NDCA Conference February 20, 2015 NDAA Dynamic Learning Maps Tammy Henke thenke@nd.gov ND Department of Public Instruction Alternate Assessment Coordinator NDSA Smarter Balanced Model Rob Bauer rbauer@nd.gov ND Department of Public Instruction NDSA Testing Coordinator

2014-15 Test Windows Test Subject Grades Test Window Format Contact NDSA (CTB/McGraw-Hill) Science 4, 8, 11 October 20 – November 7, 2014  Paper & Pencil Rob Bauer 701-328-2224 rgbauer@nd.gov (Smarter Balanced) English Language Arts and Mathematics 3 - 8 Last 12 weeks of the school year, but no sooner than March 16, 2015. Online rgbauer@nd.gov  11 Last 6 weeks of the school year, but no sooner than March 16, 2015. NDAA1 (State Alternate Model) November 3 – December 20, 2014 Tammy Henke 701-328-2277 thenke@nd.gov  (Dynamic Learning Maps) and Mathematics 3 - 8, 11 March 16 – June 1, 2015 thenke@nd.gov Three assessments administered by the state in 2014-15 NDSA (including Alternate Assessment) NAEP(January 26-March 6) ACT/WorkKeys(March 17) make up date March 31

NDSA Smarter Balanced Model The state offering an opt-out form would be incompatible our responsibility to implement what is state law. Some opt out forms are indicating more than just refusing to take the state assessment. For example, some are asking: No assessment be administered to their student that is aligned to Common Core standards. No instruction be provided to their student if it is aligned to Common Core standards. Instruction be provided to their student while others are being tested. No student information be provided to the state Opt out forms from parents that place conditions or expectations beyond what is required through the law and local school board policy do not need to be recognized. Guidelines are available from the School Boards Association and the ND Council of Education Leaders (NDCEL) on suggestions for dealing with the various opt out requests. Sometimes a one-on-one meeting with parents is all that is needed. ***Nothing restricts a student’s family from deciding to refuse to participate in the state assessment. If a student refuses, then no testing will occur for that student. School districts and school boards must decide what services to provide, if any, to students who refuse testing.

A Balanced Assessment System Available 2015-16 in North Dakota The Smarter Balanced Assessment System includes three components: The Digital Library includes hundreds of resources to help teachers improve classroom-based assessment practices. This summer, teachers previewed the Digital Library and provided feedback on the resources and the interface. It is now available to educators. Interim assessments that allow schools to check in on student progress and help teachers plan and improve instruction. These will be available beginning winter 2014-15. Summative assessments administered at the end of the school year. The summative assessments will be available in spring 2015. Let’s take a closer look at each of these components…

Digital Library on Formative Assessment An online collection of resources aligned to the Common Core that will support K-12 teachers’ use of the formative assessment process. Assessment literacy modules Exemplar instructional modules Education resources submitted and vetted by teachers Teachers can rate materials and share their expertise with educators across the country. Accounts can be established by DPI for all educators in districts requesting access. Districts should contact Rob Bauer for account creation (rgbauer@nd.gov). The Digital Library is an online collection of resources, aligned to the Common Core, that will support K–12 teachers’ use of the formative assessment process. The library was developed by and for teachers, and includes resources selected by teachers through a quality review process that used consistent criteria. Teachers from our state participated in the development of the library. In addition to the collection of resources, the Digital Library encourages collaboration and interaction. Teachers can: Rate materials and share their experiences using resources in the classroom; Participate in discussions about a specific resource or forums about a specific topic.

Interim Assessments – Available in 2015-16 Available 2015-16 in North Dakota Optional assessments administered in grades 3-8 and high school For North Dakota, the Interim Assessments will likely be designed with only machine-scorable test items. At the high school level, the assessments may be administered in grades 9, 10, 11, and/or 12. Allow schools to check in on student progress and provide information to inform instruction Flexible administration options Interim Comprehensive Assessments use the same design as the summative assessments. Interim Assessment Blocks focus on smaller sets of related standards and provide more detailed information for instructional purposes. Interim assessments provide educators with actionable information about student progress throughout the year. Like the summative assessment, the interim assessments will be computer adaptive and include performance tasks. Items were developed under the same conditions, protocols, and review procedures as those used in the summative assessments. Test questions are not secure, and there are no restrictions on the number of times that teachers or students may access the assessments. Most questions can be scored by the Smarter Balanced Test Delivery Engine. Constructed-response items and performance tasks will be scored by teachers locally.

The Smarter Balanced Assessment System Administered in the last 12 weeks of the school year Students will receive composite scores for each subject area and the following claim-level scores: English language arts reading, writing, listening, and research; Math concepts and procedures, problem solving and modeling/data analysis, and communicating reasoning Assessment system that balances summative, interim, and formative components for ELA and mathematics: Summative Assessment (Computer Adaptive) Mandatory comprehensive assessment in grades 3–8 and 11 (testing window within the last 12 weeks of the instructional year) that supports accountability and measures growth Selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks

Summative Assessment Testing Windows Each district will establish a schedule for the administration of the Smarter Balanced summative assessments using a testing window as defined below: Grades 3–8 Testing shall not begin until at least sixty-six percent (66%) of a school’s annual instructional days have been completed, but no sooner than March 16, 2015. Testing may continue up to and including the last day of school. Grade 11 Testing shall not begin until at least eighty percent (80%) of a school’s annual instructional days have been completed, but not sooner than March 16, 2015. A typical North Dakota high school might begin testing between April 1 and April 20, 2015, depending on the school calendar. [Note: Sixty-six percent of a school year occurs after the 120th instructional day in a 180-day year, leaving a twelve-week window for grades 3–8 testing; eighty percent of a school year occurs after the 144th instructional day in a 180-day year, leaving a seven-week window for grade eleven testing.]

Smarter Balanced Assessment CAT Classroom Activity A Smarter Balanced assessment consists of three components: a Computer Adaptive Test (CAT) portion of the test, a Classroom Activity, and a performance task. Performance Task

SAMPLE ADMINISTRATION SEQUENCE Day 1 Day 2 Day 3 Day 4 ELA ELA Classroom Activity Part 1 Part 2 Day 7 Day 8 Day 9 Math Math Classroom Activity Administer the performance task within three days of the Classroom Activity. CAT CA PT PT ELA PT—2 sessions Math PT—1 session Here’s a sample order of administration for both the ELA and mathematics performance tasks. The ELA performance task should start with the Classroom Activity, and then, within three days, the performance task should be administered. The ELA performance task should be administered over two sessions (Part 1 and Part 2). The performance task should not be administered on the same day as the Classroom Activity.   The mathematics performance task requires a Classroom Activity first, and then, within three days, the performance task should be administered. The mathematics PT requires one test session at minimum, but may, in some instances, be administered over multiple sessions. CAT CA PT

Summative Assessments – Estimated Testing Time Test Type Grades CAT Perf. Task Only Total Class Activity English Language Arts 3-5 1:30 2:00 3:30 :30 4:00 6-8 11 4:30 Mathematics 1:00 2:30 3:00 COMBINED 6:00 7:00 6:30 7:30 8:30 This table provides estimates of test length for most students. Smarter Balanced assessments are designed as untimed tests; some students may need and should be afforded more time than shown in this table. Testing will occur in multiple sessions, so students will typically spend 1 to 2 hours per day on the assessments over several days. It’s important to remember that Smarter Balanced assesses writing at every grade level. Previously in many states, writing tests were separate from reading comprehension. Times are estimates of test length for most students. Smarter Balanced assessments are designed as untimed tests; some students may need and should be afforded more time than shown in this table.

Technology Preparation DPI is partnering with EduTech to deliver webinars and face-to-face trainings on preparation for the online assessment. Training includes information on system requirements network requirements supported devices Secure browsers Contact EduTech Help desk for more information 800-774-1091 help@k12.nd.us

Measured Progress North Dakota’s Smarter Balanced Test Vendor Measured Progress (MP) has been selected as the test vendor that has overall management and responsibility for delivery of the online assessment. MP will provide a North Dakota test portal with the Test Administration Manual, training modules for test administration, and secure access to student test records. NDSAsmarter.measuredprogress.org Test Administrators will administer the assessment through the MP portal. MP will provide a North Dakota Service Desk phone and email address for support. 800-929-3757 NDSAservicedesk@measuredprogress.org

Preparation of Student Records for Online Testing State Responsibility Administration & Registration Tools (ART) Upload Student Enrollment Records from STARS Upload Student Accommodations & Designated Support Records from TieNet Activate Account IDs for District Superintendents & District Test Coordinators Local District Responsibility Activate Account IDs for School Test Coordinators, Test Administrators, and additional District Test Coordinators Enter Local Student Records not entered by State Students will be pre-loaded by DPI into the test delivery system based on information from the STARS Enrollment file. Student records will include accommodations and designated supports provided through TieNet All designated supports for students who do not have an IEP in TieNet will need to be to be uploaded by districts. Templates and instructions for uploading will be provided All new students who enter the district before testing will need to be uploaded by districts Enter Accommodations Not Uploaded from TieNet Enter Non-IEP Designated Supports Verify Accuracy of Student Records Test Administration Setup Student Testing

Accessibility and Accommodations For the secure assessments, a state can only provide students with the universal tools, designated supports, and accommodations that are included in the Smarter Balanced Usability, Accessibility, and Accommodations Guidelines. For the secure assessments, a state can only provide students with the universal tools, designated supports, and accommodations that are included in the Smarter Balanced Usability, Accessibility, and Accommodations Guidelines.   Your state, as a member state of Smarter Balanced, may elect not to provide its students with any universal tool, designated support, or accommodation that is otherwise included in the Guidelines when the implementation or use of the universal tool, designated support, or accommodation is in conflict with your state’s law, regulation, or policy.

Universal Tools Embedded Breaks, Calculator, Digital Notepad, English Dictionary, English Glossary, Expandable Passages, Global Notes, Highlighter, Keyboard Navigation, Mark for Review, Math Tools, Spell Check, Strikethrough, Writing Tools, Zoom Non-embedded Breaks, English Dictionary, Scratch Paper, Thesaurus Designated Supports Embedded Color Contrast, Masking, Text-to-speech, Translated Test Directions, Translations (Glossary), Translations (Stacked), Turn off Any Universal Tools Non-embedded Bilingual Dictionary, Color Contrast, Color Overlay, Magnification, Read Aloud, Scribe, Separate Setting, Translated Test Directions, Translation (Glossary) Accommodations Embedded American Sign Language, Braille, Closed Captioning, Text-to-speech Non-embedded Abacus, Alternate Response Options, Calculator, Multiplication Table, Noise Buffers, Print on Demand, Read Aloud, Scribe, Speech-to-text The second Smarter Balanced assessment resource category is designated supports. Designated supports are available for students who have a need indicated by an educator (or team of educators with a parent/guardian or the student). The educator making the decision must be knowledgeable of the student's needs as well as the student's familiarity and success with resources available.

Claims for the ELA/Literacy Summative Assessment “Students can demonstrate progress toward college and career readiness in English Language arts and literacy.” Overall Claim for Grades 3-8 Overall Claim for Grade 11 “Students can demonstrate college and career readiness in English language arts and literacy.” Claim #1 - Reading “Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.” Claim #2 - Writing “Students can produce effective and well-grounded writing for a range of purposes and audiences.” Briefly Review what Overall claims are Content claims are broad statements of the assessment system’s learning outcomes. Students will receive an overall score for each content area – English and math – as well as subscores in each of the claims. Here are the claims about student knowledge and skills that the summative assessment will seek to measure in ELA/Literacy: Overall Claim for Grades 3-8: “Students can demonstrate progress toward college and career readiness in English Language arts and literacy.” Overall Claim for Grade 11: “Students can demonstrate college and career readiness in English language arts and literacy.” Claim #1 – Reading: “Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.” Claim #2 – Writing: “Students can produce effective and well-grounded writing for a range of purposes and audiences.” Claim #3 – Speaking and Listening: “Students can employ effective speaking and listening skills for a range of purposes and audiences.” Claim #4 – Research/Inquiry: “Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.” Claim #3 - Speaking and Listening “Students can employ effective speaking and listening skills for a range of purposes and audiences.” Claim #4 - Research/Inquiry “Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.”

Claims for the Mathematics Summative Assessment Overall Claim for Grades 3-8 “Students can demonstrate progress toward college and career readiness in mathematics.” Overall Claim for Grade 11 “Students can demonstrate college and career readiness in mathematics.” Claim #1 - Concepts & Procedures “Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.” Claim #2 - Problem Solving “Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.” Content claims are broad statements of the assessment system’s learning outcomes. Students will receive an overall score for each content area – English and math – as well as subscores in each of the claims. Here are the claims about student knowledge and skills that the summative assessment will seek to measure in math: Overall Claim for Grades 3-8: “Students can demonstrate progress toward college and career readiness in mathematics.” Overall Claim for Grade 11: “Students can demonstrate college and career readiness in mathematics.” Claim #1 – Concepts & Procedures: “Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.” Claim #2 – Problem Solving: “Students 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: “Students 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: “Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.” Claim #3 - Communicating Reasoning “Students 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 “Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.”

NDAA Dynamic Learning Maps

“We are developing the DLM assessment where supporting instruction is in the very design of the assessment, not an afterthought, so that all children can meet high standards.” Neal Kingston DLM Project Director

All children participate in state accountability assessments. The Dynamic Learning Maps™ Alternate Assessment System (DLM™) is an instructionally relevant system that supports student learning and measures what students with significant cognitive disabilities know and can do.

DLM Assessment Design The DLM system is designed to map a student’s learning throughout the year. There are two testing phases. The Instructionally Embedded occurs in the fall, winter, and early spring. Students are assessed at least once on each Essential Element that is chosen by a teacher before instruction. Results factor into overall accountability reports.

DLM Assessment Design The Spring Testing window students are re-assessed on a subset of the previously tested Essential Elements . The system selects five testlets per content area. These also factor into overall accountability reports.

Essential Elements The Essential Elements (EEs) are specific statements of knowledge and skills that link the academic expectations for students with significant cognitive disabilities to grade-level standards. The EEs specify academic targets, while the learning map clarifies how students can reach the specified standard. EEs included in the blueprint for each grade are listed in blueprint documents. www.dynamiclearningmaps.org Show the blueprints and where they are located.

Assessment Results The DLM scoring system works differently from traditional alternate assessments. The system uses the student’s performance on instructionally embedded assessments and spring testing and compares it to the learning map to determine the student’s level of mastery on the Essential Elements. There are no raw scores, percentages, or scale scores. Show the blueprints and where they are located.

Assessment Results Each student’s results will include information about performance on the assessed EEs. Score reports will be provided at the individual student level and include: Essential Element Learning Profile Performance in each conceptual area Overall performance

Test Administration Time All times noted are estimates and ranges. Total testing time varies depending on the number of EEs assessed and a student’s unique learning needs. Testlets may be taken separately across multiple testing sessions as long as they are all completed within the testing window. Instructionally Embedded Testlets: Time Per Testlet 5-10 minutes for mathematics 10-15 minutes for reading 10-20 minutes for writing Spring Testing: Total Testing Time 60-75 minutes in ELA 35-50 minutes in mathematics Discuss that there is approx. 2 testlets in ELA and Math released a day. Usual one of each in the AM and one of each in the PM. Come operational window there may be more but that is to be determined yet at this point

Guide to Practice Activities & Released Testlets 2014-15 (pdf) NDAA: Resources for Teachers http://dynamiclearningmaps.org/northdakota Educator Resource: DLM webpage with resources to support Test Administrators http://dynamiclearningmaps.org/content/erp_im Guide To Practice Activities and Released Testlets: Guide to Practice Activities & Released Testlets 2014-15 (pdf) ELA Blueprints–Pool of available Essential Elements (EEs) and the requirements for coverage within each conceptual area http://dynamiclearningmaps.org/sites/default/files/math_im_blueprint_0.pdf Math Blueprints:- pool of available Essential Elements (EEs) and the requirements for coverage within each conceptual area

Continue to monitor the DPI website for updates. For Information on NDAA: http://dynamiclearningmaps.org/northdakota or http://www.dpi.state.nd.us/speced1/index.shtm Continue to monitor the DPI website for updates. DPI will be adding user documents, manuals, training modules, and memos to the website. Continue to monitor this information in order to avoid a bottleneck and getting overwhelmed as we get closer to spring testing.