Moving Forward with the New State Assessment System CEAB September 26, 2013

Together We Can Vision Mission 11/13/2018 Together We Can Vision All students in Colorado will become educated and productive citizens capable of succeeding in a globally competitive workforce. Mission The mission of CDE is to shape, support, and safeguard a statewide education system that prepares students for success in a globally competitive world. 2

Goals Students Educators Schools/ Districts State Successful students 11/13/2018 Goals Successful students Prepare students to thrive in their education and in a globally competitive workforce. Ensure every student is on track to graduate postsecondary and workforce ready. Increase achievement for all students and close achievement gaps. Ensure students graduate ready for success in postsecondary education and the workforce. Increase national and international competitiveness for all students. Great teachers and leaders Ensure effective educators for every student and effective leaders for every school and district. Increase and support the effectiveness of all educators. Optimize the preparation, retention, and effectiveness of new educators. Eliminate the educator equity gap. Outstanding schools and districts Build the capacity of schools and districts to meet the needs of Colorado students and their families. Increase school and district performance. Turnaround the state’s lowest performing districts and schools. Foster innovation and expand access to a rich array of high quality school choices for students. Best education system in the nation Build the best education system in the nation. Lead the nation in policy, innovation, and positive outcomes for students. Operate with excellence, efficiency, and effectiveness to become the best SEA in the nation. Attract and retain outstanding talent to CDE. Students Educators Schools/ Districts State 3

Driving Questions Students Educators Schools/ Districts 11/13/2018 Driving Questions What do we want students, educators, schools, and districts to know and be able to do? How will we know if expectations are met? How will we respond when help is needed and to support continued growth? Colorado Academic Standards Assessments RTI PBIS Targeted interventions IEPs Educator quality standards Educator evaluations Induction Mentoring Professional development plans Remediation plans Performance indicators School and district performance frameworks Unified planning Priority Turnaround Students Educators Schools/ Districts 4

Expanding Student Learning 11/13/2018 Expanding Student Learning When we intentionally integrate… Coherent and rigorous academic standards Innovative and engaging learning options Supported and effective educators Aligned and meaningful assessments Statewide and district accountability 
 . We can personalize learning and ignite the potential of every student. 5

Timelines and General Information 6

Colorado Measures of Academic Success: New Assessments CO developed science and social studies assessments PARCC developed English language arts and mathematics assessments 7

Summative Assessment Timeline TCAP Reading, Writing and Math New Social Studies and Science assessments & corresponding alternate (elementary and middle school) Colorado ACT ACCESS for English language learners 2013-14 New PARCC English Language Arts and Mathematics assessments expected to be operational & Alternate New Social Studies and Science assessments & corresponding alternate (high school) Second year of new Social Studies and Science assessments & Alternate (elementary and middle school) ACCESS for ELLs 2014-15

English Language Arts & Mathematics PARCC Update CDE Contact: Stephanie Boyd boyd_s@cde.state.co.us 9

English Language Arts and Mathematics State Legislation Requires Colorado to participate as a Governing Board member in a consortium of states that focuses on the readiness of students for college and careers PARCC Membership In August 2012, Colorado became a governing member of the Partnership for Assessment of Readiness for College and Careers (PARCC) PARCC is a consortium with about 20 states working together to develop assessments in English language arts and mathematics

PARCC States

PARCC Assessment Design Diagnostic Assessment K-1 and 2-8 Early indicator of knowledge and skills to inform instruction, supports, and PD Optional 2015-16 2014-15 Performance-Based Assessment Extended tasks Applications of concepts and skills Required End-of-Year Assessment Innovative, computer-based items Required Mid-Year Assessment Grades 3-11 Performance-based Emphasis on hard-to-measure standards Optional Speaking and Listening Assessment (Required): Locally scored (2015-16)

English Language Arts/Literacy PARCC Two four week testing windows Performance-based assessment component (3 sessions) Three tasks: a research simulation, a literary analysis, and a narrative task For each task, students will read one or more texts, answer several short comprehension and vocabulary questions, and write an essay that requires them to draw evidence from the text(s) End-of-year assessment component (2 sessions) 4-5 texts, a combination of literary and informational A number of short-answer comprehension and vocabulary questions will be associated with each text 13

Claims for ELA/Literacy ELA/Literacy for Grades 3–11 “On Track” Master Claim/Reporting Category: Students are “on track” to college and career readiness in ELA/Literacy. Major Claim: Reading Complex Text Students read and comprehend a range of sufficiently complex texts independently. SC: Vocabulary Interpretation and Use (RL/RI.X.4 and L.X.4-6) Students use context to determine the meaning of words and phrases. SC: Reading Informational Text (RI.X.1-10) Students demonstrate comprehension and draw evidence from readings of grade-level, complex informational texts. SC: Reading Literature (RL.X.1-10) Students demonstrate comprehension and draw evidence from readings of grade-level, complex literary text. Major Claim: Writing Students write effectively when using and/or analyzing sources. SC: Written Expression (W.X.1-10) Students produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience. SC: Conventions and Knowledge of Language (L.X.1-3) Students demonstrate knowledge of conventions and other important elements of language. SC: Research (data taken from Research Simulation Task) Students build and present knowledge through integration, comparison, and synthesis of ideas Within the PARCC Assessment System, there are three types of claims, and each claim will have its own reporting category that will use an appropriate reporting metric. Examples of these metrics are performance level descriptors, scale scores, and raw scores.   The Master Claim is the overall performance goal for the PARCC ELA/Literacy Assessment System—students must demonstrate that they are “on track” for college and career readiness. Major Claims are designed to elicit sufficient evidence to yield scale scores for making longitudinal comparisons. While students will receive one overall ELA/literacy scores, there will be scale scores for each of the two major claims. Sub Claims are designed to elicit additional data in support of the Major Claims while providing data that must help educators to focus instruction on key priorities. Master Claim: Students Are “On Track” to College and Career Readiness This Master Claim reflects the overall goal of the Common Core State Standards and Model Content Frameworks—to prepare students for college and careers, and specifically to ensure students have the literacy skills and understandings required for success in multiple disciplines. The measure of progress towards this essential goal will be reflected by a student’s overall performance on the summative components (both the Performance-Based Assessment and End-of-Year Assessment) of the PARCC ELA/Literacy Assessment System. For the summative assessment, the extent to which students are “on track” for college and careers means measuring the degree to which students are able to: (1) undertake close, analytic reading and the comparison and synthesis of ideas that are at the heart of comprehending complex literary works and informational texts; (2) write effectively when using and/or analyzing sources; this includes many additional skills and understandings as indicated by the sub-claims, including how well students interpret and use vocabulary, how well students read literary and informational texts, how well students express themselves in writing, how well students use their knowledge of language and its conventions, and how well students build and present knowledge through research and the integration, comparison, and synthesis of ideas.

Mathematics PARCC Two four week testing windows Performance-based assessment component (2 sessions) Comprised of short- and extended-response questions focused on conceptual knowledge and skills, and the mathematical practices of reasoning and modeling End-of-year assessment component (2 sessions) comprised primarily of short answer questions focused on conceptual knowledge, skills, and understandings Note: High school mathematics assessments are “end of course” and are offered for two mathematics pathways: Algebra I, Geometry, and Algebra II Integrated I, Integrated II, and Integrated III 15

Claims Driving Design: Mathematics Master Claim: Students are on-track or ready for college and careers Sub-claim A: Students solve problems involving the major content for their grade level with connections to practices Sub-Claim B: Students solve problems involving the additional and supporting content for their grade level with connections to practices Sub-claim C: Students express mathematical reasoning by constructing mathematical arguments and critiques Sub-Claim D: Students solve real world problems engaging particularly in the modeling practice Sub-Claim E: Student demonstrate fluency in areas set forth in the Standards for Content in grades 3-6 Master Claim: Students Are “On Track” to College and Career Readiness   This Master Claim reflects the overall goal of the Common Core State Standards and Model Content Frameworks—to prepare students for college and careers, and specifically to ensure students have the skills and understandings required for success. The measure of progress towards this essential goal will be reflected by a student’s overall performance on the summative components (both the Performance-Based Assessment and End-of-Year Assessment) of the PARCC Assessment System.

Sign Up PARCC http://www.parcconline.org/parcc-assessment 17

Colorado Educator Participation PARCC Committees 11/13/2018 Colorado Educator Participation PARCC Committees Committees with Colorado Educators and State Leaders Item Review (2 levels of involvement: state and district) Bias reviews Developing reporting attributes Non-summative (Speaking and Listening and the diagnostic assessments) Educator Leader Cadre (ELC) Higher Ed 18

Implication of Increased Rigor 11/13/2018 Implication of Increased Rigor Given the increased rigor of both the Colorado Academic Standards and the new assessments, it is reasonable to prepare for a drop in performance based on them compared to the performance demonstrated under the current system.

Field Test PARCC CO will have both paper and computer testing Schools will do one or the other Two testing windows (PBA and EOY) PBA - March 24- April 11 EOY – May 5 – June 6 Two testing conditions Take both PBA and EOY in one content area (ELA OR Math) Take either PBA OR EOY in one content area 20

Recommend people for committees PARCC will be starting phase 2 of item review If you know of educators who would like to be a part of the PARCC process, they can email me their information When there is an opening on a committee/work group, I will pull from my list of interested educators 21

Stephanie Boyd, PARCC Coordinator Boyd_s@cde.state.co.us Contact Information Stephanie Boyd, PARCC Coordinator Boyd_s@cde.state.co.us 22