1. California Assessment of Student Performance and Progress CAASPP Insert Your School Logo

2. Current Situation 2014 -15: Transition Year In this first year of SBAC testing, parents and guardians will naturally have questions Staff are on the front line of communicating with parents. As the easiest person to ask for clarification and answers, teachers are in the hot seat Staff need clear responses to parent questions and concerns Consistent messages help mitigate confusion and the ability of critics to use inconsistency to muddle and complicate the story.

3. We are Preparing for a New Future Our students will live and work in the world of tomorrow We have updated our curriculum to match the demands students will face in college and careers Tomorrow’s need? Workers who are: Adaptable Can apply knowledge to unpredictable problems Can find information, assess its value and integrate it to arrive at creative solutions

4. We have built up to this moment Implementation of the new approach has been a process Teachers have been learning new instructional practices (PBL, SEAL) The curriculum has been aligned to the CCSS (Engage New York, CPM) Now the annual test will give us a measure of our progress in CCSS

5. The Assessment is like your child’s regular check-up with the pediatrician Provides a consistent check on progress - Is the student meeting expected milestones? Allows teachers and parents to measure growth year to year Provides information that teachers and parents can act on – is focused support needed?

6. Tests Provide Information Information is used to show us where we need to improve teaching Information is used to target support before students fall too behind The annual test is one measure: Other measures of student learning include chapter tests, classroom projects and formative assessment

7. Time on SBAC Less than 1% of the school year is spent on the annual statewide test Since the test measures the skills and knowledge we teach all year, there is no focus on test preparation There’s no time limit for the statewide test; students have the time they need to show what they know and can do

8. What’s New about State Testing CAASPP & SBAC

9. “Computer adaptive testing (CAT) holds the potential for more customized assessment with test questions that are tailored to the students’ ability levels, and identification of students’ skills and weaknesses using fewer questions and requiring less testing time.” Shorr, P. W. (2002, Spring). A look at tools for assessment and accountability. Administrator Magazine. Computer Adaptive Testing (CAT): Philosophy

10. Each student is administered a set of test questions that is appropriately challenging. The student’s performance on the test questions determines if subsequent questions are harder or easier. The test adapts to the student item-by-item. Fewer test questions are needed as compared to a fixed form to obtain precise estimates of students’ ability. How Does a CAT Work?

11. In Smarter Balanced, a PT and classroom activity on a given topic are administered as well as the CAT. PTs are administered at the classroom/group level so they are not targeted to students’ specific ability level. The items associated with the PTs may be scored by machine or by human raters. ELA and Math Performance Tasks (PTs)

12. For each student, the responses from the PT and CAT portions are merged for final scaled score. Resulting ability estimates are based on the specific test questions that a student answered, not the total number of items answered correctly. Higher ability estimates are associated with test takers who correctly answer difficult and more discriminating items. Lower ability estimates are associated with test takers who correctly answer easier and less discriminating items. Two students will have the same ability estimate if they have the same set of test questions with the same responses. It is possible for students to have the same ability estimate through different response patterns. This type of scoring is called “Item Pattern Scoring.” Final Scoring

13. Assesses Desired Skills Problem Solving Perseverance Application of Knowledge Listening Reading Complex Texts Research Real-world math tasks

14. New Problem Types: More Engaging - 4 th Grade Math Click and Drag animation

15. New Problem Types: Challenging Tasks – 5 th Grade Math “Analyze the class plan and determine an alternative that will help make the most of the available area “ Drawn from real life Requires multiple steps No one right answer Drawn from real life Requires multiple steps No one right answer

16. New Problem Types: Listening Questions – 7 th Grade ELA Asks students to provide evidence for answers Audio glossaries for words above grade level Listen to the presentation

17. Meaning in Context – 11 th Grade ELA More than one answer Choose the best two words to replace the underlined word

18. Unique Accessibility Features: Example - Pop Up Glossary Roll cursor over shadowed words – glossary pops up

19. Unique Accessibility Features: Example - American Sign Language Videos

20. Student SBAC Results

21. Results: Last Year’s vs. This Year’s It’s Like Apples and Oranges – you can’t compare The previous test measured different skills, in a different way

22. Overall Scores – 2 Content Areas, 4 Levels English Language Arts and Mathematics Nearly Met the Standard Exceeded the Standard Met the Standard Has Not Met the Standard Level 4 Level 3 Level 2 Level 1

23. GradeSubjectMinMaxSubjectMinMax 3ELA21142623Mathematics21892621 4ELA21312663Mathematics22042659 5ELA22012701Mathematics22192700 6ELA22102724Mathematics22352748 7ELA22582745Mathematics22502778 8ELA22882769Mathematics22652802 11ELA22992795Mathematics22802862 Smarter Balanced Scaled Score Ranges by Grade Level

24. GradeLevel 1Level 2Level 3Level 4 32114–2366 2367–24312432–2489 2490–2623 42131–2415 2416–24722473–2532 2533–2663 52201–2441 2442–25012502–2581 2582–2701 62210–2456 2457–25302531–2617 2618–2724 72258–2478 2479–25512552–2648 2649–2745 82288–2486 2487–25662567–2667 2668–2769 112299–2492 2493–25822583–2681 2682–2795 Smarter Balanced Scale Score Ranges for ELA/Literacy Levels

25. GradeLevel 1Level 2Level 3Level 4 32189–2380 2381–24352436–2500 2501–2621 42204–2410 2411–24842485–2548 2549–2659 52219–2454 2455–25272528–2578 2579–2700 62235–2472 2473–25512552–2609 2610–2748 72250–2483 2484–25662567–2634 2635–2778 82265–2503 2504–25852586–2652 2653–2802 112280–2542 2543–26272628–2717 2718–2862 Smarter Balanced Scale Score Ranges for Mathematics Levels

26. Additional Scores – CLAIMS English Language Arts 1.Reading 2.Writing 3.Speaking & Listening 4.Research/Inquiry Mathematics 1.Concepts & Procedures 2.Problem Solving 3.Communicating Reasoning 4.Modeling & Data Analysis Below Standard Above Standard At/Near Standard Above Standard At/Near Standard Below Standard

27. Elements of the Student Score Report 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 Front Page Back Page

28. 1 1 Elements of the Student Score Report Front Page

29. 2 2 Elements of the Student Score Report Front Page

30. 3 3 Elements of the Student Score Report Front Page

31. 4 4 Elements of the Student Score Report Front Page

32. 5 5 Elements of the Student Score Report Back Page

33. 6 6 Elements of the Student Score Report Back Page

34. 7 7 Elements of the Student Score Report Back Page

35. Elements of the Student Score Report: Science Grades 5, 8, & 10 only 8 8 Back Page