OSPI Update on Common Core Assessments, Student Growth Percentiles, and ESEA Waiver
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Transcript of OSPI Update on Common Core Assessments, Student Growth Percentiles, and ESEA Waiver
OSPI UPDATE ON COMMON CORE ASSESSMENTS, STUDENT GROWTH PERCENTILES, AND ESEA WAIVER
DECEMBER 5, 2013
Presented by: Robin Munson, Ph.D.Assistant Superintendent of Assessment and Student Information
Office of Superintendent of Public Instruction
TRANSITION TO NEW ASSESSMENTS
2013-14 AND 2014-15
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Balanced Assessment
• Coverage of full breadth/depth of Common Core
• Computer Adaptive Testing (CAT)• Precise assessment of all students• More engaging assessment experience
• Performance Tasks – real world problems
Summative Assessments
for Accountability
• Optional for district, school or classroom use• Fully aligned with Common Core – same item
pool• Focus on set of standards or clone
summative test• Teachers can review and score responses
Interim Assessments
to Signal Improvement • Digital library gives access to high-quality
resources • Tools/materials for classroom-based
assessments• Professional social networking (Web-based
PLCs)• Useful for in-service and pre-service
development
Formative Tools and
Resources for Improved
Instruction
✔
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✔ ✔
Major Milestones in Development of Summative Assessments
Cognitive Labs Apr –
Aug 2012
Small Scale
Trials Mar –
Nov 2012
Pilot TestingFeb –
May 2013
Field Test
Mar – June 2014
Deploy For Operational
UseFall 2014
✔ ✔ ✔
Early Q.C. of items & software; no student results Full system run-through; Establish performance standards
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Accommodations
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• The Usability, Accessibility, and Accommodations Guidelines are available at http://www.smarterbalanced.org/wordpress/wp-content/uploads/2013/09/SmarterBalanced_Guidelines_091113.pdf
Learn More and Stay Engagedwww.smarterbalanced.org
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• Visit us at: SmarterBalanced.org
• Follow on Twitter: @SmarterBalanced
• Also OSPI’s page: http://www.k12.wa.us/smarter/default.aspx
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NWith Summative High School Assessments in 2014–15 and beyond
English/LA Mathematics Science(no change)
Grade 3 SBAC SBACGrade 4 SBAC SBACGrade 5 SBAC SBAC MSPGrade 6 SBAC SBACGrade 7 SBAC SBACGrade 8 SBAC SBAC MSPGrades10 (until Class of 2019)
Comprehensive ELA
exit exam
Year 1or Year 2 EOC exit exam
EOC Biologyexit exam (until
NGSS)Grade 11 SBAC – College
and Career ReadySBAC – College
and Career Ready
SBAC=SMARTER Balanced Assessment ConsortiumMSP= Measurements of Student ProgressEOC= End of Course exams 7
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HS Testing for Graduation (new June 30)
Graduation Assessment Requirements Classes of 2013 and 2014
HSPE Reading, HSPE Writing; 1 EOC Math
Classes of 2015 – 2018 ELA exit exam; 1 EOC Math exit exam; EOC Biology Smarter Balanced ELA and math tests taken in 11th for
school accountability
Class of 2019 and beyond Smarter Balanced tests in ELA and Math; Biology or
NGSS
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What’s Happening This Year, 2013-14?
Exit exams remain the same (HSPE, EOC)
CAA options remain the same Class of 2013 had some relaxation of Collection of
Evidence rules that had been newly implemented – these will not continue (COE is limited to one submission per content area throughout HS, and requires two attempts on general assessment before submitting)
Some schools will administer Smarter Balanced field test
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Smarter Balanced Field Testing March - June 2014 Purpose: Evaluate items and tasks for Smarter
Balanced pool… Statistical data analysis of 22,000+ items Divide items/tasks into secure (summative) pool and
open (interim) pool Conduct standard setting for different performance
levels (“cut scores”) Sampling requires about 10% of each state’s
students for ELA and about 10% for math Washington has about 33% participating in
grades 3-8, and 10% in 11th 10
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Smarter Balanced Field Testing US Dept of Ed is allowing states to participate
in the Smarter Balanced field test in 2013-14 (pending ESEA Waiver approval): Washington has opted for the blended model
(grades 3-8 only) where some schools take current tests and some schools take field tests If only giving field tests, school accountability is carried
over from 2013 MSP Waiver will be submitted at end of November– approval
likely in December High schools need to administer all current state
tests due to graduation requirements
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A Balanced Assessment System for 2014-15 and beyond
School Year Last 7-12 weeks of the year*
DIGITAL CLEARINGHOUSE OF FORMATIVE TOOLS, PROCESSES AND EXEMPLARS Released items and tasks; Model curriculum units; Educator training; Professional development tools and resources; Scorer training modules; Teacher collaboration tools; Evaluation of publishers’ assessments.
English Language Arts/Literacy and Mathematics, Grades 3-8 and 11
Computer Adaptive
Assessment andPerformance
Tasks
Computer Adaptive
Assessment andPerformance
TasksScope, sequence, number and timing of interim assessments locally determined
*Time windows may be adjusted based on results from the research agenda and final implementation decisions.
PERFORMANCE TASKS
• ELA/Literacy• Mathematics
Re-take option
COMPUTER ADAPTIVE
TESTS
• ELA/Literacy• Mathematics
Optional Interim
Assessment
Optional Interim
Assessment
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STUDENT GROWTH PERCENTILES
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STUDENT GROWTH PERCENTILES -VARIOUS USES• Monitor and report growth for individual
students (parent reports)• Monitor and report growth for schools
(new Achievement Index)• Monitor and report growth, where
available and appropriate, as a part of teacher and principal evaluations (TPEP)
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KEY CONCEPTS FOR SGPS• Growth levels (low, typical, high) are descriptive only
• To calculate SGPs, we use all previous consecutive scores, not just the previous year
• SGPs are available for Math (4th – 10th graders) and Reading (4th – 8th and 10th graders)
• Academic peers are students with a similar score history and are defined using quantile regression
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• SGPs show student progress over time, instead of only looking at percent meeting standard at one point in time
• SGPs can still be used if assessments or standards change from year to year
• SGPs allow us to project how much growth is needed for a student to meet standard (adequate growth)
ADVANTAGES OF GROWTH
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STUDENT GROWTH PERCENTILES -WHERE WE ARE• March 2013: SGPs from 2011 & 2012 provided to districts for
Grades 4–8 and high school (reading & math MSP, HSPE, & EOC)*• October 2013: SGPs from 2013 provided to districts• December 2013: SGPs made public in K-12 Data and Reports
Longitudinal Data System• January 2014: SGPs used in new Achievement Index• October 2014: SGPs from 2014 provided to districts for schools
that administer current state assessments• October 2015: SGPs from 2015 (Smarter Balanced) provided to
districts • October 2016: SGPs from 2016 (Smarter Balanced) provided to
districts (could use in 2016–17 evaluations)
*High school SGPs will be available for consecutive year tests (e.g., 8th MSP, 9th Algebra 1, 10th Geometry)17
Implementation of School Improvement Requirements– Flexibility from requirement for school districts to
identify or take improvement actions for schools identified for improvement, corrective action, or restructuring
– Eliminates Public School Choice (PSC) as a mandate– Eliminates Supplemental Educational Services (SES)
as a mandate– Eliminates the 20% district Title I set aside to fund
PSC and SES– Eliminates the 10% set aside for professional
development for schools
ESEA FLEXIBILITY TO IMPROVE STUDENT ACHIEVEMENT AND INCREASE THE QUALITY OF INSTRUCTION
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WHAT DOES ESEA FLEXIBILITY REQUIRE FROM STATES?
1. Ensure college- and career-ready expectations for all students in Washington– Common Core State Standards (CCSS) and Smarter
Balanced Assessment Consortium (SBAC) 2. Implement state-developed system of
differentiated recognition, accountability, and support
3. Support effective instruction and leadership in Washington— Teacher and Principal Evaluation Project (TPEP)
4. Reduce duplication and unnecessary burden on school districts by the state
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PRINCIPLE 1: COLLEGE- AND CAREER-READY EXPECTATIONS FOR ALL STUDENTS
To support States in continuing the work of transitioning students, teachers, and schools to higher standards
• Adopt college- and career-ready (CCR) standards in at least reading/language arts and mathematics
• Transition to and implement CCR standards• Develop and administer Statewide, aligned,
high-quality assessments that measure student growth
• Adopt English Language Proficiency (ELP) standards corresponding to the State’s new CCR standards and develop aligned assessments 20
PRINCIPLE 1 - NEXT STEPS
Action Timeline
Full implementation of Common Core 2013 – 2014
Smarter Balanced field tests in ELA and Math
April - June, 2014
Operational Smarter Balanced tests 2014 - 2015
Adopt English Language Proficiency Standards
December, 2013
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PRINCIPLE 2: STATE-DEVELOPED DIFFERENTIATED RECOGNITION, ACCOUNTABILITY, AND SUPPORT
To support states’ efforts to move forward with next-generation accountability systems
• Set ambitious but achievable Annual Measurable Objectives (AMOs)
• Reward schools: Provide incentives and recognition for high-progress and highest performing Title I schools
• Priority schools: Identify lowest performing schools and implement interventions aligned with the turnaround principles
• Focus schools: Close achievement gaps by identifying and implementing interventions in schools with the greatest achievement gaps or low graduation rates
• Provide incentives and supports for other Title I schools (Emerging Schools)
• Build State Education Agency (SEA), Local Education Agency (LEA), and school capacity to improve student learning in all schools
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PRINCIPLE 2 - NEXT STEPSAction TimelineDouble testing waiver request submitted Nov 20, 2013
Achievement and Accountability Workgroup developed new Achievement Index
Jan - July, 2013
Modeling of Reward, Priority and Focus schools lists using new Achievement Index
Nov-Dec, 2013
Principle 2 amendment to use new Achievement Index to be submitted
December ?, 2013
Identification of Reward, Priority and Focus Schools
January-March 2014 ?
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PRINCIPLE 3: SUPPORTING EFFECTIVE INSTRUCTION AND LEADERSHIP
To support SEA and LEA development of evaluation systems that go beyond NCLB’s minimum HQT standards
• Develop and adopt SEA guidelines for local teacher and principal evaluation and support systems
• Ensure LEAs implement teacher and principal evaluation and support systems that are consistent with SEA guidelines
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PRINCIPLE 3 - NEXT STEPS
Action Timeline
Principle 3 amendment submitted July 19, 2013
Response from U.S. Dept. of ED (high-risk status)
August 14, 2013
WA State response to “high-risk” status
September 12, 2013
Legislation request/change January-March 2014
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STATE
An SEA is responsible for ensuring that an LEA develops and implements evaluation and support systems consistent with the guidelines the SEA has developed under principle 3 (as described in the document titled ESEA Flexibility). This includes ensuring that LEA evaluation and support systems take into account data on student growth in significant part in determining teacher and principal performance levels….For grades and subjects in which assessments are required under ESEA section 1111(b)(3), an SEA must define a statewide approach for measuring student growth based on such assessments.
Student growth data that is relevant to the teacher and subject matter must be a factor in the evaluation process and must be based on multiple measures that can include classroom-based, school-based, district-based, and state-based tools. Student growth means the change in student achievement between two points in time.
E2SSB 6696 contains language around student growth including:
ESEA Flexibility -- Frequently Asked Questions (C-53): What are an SEA’s responsibilities with regard to ensuring that an LEA’s evaluation and support systems consider student growth?
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FEDERAL
• USED requires state test scores in tested grades and subjects to be a significant part of teacher evaluation
• Waiver requires change from “can be used” to “must be used” regarding state tests
• Supt. Dorn will seek request legislation to change ESSB 5895 language from can to must. It will also include a statement that will delay the implementation of using state test scores in teacher evaluations to 2016-17
• Smarter Balanced assessment system will have an effect on timeline for implementation
• Waiver decision expected May 2014
• 20% of Title 1 funds return to mandated use without a waiver:– $44M total available to
Supplemental Educational Service (SES) providers and to support School Choice
– $18M used three years ago
– $2.6M in Seattle
PRINCIPLE 3: ESEA WAIVER
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USE OF STATE ASSESSMENTS TO MEASURE STUDENT GROWTH FOR
TEACHER EVALUATIONUpshot:
• State-based tools have limited applicability.
• Only teachers in Grades 4–8 with ELA or math courses can use summative testing as part of their evaluation.(HS math teachers with students in 9th grade Algebra or 10th grade Geometry could be included)
– Since evaluations are due in early May and SGP ratings aren’t available until Sept. 1, analysis will always be one year behind.
– Teacher attribution is challenging at all levels:
• Middle school students are reported by individual classes in CEDARS
• Elementary school students are reported by homeroom teacher in CEDARS
– Transition to a new set of standards and a new exam system will take time. 28
QUESTIONS?
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Thank you!