Changing Landscape of Assessments in WV Schools 2014 School Counselor Conference Dr. Beth Cipoletti, Assistant Director Office of Assessment and Accountability

WESTEST Testing Window o Statewide testing window: April 7 – June 11 o Each county has unique testing window o Two unique testing period per day Online delivery Universal student tools

Practice Test March 10 – June 11 Students may take practice test more than once Students may be provided assistance on using tools, online calculator and entering responses

Blocking RulerEraserHighlighterManipulatives (ruler, calculator)Mark for Later ReviewOption (Answer choice) EliminatorReference card (grades 5-11) TDC Student Tools Slide 4

Daily Deltas February 14 – Data pulled for Testing Administration System February 17 – June 11 – Daily file of changes “Daily Deltas” Changes captured for grade changes, enrollment, accommodations and transfers – Students must be released from former school before new school can complete enrollment

COMPASS Grade 11, Transition Mathematics for Seniors and English 12 CR

§ (c) The results on the comprehensive statewide student assessment program in grade eleven in English/language arts and mathematics shall be used to determine whether a student has met the college- and career-readiness standards adopted pursuant to subsection (b) of this section. Beginning with the school year, instead of using the comprehensive statewide student assessment program, the state board may develop and implement end-of- course exams in English/language arts and math courses it determines appropriate. These exams are designed for determining whether a student has met the college- and career-readiness standards. In order to allow for the enrollment in transitional courses in the twelfth grade if necessary pursuant to subsection (e) of this section, the courses, assessments and exams, as applicable, shall be administered before the twelfth grade.

§ (e) The state board shall develop a twelfth-grade transitional course for both English/language arts and math for those students who are not on track to be college and career ready based on the assessment or exam, as applicable, required pursuant to subsection (c) of this section. The transitional courses shall be aligned with the standards adopted pursuant to subsection (b) of this section. The state board in collaboration with the West Virginia Higher Education Policy Commission and the Council for Community and Technical College Education shall use the American College Testing Program’s Computerized Adaptive Placement Assessment and Support System (COMPASS) or other mutually agreed-upon assessment to determine whether a student has met the college- and career- readiness standards after completion of the transitional course

WVBE Policy All public school students enrolled in 11 th grade with the exception of those students participating in APTA shall participate in the ACT COMPASS mathematics and in the ACT COMPASS writing skills test with accommodations as determined by their respective IEP Teams, Section 504 Committees or LEP Committees in the fall of each year.

WVBE Policy All public school students enrolled in Transition Mathematics for Senior and/or English 12 College and Career (English 12 CR) courses with the exception of those who meet the criteria to take APTA will take COMPASS mathematics and/or ACT COMPASS writing skills test with accommodations as determine by their respective IEP Teams, Section 504 Committees or LEP Committees as the end of the course(s).

Opportunity for more students to be college/career ready Less remediation at post-secondary Opportunity for colleges and universities to place students into credit-bearing English and mathematics courses without additional testing Goals of COMPASS Testing

Not a college admissions test  COMPASS will not replace ACT or SAT as an admissions exam If the student has achieved the required ACT or SAT score for admission to a baccalaureate program, the COMPASS score will not be used. The ACT or SAT score will take precedence over the COMPASS score. COMPASS Scores and Placement

ADMISSIONS VERSUS PLACEMENT

A DMISSION VS. P LACEMENT Two distinct processes Both utilize some form of test scores

A DMISSION S TANDARDS (4- YEAR ) Regular Admission Regular Admission  2.0 high school GPA and ACT score of 18/19; or  GED and 18/19 ACT; or  High school diploma and 3.0 high school GPA Note: COMPASS has no role in admission decision

A DMISSION S TANDARDS (4- YEAR ) Conditional Admission Conditional Admission  Involved when GPA or ACT standards not met  Evidence that student has potential to successfully complete college-level work  Limit on number of students admitted conditionally

P LACEMENT S TANDARDS Standards for placement into credit-bearing courses in mathematics and English Institutions may utilize an array of tests including ACT and COMPASS (2 and 4 YEAR )

P LACEMENT S TANDARDS - M ATH ACT Math – 19 COMPASS –  59 Pre-Algebra test and  36 Algebra test

P LACEMENT S TANDARDS - E NGLISH ACT English – 18 COMPASS English Skills - 71

I MPLICATIONS OF COMPASS I MPLEMENTATION With a “passing” COMPASS score, students with less than an 18/19 ACT can avoid developmental education and can take credit- bearing college courses. A “passing” COMPASS score as noted on the high school transcript will allow the student to avoid placement testing.

I MPLICATIONS OF COMPASS I MPLEMENTATION ( CONT ’ D ) Without a “passing” COMPASS score, students with less than an 18/19 ACT must be admitted with conditional admission status and must successfully complete developmental education courses prior to enrolling in credit- bearing courses.

D EVELOPMENTAL E DUCATION Developmental courses must be completed within the first four semesters of enrollment. The HEPC and CCTCE systems have placed an emphasis on revising developmental education.

SMARTER BALANCED ASSESSMENT CONSORTIUM

WV Next Generation (NxG) CSOs Common Core State Standards adopted by WVBE in May NxG CSOs for Mathematics and English Language Arts aligned to the CCSS. Office of Instruction developed crosswalks of the Next Generation CSOs numbers to the CCSS numbers.Next Generation CSOs Full implementation in grades 3-12 for

WESTEST 2 vs. Smarter Balanced Field Test WESTEST 2Smarter Balanced Field Test WhoAll Schools Grades 3-11 Selected Schools for Scientific Sample Practice Tests for all Schools FormatOnline with Online Writing Session Online plus Performance Task ContentReading/Language Arts, Mathematics, Science and Social Studies English Language Arts/Literacy and Mathematics Test ItemsSelected Response (Online Writing – Extended Response) Selected Response, Constructed Response, Technology-Enhanced Items and Performance Task

WESTEST 2 vs. Smarter Balanced Field Test WESTEST 2Smarter Balanced Assessment Field Test AlignmentWest Virginia CSOsCommon Core State Standards (West Virginia Next Generation CSOs) Length/DurationUntimed DevelopmentWV educatorsSmarter Balanced Assessment Consortium WVDE staff and WV educators ReportsStudent reports School reports No student or school reports (Reports available for operational test )

DYNAMIC LEARNING MAPS ALTERNATE ASSESSMENT CONSORTIUM

Federal Support Office of Special Education Programs, United States Department of Education, funded two General Supervision Enhancement Grants in 2010 to support the development of alternate assessments linked to the Common Core Standards (CCSS). DLM and the National Center and State Collaborative (NCSC) at the University of Minnesota were awarded five-year grants.

WV NxG Extended Standards DLM CCEE incorporated into – Alternate Academic Standards in Mathematics (WVBE Policy )WVBE Policy – Alternate Academic Achievement Standards in English Language Arts (WVBE Policy )WVBE Policy Effective date: July 1, 2013

APTA vs. DLM APTADLM FormatPaper-and-PencilOnline ContentReading/Language Arts, Mathematics, and Science English Language Arts/Literacy and Mathematics AlignmentExtended StandardsExtended Standards (Common Core Essential Elements) LengthUntimed DevelopmentWV EducatorsDLM Consortium WVDE Staff and WV Educators

Contact Information Dr. Beth Cipoletti, Assistant Director Office of Assessment and Accountability