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Policy Definitions, Achievement Level Descriptors, Science Achievement Standards (Cut Scores) for General Education and for Alternate Assessment 1.

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Presentation on theme: "Policy Definitions, Achievement Level Descriptors, Science Achievement Standards (Cut Scores) for General Education and for Alternate Assessment 1."— Presentation transcript:

1 Policy Definitions, Achievement Level Descriptors, Science Achievement Standards (Cut Scores) for General Education and for Alternate Assessment 1

2  Overview  Kathleen Vanderwall, OAIS  External Evaluation  Mary Seburn, Educational Policy Improvement Center  Implementing 2009 Content Standards for Instructional Improvement  Monument School District, Rachel Aazzerah  North Clackamas School District, Meagan Sternberg 2

3 3

4  Policy Definitions are general statements that describe rigor across grade levels and content areas and provide an overarching definition for each achievement level. They are used for all subjects.  Achievement Level Descriptors (ALDs) explain a student’s knowledge and skills at a specific Achievement Level by grade group and subject and are a key element in the establishment of cut scores.  ODE focused the Achievement Standards Verification panelists’ attention by using outside references with data on national and international benchmarks. 4

5  Specify the knowledge, skills and abilities a student needs to know in order to be classified as: Does Not Yet Meet Nearly Meets Meets Exceeds 5

6  Scores on Oregon’s scale.  Describe what students should be able to do in each achievement level.  Participants actively discuss their expectations of the “target student” in each achievement level using a booklet of 70 Oregon test items ordered from easiest to most difficult. 6

7  May-September 2010 Moving Science Forward Professional Development  2009, 2010 October Statewide In-Service- new standards and assessments presentations  September 2009-present Science Monthly Updates, AA Updates, Superintendents Pipeline  February 2011 Draft 2009 Test Specifications and Blueprint Documents posted to web  January-May 2011 Announcements regarding reporting, assessments, scoring guides and Science Standard Verification  August-September 2011 Survey  October 2011 – May 2012 Communication Strategy 7

8  General Policy Definitions (adopted March 2010)  Science Policy Definitions (provide consistency across grades-approved by Science Panel January 2011)  Science Achievement Level Descriptors for grade 5, 8, HS (adopted May 2011)  Final Achievement Level Descriptors and Achievement Standards linked to outside references will be available to inform partners. 8

9 Dr. Mary Seburn Director Research, Design and Analytics Division Educational Policy Improvement Center 9

10 Modified Bookmarking method Comparative data from NAEP, PISA, OUS, other states Nearly Meets, Meets, and Exceeds Grades 5, 8, and high school Science 24 stakeholders Three days Recommended increased achievement standards for all grade levels Except for “Nearly Meets”; current standards confirmed 10

11 11 Note: No changes were recommended to the Nearly Meets Achievement Standard.

12 12 The Educational Policy Improvement Center (EPIC) Documented evidence of technical adequacy Procedural validity, as observed Standards for Educational and Psychological Testing NCLB Peer Review Best practice Materials review Observations Interviews Evaluations

13 Twenty-one evaluation elements total, all met: 13 Panelist Selection Panelist and Facilitator Training Methodology Process Documentation

14 “The training materials were helpful.” “I am confident I understand my role in the standards verification process.” “The training clearly identified the goals for the standards verification procedure.” 14

15 “I understood how to place my bookmarks.” “Overall, I am satisfied with my group's final bookmarks.” “I am confident that the bookmark procedure used produced valid Achievement Standards.” “The bookmark procedure was well described.” 15

16 16 “Steps in the process were very good, group and individual work time allowed for flexibility and allowed us to come to consensus.” “I would love to do this again. I can’t think of anything they could do better. Very successful.” “I really believe in the process, it is difficult, but it’s why democracy works.”

17 Rachel Aazzerah 7-12 Science/Math Teacher Professional Learning Community Leader/ Data Driven Decision Making Coordinator Monument School District 17

18 Interaction and ChangeLife Science (6.2L.2) Explain how individual organisms and populations in an ecosystem interact and how changes in populations are related to organisms. 18

19 Interaction and Change Earth and Space Science (7.2E.3) Evaluate natural processes and human activities that affect global environmental change and suggest and evaluate possible solutions to problems. 19

20 Structure and FunctionLife Science (H.1L.3) Explain and apply laws of heredity and their relationship to the structure and function of DNA. 20

21 Meagan Sternberg K-12 Science Instructional Coach North Clackamas School District 21

22  North Clackamas School District is in the middle of reviewing and realigning science courses with a focus on making sure students are exposed to Engineering Design content, practices and work samples at each grade level.  This is challenging in some science courses.  However, we feel it is critical work with the new focus on Engineering and Technology at the national level. 22

23  Happy Valley and Rock Creek Middle Schools have an elective called “Engineer It!”.  At HVMS, almost all students take this class. 23

24  Raising the Science Achievement Standards increases the rigor and importance of teaching and learning science in Oregon schools. 24

25  State Board adoption of recommended achievement standards and achievement level descriptors  Peer Review Submission- December 2011 25

26 Thank you! Questions? 26

27 Dianna Carrizales-Engelmann Brad Lenhardt Office of Student Learning and Partnerships Daniel Farley University of Oregon 27

28 28

29 PopulationDistrict UsesDiploma Options Post-Secondary Implications Students with the most significant cognitive disabilities AYP reporting (up to 1%) and district achievement reporting Extended Diploma Modified Diploma Supported living facilities to post- secondary education and vocational careers 29

30 General AssessmentAlternate Assessment PopulationAll studentsStudents with IEPs Participation ‘10~296,090~5,776 DecisionDefault decisionIEP team decision DevelopmentBased on grade level content Based on grade level content reduced in depth, breadth, and complexity AdministrationPrimarily OnlinePaper and pencil, individually administered Assessment areas Reading, Writing*, Mathematics, Science StakesUsed to demonstrate Essential skills towards a regular diploma Can be used to demonstrate Essential Skills in Reading toward the Modified Diploma or can lead to the Extended Diploma 30

31 General AssessmentAlternate Assessment Participation (2010)123,0361736 Achievement Standards RIT scoresScaled Scores ALDsDeveloped by staff approved by expert panelists Standard Setting process Verification of staff- recommended cutscores Panel-recommended cutscores based on knowledge of population and assessment 31

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34  University of Oregon Behavioral Research and Teaching Dr. Gerald Tindal  Bookmarking process  13 educators representing 9 counties  SPED and content expertise  3 rounds  Review of impact data  Recommendations: Both increases and decreases related to refinements to the new content standards 34

35 Achieve ment Level Current Science Cut Scores Proposed Science Cut Scores Change to Cut Score (+/- Resulting from Recommended Minus Current Cut Score) Grade 5Grade 8HSGrade 5Grade 8HSGrade 5Grade 8HS Nearly Meets100899110095980+6+7 Meets10896107 101103+5-4 Exceed s116114 113109-2-5 35

36 Cut ScoresImpact Data Grade Nearly MeetsMeetsExceeds Does Not Yet Meet Nearly MeetsMeetsExceeds Meets /Exceeds 2011 Meets /Exceeds 2010 5 10010711428%11%37%23% 60% 58.10% 8 9510111320%12%53%15% 68% 80.20% HS 9810310936%21%31%12% 43% 33.60% 36

37 Does Not Yet MeetNearly MeetsMeetsExceeds Science Policy Definitions (Apply to all grade groups) Performance indicates that the student has a limited understanding of specific academic concepts linked to grade-level content that has been reduced in depth, breadth, and complexity. Demonstration of Science Knowledge and Skill in familiar situations with significant limitations. Performance indicates an inconsistent understanding of specific academic concepts linked to grade-level content that has been reduced in depth, breadth and complexity. Demonstration of Science Knowledge and Skill in familiar situations with some success. Performance indicates an understanding of specific academic concepts linked to grade-level content that has been reduced in depth, breadth, and complexity. Demonstration of Science Knowledge and Skill in familiar situations with success. Performance indicates a consistent understanding of the academic concepts linked to grade-level content that has been reduced in depth, breadth, and complexity. Demonstration of Science Knowledge and Skill in familiar situations with consistent success and in unfamiliar situations with some success. 37

38  Rigor of process  Appropriateness of panelists  Quality of personnel/oversight  Thoroughness of training  Validity of assessment  Panelist Confidence Assessment data 38

39 Thank you! Questions? 39

40  Does Not yet Meet: Students do not demonstrate mastery of grade-level knowledge and skills required for proficiency.  Nearly Meets: Students demonstrate partial mastery of grade-level knowledge and skills required for proficiency.  Meets: Students demonstrate mastery of grade- level knowledge and skills required for proficiency.  Exceeds: Students demonstrate mastery of grade- level knowledge and skills exceeding the requirement for proficiency. 40

41  Does Not Yet Meet: Students demonstrate limited mastery of science, scientific inquiry and engineering design knowledge and skills, through the application of basic concepts with occasional success.  Nearly Meets: Students demonstrate partial mastery of science, scientific inquiry and engineering design knowledge and skills, through the application of basic concepts with regular success.  Meets: Students demonstrate mastery of science, scientific inquiry and engineering design knowledge and skills, through the interpretation and application of grade-level concepts with consistent success.  Exceeds: Students demonstrate mastery of science, scientific inquiry and engineering design knowledge and skills, through the interpretation and application of advanced concepts with consistent success. 41

42  Proficient:  Proficient: A student who is proficient has solid academic performance.  Mastery:  Mastery: A student who has mastered a subject is able to clearly explain aspects of the subject to fellow students. 42

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