COMMON CORE ASSESSMENT SELECTION WORK GROUP MAY 10, 2013 OREGON DEPARTMENT OF EDUCATION

WELCOME Thank you for your work last week We’re making a high-stakes recommendation What is at stake: Education of kids in Oregon Including Oregon’s ability to provide an education system that is competitive nationally and internationally

OVERVIEW OF DAY 1:00-3:00 – Finish evaluating assessments against criteria. 3:00-4:00 – Roll up criteria-level evaluations into determination about best assessment at the feature level. Then determine best assessment overall. 4:00-5:00 – Develop recommendation language for pitching the formal adoption of the assessment by the State Board. Agenda is on the table—let’s track time together.

REVIEW OF MAY 3 RD Objectives I.Understand current assessment context and needs II.Determine which assessments will be evaluated III.Determine how to weight the features in the assessment evaluation IV.Begin evaluating the Common Core assessments against the criteria Outcomes Reviewed all assessments against our requirements for the new assessment and determined which assessments will be evaluated Determined how the core features of the assessment system should be weighted in the assessment evaluation Completed first evaluation of assessment for first two features and criteria.

ADDITIONAL ASSESSMENT INFORMATION Received information on new assessments. Last week we reviewed all assessments against our requirements determined which assessments will be evaluated. These assessments did not meet our basic requirements, so we have not brought that information here. Received additional information on assessment and will provide that during evaluation. Received new information on one assessment and will re-review that assessment against requirement (next slide).

6 Requireme nts AspireMAPPARCCSATSmarter Balanced STAR Aligned to CCSS Yes Available in reading, writing, and mathematics YesNo, reading and math only Yes No, reading and math only Available at 3- 8 and high school Yes No, available at the high school level only Yes Administrated online Yes No, paper and pencil Yes Comparable across multiple states Yes TBD – pending field test (2014) data YesTBD – pending pilot (2013) and field test (2014) data Yes Operational in academic year Yes TBD - timeline states Winter- Spring 2015 TBD – timeline states Spring 2015; pilot was administered on time in Spring 2013 REQUIREMENTS TABLE

OBJECTIVES May 10 th I.Finish evaluating the Common Core assessments against the criteria II.Determine best assessment III.Develop Common Core assessment recommendation

FINISH EVALUATING THE COMMON CORE ASSESSMENTS AGAINST THE CRITERIA OBJECTIVE I

EVALUATING: PROCESS 1.Revisit criteria and 2.1, 2.2 (25 min) 2.Evaluate assessments against criteria 3.1, 3.2 (20 min) 3.Evaluate assessments against criteria 4.1, 5.1 (20 min) 4.Recap of all reviews: Rank top 2 assessments for each criteria Select best assessment for each feature (15 min) rap up

EVALUATION __20 MIN Revisit criteria and 2.1, 2.2 Hand out and notes: Material from last week Feature 1 and 2 New Information packet Process 1.Individually review each feature and criteria (10 min) 2.Discuss (10 min) 3.Take notes/rank (5 min)

Evaluate assessments against criteria 3.1, 3.2 Hand out and notes: Criteria 3.1 and 3.2 Fact Sheets Assessment Evaluation Sheet: Feature 3 Process 1.Individually review each feature and criteria (10 min) 2.Discuss (10 min) 3.Take notes/rank (5 min) EVALUATION __20 MIN

Evaluate assessments against criteria 4.1, 5.1 Hand out and notes: Criteria 4.1 and 5.1 Fact Sheets Assessment Evaluation Sheet: Feature 4 Assessment Evaluation Sheet: Feature 5 Process 1.Individually review each feature and criteria (10 min) 2.Discuss (10 min) 3.Take notes/rank (5 min) EVALUATION __20 MIN

RECAP __15 MIN Independently 1.Go back through and rank the top 2 assessments for each criteria 2.Select the best assessment for each feature

BREAK

DETERMINE BEST ASSESSMENT OBJECTIVE II

PROTOCOL FOR BUILDING AGREEMENT 1.Open discussion about best assessment 2.Temperature check about best assessment 3.Minority voice led discussion 4.Consensus

TIME OVERVIEW FeatureTime Estimate 1. Quality Assessment 13 minutes 2. Accommodations Available 11 minutes 3. Suite of Resources Available 11 minutes 4. Aligned with college and career 5 minutes 5. Oregon can contribute to content 5 minutes

QUALITY ASSESSMENT __13 MIN 1.Open discussion about best assessment 2.Temperature check about best assessment 3.Minority voice led discussion 4.Agreement

ACCOMMODATIONS AVAILABLE __11 MIN 1.Open discussion about best assessment 2.Temperature check about best assessment 3.Minority voice led discussion 4.Agreement

SUITE OF AVAILABLE RESOURCES __11 MIN 1.Open discussion about best assessment 2.Temperature check about best assessment 3.Minority voice led discussion 4.Agreement

ALIGNED WITH COLLEGE AND CAREER __13 MIN 1.Open discussion about best assessment 2.Temperature check about best assessment 3.Minority voice led discussion 4.Consensus

OREGON CAN CONTRIBUTE __13 MIN 1.Open discussion about best assessment 2.Temperature check about best assessment 3.Minority voice led discussion 4.Agreement

BEST ASSESSMENT Feature%Best Assessment 1. Quality Assessment Accommodations Available Suite of Resources Available Aligned with college and career Oregon can contribute to content 10

BEST ASSESSMENT Assessment % ASPIRE MAP PARCC Smarter Balanced

COST OVERVIEW Estimated costs of ASPIRE have not been determined at this point PARCC per student costs have not been updated since proposal Smarter Balanced and MAP costs updated Spring, 2013 AssessmentFormative Cost/Student Interim Cost/Student Summative Cost/Student ASPIRETBD MAP– Basicn/a $15-19 MAP– Suite of ResourcesIncluded Varies PARCC – Basicn/a $22 PARCC – Suite of ResourcesIncluded TBD Smarter Balanced – Basicn/a $22.5 Smarter Balanced – Suite of ResourcesIncluded $27.3

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DEVELOP COMMON CORE ASSESSMENT RECOMMENDATION OBJECTIVE III

WHAT ODE WILL PROVIDE Description of the requirements, feature, and criteria Description of the work group process

WHAT WE NEED FROM THE WORK GROUP Articulate why this is the best assessment for Oregon students. 1.For each feature (5 min/feature) Strengths for / reasons why this is the best assessment 2.For the assessment overall (10 min) Develop an elevator speech we can all share. “_______is the best assessment for Oregon students, because___________________________________”

1. Quality Assessment Strengths for / reasons why this is the right assessment

2. Accommodations Available Strengths for / reasons why this is the right assessment

3. Suite of Resources Available Strengths for / reasons why this is the right assessment

4. Aligned to College and Career Strengths for / reasons why this is the right assessment

5. Oregon can contribute to content Strengths for / reasons why this is the right assessment

As a group, complete the following statement. “__________is the best assessment for Oregon students because: __________________________________________ ___________________________________________” ELEVATOR SPEECH

Next Steps ODE and any interested work group participants will present to State Board (Thursday, 05/16) State Board will decide whether to adopt assessment recommendation or take another action. ODE will write up process in final report, available publicly. Additional legislative meetings will occur We will provide timely information to you throughout these steps. Thank you for your thoughtful contributions. WRAP UP