1. 1 9/18/2015 Alaska Department of Education & Early Development Elizabeth Davis, Administrator, Standards Implementation District Test Coordinator Webinar Series 2015-16 Assessment Calendar AMP Performance Tasks Overview

2. Content Today Review 2015-16 Alaska Assessments Calendar Overview of AMP Assessment System Development Timeline Overview of the AMP Performance Tasks Design Scheduling Timeline for Implementation 2 EED Website Web-walk

3. WebEx Calling in– use the code Chat feature- choose who to chat with Raise hand Mute Patience 3

4. 4 Objectives 1.Review the 2015-16 assessments calendar in order to facilitate your scheduling. 2.Review the AMP performance task design to assist you with communicating with educators in your district. 3.Review the AMP content assessment administration calendar to facilitate your district and school AMP scheduling at the district, school, grade, student level. 4.Review the AMP the performance task administration scheduling considerations to gather your feedback, prepare you for DTC training, and facilitate your district and school assessment scheduling.

5. Standards Implementation Team Elizabeth Davis Brian Laurent Administrator, St.Im. Data Management Supervisor Deb Riddle, Math & Science Specialist Anji Gallanos, K-5 Standards & Early Childhood To be hired: Secondary ELA Specialist Melora Gaber, Head Start, Early Childhood Kari Quinto, AMP Program Coordinator To be hired: Assessments Administrator Jeanne Foy, NAEP Coordinator, DP, special projects Erin Thompson, CCRA Grace Gray, DLM & ACCESS 2.0 Rachel Schweissing, DTC Liaison To be hired: support 5 Director of Teaching & Learning: Dr. Susan McCauley Director of Assessment & Accountability: Margaret MacKinnon

6. Comprehensive System of Student Assessment 4 AAC 06.700. Purpose Statewide student assessment is one component in a system to measure and make accountable the state education system. The purposes of statewide student assessment specifically are to (1) ascertain on a statewide basis the extent to which children of the state are attaining state standards as described in 4 AAC 06.737; (2) produce statewide information to facilitate sound decision making by policy makers, parents, educators, and the public; and (3) provide a focus for instructional improvement. 6

7. 7 Developmental Profile College Career Readiness Assessment (CCRA) ACT, SAT, WorkKeys NAEP ELP Assessment (ACCESS 2.0) Alaska Alternate Assessment (Alaska-DLM) Alaska Measures of Progress (AMP) ELA, Math, Science Literacy Screener Alaska Comprehensive System of Student Assessments Required Assessments

8. 8 Special Considerations for 2015-16 Developmental Profilen/a College Career Readiness Assessment (CCRA) ACT, SAT, WorkKeys ACT online available this year Last year of statewide administration per HB44 NAEP15/16 is not a NAEP year ELP Assessment (ACCESS 2.0) New online assessment this year. Paper available by request. Alaska Alternate Assessment (Alaska-DLM) Alaska Measures of Progress (AMP) ELA, Math, Science Science added to AMP this year (grades 4,8,10 only). Field testing performance tasks, listening. Literacy ScreenerRegulations to repeal currently out for public comment.

9. 9 education.alaska.gov

10. 10

11. 11 Note: the Science SBA link is only for 2015 test administration follow-up. The science test is shifting to AMP this year. These links lead to specific information about each assessment, including deadlines, requirements, and resources.

12. 12

13. 13 Comment on proposed regulations by selecting the link in the footer of the EED webpage education.alaska.gov

14. 14 2015-16 assessment calendar for all required state assessments.

15. 15

16. 16

17. 17

18. 18

19. Standards Implementation Team Elizabeth Davis, Administrator Brian Laurent, Data Management Supervisor Deb Riddle, Math & Science Specialist Anji Gallanos, K-5 Standards & Early Childhood To be hired: Secondary ELA Specialist Melora Gaber, Head Start, Early Childhood Kari Quinto, AMP Program Coordinator To be hired: Assessments Administrator Jeanne Foy, NAEP Coordinator, DP, special projects Erin Thompson, CCRA Grace Gray, DLM & ACCESS 2.0 Rachel Schweissing, DTC Liaison To be hired: support 19

20. 20 AMP Assessment System Development Timeline

21. 21

22. 22

23. 23

24. 24

25. 25 English Language Arts Listening Items Field Test 2016 Part of 4 sections (parts) of ELA content assessment. Students listen to short passage. Students can replay the passage. Question and answer choices are displayed. Practice items available for listening in January via Testlets at each grade

26. 26 AMPInstruction Performance Tasks: Math and English Language Arts

27. 27 EED Content Specialists are creating resources for teachers for the use of performance tasks in instruction. September 29: full day train- the-trainer workshop in collaboration with ASD which will result in modules for use statewide If you are interested in having a similar training please contact elizabeth.davis@alaska.gov elizabeth.davis@alaska.gov

28. 28

29. Structure of Math Performance Task The mathematics performance task presents a multi-part question based on a real-world scenario and asks the student to communicate their reasoning, show their work, or model an equation as a part of their response. Solutions build on one another Covers more than one standard Multi-step 29 Math Performance Tasks

30. 30  Each student will complete one math performance task. o The performance task includes 4-8 questions based on one scenario. o The solutions to single questions within the performance task build on one another. o If a student makes a procedural error (e.g., multiplies incorrectly), and then applies the correct logic going forward, partial credit is given.  Most students will complete the math performance task in 30 minutes. Math Performance Tasks

31. 31 All students will have access to AMP Universal Tools for the math performance task, including: Text-to-speech: The decoding/reading and comprehension of the text is not the focus of the performance task. Equation editor: allows a student to write equations and symbols not available on a standard keyboard. Available for practice in January as part of interim testlet. Students may use scratch paper. Math Performance Tasks

32. 32 All students will have access to AMP Universal Tools for the math performance task, including: Calculators: Computation is not the focus of the performance task. Calculators are part of the test engine and available on-screen to students. o Grades 3-5: Standard calculator o Grades 6-8: Standard calculator and scientific calculator (Texas Instruments 30XS) o Grades 9-10: Standard calculator and graphing calculator (Texas Instruments 84) Math Performance Tasks Reminder: AMP Universal Tools are available to all students and do not need to be activated by educators.

33. 33 Screen shots from Educator’s Guide to KITE Client http://kiteassessments.org/sites/default/files/KITE_files/KITE_Client_Educator_Guide.pdf http://kiteassessments.org/sites/default/files/KITE_files/KITE_Client_Educator_Guide.pdf Text-to-speech (TTS) allows a student to listen to a computer-synthesized voice read the text and graphics associated with a test item. TTS is always visible in the on-screen toolbox. The student selects the play button to listen.

34. 34 ELA Performance Tasks Include evidence from the text in their writing Narrative, Informative or explanatory, Opinion or argumentative Read/Write Connection Engage with texts and resources Structure of ELA Performance Task The English language arts (ELA) performance task asks students to complete two activities: 1.Read several related resources and, based on information in guiding questions, take notes on the texts; 2.Write in response to a prompt using the information from the readings.

35. 35 ELA Performance Tasks ELA Performance Task Activity One: Student reads and takes notes on texts, images, diagrams and other resources. The 2-4 resources presented may be texts, images, and/or diagrams. The maximum total word count per grade is: Grades 3-5: 750 words Grades 6-10: 1000 words The student is provided with a framing statement, guiding questions, and cues for the type of writing in activity two (argumentative, informational, or narrative). Most students will complete the ELA performance task activity one in 30 minutes.

36. 36 ELA Performance Tasks Argumentative How are gorillas similar to other primates? How are they different? Informational What heart problems are gorillas in captivity facing? How have zookeepers and veterinarians tried to treat or control the heart problems of gorillas? Narrative How do other primates communicate? What evidence do you see of their intelligence? Example of Guiding Questions

37. 37 All students will have access to text-to-speech as an AMP Universal Tool for the performance tasks. Decoding the text is not the focus of the performance task. Students take notes using the computer-based tool or on paper. Note: if on paper, schools need to and securely store and then destroy. Students can mark up the text using the computer-based tools, such as “tags.” Students can use self-made graphic organizers. ELA Performance Task Activity One, cont. ELA Performance Tasks

38. 38 ELA Performance Tasks

39. 39 ELA Performance Task Activity Two Student composes a piece of writing, using their notes and the resources, in response to a prompt. The texts and resources from activity 1, and all notes, and are available to the student. The writing prompt is presented to the student to read and/or via text-to-speech. Student reminders are provided that define the components of a good response (e.g., “Use relevant and accurate details/evidence from two or more resources to your support argument.”) ELA Performance Tasks

40. 40 ELA Performance Task Activity Two The writing is considered a first draft piece of writing. There is no length requirement. The general expectation per grade level is: Grades 3-5: 1-3 paragraphs Grades 6-10: 3-5 paragraphs Most students will complete the ELA performance task activity two in 45 minutes. ELA Performance Tasks

41. Rubrics available on EED website 41

42. 42

43. “Preparing students for tests need not be separate from delivering good writing instruction. To the contrary, it can underscore best practice and exemplify best teaching.” Gere, Christenbury and Sassi, 2005 43 Key Details Analyzing text features Word Meaning Grammar and punctuation

44. 44 2016 AMP Administration Window & Scheduling

45. 45 AMP 2016 Administration Window

46. 46 ELA & Math Grades 3-10March 29 – April 29 (May 6 by approval)  Each content area has 4 sections (25+15+15+15).  Sections may be given over the course of several days. A section must be completed within one day.  ELA & Math sections may be administered on unique schedules at the school, grade, or individual level.  Window closures per grade level are for scheduled testing. If necessary, make-up testing can occur for any grade during any day within the window (March 29-April 29). Science Grades 4, 8, 10March 29 – April 29 (May 6 by approval)  3 sections (grade 4 25+12+12; grades 8 & 10 25+15+15)  Sections may be given over the course of several days. A section must be completed within one day.  Science sections may be administered on unique schedules at the school, grade, or individual level. Best practice is to limit student testing time to one hour sessions and total time per day of approximately two hours. AMP 2016 Administration Window

47. 47 ELA & Math Grades 3-10  Each content area has 4 sections (25+15+15+15).  Sections may be given over the course of several days. A section must be completed within one day.  ELA & Math sections may be administered on unique schedules at the school, grade, or individual level. Science Grades 4, 8, 10  3 sections (grade 4 25+12+12; grades 8 & 10 25+15+15)  Sections may be given over the course of several days. A section must be completed within one day.  Science sections may be administered on unique schedules at the school, grade, or individual level. Best practice is to limit student testing time to one hour sessions and total time per day of approximately two hours Schools with CBA waivers and students with accommodations AMP 2016 Administration Window

48. 48 The performance task scheduling considerations ensure that these unique items are provided to students in the positive and secure testing environment needed to produce valid and reliable results. 2016: Field Test of six forms per grade level & content area Performance tasks are “scored” during range finding. Students do not receive scores. 2017: Operational Test, one form per grade level & content area Performance task scores will be reported as stand alone scores. Overall ELA score metric TBD. AMP Performance Tasks Scheduling Considerations

49. 49 The performance task window is 9 days long. It opens Tuesday, March 22, 2016, and closes Friday, April 1, 2016.  Completing all performance tasks by April 1, 2016, allows time for the hand-scoring of items and the timely return of student reports. AMP Performance Tasks Scheduling Considerations NEW! Districts can apply for extension of PT window up to April 8, 2016 Please contact Elizabeth.

50. 50 Performance tasks should be administered district-wide to all students in the same grade on the same day.  Grouping administration by grade-level limits the risk of a test proctor or student sharing secure item information.  Districts who need an alternate schedule for grade-level administration of performance tasks due to capacity challenges may contact the AMP team at the Alaska Department of Education & Early Development. Alternate schedules to meet unique district needs will be resolved individually. Contact elizabeth.davis@alaska.gov or kari.quinto@alaska.gov. elizabeth.davis@alaska.govkari.quinto@alaska.gov EXAMPLE of Performance Task Schedule – grouping students by grade requirement Tuesday 3/22Wednesday 3/23Thursday 3/24Friday 3/25 Grade 3,5,7 ELA 1 Grades 4, 6, 8 Math Grades 3,5,7 ELA 2 Grades 4, 6, 8 ELA 1 Grades 3,5,7 Math Grades 4, 6, 8 ELA 2 AMP Performance Tasks Scheduling Considerations

51. 51 For both mathematics and ELA, students complete the performance task prior to beginning the content assessment for that content. This allows performance tasks to be returned for hand-scoring and the production of timely reports. Once the PT has been completed, other testing sessions may be scheduled later on the same day. AMP Performance Tasks Scheduling Considerations NEW! Districts can apply for extension of PT window up to April 8, 2016 Please contact Elizabeth.

52. 52 The ELA performance task is designed to be administered over two consecutive days.  This allows students adequate time to interact with the texts and resources during activity one.  It mirrors classroom presentation of similar instructional tasks.  The ELA PT must be scheduled in two sessions. It is strongly recommended that these be held on two consecutive days for optimum student performance on the task, but could be scheduled for a morning and afternoon session (please contact Elizabeth if this flexibility is needed). Please note: the scheduling of assessments should reflect this design. If a student misses an assessment session the requirement can be flexed. AMP Performance Tasks Scheduling Considerations

53. 53 Day 1Day 2Day 3Day 4 (time shown in parenthesis is the amount of time most student need) Morning session (recommended schedule is for a 1 hour session) ELA performance task activity 1 (30 minutes) ELA performance task activity 2 (45 minutes) ELA sections 1+2 (60 minutes) ELA sections 3+4 (50 minutes) Afternoon session (recommended schedule is for a 1 hour session) Math performance task (30 minutes) Math content sections 1+2 (60 minutes) Math content sections 3+4 (45 minutes) Total average time 60 minutes or 1 hour 80 minutes or 1 hour 20 minutes 90 minutes or 1 hour 30 minutes 50 minutes This example limits student testing time per session to one hour. This example shows test sessions scheduled during the students’ normal instructional block (e.g., administer the ELA assessment during the school’s existing literacy block). Current assessment administration research recommends one hour sessions to provide the best conditions for students to demonstrate their skills and abilities. AMP Performance Tasks Scheduling Considerations

54. 54 Day 1 (time shown in parenthesis is average time tested) Day 2 (time shown in parenthesis is average time tested) Maximum scheduled time is a 4 hour block  ELA performance task activity 1 (30 minutes)  Math performance task (30 minutes)  Math sections 1+2+3+4 (105 minutes)  ELA performance task activity 2 (45 minutes)  ELA sections 1+2+3+4 (110 minutes) Total average time 165 minutes or 2 hours 45 minutes 155 minutes or 2 hours 35 minutes This example limits the number of days a student is testing. Please note, the overall testing time per session for a student does not follow best practice recommendations. AMP Performance Tasks Scheduling Considerations

55. 55 Determining the best schedule for your districts, schools, and each grade or student. Technology Devices Connectivity school and/or district-wide Computer lab &/or device-cart availability Instructional schedule How might AMP testing be scheduled to cause the least disruption possible to the rest of the instructional day? Staffing Test administrators Support (technology and test administration) Student group Grade level Accommodations (school decisions for small group testing may need to be reviewed) AMP Performance Tasks Scheduling Considerations

56. 56 Your thoughts… Challenges? Possible solutions? Broad TopicNon-negotiablesLimiting Factors & Considerations PT window 3/22 – 4/1 One week prior to opening of content assessment, one week overlapping 3/22 opening date 4/1 close of window NEW! 4/8 closure of PT extension Returning assessments early enough to allow for hand-scoring and timely production of reports. NEW! 4/1 - 4/8 by request Order of administration: content area PT complete prior to content assessment Math PT, ELA PT activity 1, ELA PT activity 2 each have a unique passcode, similar to the 4 sections (or parts) of the content assessments. “PT Window” is considered a separate event from a KITE system point of view. Returning assessments early enough to allow for hand-scoring and timely production of reports. Limiting the risk of students not participating in the PTs. Grouping students by grade level for administration of PT Test Security: ensuring we have a defensible system (for stakeholders and USDOE) Limiting the risk for teachers and students; avoiding the possibility that we are putting them in a situation where they compromise test security. Administering the ELA PT activity 1 and 2 on consecutive days At minimum the days must be consecutive (can not be scheduled more than one day apart) Mirrors instructional practices AMP Performance Tasks Scheduling Considerations

57. 57 education.alaska.gov More performance task info AMP Results Tool Kit

58. 58

59. 59

60. elizabeth.davis@alaska.gov brian.laurent@alaska.gov kari.quinto@alaska.gov 60 Keep in touch…