Hope College December 2, 2013 Laurie

The BIG Picture: Triangulation Triangulation is the alignment that occurs between curriculum (what is taught), instruction (how content is taught), and assessment (how what is taught is measured). Curriculum Laura Instruction Assessment

Classroom Assessment Formative Assessment Summative Assessment Balanced assessment Summative Assessment

Formative & Summative Assessment Formative and summative assessments are interconnected. They provide different levels of information on student learning at different points in time. —Adapted from Ministry of Education, Wellington, New Zealand Laurie

Critical Distinction: It’s How the Results are Used Assessment FOR Learning: How can we use assessment data to help students learn more? (formative) Assessment OF Learning: How much have students learned at a particular point in time? (summative)

Types of Assessments Ticket out the door Whiteboards MEAP MAP DIBELS Interim Assessments Common Assessments Thumbs up, thumbs down Take a Stand End Laurie

Formative vs. Summative Is a process during learning; on-going Provide information that aids instruction Are helpful to students Help teachers diagnose and respond Assessment FOR learning Is an event after learning Tells others about students Document mastery For reporting, sorting, accountability Assessment OF learning Laurie

Formative vs. Summative Descriptive feedback Use of rubrics Self-assessment Portfolios DIBELS Study Island Final exams Many standardized tests Achievement tests State assessments Laurie

State Assessments (Grades 3-8) MEAP ELPA (English Language Proficiency Assessment) MEAP with accommodations MEAP Access MI-Access Functional Independence MI-Access Supported Independence MI-Access Participation MEAP – General Ed students and students w/disabilities w/accomodations MI-Access for students w/mild to severe cognitive disabilities – Not for all special education students Many states, as well as recent research, indicate that in addition to student with the most significant cognitive disabilities, there is a small group of student whose disability has precluded them from achieving grade-level proficiency and whose progress is such that they will not reach grade-level proficiency in the same time frame as other students. Functional Independence - Designed for students who have, or function as if they have, mild cognitive impairment Supt Independence - Designed for students who have, or function as if they have, moderate cognitive impairment Participation - Designed for students who have, or function as if they have, severe cognitive impairment.

How do I know what assessment to give my Special Education Student? MOST special education students will take the MEAP, MEAP with accommodations, OR MEAP Access The IEP team will make this decision based on the level of student Independence

participating in MI- Access All IDEA Students Grades 3-8 participating in MI- Access Participating in MEAP, MEAP with assessment accommodations, and MEAP-ACCESS. Functional Independence Supported Independence Participation cognitive impairments whose IEP (Individualized Educational Program) Team has determined that MEAP assessments, even with accommodations, are not appropriate

HOW MEAP-ACCESS differs from MI-ACCESS Based on Extended Grade-level Content Expectations (EGLCEs) Assessments for students who have, or function as if they have, mild, moderate/ severe cognitive impairment MEAP-ACCESS: Based on Modified Achievement Standards Assessments for students who have an IEP and for whom MEAP and MI-ACCESS are not appropriate

How MEAP-ACCESS differs from MEAP An alternate assessment based on modified achievement standards Fewer items on the assessments 3 answer choices per item vs. 4 Segmented passages Passage introductions

MEAP-ACCESS sample booklet

MEAP-ACCESS Design Mathematics grades 3-8 45 multiple choice items (3 answer choices) Two parts in one test booklet Part 1 – 20 items, Part 2 – 25 items Calculator use allowed on all items

MEAP Design Mathematics grades 3-8 Two parts in one test booklet – No calculator on any part 61 mc items Grades 4-8 – No calculator on part 1 4 answer choices 57 – 72 mc items

MEAP sample item

MEAP-ACCESS sample item

MEAP-ACCESS sample booklet

MEAP-ACCESS design Reading grades 3-8 Two days, two test booklets 4 reading selections, each with 8 multiple choice (mc) items 11 independent word study mc items Two days, two test booklets Day one – 3 parts 2 reading selections with 8 mc items each Day two – 2 parts

MEAP DESIGN Reading grades 3-8 5 reading selections, each with 8 multiple choice (mc) items 3 short answer CR items 6 cross-text MC items

MEAP-ACCESS passage intro

Regular MEAP sample PASSAGE

MEAP-ACCESS sample Passage

MEAP-ACCESS sample items

The Smarter Balanced Assessment Consortium (Smarter Balanced) is a state-led consortium working to develop next-generation assessments that accurately measure student progress toward college- and career-readiness. Smarter Balanced is one of two multistate consortia awarded funding from the U.S. Department of Education in 2010 to develop an assessment system aligned to the Common Core State Standards (CCSS) by the 2014-15 school year.

4th Grade Math Future SBAC Sample Computer Adaptive

4th Grade Math Future SBAC Sample Computer Adaptive

4th Grade Math Future SBAC Sample Computer Adaptive

So… what do we do with all these data? How do we make sense of it all?

Instructional Research Information Source Laurie Smith, Educational Data Consultant lsmith@oaisd.org

Data Collection Demographic Data Perception Data Outcome Data Performance Indicators Personnel Records Assessment Systems Student Records District-based system Perception Data Demographic Data Process Data Outcome Data

Data extraction, cleansing, and Data Warehouse Design Existing Data Other Data sources Analysis tools SMS Load Personnel Data extraction, cleansing, and transformation Data warehouse Web access MSDS Assessment Other Data query and reporting tools

Data Sets Currently Available Student Demographic Data Local Assessment Data State Assessment Data

Questions