Transcript Common Core Assessment System

Presenter: Aimee Copas
[email protected]
701-258-3022
My Family

Aliya
Shannon & Aliya
95% of success is determined by your
personal growth

Personal
Growth
People Skills
The Basics
When you’re green you’re growing
when you’re ripe you’re rotten

 Be coachable and teachable
 Desire to get better
 Don’t ask for the task to be easy, as for it to be worth
it.
 It is NOT about looking for perfection – it IS about
getting the job done well with results.
Unique Characteristics of Our School Teams

 We are all in some form of sales.
 Limited quality personal contact with administration and
trainers due to time and staffing constraints.
 Requires high intellect, specific knowledge
 Overload of information
 Limited amount of balanced/accurate information
 Administrator plays many roles
 Dependency for information, coaching, feedback, morale
support, ego nutrition, affirmation, feedback, compensation,
counseling, career advancement/development
Why is Student Success Important?

Research also shows that people who are academically
successful are:
 more stable in their employment;
 more likely to have health insurance;
 less dependent on public assistance;
 less likely to engage in criminal activity;
 more active as citizens and charitable volunteers; and
 more healthy.
Adoption of Common Core State Standards

• New standards for English language arts and math
adopted in June 2010 by the National Governors’
Association and the Council of Chief State School
Officers.
• North Dakota statewide committees of content and
instructional experts studied and reviewed CCSS
from June 2010 – April 2011.
• ND committees vote unanimously on April 6, 2011 to
adopt the CCSS.
• Dr. Wayne G. Sanstead, State Superintendent,
officially signs adoption of CCSS on June 20, 2011.
Photo provided by
UND
What does Student Success have
to do with the Common Core?

 Why is the Common Core State Standards Initiative important?
 High standards that are consistent across states provide teachers,
parents, and students with a set of clear expectations that are
aligned to the expectations in college and careers.
 The standards promote equity by ensuring all students, no matter
where they live, are well prepared with the skills and knowledge
necessary to collaborate and compete with their peers in the
United States and abroad.
 Unlike previous state standards, which were unique to every state
in the country, the Common Core State Standards enable
collaboration between states on a range of tools and policies,
including:
Why the Common Core?

 The Common Core State Standards provide a
consistent, clear understanding of what students are
expected to learn, so teachers and parents know what
they need to do to help them.
 The standards are designed to be robust and relevant
to the real world, reflecting the knowledge and skills
that our young people need for success in college and
careers.
 With American students fully prepared for the future,
our communities will be best positioned to compete
successfully in the global economy.
Who Led the Initiative?

 The nation’s governors and education commissioners,
through their representative organizations the National
Governors Association (NGA) and the Council of Chief
State School Officers (CCSSO) led the development of
the Common Core State Standards and continue to lead
the initiative.
 Teachers, parents, school administrators, higher
education and experts from across the country
together with state leaders provided input into the
development of the standards.
5 Myths about the Common
Core State Standards

Myth 1 – The Common Core State Standards are a national curriculum.
* This was created by the states for the states, encompassing the best of the
standards that were already being utilized around the country.
Myth 2 – The Common Core State Standards are an Obama administration initiative.
Myth 3 – The Common Core Standards represent a modest change from current practice.
Myth 4 – States cannot implement the Common Core standards in the current budget
climate.
Myth 5 – The Common Core State Standards will transform schools.
CCSS is not this

It shouldn’t be this either

Common Core Recap Video

 3 minute video on Common Core
General Colin Powell
Assessment Planning Schedule

October 2013
Last administration of NDSA
Fall 2013 – Fall
2014
Inventory of Technology Readiness in North Dakota
Spring 2014
(dates TBD)
Voluntary Field Testing of Online Smarter Balanced
Assessment
Fall 2014
Determine % of students that will take assessment
online vs. paper
Spring 2015
First administration of common core state assessment
(may be a hybrid of online & paper)
Summer 2015
Accountability metrics for student, school, district,
and state performance
Smarter Balanced
Assessment Consortium

SBAC Mission

 All children deserve an education that prepares them to
take advantage of the wide array of career and education
options available after high school.
 SBAC is an educator led consortium of states that helps
schools fulfill this mission by providing high-quality
assessments of student progress toward meeting the
high expectations defined in the CCSS.
 As a state-led organization comprised of K-12 and higher
education leaders and educators, SBAC strives for
quality, innovation, transparency, efficiency, and fairness
in the development of formative, interim, and summative
assessment system to improve teaching and learning and
to support accountability.
SBAC Vision

 SBAC is a recognized national leader in the development of
next-generation adaptive assessments.
 Recognized as valid, reliable and fair in the assessment of the
CCSS
 Maintains industry-leading research and development
infrastructure that ensures continuous improvement.
 Majority of member states postsecondary institutions recognize
this assessment as evident of student readiness for college
credit bearing coursework.
 Defines standards for a robust community of vendors and
software developers supporting the implementation of SBAC
assessments.
 Active membership of 21 or more states.
 Operates on self-sustaining basis by 2016
(26 of 29)
Claims for the English Language Arts/Literacy
Assessment

 Claim #1 – Reading
“Students can read closely and analytically to comprehend a range of
increasingly complex literary and informational texts.”
 Claim #2 – Writing
“Students can produce effective and well-grounded writing for a range of
purposes and audiences.”
 Claim #3 – Speaking and Listening
“Students can employ effective speaking and listening skills for a range of
purposes and audiences.”
 Claim #4 – Research/Inquiry
“Students can engage in research and inquiry to investigate topics, and to
analyze, integrate, and present information.”

Claims for Mathematics
Assessment

 Claim #1 – Concepts & Procedures
“Students can explain and apply mathematical concepts and interpret and
carry out mathematical procedures with precision and fluency

Claim #2 – Problem Solving
“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
“Students can clearly and precisely construct viable arguments to support
their own reasoning and to critique the reasoning of others.”

Claim #4 – Modeling and Data Analysis
“Students can analyze complex, real-world scenarios and can construct and
use mathematical models to interpret and solve problems.”
Scores Reported for Individual Students
English Language Arts
Claims
Example of
Weights
1 Reading
#

Mathematics
Example of
Weights
#
Claims
% (TBD)
1
Concepts &
Procedures
% (TBD)
2 Writing
% (TBD)
2&4
% (TBD)
3 Speaking/Listeni
ng
% (TBD)
Problem Solving &
Modeling/Data
Analysis
% (TBD)
4 Research
% (TBD)
Communicating
Reasoning
Total Composite
100%
Total Composite
100%
3
Achievement Levels ~ Area Where Cut
Scores Will Be Set

1: Minimal Command
2: Partial Command
3: Sufficient Command (Proficiency)
4: Deep Command
Grade 11 achievement levels used to determine content readiness for
college & career
Estimated Testing Times
Test Type
English
Language
Arts/Literacy
Mathematics
Combined
Grades
CAT
Perf Task
Only
In-Class
Activity
Total
3–5
1:30

Total
2:00
3:30
:30
4:00
6–8
1:30
2:00
3:30
:30
4:00
11
2:00
2:00
4:00
:30
4:30
3–5
1:30
1:00
2:30
:30
3:00
6–8
2:00
1:00
3:00
:30
3:30
11
2:00
1:30
3:30
:30
4:00
3–5
3:00
3:00
6:00
1:00
7:00
6–8
3:30
3:00
6:30
1:00
7:30
11
4:00
3:30
7:30
1:00
8:30
Times are estimates of test length for most students. Smarter Balanced assessments are
designed as untimed tests; some students may need and should be afforded more time than
shown in this table.
Technology Readiness

Technology Readiness Tool (TRT)
Used to determine which schools
and/or grades will require a paper
assessment in the first year (Spring
2015)
EduTech supporting TRT project
Participation needed from all districts
Practice Test

 Available online at www.smarterbalanced.org
 Grades 3–8 and 11
 Follows a test blueprint similar to the blueprint
intended for the operational test, making the
Practice Test experience an abbreviated but
similar experience to the assessment in 2015
 Afford teachers, administrators, and parents
access to items planned and designed for the
Smarter Balanced assessment
Practice Test

 Resources and Documentation
 Manuals and User Guides
 Classroom Activities
 Scoring Guides
 Accommodations
 Braille
 Text to speech
By fall 2013, the Practice Tests will be augmented with additional
features, including:
 Performance tasks for mathematics (including classroom-based activities)
 Classroom-based activities for ELA/literacy performance tasks in selected
grades
 Scoring rubrics
 American Sign Language translation and other accommodation and
accessibility tools.
Practice Test Cont…

 Explore the Smarter Balanced Practice Tests
To log in to the Practice Test, simply select “sign in” or “okay” to move through the
pre-filled log in screens.
 Important Limitations: The Practice Tests provide a preview of the Smarter Balanced
assessments, but they do not encompass the full range of content that students will
encounter on the spring 2014 Field Test or on the operational assessments, and
should not be used to guide instructional decisions. In addition, students and
teachers will not receive reports or scores from the Practice Tests. Although the
operational assessment system will be computer adaptive, the Practice Tests follow a
fixed-form model.
 By fall 2013, the Practice Tests will be augmented with additional features, including:





Performance tasks for mathematics (including classroom-based activities);
Classroom-based activities for ELA/literacy performance tasks in selected grades;
Scoring rubrics; and
American Sign Language translation and other accommodation and accessibility
tools.
Development of the Smarter Balanced Assessment System will continue after the
release of the Practice Tests and through summer 2014 in collaboration with member
states and educators.
Department of Public Instruction
Assessment Contact Information

Director of Assessment
Greg Gallagher
701-328-1838 or at [email protected]
General Assessment
Robert Bauer
701-328-2224 or at [email protected]
Alternate Assessment
Doreen Strode
701-298-4637 or at [email protected]
English Language Learners
Kerri Whipple
701-298-4638 or at [email protected]