Curriculum and Instruction Meeting October 2014 Alabama State Department of Education

Outcomes Have a collective understanding of summative, formative, and diagnostic assessments. Have the tools necessary to discuss ACT Aspire data in grades 3-8 with district and school officials, and other stakeholders. Provide feedback to ACT for suggested improvements to Aspire.

Transforming education is about conversation, exploration, debate, and occasional dispute.

Plan 2020-Our Vision Every Child a Graduate – Every Graduate Prepared for College/Work/Adulthood in the 21st Century This is why we are here.

Absolutes During the Transition   Teach to the standards for each of the required subjects (Alabama College- and Career-Ready Standards - Courses of Study) Through a clearly articulated and locally aligned K-12 curriculum (Sample curricula found on ALEX and Alabama Insight) Supported by aligned resources, support, and professional development (Sample lesson plans and supporting resources found on ALEX, differentiated support through ALSDE Regional Support Teams and ALSDE Initiatives, etc.) Monitored regularly through formative, interim/benchmark assessments to inform the effectiveness of the instruction and continued learning needs of individuals and groups of students (GlobalScholar, QualityCore Benchmarks, and other locally determined assessments) With a goal that each student graduates from high school with the knowledge and skills to succeed in post-high school education and the workforce without the need for remediation as evidenced by multiple measures achieved through multiple pathways to meet the graduation requirements set for students in Alabama. (Alabama High School Graduation Requirements/Diploma) In the midst of change, there really are some absolutes! Dr. Bice and all of us are committed to listening to you – so we know it is frustrating when things seem to change from one meeting to the other. We are working on that – but remember that we truly have a year to figure this out and put the right things in place for the right reasons. This can only be done with input from you. So,

Basis for Change-The Disconnect ARMT+ 2012-2013 ACT Explore 2012-2013 Grade 8 Reading-80% proficient Math-78% proficient Grade 8 Reading-39% proficient Math-23% proficient

Basis for Change-The Disconnect Alabama High School Graduation Exam The ACT Language 97% Math 97% Reading 97% Science 97% Social Studies 97% English 66% Math 31% Reading 41% Science 30% All Four 20% Graduating Class of 2013

Example: Scantron Global Scholar Formative Assessment Example: Scantron Global Scholar Performance Series Adaptive diagnostic assessment Aligned to Alabama CCRS, Common Core, and ACT CRS Multiple data points Immediate results Achievement Series Formative assessment tool Create and administer assessments aligned to the standards Standards based reports Multiple item banks Instant feedback

“Assessment is not the endgame of learning “Assessment is not the endgame of learning. It is a toolset consisting of summative, periodic, and formative components. No single element, no matter how well-intentioned or detailed, can match a complete assessment solution.”-ACT

Characteristics of Assessment Summative Assessment (Assessment OF Learning) Formative Assessment (Assessment FOR Learning) Purpose: To improve instruction and provide feedback Occurs during instruction while learning is in progress – day to day, minute by minute Focused on checking for understanding and the learning progress Promotes self monitoring Collaborative Fluid – an ongoing process Use of evidence to make adjustments for continual improvement Purpose: To measure competency Occurs after instruction – end of unit or course test Focused on the products of learning Measurement against externally determined criteria Directed Rigid – an unchanging measure Use of results to determine success or failure Moss and Brookhart Advancing Formative Assessmentin Every Classroom. One is not better than the other – they are different based on the purpose. However, we have done a pretty good job of summative assessments (autopsy) and often do not use formative measures (check up) as readily. What might FA look like for students? What might FA look like for adults?

Table Talk What tools are your district/school using for each type of assessment? How does your system/school use the data from multiple types of assessment (summative, formative, diagnostic) to inform instruction and monitor student learning?

ACT Aspire Overview Standards based system of assessments developed to monitor progress towards college and career readiness in grades 3-10 Assessments in the content areas of English, math, reading, science and writing Aligned to ACT College Readiness Standards Capable of predicting outcomes on the ACT Predicted path towards college and career readiness in grades 3-8 Predicted ACT score in grades 9 or 10 (will be administered to all 10th graders in Spring 2016)

Scores and Reporting Scores are linked to ACT College Readiness Benchmarks Results are reported on a 3-digit scale score Reporting levels of Ready, Close, In Need of Support ACT Readiness Benchmark is reported for English, math, reading and science at each grade level

ACT Readiness Benchmarks

Supplemental Scores National Percentile Rank ELA Combined Score Average of English, reading and writing scores STEM Combined Score Average of science and math scores Progress with Text Complexity Score An indication of how well students are able to demonstrate understanding and comprehension of increasingly complex text Progress Towards Career Readiness Reported for students in grades 8, 9, and 10 Links the composite score with predicted performance toward an ACT National Career Readiness Certificate

ACT Aspire Reports

Using Summative Assessment Data Data that provides a snapshot of what students know and do. Can be used to promote program improvement, curricular changes, instructional PD. Data that aids teachers in planning future instruction; reflecting on general patterns; establishing big picture within a class. Data that is used to make decisions, typically on an annual basis, about subgroups, schools, districts, and states.

Student Report Package Current Progress Report Supplemental Scores Report

Focused on Growth Telling a story about the journey the student is on. Current and predicted subject performance, national averages (to give perspective), skill performance, and improvement ideas Longitudinal progress graph shows the 3 digit scale score in relation to the ACT Readiness Benchmark for each subject and in relation to the three readiness levels Predicted path is also shown for each subject Skill performance is given as the number of points correct out of the total points possible and as the percentage correct ACT Readiness range shows where a student who has et the ACT Readiness Benchmark on this assessment would typically perform Improvement idea is given for the lowest performing skill

Focused on Growth Student Longitudinal Growth charts showing personalized progress Predicted path toward college and career readiness National Median Scores to provide grade level context ACT Aspire will focus on each student’s longitudinal growth including: Progress Charts showing student scores over time versus the ACT Readiness Benchmark for each subject – ACT Growth research allows us also to provide a NEW… 2 year student “predicted path” toward college & career readiness – shows where students scores will fall in the future based upon expected growth rates ACT Aspire Composite Scores & Predicted ACT Subject/Composite Scores National Median or average scores for context beginning in EHS Change in language used. Contextual, visual, numerical ACT Aspire standard score reports will classify students into the three levels given above; however, a finer degree of distinction is added to the data file, called the Student Performance File (SPF), provided to the state, districts, and schools. The Ready level can be divided into Ready and Exceeding resulting in four proficiency levels. Students in the Exceeding category indicate they are substantially above the benchmark and have a much higher chance to be college and career ready. Table 1 shows an example of the data fields that will be included in the SPF file.

Reporting Student Skills Standards performance based on ACT’s College Readiness Standards. ACT Readiness Range typical performance of Students who have met the ACT Readiness Benchmark for that subject. Improvement Ideas for simple interventions. As we’ve discussed, ACT Aspire will include reporting based on ACT College Readiness Standards and aligned to the Common Core State Standards in key reporting categories. Reflected as both a % score and number of pts. Earned. The ACT Readiness Range will show typical performance of students who have met the ACT Readiness Benchmark for that particular subject . (Ready and Exceeding) Simple interventions at launch for the Summative assessment, looking for drill down and additional

Supplemental Scores We’re including some exciting Additional Measures of Readiness in ACT Aspire, including Along with national norms NEW Combined ELA score and STEM scores for students who test in both Math & Science A Text Complexity Score And a New Work Readiness Score (range will not be included)

Table Talk How can individual student performance data from ACT Aspire be used at the classroom level to inform future instruction? What strategies can be used to have meaningful dialogue with parents about these results? What do you like about the individual student report, and what changes would you like to see?

School Report Package Subject Proficiency by Grade Level Report Current Progress Report Supplemental Scores Report Subject Proficiency by Demographic Report

Subject Proficiency By Grade Level Report

Current Progress Report

Supplemental Scores

Subject Proficiency by Demographic

Table Talk How do the school-level reports inform your understanding of grade level performance, and what are some identified areas for improvement? How might teachers use this data at the classroom level to adjust future instruction? What do you like about the school-level reports, and what changes would you like to see?

District Reports Package Student Performance File Subject Proficiency by School Subject Proficiency by Grade Level Subject Proficiency by Demographic Current Progress Report Supplemental Scores

Subject Proficiency by School

Subject Proficiency by Grade Level

Subject Proficiency by Demographic

Current Progress Report

Supplemental Scores

Table Talk How do the district-level reports inform your understanding of district performance, and what are some identified areas for improvement? What are the implications of this data, and how can it be used in school improvement efforts (e.g., curriculum, instruction, professional development, etc.)? What do you like about the district-level reports, and what changes would you like to see?

Additional Reports Group Proficiency Summary Report Group Skill Proficiency Report

Group Proficiency Summary Report

Group Skill Proficiency Report

Resources ACT Aspire-www.discoveractaspire.org ACT Alabama Website-http://www.act.org/aap/alabama/ ACT Aspire Avocet-http://actaspire.avocet.pearson.com/actaspire/home

Outcomes Have a collective understanding of summative, formative, and diagnostic assessments. Have the tools necessary to discuss ACT Aspire data in grades 3-8 with district and school officials, and other stakeholders. Provide feedback to ACT for suggested improvements to Aspire.

Table Talk What remaining questions or concerns do you have about the ACT Aspire reports? What changes can be made to improve the administration of ACT Aspire? What additional information or support is needed to further your understanding of ACT Aspire?