, and (in 11 th grade) readiness for college in English and math. Limitations Summative exams are not diagnostic in nature. Will not measure readiness for advanced mathematics (Calculus) requiring 12 th grade instruction. Benefits Far more sophisticated and comprehensive measure of student knowledge and skills than most existing K-12 accountability or placement exams. Linked to known, high- quality content standards (Common Core). Early warning for students not yet college ready. 16

17. ELA/Literacy: CCSS Implications for Assessment Source: http://www.smarterbalanced.org/wordpress/wp- content/uploads/2012/05/CCSS-for-ELA-Literacy-Presentation.pdf 17

18. The Smarter Balanced ELA/Literacy Claims Claim 1: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Reading, literary and informational text. Claim 2: Students can produce effective and well grounded writing for a range of purpose and audiences. Claim 3: Students can employ effective speaking and listening skills for a range of purposes and audiences. Claim 4: Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information. Source: http://www.smarterbalanced.org/smarter-balanced-assessments/item-writing-and-review/ 18

19. Item Development and Commitment to the CCSS Texts worth reading Questions worth answering Text dependent questions A range of thinking Real 21st century contexts Untimed Contextualized writing with requirement to use information from multiple texts. A range of domains 19

20. The Smarter Balanced Mathematic Claims Claim 1: Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency. Claim 2: Students can frame and solve a range of complex problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies. Claim 3: Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. Claim 4: Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems. 20

21. Next Generation Standards Progression K12345678HS Counting & Cardinality Number and Operations in Base Ten Ratios and Proportional Relationships Number & Quantity Number and Operations – Fractions The Number System Operations and Algebraic Thinking Expressions and EquationsAlgebra Functions Geometry Measurement and DataStatistics and Probability Statistics & Probability 21

22. WV HS Math Curriculum (Algebra I, Geometry, and Algebra II) Math I Partnerships between quantities Linear and exponential relationship Reasoning with equations Descriptive statistics Congruence, proof and construction Connecting algebra and geometry through coordinates Ma th II Extending number system Quadratic function & equations Expressions and equations Probability Proof and trig. Circles Math III Inferences and conclusions Polynomial, rational, and radical Trig functions Modeling with functions 22

23. College Content- Readiness Definition and Policy Framework (DRAFT) 23

24. College Content-Readiness Definition 24

25. Policy Framework for Grade 11 Achievement Levels LevelPolicy ALDCollege Content ReadinessImplications for Grade 12 and College Placement 4 Demonstrates deep command of the knowledge and skills associated with college and career readiness. Student is exempt from developmental course work. States/districts/colleges may offer advanced courses (such as AP, IB, or dual enrollment) for these students. Colleges may evaluate additional data (courses completed, grades, placement test scores, etc.) to determine student placement in advanced courses beyond an initial entry-level course. 3 Demonstrates sufficient command of the knowledge and skills associated with college and career readiness. Student is exempt from developmental course work, contingent on evidence of continued learning in Grade 12. Within each state, higher education and K–12 officials determine appropriate evidence of continued learning (such as test scores or course grades). Colleges may evaluate additional data (courses completed, grades, placement test scores, etc.) to determine student placement in advanced courses beyond an initial entry-level course. 25

26. Policy Framework for Grade 11 Achievement Levels cont. 2 Demonstrates partial command of the knowledge and skills associated with college and career readiness. Student needs support to meet college readiness standard. States/districts/colleges may implement Grade 12 transition courses or other programs for these students. States also may choose to retest these students near the conclusion of Grade 12. Colleges may evaluate additional data (courses completed, grades, placement test scores, etc.) to determine placement in developmental or credit- bearing courses. 1Demonstrates minimal command of the knowledge and skills associated with college and career readiness. Student needs substantial support to meet college readiness standard. States/districts/colleges may offer supplemental programs for these students. States also may choose to retest these students near the conclusion of Grade 12. Colleges may evaluate additional data (courses completed, grades, placement test scores, etc.) to determine placement in developmental or credit-bearing courses. LevelPolicy ALDCollege Content ReadinessImplications for Grade 12 and College Placement 26