Update on High School Assessments and Graduation Requirements Katy Absten Math Specialist OSPI Spokane Math Symposium November 2014

Washington Summative Assessments 2014–15 and beyond English/LAMathematicsScience (no change) Grade 3Smarter Grade 4Smarter Grade 5Smarter MSP Grade 6Smarter Grade 7Smarter Grade 8Smarter MSP Grade10 (or below for EOCs) (until Class of 2019) Smarter ELA exit exam Year 1or Year 2 EOC exit exam EOC Biology exit exam (until NGSS) Grade 11Smarter Grade 11 or 12 (class of 2015 & 2016) HSPE Reading and/or Writing Retake Smarter=Smarter Balanced Assessment; MSP=Measurements of Student Progress; EOC=End of Course exams; HSPE=High School proficiency Exam

Assessment Menu - Mathematics Smarter Balanced Math Yr1 & Yr2 EOC Exit Exams Collection of Evidence College Entrance Scores – SAT, ACT, IB, AP Out of State Tests Grades Comparison Recent Transfer Waiver Special Education Alternatives Bridge to College Mathematics course…? General AssessmentsAlternatives

Claim distribution by grade/ course

What about Graduation? Legislature has given the State Board the option to set a different cut score for graduation purposes  The ELA exit exam cut score will be determined from 10 th graders’ performance on the Smarter Balanced HS ELA test (for classes of , at least).  Math EOC exit exam cut scores will be determined from this year’s performance on new EOC tests (for classes of ). Exit exam cut score on Smarter Balanced math may also be set next summer – SBE discussion next month.

Graduation Cut-score on the 11 th Grade SBAC Washington State Board of Education

Evolving Graduation Requirements Class of… English Language Arts MathematicsScience 2014 Reading HSPE Writing HSPE Either Algebra or Geometry EOC 2015 HSPEs or Smarter Balanced (Exit exam cut score) Either Algebra or Geometry EOC/EOC Exit Exam Biology EOC (until Next Gen Science Standards) 2016 HSPEs or Smarter Balanced (Exit exam cut score) Either Algebra or Geometry EOC/EOC Exit Exam or Smarter Balanced 2017 & 2018 Smarter Balanced (Exit exam cut score) 2019 and beyond Smarter Balanced (College & Career Ready cut score) 11 th Smarter Balanced (College & Career Ready cut score)

Learn More and Stay Engaged  To experience the assessment yourself, take the Practice Test :  For the latest news and developments on Smarter Balanced in Washington:  For questions about Smarter Balanced or the assessment system transitions, contact:

Resources/Communications Webpages – To learn more about the Smarter Balanced Consortium: – To learn more about Washington’s new standards: Toolkits – To learn more about graduation requirements in WA: s/GraduationToolkit.aspx s/GraduationToolkit.aspx –

Using the Smarter Balanced 11 th Grade Assessment in Washington Higher Education Student Placement & the Role of High School Transition Courses November 2014 Bill Moore, Director, Core to College & K-12 Partnerships ,

Core to College Project Goals 1.Build faculty ownership and understanding of the CCSS as meaningful and useful college- readiness standards 2.Promote local use of CCSS and Smarter Balanced assessment in ways that improve high school to college transition for students 3.Develop overall higher education agreement for use of CCSS and Smarter Balanced assessment WA Core to College web site

Higher Education Agreements on Smarter Balanced 11 th Grade Assessment  Offer high school students the opportunity to use their SBAC 11 th grade scores to place into college-level courses without remediation or additional placement testing  Apply to placement considerations at public 2- and 4-year institutions in WA for any students enrolling directly after high school graduation with SBAC 11 th grade scores  Will be in effect for the graduating classes of , then reviewed and adjusted if necessary based on student performance data  Details at or

Smarter Balanced Agreement: CTCs 11 th Grade Score Level Math Placement Options Available Based on Score 4 Any entry college-level math course through pre-calculus I 3  An entry college-level terminal math course not on the calculus pathway  An entry-level calculus pathway math course, contingent on a B or better in a calculus pathway class in the senior year of high school

Smarter Balanced Agreement (2): CTCs 11 th Grade Score Level Math Placement Options Available Based on Score 2 An entry college-level terminal math course not on the calculus pathway, contingent on a B or better in the statewide math college readiness/transition course or through local institutional processes (transcript, high school GPA, additional testing, etc.) 1 Additional placement information, determined by local institutional processes (transcript, high school GPA, additional testing, etc.), needed for all entry-level courses

Smarter Balanced Agreement: Public Baccalaureates

 Avoidance  Diagnosis & Placement  Curricular Interventions  Student Supports Strategies for College Readiness and Success adapted from an ECS Resource GuideECS Resource Guide

What is the “right math”? 17 Virtually no students who pass college algebra ever start Calculus III, which is a key course for STEM majors. Dunbar, S Enrollment flow to and from courses below calculus. In A Fresh State for Collegiate mathematics: Rethinking the Courses below calculus, N.B. Hastings et al. (Eds.). Washington DC: MAA Notes, Mathematical Association of America.  College algebra and traditional developmental math sequences were designed in the 1950’s to prepare students for calculus. But the majority of students are in majors that do not require calculus.

18 Recommendations from the Math Community

“Avoidance” Strategy: Transition Courses Core to College grant College Spark grant (10/14- 12/17) Jointly developed and led by higher ed faculty and high school teachers

Building a Bridge to College Mathematics Katy Absten Math Specialist OSPI Bill Moore Director, K-12 Partnerships SBCTC

Bridge to College Mathematics A Core to College Project Goal: Develop transition curricula in English and Math, co-designed by higher education faculty and high school teachers and curriculum specialists, that could be offered to high school seniors by any interested school district in Washington state. Students successfully completing the curricula and the end-of- course assessments would be guaranteed placement into college-level coursework if they go directly into a Washington higher education institution. Non-Calculus/STEM pathways OSPI Math Webinar_Part 4_

Transition Course: Bridge to College Mathematics  Designed for students who score below “college-ready” on the 11 th grade Smarter Balanced assessment  Addresses key standards in Common Core to prepare students for success in non-calculus pathway college math classes  Embeds explicit emphasis in Standards for Mathematical Practices throughout the course

Current Partners School DistrictsCommunity CollegesESD RMCs  South Kitsap SD  Central Kitsap SD  Battleground SD  Central Valley SD  Battleground SD  Grandview SD  Shoreline SD  Rochester SD  Mead SD  Kelso SD Cascadia CC  Spokane Falls CC  Shoreline CC  Peninsula CC  Clark CC  ESD 114  ESD 121

Spring 2014 Design Team Draft course standards document based on April joint K-12 & higher ed meeting Search for Common Core aligned instructional materials Select SREB Math Ready materials & create WAMAP units for pilot course.

SREB Math Ready! The Southern Regional Education Board works with 16 member states to improve public education at every level, from pre-K through Ph.D. High school courses to ensure readiness – Focused on the reading/writing and math CRS – Students assessed as not ready must take courses in grade 11 or 12 – Success in course signifies readiness

SREB Materials General goals: experience and understand the structures of the course 3 main components Formative Assessment Lessons (MARS/MAP/MDC/Shell Center ) Each unit has at least 2/3 through unit. Designed so the common misconceptions emerge. Hooks—Each unit starts with a “hook” to engage students and pre-assess—frame of reference throughout unit. Tasks that make up the day to day instruction.

Smarter Balanced Assessment Claims Claim 1 – Concepts & Procedures – The student can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency. Claim 2 – Problem Solving – The student can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies. Claim 3 – Communicating Reasoning – The student can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. Claim 4 – Modeling and Data Analysis – The student can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.

Summer 2014: June 25-26, August 4-7 Pilot teams and community college faculty review & refine units, develop common vision for course culture SREB alignment to draft course standards Achieve EQUIP Rubric I. Alignment to the Depth of the CCSS II. Key Shifts in the CCSS III. Instructional Supports IV. Assessment Continuous cycle of learning together to deepen our understanding of CCSS-M and refine the work

Timeline & Vision May-June 2014: Design team creates draft course: 8 units Summer 2014: Pilot teams review & refine units, develop common vision for course culture : Cycle of implementation & refinement of pilot course materials, deepen focus on course culture and beyond: College Spark funding for continued implementation support scaling up statewide OSPI Math Webinar_Part 4_

Pilot Network Cycle of implementation & refinement of pilot course materials, deepen focus on course culture. 3 Regions: Eastside: Mead, Grandview, Central Valley Southwest: Battleground, Kelso, Rochester Puget Sound: Shoreline, Northshore, Seattle, Central Kitsap, South Kitsap Online WAMAP collaboration & feedback Fall & Spring regional meetings Winter retreat OSPI Math Webinar_Part 4_

Transition Courses: Next Steps  Seeking teachers/districts interested in beta- testing English course units in current school year  Recruiting districts interested in offering the full math and/or English courses beginning in school year  Identifying statewide leaders/trainers in math and English to train and support teachers in teaching the courses

Summer 2015 Scaling up Subgroup of pilot teachers refine the feedback from the year. Statewide trainer and regional leader preparation New teacher training.

Statewide Implementation districts>>>150 teachers Geographic cohorts>>>regional training & collaboration