Accountability, Testing, and Common Exams Tammy Howard Jim Kroening Jennifer Preston October 25, 2012

Overview: 2012-13 Assessments EOGs and EOCs English Language Arts (3-8, English II) Mathematics (3-8, Algebra I/Integrated I) Science (5,8, Biology) Delayed Scoring (October 2013) Accountability Ready Accountability Model General Assembly’s School Performance Grades Delayed Reporting (October 2013) Common Exams Administration Addressing Concerns 2

READY Accountability Model 3

Accountability Purpose – Indicators – Key Ideas ▲ Provide incentives and supports to Improve Student Learning Outcomes Raise Graduation Rates Close Achievement Gaps 4

EVAAS Growth School-wide Elementary and Middle School Accountability Purpose – Indicators – Key Ideas ▲ Status Indicators “this year” Progress Indicators “trend over time for groups of students” Growth Indicators “combined individual student’s growth” End of Grade 3-8 Math Δ End of Grade 3-8 Math EOG 3-8 Math EVAAS Growth School-wide Three column End of Grade 3-8 ELA Δ End of Grade 3-8 ELA End of Grade 5 & 8 Science Δ End of Grade 5 & 8 Science 5

High School School Accountability Purpose – Indicators – Key Ideas ▲ Status Indicators “this year” Progress Indicators “trend over time for groups of students” Growth Indicators “combined individual student’s growth” End of Course Δ End of Course Δ End of Grade 3-8 Math EOG 3-8 Math ACT Δ ACT Three column EVAAS Growth School-wide Graduation Rates Δ Graduation Rates Math Course Rigor Δ Math Course Rigor WorkKeys Δ WorkKeys Graduation Project 6

How each indicator is defined Performance Composite (Elementary and High) Percent of proficient tests in a school All tests, subjects, and grade levels Uses the EOG/EOC test data Algebra II/Integrated III Percent of graduates who take and pass Alg. II or Int. Math III Excludes the 1% population Graduation Rate Percent of students that graduate within 4 years and within 5 years (4-year cohort graduation rate) WorkKeys Percent of seniors who are CTE concentrators who achieve a Silver certificate, or better, on the WorkKeys assessment ACT Percent of students who meet college readiness targets Graduation Project Did a school implement a graduation project ? 7

School Performance Grades 8

Responding to School Performance Grades (SPG) The SBE must respond to the General Assembly “…annually by January 15 on recommended adjustments to the school performance grade elements and scales for award of scores and grades.” Additionally, SECTION 7A.3.(f) indicates: “It is the intent of the General Assembly to add a student growth component to school performance grades.” Operational in 2012-13 9

+ Growth What are the basics of the SPGs? Elementary/Middle Schools Total Points 0-100 100 points Performance Composite Total Points 0-500 High Schools 100 points Performance Composite Algebra II/Integrated III Graduation Rate WorkKeys ACT + Growth 10

How each indicator is defined Performance Composite (Elementary and High) Percent of proficient tests in a school All tests, subjects, and grade levels Use the EOG/EOC test data Algebra II/Integrated III Percent of 4-year cohort graduates who take and pass Alg. II or Int. Math III Excludes the 1% population Graduation Rate Percent of students that graduate within 4 years (4-year cohort graduation rate) WorkKeys Percent of seniors who are CTE concentrators who achieve a Silver certificate, or better, on the WorkKeys assessment ACT Percent of Grade 11 students who meet a college readiness standard 11

Alignment Between Indicators in High School High School Performance Grades Performance Composite Algebra II/Integrated III Graduation Rate WorkKeys ACT End of Course Math Course Rigor Graduation Rates WorkKeys Key Point: The set of indicators are shared and set a college and career- ready expectation. The Graduation Project is not part of the school grade. ACT Graduation Project 12

A Closer Look at the Next Generation of State Assessments 13

WorkKeys for Early Graduates in Dec 2012-2013 School Calendar - Draft 2012 2013 Aug Sep Oct Nov Dec Jan Feb Mar Apr May June July Sept New State Tests (3-8 ELA and Math; 5 & 8 Science; 3 High School Exams) ACT, PLAN, EXPLORE, WORKKEYS SMARTER Balanced (Development Work) New Assessments Last ABCs Report READY Report to SBE Compilation of New Data Standard Setting PLAN ACT March 5, 2013 March 19, 2013 (make-up) March 5-19 (accommodations testing) WorkKeys EXPLORE WorkKeys for Early Graduates in Dec Teacher teams write field test items Pilot test of summative and interim assessment items and performance tasks 2nd Tech Readiness Tool Collection Windows 14

A Change in the Claim of Testing Claims in the Past: Proficiency Claims in the Future: Career- and College- Ready 15

Changing what we think of as “State Assessments” Constructed Response Performance Tasks Computer Adaptive Testing This is what we’ve known + Summative Interim Tools “Along the Way” Formative Processes “Every Day” 16

How do I get READY for the new summative assessments? 17

Step 1: Dig into the Standards. Getting Ready Where do I go to do that? For Common Core www.ncpublicschools.org/acre/standards/common-core-tools/ For Essential Standards http://www.ncpublicschools.org/acre/standards/support-tools/ 18

Step 2: Getting Ready Internalize Content Specifications Where do I go to do that? Content Specifications http://www.ncpublicschools.org/acre/assessment/online/ 19

Step 3: Getting Ready Review New Item Types, Items and Released Forms Where do I go to do that? Item Types http://thismeeting.wikispaces.com/ under Summer Institute 2012 Released Forms Coming in Fall of 2012 Tutorial of New Assessments http://go.ncsu.edu/nctdemo 20

Getting Ready Step 3: New Item Types and Items Constructed-Response and Technology-Enhanced Items Mathematics: gridded response items Grades 5-8 and Math I (Algebra I/Integrated I) Calculator Inactive: Grades 3-8 and Math I (Algebra I/Integrated I) One-third to one-half of grades 3-8 One-third of Math I (Algebra I/Integrated I) English II: short constructed response, technology-enhanced and multiple choice 21

Grade 5 Science TE Item 22 Distance Time Graph 5.P.1.2 Infer the motion of objects in terms of how far they travel in a certain amount of time and the directions in which they travel (RBT = Conceptual/Understand; DOK = 2) This distance/time graph shows the distance covered by an insect crawling across a table. Using the information on the graph, place (click and drag) the remaining distances to complete the table below. A more traditional multiple choice item would have most likely been presented as “An ant travels 30 cm in 15 seconds. How far would the ant travel in 25 seconds?” This TE item not only assesses whether a student knows the equation for calculating speed, but also the level of conceptual understanding a student has regarding the correlation between distance and time in determining the speed an object travels. A correct response would involve a student placing the 40 cm in the center box and 50 cm in the box on the right. Distance traveled in 10 seconds Distance traveled in 20 seconds Distance traveled in 25 seconds 20 cm 30 cm 40 cm 50 cm 22

Species Likely to Go Extinct Grade 8 Science TE Item List of Species and Their Characteristics Estuarine species inhabit coastal areas; they are adapted to a mix of salt and fresh water Desert species are adapted to hot, arid areas which have large temperature fluctuations Very rare tree species inhabit the Amazon basin Reef-building coral inhabit coastal areas; their health and growth are negatively affected by pollutants Salamander species in the southern U.S. depend on flowing water to keep oxygen levels high enough for survival If the changing conditions in the chart below occur, which species listed above will likely go extinct? Drag and drop the species that will most likely go extinct for each changing condition. Changing Conditions Species Likely to Go Extinct Sea levels rise rapidly Estuarine Prolonged drought Deforestation in South America Catastrophic oil spill in a coastal region 8.L.4.1 Summarize the use of evidence drawn from geology, fossils, and comparative anatomy to form the basis for biological classification systems and the theory of evolution (RBT = Conceptual/ Understand; DOK = 2) This item, dealing with a similar concept in species adaptation, requires a higher level of cognitive demand where the student has to evaluate the characteristics of the species indicated at the top of the page and then determine which species will be most affected by the changing conditions. In this item we have combined potentially, 3 difference multiple choice items, into 1 single item. The student has to select 3 out of 5 possible response options. A correct response would be Box 2 – salamander, box 3 = amazon rare tree, and box 4 = reef-building coral Amazon rare tree Desert Salamander Reef-building coral 23

Grade 6 Constructed Response Item A company is having a picnic. The expenses will be for music and refreshments. The music will cost $150. The refreshments will cost $125.  Tickets will be sold for $2.50 per employee. What is the minimum number of tickets that must be sold to pay for the picnic expenses? Note that students receive instructions and practice for gridding answers. Calculator: Inactive DOK: Skill/Concept Domain: Expressions and Equations Standard: 6.EE.7 Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers. 24

Math I Constructed Response Item The daily profit, P, of a business that sells x units of a product each day is given by the function P = –2x2 + 200x + 3,000. The number of units sold on Tuesday was 10 less than the number needed for maximum possible profit. What is the difference between the actual profit on Tuesday and the maximum possible profit? Enter your response here: Only 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, ., -, and / are allowed. Calculator: Inactive DOK: Skill/Concept Domain: Interpreting Functions Standard: F.IF.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. 25

English II Multiple-Choice Item Moonrise by Jenette Purcell City night sky gives itself to me again when I have so little left to receive it. I am dark, crumbling and you are rivers and trees away searching your own night sky for a sign. The strong gates of your heart are wide open to me always, but, if only. So I wait, as seasons before, decades before, fathers and mothers before me still inside watch and listen. Suddenly, bamboo, bones, fiber, fences, water, glistening koi,* all the tiny rooms, paths and places I hold your memories relax in audible, reverent wonder at the fullness forming on this horizon’s edge. *koi: colorful fish that symbolize love and friendship Which line from the poem describes the speaker’s feelings about loving someone? “when I have so little left to receive it” “are wide open to me always, but” “paths and places I hold your memories “at the fullness forming” DOK: Skill/Concept Standard: Reading for Literature (RL.1) Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 26

English II Constructed-Response Item Moonrise by Jenette Purcell City night sky gives itself to me again when I have so little left to receive it. I am dark, crumbling and you are rivers and trees away searching your own night sky for a sign. The strong gates of your heart are wide open to me always, but, if only. So I wait, as seasons before, decades before, fathers and mothers before me still inside watch and listen. Suddenly, bamboo, bones, fiber, fences, water, glistening koi,* all the tiny rooms, paths and places I hold your memories relax in audible, reverent wonder at the fullness forming on this horizon’s edge. *koi: colorful fish that symbolize love and friendship In Moonrise, explain how the theme is developed throughout the poem. Use specific details to support your answer. DOK: Strategic Thinking Standard: Reading for Literature (RL.2) Key Ideas and Details: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 27

Scoring Rubric for Constructed- Response Item In Moonrise, explain how the theme is developed throughout the poem. Use specific details to support your answer. Score (points) Rubric 2 Identifies the theme of the poem Uses at least one example of how the theme is revealed in the poem Writes a response that explains how the theme is developed throughout the poem 1 May or may not use at least one example of how the theme is revealed in the poem Writes a response that may or may not explain how the theme is developed throughout the entire poem Fails to identify the theme of the poem Fails to use at least one example of how the theme is developed in the poem Fails to write a response that explain show the theme is developed throughout the poem 28

English II Technology-Enhanced Item Select (by clicking) the synonym that can replace reverent in the poem. Excerpt from Moonrise by Jenette Purcell Suddenly, bamboo, bones, fiber, fences, water, glistening koi,* all the tiny rooms, paths and places I hold your memories relax in audible, reverent wonder at the fullness forming on this horizon’s edge. DOK: Skill/Concept Standard: Reading for Literature (RL.4) Craft and Structure: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). respectful redundant amazed significant 29

Common Exams A Library of Common Exams is being designed for non-tested subjects for district use to populate Standard 6 30

So why have statewide Measures of Student Learning/Common Exams? Focusing on the “Why” So why have statewide Measures of Student Learning/Common Exams? North Carolina has a statewide evaluation system to ensure that every teacher receives a fair and consistent evaluation, regardless of his or her employing LEA Teachers in all content areas should receive a Standard Six rating based on the growth of their own students on their content-specific standards Most LEAs do not have the capacity to design their own assessments for all non state-tested grades and subjects 31

Principles for Administration 1. Every English Language Arts, Science, Mathematics, and Social Studies teacher in grades 4 – 12 has a value-added score 2. Teacher growth values will be calculated based on all students a teacher teaches and, when multiple assessments are required, on all data generated through the assessments 32

Decision Tree for Administration 33

Resources for Districts Implementation Guide Administration Timelines Assessment Specifications Guide to Measuring Student Growth Local Planning Template 34

Implementation Options - Timing Administration of the high school MSLs in the fall is optional If a district chooses to administer, all MSLs must be administered (1st semester only - Geometry & Algebra II optional) If a district chooses to administer, results will be used to determine the sixth standard rating 35

District Flexibility Administration online, paper/pencil or hybrid Date of administration Administration during class period or testing week Use in student grade Which assessments are administered How to ensure secure administration 36

Addressing Concerns Who has designed the Common Exams, and how have they been designed? Same basic process as state assessments with the creation of assessment blueprints, generation of items, review of items, review of forms, and final production Over 800 teachers from across the State have been involved in the blueprint creation and form review processes NCDPI psychometricians and test measurement specialists have been involved and will analyze (and remove from results) any poor-performing items before growth is calculated 37

Addressing Concerns Why doesn’t anyone know what will be on the MSLs? Assessment specifications are available at: http://www.ncpublicschools.org/educatoreffect/measures/spe cifications/ General information on rubrics released to C&I leaders on October 19 (and posted to website) Online module will provide training on how to use rubrics to score performance tasks Each item has its own specific rubric 38

Addressing Concerns How will the performance items be scored? There must be at least one scorer who is not the student’s teacher of record AND who has the content knowledge necessary to score the item With the exception of ELA, performance items can be administered early to allow time for scoring Scoring of work is necessary for what the 800 teachers deemed to be authentic assessment for new, concept-based standards 39

Addressing Concerns MSLs hurt students and teachers The Common Exam administration process should not affect students any differently than the administration of a teacher-created final exam MSL scores do not need to be used as final exam grades Percent correct provided by Winscan is a suggestion for a grade It is only fair to base SOME part of a teacher’s evaluation on the growth of his or her students 40

Contact Information educatoreffectiveness@dpi.nc.gov http://www.ncpublicschools.org/educatoreffect/ 41