1. CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction January 2015 Interim Assessments Update

2. TOM TORLAKSON State Superintendent of Public Instruction Agenda Purpose and overview –Interim Comprehensive Assessments (ICAs) –Interim Assessment Blocks (IABs) Availability in 2014–15 Scoring Reporting Potential uses 2

3. TOM TORLAKSON State Superintendent of Public Instruction A Balanced Assessment System Common Core State Standards specify K-12 expectations for college and career readiness Common Core State Standards specify K-12 expectations for college and career readiness All students leave high school college and career ready Teachers and schools have information and tools they need to improve teaching and learning Interim assessments Tests used for timely and periodic information based on local needs/goals. Summative: Tests used for end of year accountability and evaluation. Educator resources that support measuring student learning in real-time during instruction

4. TOM TORLAKSON State Superintendent of Public Instruction Smarter Balanced Interim Assessments Designed to support teaching and learning throughout the year. –Feedback to inform instruction including Global measures of early and midyear progress Identify specific areas of strength and weakness Assess skills of incoming students 4

5. TOM TORLAKSON State Superintendent of Public Instruction Interim Assessments Items are developed under the same conditions, protocols, and review procedures as those used in the summative assessments. Use of the interims is optional but recommended.

6. TOM TORLAKSON State Superintendent of Public Instruction Interim Assessment Items Same as summative items: –all items were developed together. –assess ELA and mathematics content standards. –provide evidence to support claims in mathematics and English language arts/literacy. 6

7. TOM TORLAKSON State Superintendent of Public Instruction Interim Assessment Items Developed using Universal Design principles. Offer all accessibility features available on summative: –Universal Tools –Designated Supports –Accommodations

8. TOM TORLAKSON State Superintendent of Public Instruction Interim Assessment Items Different from summative items: –Separate open, non-secure pool. –More flexibility for teacher use of items.

9. TOM TORLAKSON State Superintendent of Public Instruction Interim Assessments Specific grade level of interim used to assess should be based on the purpose of the testing event (e.g., a grade 7 interim test can be administered to students one grade above or one grade below grade 7).

10. TOM TORLAKSON State Superintendent of Public Instruction Types of Interim Assessments Two types of assessments: 1.Interim Comprehensive Assessments (ICAs) –English language arts/literacy (ELA) test and performance task –Mathematics test and performance task 2.Interim Assessment Blocks (IABs) –Between 5 and 17 IABs per grade and content area.

11. TOM TORLAKSON State Superintendent of Public Instruction Interim Comprehensive Assessments (ICAs) Mirror the summative assessment: Use the same blueprints as the summative. Assess the same range of standards. Have the same item types and formats, including performance tasks. Require same time frame for student completion. Fixed form for 2015-16.

12. TOM TORLAKSON State Superintendent of Public Instruction Use of ICAs Examples of the use of ICAs include: –Beginning of the year a student from another state is given the previous year’s ICA. –Mid-year a teacher gives an ICA to gauge how students might perform on the summative assessment.

13. TOM TORLAKSON State Superintendent of Public Instruction Interim Assessment Blocks Address related assessment targets from the summative blueprints. Consist of short, focused sets of items. Flexible use. Provide information about a student’s strengths and needs in relation to specific assessment targets. Fixed form for 2015-16.

14. TOM TORLAKSON State Superintendent of Public Instruction Blocks for ELA, Grades 3 to 5 14 Grades 3–5 Read Literary Texts Read Informational Texts Edit/Revise Brief Writes Listen/Interpret Research *Narrative Performance Task (Grades 4–5 only in 2014–15) *Informational Performance Task *Opinion Performance Task (Grade 3 only in 2014–15) *Will be available in 2015–16

15. TOM TORLAKSON State Superintendent of Public Instruction Blocks for ELA, Grades 6 to 8 15 *Will be available in 2015–16 Grade 6-8 Read Literary Texts Read Informational Texts Edit/Revise Brief Writes Listen/Interpret Research *Narrative Performance Task *Explanatory Performance Task Argument Performance Task

16. TOM TORLAKSON State Superintendent of Public Instruction Blocks for ELA, High School 16 *Will be available in 2015–16 High School Read Literary Texts Read Informational Texts Edit/Revise Brief Writes Listen/Interpret Research *Explanatory Performance Task Argument Performance Task

17. TOM TORLAKSON State Superintendent of Public Instruction Blocks for Mathematics, Grades 3 to 5 17 IAB Name Grade 345 Operations and Algebraic Thinking  Numbers and Operations in Base 10 *  Fractions  Geometry ** Measurement and Data  ** Mathematics Performance Task  *Will be available in 2015–16

18. TOM TORLAKSON State Superintendent of Public Instruction Blocks for Mathematics, Grades 6 to 7 18 IAB Name Grade 67 Ratio and Proportional Relationships  Number System  Expressions and Equations  Geometry  * Statistics and Probability ** Mathematics Performance Task  *Will be available in 2015–16

19. TOM TORLAKSON State Superintendent of Public Instruction Blocks for Mathematics, Grade 8 19 *Will be available in 2015–16 (available as a single Expressions & Equations Block in 2014–15) Grade 8 *Expressions & Equations I (and Proportionality) *Expressions & Equations II Functions Geometry Mathematics Performance Task

20. TOM TORLAKSON State Superintendent of Public Instruction Mathematics Blocks for High School 20 High School Algebra and Functions – Linear Functions Algebra and Functions – Quadratic Functions *Algebra and Functions – Exponential Functions *Algebra and Functions – Polynomials Functions *Algebra and Functions – Radicals Functions *Algebra and Functions – Rational Functions *Algebra and Functions – Trigonometric Functions *Geometry – Transformations in Geometry Geometry – Right Triangle Ratios in Geometry *Geometry – Three-Dimensional Geometry *Geometry – Proofs *Geometry – Circles *Geometry – Applications *Interpreting Categorical and Quantitative Data *Probability *Making Inferences and Justifying Conclusions Mathematics Performance Task *Will be available in 2015–16

21. TOM TORLAKSON State Superintendent of Public Instruction Use of IABs Examples of use of the IABs include: –A teacher uses a block focused on editing/revising to determine the degree of student understanding before and/or after instruction. –A team of teachers uses a block to become informed about how a group of students is performing in geometry.

22. TOM TORLAKSON State Superintendent of Public Instruction Rollout of ICAs and IABs Initial item pool will be limited in depth. Initial ICAs and IABs will be in a fixed format As the item pool grows, ICAs and IABs will become available as computer adaptive tests (CATs).

23. TOM TORLAKSON State Superintendent of Public Instruction Administration ICAs and IABs are administered online (no paper versions) ICAs and IABs use the same teacher registration process as the summative assessment ICA and IAB administrationuse the same test delivery interface as the summative assessment. ICAs and IABs items are not secure 23

24. TOM TORLAKSON State Superintendent of Public Instruction Administering Interim Assessments TOMS Verify student demographic dataTOMS Test Administrator Interface Administer assessments Test Administrator Interface Administer assessments Interim Handscoring System Handscore students’ constructed responses Interim Handscoring System Handscore students’ constructed responses Requires TOMS logon credentials 1 1 2 2 3 3

25. TOM TORLAKSON State Superintendent of Public Instruction Grades Supported by Interim Assessments Interim assessments are available for grades 3,4,5,6,7, and 8 and for high school; however, administration is not constrained by grade level. They may be administered one grade level above and one grade level below actual grade. 25

26. TOM TORLAKSON State Superintendent of Public Instruction Grades Supported by Interim Assessments, (cont.) For example, grade 5 students may take ICAs/IABs for grades 4, 5 and/or 6. High school IABs, because they test content appropriate across grade levels, might be administered to students in grades 9, 10, 11, and/or 12.

27. TOM TORLAKSON State Superintendent of Public Instruction Grades Supported by Interim Assessments (cont.) LEAs need TOMS logins for: Teachers in grades 3 to 8, and grade 11 (the grades that take the summative test). Teachers in grades 2, 9, 10, and 12 (the grades that might also use the Interim assessments). 27

28. TOM TORLAKSON State Superintendent of Public Instruction Scoring and Results of Interim Assessments Most items are scored by the Smarter Balanced test delivery engine. Scoring of constructed-response items and performance tasks is a local responsibility. Score reports are generated once the constructed-response item scores and performance task scores are entered into the system.

29. TOM TORLAKSON State Superintendent of Public Instruction Smarter Balanced Scale Scores Scale scores on Smarter Balanced assessments Use a four digit number Range roughly from 2000-to-3000 Avoids confusion with other, commonly- used scales such as: percentile ranks, percent correct, ACT, SAT, API, etc. Provides adequate “space” on the scale to see growth in whole-number units 29

30. TOM TORLAKSON State Superintendent of Public Instruction Results of the Interim Assessments The ICAs and the IABs provide individual student results that teachers can examine in order to adjust instruction. –Identify specific strengths and weaknesses –Assess progress

31. TOM TORLAKSON State Superintendent of Public Instruction ICAs Scoring ICAs –Overall Scale Score –Claim scores Above Standard, At or Near Standard, or Below Standard –Overall Achievement Level designation (4 levels)

32. TOM TORLAKSON State Superintendent of Public Instruction IABs Scoring Overall information for each block Reported as Above Standard, At or Near Standard or Below Standard

33. TOM TORLAKSON State Superintendent of Public Instruction IABs Not Requiring Handscoring IABs are available for 2014-15 that do not require handscoring –Edit/Revise, Listen/Interpret, and Research IABs at all grade levels have no items requiring handscoring –All mathematics IABs except the math Performance Tasks have no items requiring handscoring

34. TOM TORLAKSON State Superintendent of Public Instruction 34 Hand-scoring process: −Online −Rubrics and anchor papers provided −Training Webcast scheduled for January 28 Scoring of the Interim Assessments

35. TOM TORLAKSON State Superintendent of Public Instruction Training Material Objectives Provide a rubric for scoring each constructed response (open-ended) item. Provide scored student responses and scoring rationale −Scored student responses consist of “Anchor” responses which are the primary training tool along with the rubric −also contain annotations describing the scoring rationale. 35

36. TOM TORLAKSON State Superintendent of Public Instruction Hand-Scoring’s Foundation Training Materials Anchors Rubric

37. TOM TORLAKSON State Superintendent of Public Instruction Scoring Rubrics Provide the descriptive requirements of each score point and the platform for evaluating student-created work. Primary tool to be used in making scoring decisions. Used in conjunction with existing anchors for each score point.

38. TOM TORLAKSON State Superintendent of Public Instruction Rubrics by Item Type Full Writes –Specific to a grade band and purpose. Each essay is evaluated on 3 elements of writing: Conventions Organization/Purpose Evidence/Elaboration or Development/ Elaboration – May also be associated guidelines provided in the training materials to further assist in scoring

39. TOM TORLAKSON State Superintendent of Public Instruction Rubrics by Item Type, (cont.) ELA – Research (Claim 4) –Rubrics are specific to a target ELA – Brief Writes (Claim 2) –Rubrics are specific to a sub-target ELA – Reading (Claim 1) –Rubrics are specific to a target Math Performance Task –Each item has its own rubric, though the rubrics are similar across PT families

40. TOM TORLAKSON State Superintendent of Public Instruction Sample Rubric: ELA Reading

41. TOM TORLAKSON State Superintendent of Public Instruction Sample Rubric – Math PT Item-specific rubric for a 1 point item in a Math PT – Note that scoring of responses for this item may depend on responses to a previous item in this PT (see scoring note under “1 point text”

42. TOM TORLAKSON State Superintendent of Public Instruction Anchors Anchors are examples of student responses that represent typical ways that students meet the requirements of each score point in the rubric Each score point in the rubric ideally will have at least two responses, one on the low end of the score point range, the other on the high end. Mid-score point anchors may also be appropriate because they clearly convey the intent of the rubric The anchors clarify and exemplify the scoring criteria set forth in the rubric Anchor responses have been annotated with the scoring rationales used in determining the scores

43. TOM TORLAKSON State Superintendent of Public Instruction Obtaining Student Reports Data Warehouse Receive and view student reports Data Warehouse Receive and view student reports TOMS Verify student demographic dataTOMS Test Administrator Interface Administer assessments Test Administrator Interface Administer assessments Interim Handscoring System Handscore students’ constructed responses Interim Handscoring System Handscore students’ constructed responses Requires TOMS logon credentials Requires same logon credentials used for the Digital Library 1 1 2 2 3 3 4 4

44. TOM TORLAKSON State Superintendent of Public Instruction 44 Sample Student Report

45. TOM TORLAKSON State Superintendent of Public Instruction Digital Library Module https://www.smarterbalancedlibrary. org/content/understanding-smarter- balanced-assessment-consortium- score-report

46. TOM TORLAKSON State Superintendent of Public Instruction Digital Library Module https://www.smarterbalancedlibrar y.org/content/using-interim- assessment-blocks-support- teaching-and-learningwww.smarterbalancedlibrar y.org/content/using-interim- assessment-blocks-support- teaching-and-learning

47. TOM TORLAKSON State Superintendent of Public Instruction Using Assessment Results Scale scores and achievement levels (i.e., results) from the Smarter Balanced Summative Assessments cannot and should not be compared with results from the previous STAR Program: –Different standards assessed –Different item types used –Different levels of cognitive rigor involved –Different scales and achievement levels reported 47

48. TOM TORLAKSON State Superintendent of Public Instruction Using Assessment Results California Education Code Section 60641(a)(2) explicitly states that “State agencies or local educational agencies shall not use a comparison resulting from the scores and results of the CAASPP System assessments and the assessment scores and results from assessments that measured previously adopted content standards”. 48

49. TOM TORLAKSON State Superintendent of Public Instruction Craft and Deliver the Right Message Get ready – be proactive Remember – Education Code prohibits comparing scores from CASSPP with STAR –It’s all about the base It’s not about a decline –It’s about different standards –It’s about different expectations –It’s about making sure students are college and career ready 49

50. TOM TORLAKSON State Superintendent of Public Instruction Craft and Deliver the Right Message Remember the purpose Shape the message –Teachers –Students –Parents –Community Keep the focus on teaching and learning 50

51. TOM TORLAKSON State Superintendent of Public Instruction Suggested Uses of the Interim Assessments in 2014−15 51

52. TOM TORLAKSON State Superintendent of Public Instruction Inform Teaching and Learning Administer IAB(s) that align with current curriculum and pacing Use IAB results with other sources of evidence to identify student strengths and weaknesses Evaluate instructional progress and plan adjustments to increase student learning

53. TOM TORLAKSON State Superintendent of Public Instruction Authentic Experience Create test sessions, pause the test, experience the same interface, etc. Respond to different types of questions Use authentic technology Keyboarding Mouse Graphing Experience content reflective of summative Gauge time needed to complete the summative test

54. TOM TORLAKSON State Superintendent of Public Instruction Accessibility Supports Universal tools, designated supports, and accommodations are modifiable on the TA Interface for the interim tests. −Provides an excellent opportunity to try out accessibility supports with students and actual test items Note: Only universal tools will be modifiable on the TA Interface for the summative tests.

55. TOM TORLAKSON State Superintendent of Public Instruction Handscoring Helps build content knowledge and supports collaborative practice Provides specific information on student strengths and weaknesses Builds teacher comfort with technology and the process of online scoring Gives an idea of the time required to hand score Through anchor papers, exemplifies the criteria present in the rubric

56. TOM TORLAKSON State Superintendent of Public Instruction Implementation Plan for 2015–16 Become familiar with the Interim Assessments Evaluate the district’s available technology Plan how to roll out the Interims next year: –Locus of control/roles and responsibilities –Student registration –Accessibility supports –Teacher log-ins and security agreements –Scoring (training and time to score) –Technology –Scheduling –Troubleshooting

57. TOM TORLAKSON State Superintendent of Public Instruction Immediate Considerations Ensure all teachers have access to the appropriate systems to administer the interims (e.g., grades 3 through 8, and grade 11; AND grades 2, 9, 10 and 12 teachers) Obtain security agreements from teachers

58. TOM TORLAKSON State Superintendent of Public Instruction Immediate Considerations, (cont.) Ensure student demographic data is correct in California Longitudinal Pupil Achievement Data System (CALPADS) –Especially students’ Statewide Student Identifiers (SSIDs) and grade level Provide test administration training for new teachers Provide interim handscoring training for teachers

59. TOM TORLAKSON State Superintendent of Public Instruction For Further Information California Department of Education CAASPP Office caaspp@cde.ca.gov 916-445-8765 Smarter Balanced Web Page http://www.smarterbalanced.org/interim-assessments/ CAASPP.org http://caaspp.org/ 1-800-955-2954 59