Office of Strategy, Innovation and Performance Understanding Smarter Balanced Scores 2015 Trainings for the SB Assessments January 2015 Patricia Reiss, Ph.D. Office of Strategy, Innovation and Performance Assessment Section

Agenda Interpretation of Smarter Balanced Scores and Achievement Levels for the summative and interim assessments. What is included on the SB assessments? Achievement Level Setting Types of scores Vertical scale ELA/Literacy and Mathematics Threshold Scale Scores ELA/Literacy and Mathematics Reported Scale Scores ELA/Literacy and Mathematics Estimated Percentage of Students at each Achievement Level Preparing for New Test Scores

Interpretation of Smarter Balanced Scores and Achievement Levels Summative Assessment Interim Comprehensive Assessment (ICA) Interim Assessment Blocks (IBA)  

What is included on the SB assessments? http://www.smarterbalanced.org/smarter-balanced-assessments/ ELA/Literacy Smarter Balanced Preliminary Summative Assessment Blueprint – 5/9/14 (PDF) ELA/Literacy Content Specifications Appendix B: Grade Level Tables for All Claims and Assessment Targets and Item Types Mathematics Smarter Balanced Preliminary Summative Assessment Blueprint – 5/9/14 (PDF) Mathematics Content Specifications (6/2013 draft)

EXCERPT from ELA/Literacy Blueprint “Each student will receive at least one long informational passage set ….”

Excerpt from Mathematics Content Specifications (p. 30) Students need not know the formal names for the properties of operations Tasks are to probe whether students are able to use the properties to multiply and divide Tasks ….will be limited to products and dividends within 100

Scale Scores SAT 200 - 800 HSA 100 -500 Smarter Balanced Approx. 2000 -3000

Smarter Balanced Scale Scores Vertical scale Increase across grade levels Current level of achievement and growth over time Aggregate scores for schools and complex areas Can measure gaps for different groups of students

Achievement Levels Hawaii State Assessments Smarter Balanced Assessments Well Below Proficiency Approaches Proficiency Meets Proficiency Exceeds Proficiency Level 1 Level 2 Level 3 Level 4

Level 4 Level 3 Level 2 Level 1 Mathematics and ELA/Literacy Achievement Level Descriptors – High School Level 4 The student has exceeded the achievement standard and demonstrates the knowledge and skills in [content area] needed for likely success in entry-level credit-bearing college coursework after high school. Level 3 The student has met the achievement standard and demonstrates progress toward mastery of the knowledge and skills in [content area] needed for likely success in entry-level credit-bearing college coursework after completing high school coursework. Level 2 The student has nearly met the achievement standard and may require further development to demonstrate the knowledge and skills in [content area] needed for likely success in entry-level credit-bearing college coursework after high school. Level 1 The student has not met the achievement standard and needs substantial improvement to demonstrate the knowledge and skills in [content area] needed for likely success in entry-level credit-bearing college coursework after high school.

Level 4 Level 3 Level 2 Level 1 Mathematics and ELA/Literacy Achievement Level Descriptors – Grades 6-8 Level 4 The student has exceeded the achievement standard and demonstrates advanced progress toward mastery of the knowledge and skills in [content area] needed for likely success in entry-level credit-bearing college coursework after high school. Level 3 The student has met the achievement standard and demonstrates progress toward mastery of the knowledge and skills in [content area] needed for likely success in entry-level credit-bearing college coursework after high school. Level 2 The student has nearly met the achievement standard and may require further development to demonstrate the knowledge and skills in mathematics needed for likely success in entry-level credit-bearing college coursework after high school. Level 1 The student has not met the achievement standard and needs substantial improvement to demonstrate the knowledge and skills in mathematics needed for likely success in entry-level credit-bearing college coursework after high school.

Level 4 Level 3 Level 2 Level 1 Mathematics and ELA/Literacy Achievement Level Descriptors – Grades 3-5 Level 4 The student has exceeded the achievement standard and demonstrates advanced progress toward mastery of the knowledge and skills in [content area] needed for likely success in future coursework. Level 3 The student has met the achievement standard and demonstrates progress toward mastery of the knowledge and skills in [content area] needed for likely success in future coursework. Level 2 The student has nearly met the achievement standard and may require further development to demonstrate the knowledge and skills in mathematics needed for likely success in future coursework. Level 1 The student has not met the achievement standard and needs substantial improvement to demonstrate the knowledge and skills in mathematics needed for likely success in future coursework.

Scores for Summative Assessments in Grades 3 – 8 & 11 CAT + PT CAT + PT Composite Scores Claim Level Scores: Reading Writing Listening Research Claim Level Scores: Concepts and procedures Problem Solving & Modeling/Data Analysis Communicating Reasoning

Scores for the Interim Comprehensive Assessments (ICA) CAT + PT CAT + PT Composite Scores Claim Level Scores: Reading Writing Listening Research Claim Level Scores: Concepts and procedures Problem Solving & Modeling/Data Analysis Communicating Reasoning

Scores for the Interim Assessment Blocks (IABs)

Achievement Level Setting Download video at: http://alohahsap.org/SMARTERBALANCED/wp- content/uploads/trainings/SmarterBalanced_Haw aii.mp4

Vertical Scale

English Language Arts/Literacy – Level 3 Approved November 14, 2014

Mathematics: Level 3 Approved November 14, 2014

SB ELA/Literacy Scale Score Thresholds Grade Level 1 to 2 Level 2 to 3 Level 3 to 4 3 2367 2432 2490 4 2416 2473 2533 5 2442 2502 2582 6 2457 2531 2618 7 2479 2552 2649 8 2487 2567 2668 11 2493 2583 2682

SB Mathematics Scale Score Thresholds Grade Level 1 to 2 Level 2 to 3 Level 3 to 4 3 2381 2436 2501 4 2411 2485 2549 5 2455 2528 2579 6 2473 2552 2610 7 2484 2567 2635 8 2504 2586 2653 11 2543 2628 2718

Level 3 Threshold Scores by Grade and Content Area ELA/Literacy Mathematics 3 2432 2436 4 2473 2485 5 2502 2528 6 2531 2552 7 2567 8 2586 11 2583 2628

SB ELA/Literacy Reported Scale Scores Grade Level 1 Level 2 Level 3 Level 4 3 2114 - 2366 2367 - 2431 2432 -2489 2490 - 2623 4 2131 - 2415 2416 -2472 2473 - 2532 2533 - 2663 5 2201 - 2441 2442 -2501 2502 - 2581 2582 - 2701 6 2210 - 2456 2457 - 2530 2531 - 2617 2618 - 2724 7 2258 - 2478 2479 - 2551 2552 - 2648 2649 - 2745 8 2288 - 2486 2487 - 2566 2567 - 2667 2668 - 2769 11 2299 - 2492 2493 - 2582 2583 - 2681 2682 - 2795

SB Mathematics Reported Scale Scores Grade Level 1 Level 2 Level 3 Level 4 3 2189 - 2380 2381 - 2435 2436 - 2500 2501 - 2621 4 2204 - 2410 2411 - 2484 2485 - 2548 2549 -2658 5 2219 - 2454 2455 - 2527 2528 - 2578 2579 -2700 6 2235 - 2472 2473 - 2551 2552 - 2609 2610 - 2748 7 2250 - 2483 2484 - 2566 2567 - 2634 2635 - 2778 8 2265 - 2503 2504 - 2585 2586 - 2652 2653 - 2802 11 2280 - 2542 2543 - 2627 2628 - 2717 2718 - 2862

ELA/Literacy: Estimated Percentage of Students at Each Achievement Level Estimates based on Spring 2014 Smarter Balanced field test conducted in 21 states and USVI.

Mathematics: Estimated Percentage of Students at Each Achievement Level Estimates based on Spring 2014 Smarter Balanced field test conducted in 21 states and USVI.

Score Reports

Claim Level Achievement Above Standard Your test results clearly show that you understand and are able to apply your knowledge to the standards in this content area of your grade. At/Near Standard Your test results may be just above or just below the standard, but due to the error band, the result is too close too call. Below Standard Your test results clearly show that you have not yet met the standard in this content area for your grade.

Target report For any group of students who takes the Smarter summative tests, you can get reports for an individual target—the most detailed level of content. Information presented compares whether performance was similar, better, or worse than overall performance.

Target Achievement Level Icon Target Level Description Better than performance on the test as a whole This target is a relative strength. The group of students performed better on items from this target than they did on the rest of the test as a whole. Similar to performance on the test as a whole This target is neither a relative strength nor a relative weakness. The group of students performed about as well on items from this target as they did on the rest of the test as a whole. Worse than performance on the test as a whole This target is a relative weakness. The group of students did not perform as well on items from this target as they did on the rest of the test as a whole. Insufficient information Not enough information is available to determine whether this target is a relative strength or weakness.

Preparing for New Test Scores Explain the higher expectations with the Common Core and Smarter Balanced Avoid comparison to score results of previous state assessments Reach out to teachers, parents, community leaders, and students in a variety of ways Communicate early and often Since the new standards set higher expectations for students—and the new tests are designed to assess college and career readiness using the standards as a benchmark—expectations for student achievement are higher than they used to be. This is the path to raising the bar for students and achieving college and career readiness. Yet for the first few years, it’s likely that fewer students will score at the higher achievement levels on the assessments. This does not mean that our students are doing worse than they did last year. Rather, the scores represent a new baseline that provides a more accurate indicator for educators, students, and parents. It is critical to communicate with teachers, parents, community leaders, and students about what the new test scores mean in advance of their release.

Key Points Smarter Balanced assessments measure the full range of the Common Core State Standards. They are designed to let teachers and parents know whether students are on track to be college- and career-ready by the time they graduate. Because the new standards set higher expectations for students--and the new tests are designed to assess college and career readiness using the standards as a benchmark--expectations for student achievement are higher than they used to be. As a result, it’s likely that fewer students will score at the higher achievement levels on the assessments, especially for the first few years. Results should improve as students have more years of instruction based on the new standards. This does not mean that our students are doing worse than they did last year. Rather, the scores represent a new baseline that provides a more accurate indicator for educators, students, and parents.

Moving Forward 2014-2015 New baseline: Achievement levels developed by educators that reflect high expectations for students Student progress: Teachers, students and parents work together to address areas for improvement and make sure student needs are met. The ultimate goal: All students are on track to succeed after high school. This slide provides an opportunity to highlight state and/or district initiatives to assist students who are not on track to college and career readiness.