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March 2014
Agenda
Module 1 Smarter Balanced Assessment Consortium (SBAC) History and Components Technology Skills for Smarter Balanced Accommodations Module 2 What is being assessed? Module 3* (HS only) Impact on Graduation
History
Oregon State Board of Education adopted the Common Core State Standards (CCSS) for ELA and Math in October 2010 Standards reflect the expectations of college and career readiness by the end of high school Development led by CCSSO and NGA, included teachers, parents, administrators, and content experts from across the country Smarter Balanced Assessment System adopted by the Oregon State Board of Education in May 2013 because it assesses CCSS
Development Timeline
Moving Forward
2013-14 2014-15 and beyond
OAKS Reading and Writing OAKS Math OAKS Science and Social Science Extended Assessment ELPA Kindergarten Assessment
SBAC ELA SBAC Math OAKS Science and Social Science Extended Assessment ELPA Kindergarten Assessment
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.
Optional Interim Assessments (ICA/IAB) Computer Adaptive Assessments and Performance Tasks
Optional Interim Assessments (ICA/IAB) Computer Adaptive Assessments and Performance Tasks
Re-take option
*Grades 3-8 Testing shall not begin until at least sixty-six percent (66%) of a schools annual instructional days have been completed, and Testing may continue up to and including the last day of school. *Grade 11 Testing shall not begin until at least eighty percent (80%) of a schools annual instructional days have been completed, an d Testing may continue up to and including the last day of school.
Interim
Formative
Interim Assessments
Summative Assessment
The Digital Library, set to launch in the Spring of 2014, will provide teachers with an online clearinghouse of classroom-based formative assessment strategies that enhance day-to-day instruction, including resources to interpret data and reports from the Smarter Balanced summative and interim assessments.
Interim Assessments
Summative Assessment
Help teachers, students and parents understand whether students are on track, and identify strengths and limitations
Interim Assessments
Summative Assessment
Summative Assessments
Administered during the last 12 weeks of the school year. The high school (grade 11) test will be administered during the last six weeks of the school year. Accurately describe both student achievement and growth of student learning as part of a program evaluation and state accountability systems
6.5 6 7 8
A. Sleeping
B. Chasing C. Crying D. Rushing
Performance Tasks
of the garden will be planted with carrots 1/6 of the garden will be planted with potatoes 1/8 of the garden will be planted with broccoli 1/12 of the garden will be planted with corn
In this task, you will analyze the class plan and determine an alternate plan that will help make the most use of the available area.
Accommodations Guidelines
New accommodations guidelines available
http://www.ode.state.or.us/search/page/?=487
Designated Calculator
Manipulatives (Math) Supports Formula and conversion sheets (Math) Common transitions (ELA)
Accommodations Guidelines
Universal Tools
Embedded Breaks, Calculator, Digital Notepad, English Dictionary, English Glossary, Expandable Passages, Global Notes, Highlighter, Mark for Review, Math Tools, Spell Check, Strikethrough, Tab- enter Navigation, Writing Tools, Zoom
Designated Supports
Embedded Color Contrast, Highlighter, Magnification, Masking, Text-to-speech, Translations (Glossary), Translations (Stacked), Turn off Any Universal Accessibility Tools Non-embedded Bilingual Dictionary, Color Contrast, Color Overlay, Read Aloud Scribe, Separate Setting, Translation (Glossary)
Documented Accommodation s
Embedded American Sign Language, Braille, Closed Captioning, Speech-to-text, Textto- speech
(only for students on IEP or 504 and must be documented prior to testing)
Non-embedded Abacus, Alternate Response Options, Calculator, Multiplication Table, Print on Demand, Read Aloud, Scribe
Guiding Questions
With school team, investigate sample problems with 1-2 people looking at ELA and 1-2 people looking at Math. As you look at problems, think about . . .
What
are the technology skills that students will need to answer these questions? What classroom opportunities will students need to support proficiency in these technology
Accommodations Resources
ODE to Smarter Balanced Crosswalk
http://www.ode.state.or.us/search/page/?=487
FAQ
http://www.smarterbalanced.org/wordpress/wpcontent/uploads/2013/12/SmarterBalanced_Guidelines_FAQ.pdf
Accommodations Manual
http://www.ode.state.or.us/search/page/?=487
Guiding Questions
What
are the differences in accommodations and support available? will this impact current school procedures?
How
List
two strategies teachers can use to help students gain proficiency with the skill listed.
Math
Focus Coherence Procedural Fluency Deep Conceptual Understanding Applications (Modeling) Balanced Emphasis
Text Complexity
Academic Vocabulary
Text-based Answers Increase Writing from Sources Literacy Instruction in all Content Areas
Claim #2 - Writing
Claim #3 - Speaking and Listening Claim #4 - Research/Inquiry
Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.
Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.
Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.
Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.
Activity #2 Assessing Claims For Claim # 1-4, highlight what students are being assessed on. With your team, discuss how the Smarter Balanced assessment differs from OAKS in what it is assessing in ELA
Depth of Knowledge
Difficulty
Claim
Depth of Knowledge
Standard
Difficulty
Item Type
Requires eliciting information such as a fact, definition, term, or a simple procedure, as well as performing a simple algorithm or applying a formula.
Level
Level
Level
4: Extended Thinking
Design
Connect
Define Memorize Calculate Illustrate Who, What, When, Where, Why Measure Arrange Name Tabulate Repeat Recall Match
Use Graph Classify Describe Explain Interpret Level Three (Strategic Thinking) Revise Assess Summarize Level Two (Skill/ Concept) Cause/Effect Relate Compare Modify Recognize
Categorize
Infer
Organize
Synthesize
Apply Concepts Critique
Predict
Interpret
Analyze
Create
Prove
Estimate
Students especially need level three and four skills to succeed in college and careers. The Common Core standards reflect these skills more strongly than most state tests.
Formulate
Explain
Differentiate
25
Source: N.L. Webb, Depth-of-Knowledge Levels for Four Content Areas (2002) http://facstaff.wcer.wisc.edu/normw/All%20content%20areas%20%20DOK%20levels%2032802.doc; Linda Darling- Hammond, et al., Criteria for High-Quality Assessment (2013) https://edpolicy.stanford.edu/sites/default/files/publications/criteria-higher-quality-assessment_2.pdf
In teams, share what you noticed about what the problem is assessing.
More Samples on ODE Site ODE has sorted and organized sample problems released from Smarter Balanced by grade band and Claim.
http://www.ode.state.or.us/search/page/?id=3747
Understand the transition to Smarter Balanced assessments and its impact on graduation requirements
OAR 581-22-0615
The Assessment of the Essential Skills
Students must not be required to use achievement standards that are higher than those approved as of March 1 of the students 8th grade year. Students will be able to use Essential Skills assessment evidence collected prior to the transition to Smarter Balanced (as long as it comes from the approved list of assessment options). The approved assessment options will remain in place through the transition to Smarter Balanced (state test, other standardized tests, work
Essential Skills
Through 2013-2014 academic year 2014-2015 academic year and beyond
OAKS
Smarter Balanced
Summer/Fall 2014 There may be a discrepancy between (a) the achievement level on Smarter Balanced that represents an equivalent level of rigor to the meets achievement level on OAKS and (b) the meets achievement level on Smarter Balanced
OAKS
280
(b) (a)
*
(meets)
236 (meets)
* Mock Scale
ODE has initiated a process to review current graduation policies The educational landscape has changed significantly since the 2007-08 timeframe New initiatives - Common Core Standards, Smarter Balanced assessments, 40-40-20, HB 2220, to name a few Process begins with internal review and gap analysis, then moves to external perspectives and recommendation development
How will the demonstration of Essential Skill proficiency requirements be impacted by Smarter Balanced Assessments?