September 2012

 Review timelines for new standardized assessments coming in Colorado  Become familiar with the new assessments ◦ ACCESS & W-APT (ELL) ◦ Colorado Assessments (Science & Social Studies) ◦ PARCC (Reading, Writing, & Math)  Item Examples

TCAP and Summative Assessment Timeline TCAP and CoAlt Continue Field test new social studies and computer based science items 2013 TCAP and CoAlt Reading, Writing, and Math will continue First year of new social studies and science assessments will be operational 2014 New Reading Writing, and Math assessments (PARRC) Second year of new social studies and science assessments will be operational 2015

How will we assess English proficiency? WIDA ACCESS & W-APT ( Assessing Comprehension and Communication in English State-to-State for English Language Learners) ACCESS for ELLs test items are written from the model performance indicators of WIDA's five English Language Proficiency (ELP) standards: Social & Instructional Language Language of Language Arts Language of Mathematics Language of Science Language of Social Studies Grade Level Clusters: Pre-K-K

Placement test: W-APT Purpose of W-APT Identify students who may be candidates for ELL programming Administer upon enrollment to determine the English language proficiency level of students new to the school or school system in order to provide ELL programming The W-APT is NOT used for program exit decisions

Characteristics of the W-APT Aligned to English Language Proficiency (CELP) Standards, 5 grade level cluster forms: K, 1-2, 3-5, 6-8, 9-12 Results in scores from proficiency levels 1-6 Speaking individually administered. Listening, Reading and Writing individually or small group administered. –First semester kindergarten only assesses speaking and listening.

Purpose of ACCESS for ELLs  To monitor students' progress in acquiring (academic) English  One component in the body of evidence used when making program exit decisions

 Test forms are available in three overlapping tiers for each grade level cluster ◦ Tier A: Proficiency levels 1-3 ◦ Tier B: Proficiency levels 2-4 ◦ Tier C: Proficiency levels 3-5  Test administrator scripts are different for each test form  Administered in groups of up to 22 students

 Kindergartners are tested 1 on 1  Must be an employee to administer the test  Listening is not on CD  Districts must order (not automatic from Oct. count) and must order Tier A, B, C (have to identify which students will receive each Tier)

 How is this different from the process with CELA?  How do you see the transition to ACCESS impacting your building?  Ideas to make a smooth transition?

 Developed specifically for Colorado and based upon the Colorado Academic Standards  Implemented (next year)  Science – grades 5, 8, & 11  Social Studies – grades 4, 7, 11  Computer-based administration  Item types – SR (selected response), CR, simulation/performance-based  Scoring: automated and artificial intelligence  Will include Co-Alt

 Recurrent theme in next generation assessment strategies  Leveraging advances in technology for greater efficiency, flexibility, and potential cost savings  Benefits increasingly apparent ◦ Opportunities for more effectively assessing student understanding and performance ◦ Faster turnaround of scores ◦ Improved security model ◦ More efficient method of test delivery ◦ Student motivation  Moving online offers greater opportunity to integrate/align instruction and assessment But… How to make such a large, complex transition? From “Considerations for Next-Generation Assessments: A Roadmap to 2014”, Pearson.

Three Levels of “Readiness” for Online Testing School –Students Training, practice, familiarity –Teachers, administrators & technology staff Close partnerships, training, policy administration –Network & Infrastructure Setup, computer/lab logistics & load planning District –Coordination, especially between assessment & technology organizations –Network-wide capacity planning State –Policies, transition planning, & decision making From “Considerations for Next-Generation Assessments: A Roadmap to 2014”, Pearson.

Lessons Learned from Other States about Transitioning to Online Assessments Phased approach –Start small and build online capacity –Initially there may be problems, difficulties, challenges before reaching stability Communicate and promote the advantages/benefits –Students are engaged –Interactivity of technology-enhanced items –Testing interface is user-friendly and accessible –Reduced administrative burden No need to inventory test materials and risk losing them –Scores are returned sooner –Built-in Online Accommodations Oral Scripts would not require additional proctors/testing environments

Lessons Learned from Other States about Transitioning to Online Assessments Challenges –Might need more proctors/administrators in each test environment 2 test proctors walking around and observing students directly and 1 test administrator watching the computer monitor to ensure students are on task –Distinction between instructional technology and assessment technology With the abundance of high tech consumer products, our constituencies may expect the transition to be much quicker –Setting testing windows Tension between longer testing windows to better manage load and the timeline that most schools/districts prefer –Collaboration between testing personnel and technology personnel At the school, district, and state level, know who is responsible for what and who to contact when there is a problem

 National Consortium (23 states)  Language Arts and Math (grades 3-11)  Implemented  Tests Common Core Standards

1. Create high-quality assessments 2. Build a pathway to college and career readiness for all students 3. Support educators in the classroom 4. Develop 21st century, technology-based assessments 5. Advance accountability at all levels 6. Build an assessment that is sustainable and affordable

1. Determine whether students are college- and career-ready or on track 2. Assess the full range of the Common Core Standards, including standards that are difficult to measure 3. Measure the full range of student performance, including the performance high and low performing students 4. Provide data during the academic year to inform instruction, interventions and professional development 5. Provide data for accountability, including measures of growth 6. Incorporate innovative approaches throughout the system

PARCC Assessment Design 20 End-of-Year Assessment Innovative, computer- based items Required Performance -Based Assessment (PBA) Extended tasks Application s of concepts and skills Required Diagnostic Assessment Early indicator of student knowledge and skills to inform instruction, supports, and PD Non- summative 2 Optional Assessments/Flexible Administration Mid-Year Assessment Performance- based Emphasis on hard-to- measure standards Potentially summative Speaking And Listening Assessment Locally scored Non-summative, required

 Grade 3 Grade 3  Grade 7 Grade 7  Grade 10 Grade 10

 Grade 3 : The Field Grade 3 : The Field  Grade 6: Cake Weighing (Dana Center) Grade 6: Cake Weighing (Dana Center)  High School – Golf Balls in Water High School – Golf Balls in Water

PARCC Tools & Resources College- ready tools released Partnershi p Resource Center launched Professional developmen t modules released Diagnostic assessment s released Pilot/field testing begins Expanded field testing of diagnostic assessment Optional Diagnostic and Midyear PARCC Assessments Spring 2013 Summer 2013 Winter 2014 Spring 2014 Summ er 2014 Fall 2013 Fall 2014 PARCC Assessment Implementation 23 Expanded field testing K-2 Formative Tools Released Winter 2015 Spring 2015 Summative PARCC Assessments ( SY ) Standard Setting in Summer 2015

 How do these sample items compare to current expectations?  Share your ideas and plans to raise the rigor to this level?