Breakout Discussion: Every Student Succeeds Act - Scott Norton Council of Chief State School Officers June 27, 2016

ESSA Assessment: What’s Required Alignment with higher education Annual assessments Disaggregation Alternate assessments Participation rate of 95% English Language Proficiency assessments

ESSA Assessment: What’s Allowable Alternate formats (i.e., portfolios, projects, etc.) Single summative or multiple interim 8 th grade advanced math assessments in place of grade-level tests Locally selected, nationally recognized tests Computer-adaptive assessments Assessment audits (states may apply for funding) Cap on testing time Innovative assessment pilots

 ESSA regulations indicate that assessments must measure student performance based on challenging state academic achievement standards that are aligned with entrance requirements for credit-bearing coursework in the system of public higher education in the state and relevant state career and technical education standards. 4

 Reading/language arts and Math  Grades 3-8, and once in grades 9-12  Science  Once in each grade span: 3-5, 6-9,

 Assessment results to be disaggregated by  Gender  Each major racial and ethnic group  Status as an English learner  Status as a migratory child  Children with disabilities  Economically disadvantaged students  Status as a homeless child or youth  Status as a child in foster care  Status as a student with a parent who is a member of the armed forces 6

 Alternate assessments must align with the state’s academic standards and alternate academic achievement standards for students with the most significant cognitive disabilities.  For each subject, the total number of students assessed using the alternate assessments may not exceed 1% of the total number of all students in the state who are assessed.  If a state anticipates that it will exceed the cap, the state may request a wavier for the relevant subject. This request must be submitted at least 90 days prior to the start of the state’s first testing window and include specific data. 7

 States must test at least 95% of all students for and 95% of students in each subgroup on the reading/language arts and mathematics tests.  Under proposed ESSA regulations, one of the following would be required for schools missing the 95% participation mark:  assign a lower summative rating to the school  assign the lowest performance level on the State’s Academic Achievement indicator  identify the school for targeted support and improvement or  another equally rigorous state-determined action, as described in its state plan 8

 An assessment is required to annually assess the English language proficiency (ELP) -- including reading, writing, speaking, and listening skills -- of all English learners in schools.  The ELP assessment must  be aligned to the state’s ELP standards, and  include appropriate accommodations.  An alternate ELP test must be provided for each English learner who cannot participate in the regular ELP test even with appropriate accommodations.  Results of students’ progress towards English language proficiency will be included as an indicator in the state’s accountability system. 9

 Assessment regs indicate a state may -  Include valid and reliable measures of student academic growth at all achievement levels  Use tests that are partially delivered in the form of portfolios, projects, or extended performance tasks  Include constructed-response, short answer, or essay questions  Use items that require a student to analyze a passage of text or to express opinions 10

 States may decide if assessments will be administered through --  a single summative assessment, or  “through multiple statewide interim assessments during the course of the academic year that result in a single summative score that provides valid, reliable, and transparent information on student achievement or growth.” 11

 States may decide if they will exempt 8 th graders who take advanced mathematics end- of-course tests in middle school from the regular state 8 th grade assessment.  If so, the end-of-course test score must count in the accountability system and the student must take a higher-level math test in high school. 12

 States must determine if they will make nationally recognized high school assessments available for selection. If so, they must carry out additional actions.  In the event any district seeks to use a locally selected assessment, states are required to establish technical criteria to determine if any such assessments meet the requirement.  In addition, all high schools in that district must use the same test. 13

 A state may administer the required assessments in the form of computer-adaptive assessments.  These assessments --  Must measure a student’s academic proficiency based on state standards for the grade in which the student is enrolled, and  May measure a student’s academic proficiency and growth using items above or below the student’s grade level.  If a state administers a computer-adaptive assessment, then a student’s grade-level proficiency must be reported. 14

 The US Department of Education is required to reserve up to 20% of the State Assessment Grants appropriation to make grants to states for audits of their assessment systems.  These audits would be designed to identify unnecessary state and local assessments, improve assessment quality and efficiency, and support streamlining of local assessment systems and the regular review and evaluation of local assessment practices.  States must decide if they will seek additional funds from the Secretary to conduct an audit of their assessment system. 15

 States may set a limit on the aggregate amount of time devoted to the administration of assessments for each grade, expressed as a percentage of annual instructional hours.  States need to determine when they would make this decision and, if they want to institute the limit during the 2016–17 school year, states would need to begin the process soon. 16

 ESSA includes a pilot program that initially allows up to seven states to develop innovative assessment systems that provide valid, reliable, and comparable data on student achievement.  An Innovative Assessment System means a system of assessments that may include –  ‘‘(1) competency-based assessments, instructionally embedded assessments, interim assessments, cumulative year end assessments, or performance-based assessments that combine into an annual summative determination for a student, which may be administered through computer adaptive assessments;  (2) assessments that validate when students are ready to demonstrate mastery or proficiency and allow for differentiated student support based on individual learning needs. 17

Questions?