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SMARTER BALANCED BASICS

ICA AND R&E CCSS SCHOOL TEAM TRAINING

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

Module 1 Technology Shifts


Slides 4 - 36

Module 1 Learning Targets


Understand the differences between the OAKS and Smarter Balanced assessments Explore technology skills students need to utilize on the Smarter Balanced Assessment

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

Smarter Balanced Assessment Consortium (SBAC)


Member States

Development Timeline

What We Have Already . . .


Online Testing Computer Adaptive Testing (CAT) AIR is the vendor for OAKS . . . and will be the same vendor for the Smarter Balanced Assessments

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

A Balanced Assessment System


English Language Arts/Literacy and Mathematics, Grades 3-8 and High School
School Year
Last 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.

Optional Interim Assessments (ICA/IAB) Computer Adaptive Assessments and Performance Tasks

Optional Interim Assessments (ICA/IAB) Computer Adaptive Assessments and Performance Tasks

PERFORMANCE TASKS ELA/Literacy Mathematics

COMPUTER ADAPTIVE TESTS ELA/Literacy Mathematics

Scope, sequence, number and timing of interim assessments locally determined

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.

A Balanced Assessment System


Summative
Generally given one time at the end of some unit of time (e.g. semester or school year) to evaluate students performance against a defined set of content standards. Often used as part of a state accountability system and to inform program or policy decisions at both the classroom and beyond the classroom level, such as the school or district level. Assessments that fall between formative and summative assessment. They evaluate students knowledge and skills relative to a specific set of academic goals, typically within a limited time frame, and are designed to inform program or policy decisions at both the classroom and beyond the classroom level, such as the school or district level. Also known as classroom-based assessments, process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students achievement of intended instructional outcomes. In true formative assessment, teachers create and score the assessment.

Interim

Formative

Smarter Balanced Assessment System Core Components

Formative Assessment Resources and Tools (Digital Library)

Interim Assessments
Summative Assessment

Digital Library Background

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.

Smarter Balanced Assessment System Core Components

Formative Assessment Resources and Tools (Digital Library)

Interim Assessments
Summative Assessment

Optional Interim Assessments


Administered at locally determined intervals. These assessments will provide educators with actionable information about student progress throughout the year.

Computer Adaptive Test(s) & Performance Tasks

Help teachers, students and parents understand whether students are on track, and identify strengths and limitations

Be fully accessible for instruction and professional development (non-secure)

Smarter Balanced Assessment System Core Components

Formative Assessment Resources and Tools (Digital Library)

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

Provide, valid, reliable, and fair measures of students progress


Capitalize on the strengths of computer adaptive testing Significant portion of the assessment requires hand scoring, estimated 6-week turnaround for student achievement

How is the new test different?

OAKS Math Item (Practice Test)


Twenty-seven people are to be seated in a room and only four people can be seated at each table. How many tables would be needed to seat everyone?
A. B. C. D.

6.5 6 7 8

Smarter Balanced Math Item (Practice Test)

OAKS Reading Item (Practice Test)


BITTER WIND FROM CRAZY PEAK tugged at the sagebrush as fourteen-year-old Elliot Schroeder coaxed his buckskin horse back toward the ranch. He strode easily as if his short frame had grown from the saddle. Across his lap, he held a kicking newborn calf. The morning wind gusted. Elliot pulled an old gunnysack from his saddlebag and wrapped it around the calf like a blanket. He clapped his frozen gloves against his pants to warm his hands and threaded his way down the rocky slope. The calfs mother followed, bawling her concern. The calf kept struggling. Knock it off! Elliot scolded, squinting into the driving snow. Youd be dead if I hadnt found you. He was right, too. Early snows could freeze a calf to death before its mother licked it dry. Elliot knew he was lucky to find the calf. He had been daydreaming, watching the snowflakes swirl past him like stars past a spaceship blasting through space. Only the mother cows bawling had caused Elliot to look down.

OAKS Reading Item (Practice Test)


THE STORY SAYS THAT ONLY THE MOTHER COWS BAWLING HAD CAUSED ELLIOTT TO LOOK DOWN. THE
WORD BAWLING MEANS

A. Sleeping
B. Chasing C. Crying D. Rushing

Smarter Balanced ELA (Reading) Item (Practice Test)

Performance Tasks

Community Garden Performance Task Classroom Interaction


Sets the context: Facilitator says: Today we are going to talk about gardens. Facilitator asks: Have you ever worked in a garden? [Wait for responses] Facilitator says: A garden is a planned space, usually outdoors, set aside for the growth and enjoyment of plants and other forms of nature. A community garden is a piece of land used by a group of people to plant fruits, vegetables and flowers. Facilitator asks: What kind of vegetables can you grow in a garden? [Introduce examples if needed: carrots, potatoes, corn and broccoli]

Smarter Balanced Math Performance Task (Practice Test)


Community Garden Your class is going to plant vegetables in a section of the local community garden. The garden manager has provided an area to plant the vegetables as follows: The total area for the class to plant vegetables will be a rectangle 40 feet long and 30 feet wide. The class has decided to plant four rectangular sections of the class garden with vegetables according to this plan:

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)

Documented Smarter Balanced-OAKS accommodations Accommodation crosswalk posted s

Smarter Balanced accommodations FAQ

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

Guidelines were adopted 9/10/13 by the Governing States of Smarter Balanced

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 Breaks, English Dictionary, Protractor, Ruler, Scratch Paper, Thesaurus

Non-embedded Abacus, Alternate Response Options, Calculator, Multiplication Table, Print on Demand, Read Aloud, Scribe

Investigate for Yourself

Activity #1 Smarter Balanced Samples


Sample Test Items http://sampleitems.smarterbalanced.or g/itempreview/sbac/index.htm

Already seen the sample test? Training Test Items http://sbac.portal.airast.org/practicetest/

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

Team Exit Card


As a team, please fill out the 1st box on your Exit Card.
List 3 differences between the OAKS and Smarter Balanced Assessment. What is one technology skill students will utilize on the Smarter Balanced Assessment?

List

two strategies teachers can use to help students gain proficiency with the skill listed.

Module 2 Assessing Claims


Slides 37 - 54

Module 2 Learning Targets


Understand the claims that are assessed for ELA and Math Discuss the difference in what is being assessed by Smarter Balanced compared to OAKS

ELA & Math Claims

Common Core Shifts


ELA/Literacy

Math

Increase Reading of Informational Text

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

Claims for the ELA/Literacy Summative Assessment


Overall Claim for Grades 3-8
Students can demonstrate progress toward college and career readiness in English Language arts and literacy. Students can demonstrate college and career readiness in English language arts and literacy. Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Students can produce effective and well-grounded writing for a range of purposes and audiences. Students can employ effective speaking and listening skills for a range of purposes and audiences. Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.

Overall Claim for Grade 11


Claim #1 - Reading

Claim #2 - Writing
Claim #3 - Speaking and Listening Claim #4 - Research/Inquiry

Claims for the Mathematics Summative Assessment


Overall Claim for Grades 3-8
Overall Claim for Grade 11 Claim #1 - Concepts & Procedures Claim #2 - Problem Solving
Students can demonstrate progress toward college and career readiness in mathematics. Students can demonstrate college and career readiness in mathematics.

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.

Claim #3 - Communicating Reasoning


Claim #4 - Modeling and Data Analysis

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

Smarter Balanced Claims & Item Types

Smarter Balanced Blueprint ELA

Smarter Balanced Blueprint Math

Investigate for Yourself

Depth of Knowledge

Difficulty

Claim

Depth of Knowledge

Standard
Difficulty

Item Type

Cognitive Rigor and Depth of Knowledge


The level of complexity of the cognitive demand. Level 1: Recall and Reproduction

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

2: Basic Skills and Concepts

Requires the engagement of some mental processing beyond a recall of information.

Level

3: Strategic Thinking and Reasoning

Requires reasoning, planning, using evidence, and explanations of thinking.

Level

4: Extended Thinking

Assessing Higher-Level Thinking Skills


The Depth-of-Knowledge Levels web is one widely used method for illustrating the various types of knowledge and skills that teaching and learning encompasses. The level of thinking becomes more demanding as one moves to the higher levels and tackles more complex tasks such as synthesizing multiple pieces of information or proving an idea based on evidence in a text.
Draw Identify List

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

Level One (Recall)


Level Four (Extended Thinking)

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.

Develop a Logical Argument Critique


Use Concepts to Solve Non-Routine Problems Apprise Investigate Draw Conclusions Hypothesize

Construct Show Compare

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

Activity #3 Smarter Balanced Samples Individually review one set of either


ELA or Math problems. Think about . . . The Claims address more than just content knowledge. How do these sample questions address the identified Claim?

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

Guiding Questions for Examining Smarter Balanced Sample Items


Teams examine and analyze sample test items in ELA and Math. Choose ELA or Math. Choose a grade level band. Choose a Claim. Choose question type: SR (Selected Response), CR (Constructed Response), TE (Technology Enhanced) and/or PT (Performance Task). Read through the problem. Try and answer it. ---------------------------------------------------1. What standards are addressed by this question? 2. For CR Constructed Response and PT Performance Tasks How does the rubric evaluate the skills? What are the implications? 3. What are the components of the performance task?

Team Exit Card


As a team, please fill out the 2nd box on your Exit Card.
What are the 4 Claims being assessed for ELA? For Math? For one of the claims, in either ELA or Math, describe how it will result in a different type of question than what is on OAKS.

Module 3 Impact on Graduation


Slides 57 - 63

Module 3 Learning Targets

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

Work Samples Other standardized assessment

Work Samples Other standardized assessment

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

Graduation Policy Review


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

Team Exit Card


As a team, please fill out the 3rd box on your Exit Card.

How will the demonstration of Essential Skill proficiency requirements be impacted by Smarter Balanced Assessments?

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