CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction Smarter Balanced Update CORE SAI Leadership Team Meeting Deborah V.H. Sigman Deputy Superintendent of Public Instruction District, School, and Innovation Branch February 13, 2014

2 We are in the midst of our journey towards implementation of college and career- ready standards Supt. Torlakson begins outreach to develop recommendations for new assessment system (required by AB250 March 2012) California getting ready for a next generation, world-class assessment system ▪ Recommending bridge materials ▪ Developing new curriculum frameworks ▪ Building new professional development modules ▪ Adopting new instructional materials ▪ Field testing the Smarter Balanced tests in all eligible grades 1997 Standards of performance established to signal college and career readiness CA aligns assessments to standards STAR to sunset (July 2014) – AB STAR to be replaced January 2014 California joins Smarter Balanced as a governing State 2016… Full implementation and beyond… CA develops rigorous set of standards Pilot test Smarter Balanced summative Field test Smarter Balanced summative California adopts Common Core State Standards authorized through SB15X legislation Smarter Balanced launched, Common Core State Standards measured and modeled in every California classroom CDE releases Common Core implementation plan “Transitioning to a New Assessment System” report released by Supt. Torlakson

3 California has a clear and inspiring vision for public education, focused on great instruction and grounded in the Common Core State Standards California’s vision for career and college readiness ▪ Built on the Common Core State Standards, which bring California’s standards up to date and from good to great ▪ High quality teaching and learning in every classroom, where assessments guide planning and progress in the classroom for great instruction ▪ …with the goal of ensuring that all students, regardless of where they are from or where they live, graduate prepared for college and careers in the global economy of the 21st century ▪ And reinforced by practical supports for teachers that give them the information and the tools to meet students where they are and help them to learn more ▪ So that we can help more students who are already proficient reach the next level and help students who are not close the gap

TOM TORLAKSON State Superintendent of Public Instruction Setting the Foundation for a New Assessment System Recognize assessment is an integral part of a cycle of standards, curriculum, and instruction. Recommend a system that promotes and models high quality teaching and learning. Consider the input of thousands of stakeholders including students, parents, teachers, administrators, business leaders, and community leaders. Consider the role the state should play in the assessment system and the value of local control. Recognize the current fiscal climate but also the investment opportunity. 4

TOM TORLAKSON State Superintendent of Public Instruction Getting Ready in a Very Real Way Assembly Bill 484 Introduced February 19, 2013 Replaces STAR with the California Assessment of Student Performance and Progress (CAASPP) Signed by the Governor on October 3, ent.xhtml?bill_id= AB484http://leginfo.legislature.ca.gov/faces/billNavCli ent.xhtml?bill_id= AB484 5

TOM TORLAKSON State Superintendent of Public Instruction AB 484 Summary Smarter Balanced assessments for English-language arts and mathematics grades 3-8 and 11 –March 18 - June, 6, 2014: field test (no scores) – : first operational year –Analytical sample –All other students California Alternate Performance Assessment (CAPA) for grades 2-11 until replacement developed Early Assessment Program – voluntary for students 6

TOM TORLAKSON State Superintendent of Public Instruction AB 484 Summary (cont.) Current science assessments in 5, 8, and 10 until successor assessment is developed Primary language assessment – Voluntary administration – Stakeholder input and development of a new test Comprehensive plan for new assessments of full curriculum 7

TOM TORLAKSON State Superintendent of Public Instruction AB 484 Summary (cont.) Superintendent authorized, with Board approval, to not produce Academic Performance Index in and Restricts comparing CAASPP and STAR scores Prohibits display of scores that would identify student or teacher Independent evaluation of CAASPP 8

TOM TORLAKSON State Superintendent of Public Instruction Maximizing the Assessment Opportunity 9

TOM TORLAKSON State Superintendent of Public Instruction Benefits of Field Test Participation Students will have hands-on experience with the functionality of a computer-based assessment. Teachers and administrators will gain valuable exposure to administration logistics during a trial run. LEAs and staff will benefit from having learned where technology gaps may exist, and then can fully prepare for operational assessments. Access frequently asked questions regarding the spring 2014 Smarter field test at:

TOM TORLAKSON State Superintendent of Public Instruction Field Test Purpose A field test is not designed to be a valid and reliable measure of student achievement; rather, it is designed to help the test developers evaluate whether the tests, individual items, and the technology platform work as intended before the first operational administration. — Deborah S. Delisle U.S. Department of Education 11

TOM TORLAKSON State Superintendent of Public Instruction Smarter Balanced Spring 2014 Field Test Will take place March 18–June 6, 2014 Each school has been assigned a six-week window within this time frame and can conduct testing anytime within that assigned window. School test window assignments available at No paper-and-pencil version will be available. No results will be reported, but students should be encouraged to do their best. 12

TOM TORLAKSON State Superintendent of Public Instruction Smarter Balanced 2014 Field Test (cont.) 5% of students will take Field Test items from one content area (i.e., ELA or math) and 95% of students will take Field Test items from both content areas. Participation expectations: –Grades 3–8: All students are expected to participate. –Grades 9 and 10: Only students selected for the scientific sample are expected to participate. –Grade 11: Students selected for the scientific sample are expected to participate; all others are encouraged to participate. 13

TOM TORLAKSON State Superintendent of Public Instruction Field Test Student Participation Exceptions The only students exempt from participating in the Smarter Balanced Field Test are: Students who participate in the CAPA For the ELA test only, English learners who have been attending school in the United States for less than 12 months 14

TOM TORLAKSON State Superintendent of Public Instruction Proposed Emergency Regulations State Board of Education (SBE) approved the proposed emergency regulations on January 15, 2014 (Item 5) Addresses test security affidavits, testing windows, and available supports for students Available on the SBE Web site at nda asp nda asp 15

TOM TORLAKSON State Superintendent of Public Instruction Field Test Preparation and Outreach Activities The CDE in collaboration with its partners: Smarter Balanced, Educational Testing Service (ETS), San Joaquin County Office of Education, West Ed, and others has prepared a comprehensive plan of activities that support the implementation of the field test. For example, ETS is presenting a series of regional workshops. The focus of these workshops is to provide comprehensive training on how to administer the Field Test. Workshop details can be accessed at 16

TOM TORLAKSON State Superintendent of Public Instruction Outreach Fellows Fellows to support districts in implementing the Common Core State Standards (CCSS) and the Smarter Balanced tests –Nancy Brownell – CCSS –Kathy Caric – Smarter Balanced –Paula Carroll – Smarter Balanced –Gina Koency – Smarter Balanced –Mary Tribbey – Smarter Balanced 17

TOM TORLAKSON State Superintendent of Public Instruction Upcoming Field Test Workshops for LEA Staff County Office of Education Date Sacramento Wednesday, 2/5 San Francisco Monday, 2/10 San Joaquin Tuesday, 2/11 Santa Clara Wednesday, 2/12 Alameda Thursday, 2/13 Mendocino Tuesday, 2/18 Alpine Monday, 2/24 Shasta Tuesday, 2/25 Tehama Tuesday, 2/25 Butte Thursday, 2/27 18 County Office of Education Date San Diego Friday, 2/7 Los Angeles Thursday, 2/13 Riverside Friday, 2/14 Santa Barbara Tuesday, 2/18 Monterey Wednesday, 2/19 Kern Friday, 2/21 Fresno Monday, 2/24

19 Smarter Balanced – A System of Assessments Teachers, schools and districts have access to high quality and highly accurate student data and teaching resources, through the digital library throughout the year and across years to improve teaching and learning Interim assessments Flexible, open, used for actionable feedback Summative assessments Longitudinal measures benchmarked to college and career readiness Teacher resources for formative tools – practices to improve instruction End of year assessment of student learning, consisting of a computer adaptive test and computer administered performance tasks and aligned with Common Core; assesses annual progress Optional assessments, administered at locally determined intervals to provide educators with actionable information about student progress throughout the year; will be computer adaptive and include performance tasks Professional development materials and teaching resources aligned Common Core and Smarter Balanced claims and assessment targets

TOM TORLAKSON State Superintendent of Public Instruction Definition of Formative Assessment Process Called assessment for learning, formative assessment is a deliberate process used by teachers and students during instruction. Formative assessments do not result in a grade but instead can be used in the following ways: Teachers can adapt instruction on the basis of evidence, making changes and improvements that will yield immediate benefits to student learning. Students can use evidence of their current progress to actively manage and adjust their own learning. Stiggins, Arter, Chappuis, & Chappuis 20

TOM TORLAKSON State Superintendent of Public Instruction Four Attributes of the Formative Assessment Process Clarify Intended Learning Elicit Evidence Act on Evidence Interpret Evidence 21

TOM TORLAKSON State Superintendent of Public Instruction What the Digital Library Is Not Not a bank of assessment items Not a learning management system where educators can register for training or receive credit by completing specific online courses Not a library for general public (will require registration and login) Not a site to freely post resources 22

TOM TORLAKSON State Superintendent of Public Instruction Members of the Formative Assessment Advisory Panel 1)Dr. Lynne Anderson-Inman (University of Oregon) 2)Dr. Robert Calfee (Stanford University, UC Riverside) 3)Dr. Bridget Dalton (University of Colorado) 4)Dr. Diane Heacox (St. Catherine University) 5)Dr. Joan Herman (UCLA – CRESST) 6)Dr. John Hill (Purdue University) 7)Dr. Yvette Jackson (National Urban Alliance for Effective Education) 8)Dr. Henry Kepner (University of Wisconsin - Milwaukee) 9)Dr. Katherine McKnight (National Louis University) 10)Valerie L. Mills (National Council of Supervisors of Mathematics) 11)Dr. James Popham (UCLA) 12)Dr. Lucinda Soltero-Gonzalez (University of Colorado-Boulder) 23

24 Formative Assessment Advisory Panel Convened the Formative Assessment Advisory Panel to develop the Quality Criteria during three two-day meetings Meeting 1 April 17 – 18, 2013 Meeting 1 April 17 – 18, 2013 Meeting 2 May 8 – 9, 2013 Meeting 2 May 8 – 9, 2013 Meeting 3 May 22 – 23, 2013 Meeting 3 May 22 – 23, 2013 Brainstormed initial Quality Criteria Determined structure of Quality Criteria Developed comprehensive list of potential criteria Discussed merits of checklist vs. rubric-based approach Tested criteria using sample resources Refined criteria Synthesized feedback Developed first draft of Quality Criteria Developed 2 nd draft; received feedback from panelists; developed present draft

25 Formative Tools - State Leadership Teams (SLT) 8 – 12 members per state Comprised of K-12 educators and higher educational faculty in positions of leadership in the state Composition Recruit, identify, and train the State Network of Educators (SNE) Participate in 5 regional trainings Train SNE members to contribute, review, and post resources Monitor and support SNE review of resources and make final posting decisions Provide feedback on posting process, Quality Criteria, and usability of software Expectations

26 State Network of Educators (SNE) 60 – 150 members per state Comprised of K-12 educators and higher educational faculty Each network has diverse expertise in: CCSS Mathematics, CCSS ELA, Science, and Social Studies General Education, Gifted and Talented, English Language Learners, and Students with Disabilities Composition Participate in 5 trainings Help populate the Digital Library in advance of the April 2014 launch Submit and review resources using the Quality Criteria Use resources and collaboration tools for own professional learning and instruction Provide feedback on the resources in the library, review and posting process, Quality Criteria, and usability of software Expectations

27 Digital Library Resources Commissioned Professional Learning Modules Resources for educators, students and families Frame Formative Assessment within a Balanced Assessment System Articulate the Formative Assessment Process Highlight Formative Assessment Practices and Tools Assessment Literacy Modules Commissioned Professional Learning Modules Instructional coaching for educators Instructional materials for students Demonstrate/support effective implementation of the formative assessment process Focus on key content and practice from the Common Core State Standards for Mathematics and English Language Arts Exemplar Instructional Modules High-quality vetted instructional resources and tools for educators High-quality vetted resources and tools for students and families Reflect and support the formative assessment process Reflect and support the Common Core State Standards for Mathematics and English Language Arts Create Professional Learning Communities Education Resources

TOM TORLAKSON State Superintendent of Public Instruction Purposes of the Quality Criteria Ensure that all resources in the Digital Library are of the highest quality, regardless of source Ensure that all resources reflect the Smarter Balanced vision of effective formative assessment practices Provide consistency in the review process for all resources Ensure that the resources in the Digital Library reflect the intent of the CCSS 28

TOM TORLAKSON State Superintendent of Public Instruction Our Successes So Far Formative Assessment Advisory Panel Developed Quality Criteria State Leadership Teams and State Networks of Educators Established, Involving Over 1,800 K-16 Educators Across the Country SLT Training 1 and SNE Training 1 Completed Over 450 Resources Submitted to the Digital Library Structure and Format for Exemplar Instructional Modules and Assessment Literacy Modules Drafted Matrices for the Exemplar Instructional Modules for ELA and Math and for the Assessment Literacy Modules Drafted Digital Library Software Versions 1.0 and 1.1 Released Digital Library Soft Launch April

TOM TORLAKSON State Superintendent of Public Instruction For Further Information California Assessment of Student Performance and Progress (CAASPP) Office CDE Smarter Balanced Field Test Web Page Smarter Balanced Technology Readiness Tool (TRT) California Technical Assistance Center