Proof of Concept Study: Grade 5 Mathematics Training Tammy Howard, PhD Director, Accountability Services NC Department of Public Instruction August 4, 2015

Purposes Valid and reliable measures of content standards Growth data for educator effectiveness reports Assessments throughout the year that inform and guide instruction and that predict performance on future assessments A stand-alone summative assessment at the end of the year that may be connected to the interim assessments 2

Research Questions Determine the feasibility of implementing the concept across grades 3–8  data analysis to affirm reliability  input/feedback on the integration of the assessments in instruction  logistical/operational (delivery mode, scoring)  professional development requirements  possibility of different item types 3

Research Questions Is it valid and reliable to combine results on the interim assessments for proficiency and growth reporting; thereby, eliminating an end-of-year summative assessment? Do interim results provide teachers and students with useful information to inform and improve the delivery of instruction? Will interim assessments predict performance on the end-of-year test? 4

Research Questions Are the interim assessments required of all students or are some of the interim assessments optional? Does the structure of the content standards require adjusting design of the through-grade model? Is it feasible to incorporate constructed- response items or writing prompts on the interim assessments? 5

Research Questions Is the performance affected by the delivery of through-grade assessment versus a traditional summative assessment model? What information will be available for student-level and teacher-level reports and how is such information best delivered and presented? Is the professional development adequate? 6

Research Questions Is it feasible to deliver the assessments both online and paper/pencil? Does the through-grade model provide parents with useful information and do they view the model as an effective way to assess students? 7

Concept Design―Grade 5 Students take 3 interim assessments during the school year  The interim assessments are not included in accountability calculations Students take a shortened end-of-year test  End-of-grade test without embedded field test items  The modified end-of-year test is included in accountability calculations 8

Interim 1 Interim 2Interim 3 End-of-Year (Covers Interims 1– 4) Design 9 Design could be altered based on outcome of study May have overlapping content May predict performance throughout the year

Information for Teachers 10 Student-level reports  Number of items correct by content standard  Number of overall items correct  Item reviews

Timeline YearAdministrationGrade LevelsPurpose 2015–16 Proof of Concept (sample population) Grade 5: Math Grade 6: Reading Determine feasibility of concept Summer 2016: Decision-point of how to proceed 2016–17 Field Test (sample population) Or Release RFP for assessment Grades 3–8: Math Grades 4–8: Reading Test items for inclusion in operational test forms 2017–18Pilot Operational Year (statewide) Grades 3–8: Math Grades 4–8: Reading Full Implementation 11

Sample―Grade 5 Grade 5 Math — 45 schools, 4,021 students Stratified random sample pulled Generalizable to the entire state Demographic variables: region, ethnicity, gender, economically disadvantaged School-level achievement variable: mean scale score 12

Interim Test Specifications—Grade 5 Step 2 in the test development Separate meetings held late June and early July  Invitees selected by NCDPI Curriculum and Instruction Mathematics and ELA  Active grade 5 Math and grade 6 ELA classroom teachers, instructional coaches, and LEA curriculum and instruction leaders  First half of meeting―Training by NCDPI Curriculum and Instruction  Second half of meeting—NCDPI Test Development collected feedback and recommendations Test Development team discusses teacher recommendations with NCDPI Curriculum and Instruction to finalize test specifications Feedback will be collected from sampled schools 13

Interim Design—Grade 5 Mathematics Grade 5  Calculator active and inactive sections  Multiple-choice and gridded-response items ELA/Reading Grade 6  3 selections  Multiple-choice and constructed response (CR) items –1 CR item on interims two and three Both  Paper/pencil  Up to 90 minutes max  20–25 items pulled from the EOG item pool (if available)  One form for each interim 14

Interim Assessment Policy—Grade 5 Testing Windows (3)  Interim 1 October 1–30, 2015  Interim 2 December 8, 2015 – January 22, 2016  Interim 3 March 3–31, 2016 Districts/charters can determine the testing days within the designated windows Interims are not required to be administered to all students on same day, but should be administered within the same week Make-up administrations are optional Should be administered by the classroom teacher Proctors are not required Administration does not require the removal of displays 15

Interim Assessment Policy―Grade 5 Eligibility Mathematics Grade 5  All students enrolled in grade 5 at sampled schools who participate in the EOG mathematics assessment English Language Arts/Reading Grade 6  All students enrolled in grade 6 at sampled schools who participate in the EOG English Language Arts/ reading assessment Both  Transfer students−−Take the interim(s) and the modified end-of- year (EOY) test  No opt out 16

Interim Assessment Policy—Grade 5 Students Not Eligible to Participate Students with disabilities whose IEP documents participation in the NCEXTEND1 alternate assessment LEP students who scored below Level 4.0 Expanding on the W-APT and are in their first year in U.S. schools are not eligible to participate in the grade 6 ELA study, but they are eligible to participate in the grade 5 math study Students who are granted a medical exception from the Division of Accountability Services for the EOG assessments 17

Interim Assessment Policy—Grade 5 Accommodations IEP, 504, and/or LEP teams do not have to reconvene and document the accommodations for the Proof of Concept Studies.  Students may use the accommodations that are specified on their current IEPs, Section 504 Plans, or LEP documentation for the EOG for the modified end-of-year test.  Instructional accommodations may be used for the interims except for the Read Aloud and Signing/Cueing accommodations for grade 6 ELA/Reading. Reading aloud or signing/cueing the selections, questions, or answer choices invalidates results because the interims measure reading skills. 18

Interim Assessment Policy―Grade 5 Special Print Versions Braille, Large Print (LP), One Item Per Page (OIPP), and Large Print One Item Per Page Editions (LP/OIPP) can be ordered from TNN  Accommodation Notification Request Forms for special print versions do not need to be sent in for interim assessments  Submit orders at least 30 working days before the actual administration date 19

Interim Assessment Policy—Grade 5 Materials Ordering Materials will be ordered through TNN (after initial order, materials will be auto shipped for the remainder of the study)  Assessment Guide –guide for interims (separate guides: 1 for ELA/Reading; 1 for Math) –guide for end-of year (separate guides: 1 for ELA/Reading; 1 for Math)  Answer sheets  Test books (separate test books for the subjects) 20

Interim Assessment Policy― Grade 5 Required Supplemental Materials English Language Arts/Reading  Blank paper Mathematics  Blank paper  Graph paper (auto shipped for interims and end-of-year)  Calculators –Any four-function calculator with memory key 21

Interim Assessment Policy—Grade 5 Security Assessment guides are not secure test materials  Store at the school until all interims have been administered, then securely destroy Following the administration, interim assessment booklets are to be kept at the schools for 4 weeks, then securely destroyed  Booklets must remain in the school  Booklets should be accounted for at all times  Local decision where booklets are stored at the school (secure facility not accessible to students)  Teachers may use the booklets with students in reviews  Parents may view the booklets only within the school setting. The teacher may share with parents the student’s scores on the items through customary communication (i.e., individual parent/teacher conferences at the school)  Interim assessments (booklets, items, content) cannot be shared with other schools 22

NC Education Page Use the following link to the course 23