Connecting Summative Assessment to Improving Teaching and Learning

Connecting Summative Assessment to Improving Teaching and Learning
May and June 2016 California

Workshop Goals Participants will learn:
the rightful place and purpose of the summative assessments to use results to inform the instructional process by connecting curriculum, instruction and assessment to access supplementary resources and reference materials to assist local training to use tools to reflect on current practice to improve teaching and learning a variety of ways to display data to communicate a particular message

The Many Faces of Testing

Overview of Major Assessment Types

Rightful Place/Purpose: Assessment Frequency and Impact on Instruction
Statewide Summative Classroom Formative

A Balanced Assessment System
Summative assessments benchmarked to college and career readiness (Grades 3–8 and Grade 11) Teachers and schools have information and tools to improve teaching and learning Standards set expectations on path to college- and career- readiness All students graduate college- and career- ready Digital Library Formative assessment tools and practices for teachers to improve instruction Interim assessments Flexible, open, and used for actionable feedback

Statewide summative assessments are like icebergs—it pays to pay attention

Rightful Place, Rightful Purpose for Statewide Summative Assessment
Provide a general direction—we must dig deeper to determine cause Focus on groups, programs, and disaggregation Rarely provide definitive answers, but raise many questions, allowing reflection on context and practice Provide an entry point into a collaborative, honest conversation Provide a necessary story

Using Summative Results
Comprehensive, complex, and difficult process Not a checklist Not meant to be completed at a single staff meeting or professional development event Focus on improving learning Not solely about increasing scores Collaborative process that requires: Honesty Willingness to commit the time Ability to handle ambiguity Patience

Data Examination Is Complicated

. . . about the rightful place/purpose of summative assessment results
How do you currently use statewide summative assessment results in the curriculum, instruction, and assessment planning process within your LEA? What is the place and purpose of the summative assessment in your LEA right now?

Evidence-Centered Design
ITEMS Evidence Statements Content Claims Targets Overall Claims The Smarter Balanced Hierarchy of Item Development and Reporting of Scores

Concepts of Evidence-Centered Design
1. Define the domain Common Core Standards— Mathematics; English Language Arts/Literacy (ELA) 2. Define claims to be made Four ELA & Four Mathematics Claims Content Specifications 3. Define assessment targets Knowledge, Skills, and Abilities 4. Define evidence required Evidence to be Elicited from Student 5. Develop items or performance tasks Methods for Eliciting Evidence

Relationships Between Common Core Standards, California Frameworks, and Assessments
English Language Arts/Literacy Content Specifications (Claims) English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects English Language Arts/English Language Development Framework

ELA/Literacy Content Specifications
(Grade 7 ELA Example)

English Language Arts/Literacy Content Specifications (Claims) English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects English Language Arts/English Language Development Framework English Language Arts/Literacy Item Specifications (Claims and targets per claim)

Example of Item Specifications
(Abbreviated) Evidence Required for Target 1 The student will identify text evidence (explicit details and/or implicit information) to support a GIVEN inference or conclusion based on the text.

English Language Arts/Literacy Content Specifications (Claims) English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects English Language Arts/English Language Development Framework English Language Arts/Literacy Item Specifications (Claims and targets per claim) English Language Arts/Literacy Assessment Blueprint

Sample ELA/Literacy Summative Assessment Blueprint

English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects English Language Arts/Literacy Content Specifications (Claims) English Language Arts/English Language Development Framework English Language Arts/Literacy Item Specifications (Claims and targets per claim) English Language Arts/Literacy Assessment Blueprint English Language Arts/Literacy Summative Assessment Mathematics Content Specifications (Claims) Mathematics Framework for California Public Schools Mathematics Item Specifications (Claims and targets per claim) Mathematics Mathematics Assessment Blueprint Mathematics Summative Assessment

Building a Logical Argument Common Core State Standards
Assessment Claim Assessment Target Evidence Student Response Claim Assessment Target Evidence Student Response

. . . about the test design and the connections to the instructional cycle
To what extent do the teachers at your school or LEA understand how the test is constructed and how it is connected to the standards and the frameworks? How does this connection have implications for instructional planning?

Review of Available Summative Scores

Available Summative Assessment Scores
Scale scores Achievement levels not met, nearly met, met, exceeded Claim levels below, near, above Target scores worse, similar, better insufficient information

Scale Score – Achievement Level Relationship – Grade 3 Example
Scale Score Range Smarter Level CA Achievement Level ≤ 2366 Level 1 Standard Not Met 2367 ― 2431 2 Standard Nearly Met 2432 2489 3 Standard Met ≥ 2490 4 Standard Exceeded

Smarter Balanced ELA Threshold Scale Scores
Grade Level 2 Level 3 Level 4 Grade 3 2367 2432 2490 Grade 4 2416 2473 2533 Grade 5 2442 2502 2582 Grade 6 2457 2531 2618 Grade 7 2479 2552 2649 Grade 8 2487 2567 2668 Grade 11 2493 2583 2682

Low, Medium and High Bands
(Divide the difference by three = 21 pts) (Divide the difference by three = 21 pts) 2367 to 2387 2388 to 2408 2409 to 2431 2432 to 2450 2451 to 2469 2470 to 2489 (Divide the difference by three = 21 pts) (Divide the difference by three = 21 pts) 2416 to 2433 2434 to 2452 2453 to 2472 2473 to 2491 2492 to 2511 2512 to 2532

Low, Medium and High Bands (cont.)
2015 2432 2016 2470

Comparing Year to Year

Claim Scores: Example of a Claim
Claims are broad, evidence-based statements about what students know and can do as demonstrated by their performance on the assessments. For example: English Language Arts/Literacy Claim #1 Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.

Use of Claim Scores Reported at an individual and aggregate level
Reported for all claims in ELA and mathematics

Assessment Targets Assessment targets connect the content standards to evidence that will be collected from the assessment. Targets map the Common Core State Standards (CCSS) onto assessment evidence that is required to support the content categories and claims. Targets are used to guide the development of items and tasks that will measure the CCSS.

Example of an Assessment Target (Grade 7 ELA Claim 1 Example)
Key Details: Identify explicit textual evidence to support inferences made or conclusions drawn.

Use of Target Scores Reported at an aggregate level relative to group performance Reported for all claims in ELA, but only for Claim 1 in mathematics Only targets with 10 or more items in the item pool for a grade are included in target reports

. . . about the summative assessment scores
What’s one thing you will take away from this quick review of the scores? What additional information do you need?

Tools for Analysis of the Smarter Balanced Summative Results

Supporting Documentation
Content Specifications Item Specifications Blueprints Achievement Level Descriptors (ALDs) Policy, range, threshold, and reporting Claim Descriptors Score Reports Additional Data

Achievement Level Descriptors
Text descriptions of the knowledge, skills, and processes demonstrated by students at each level. Four types of levels or categories of performance Policy and Content Range Threshold Reporting

Base for the ALDs (page xvi)

Range ALDs Composed of grade- and content-specific descriptors
Describe the cognitive and content rigor that is encompassed within particular achievement levels Describe the knowledge, skills, and processes expected of students Used by test developers to guide item writing

Range ALDs (Grade 7 ELA Claim 1 Example)
Level Level Level Level 4

Range ALDs (cont.) (Grades 6-8 Math Claim 2, 4 Example)

Relationship Between Range and Threshold Descriptors
Students performing at Level 1 should be able to identify textual evidence that minimally supports a basic idea drawn about texts of low complexity. Students performing at Level 2 should be able to cite relevant textual evidence to support a simple inference, analysis, interpretation, or conclusion … Students performing at Level 3 should be able to cite sufficient and relevant textual evidence that adequately supports a complex inference… Students performing at Level 4 should be able to cite strong and thorough textual evidence to support a complex inference, analysis… Level 1 Level 2 Level 3 Level 4 The student who just enters Level 2 should be able to… The student who just enters Level 3 should be able to… The student who just enters Level 4 should be able to… Adapted from Figure 1 in the Initial Achievement Levels Descriptors document.

Threshold ALDs Are used to guide standard setting
Define the minimum performance required for meeting a particular achievement-level expectation Reflect the knowledge, skills, and processes that are expected of students Note: The knowledge, skills, and processes in ALDs are cumulative. The student who has achieved the threshold Level 3 is assumed to have the knowledge, skills, and processes of the range Levels 1 and Level 2 ALDs.

Threshold ALDs (Grade 7 ELA Claim 1 Example)

Threshold ALDs (Grade 6-8 Math Claim 2, 4 Example)

. . . about the documents we’ve just reviewed.
Start thinking about how you might weave these documents into planned professional learning, instructional planning, and local assessment development in the coming school year…

Putting It All Together

Using Summative Assessment Results in the Instructional Cycle
Data review and discovery What is the current state of performance? Improving Teaching and Learning Possible actions moving forward What should/will change? Recalling program, practice, policies, etc. What happened? Possible connections between performance and program, practice, policies, etc. How or why did the performance occur?

Research, Recall, Reflect, Respond
Data review and discovery Possible actions moving forward Possible connections Program, practice, policies

Sources of Data: Identifying the Appropriate Scores and Reports
Consider the reports covered in the a.m. session. Consider the “unit of analysis” for your data research. DATA SOURCE Identify and use appropriate data sources.

Research Engage with the data to find facts.
Using the data sources available, report the facts. Look for trends or areas of concern. Look for areas of success. This is an objective data discovery. Engage with the data to find facts. Describe what you observe. Look for data trends. Focus on facts, not conjecture.

Examples of Research Guiding Questions - Finding the Facts
What do you notice about the overall scores? What are the percentages of students in each of the achievement levels? Where do the scale scores fall, i.e., high, medium, low band? How do the grade level scores compare with the Smarter Balanced threshold scores? Which scores look most noticeably different from the population being studied?

Research (cont.) Example: Comparative Template Using Threshold Scores and Claim Scores
Spring 2015 Smarter Balanced Scale Score Achievement Level Threshold Score Or Range Below–Above Expected Strongest Claim Area Weakest Claim Area Grade or Group Content Area 5 Mathematics 2494 2 (Medium) 2455 (2455–2581) 8 2545 2504 (2504–2585) 11 2589 2543 (2543–2627)

Research (cont.) Example: Comparative Template Using Claim Scores
Average Scale Score and Performance Level of Overall Score Percentage of Students in Each Claim Performance Category % Below Standard % At/Near Standard % Above Standard Grade Group ELA/Literacy Average Scale Score Performance Level of Overall Score Claims Percentage in Each Claim Performance Category 7 All Reading Writing Listening Research/Inquiry EL Hispanic

Recall Consider classroom program, practice and policies.
Think about last year: What happened? What curriculum was in place? What professional learning occurred? RECALL Focusing on the prior school year(s), discuss the realities of classroom, school, district program, practice, and policies. What happened? Facts only – no conjecture.

Examples of Recall Guiding Questions – What Happened?
What curriculum did we initiate/continue last year? What professional development opportunities were available to teachers, administrators, and support staff? What environmental factors were at play? What changes occurred in our population? What particular needs did our students exhibit?

Recalling Example Recall Template—Observations Only
SCORE: Scale Score in ELA GROUP: Grade 7 Subgroups DATA OBSERVATIONS CONDITIONS FROM LAST YEAR What do you notice about the overall scale score? The overall scale score for Grade 7 ELA is 2525. Environment? Curriculum? Context? Professional Development? How do these scale scores compare with the threshold scores? The overall scale score falls into the medium band of Level 2, Standard Nearly Met. What subgroups are struggling the most? African American, English learners, SED, SWD

program, practice, policies Reflect: possible connections
Resources Evidence Required for Target 1 The student will identify text evidence (explicit details and/or implicit information) to support a GIVEN inference or conclusion based on the text. What should our students know or be able to do? What are the expectations of our students, based on the range and threshold descriptors? Recall: program, practice, policies Reflect: possible connections

Reflect Use the guiding questions.
Connect performance with prior year practices, programs, and policies. Consider possible reasons. Be honest about what occurred last year and how that may have impacted the performance that you observe. Use the guiding questions. Determine possible reasons for the performance. Keep the conversation honest. Explore many possibilities.

Examples of Reflecting Guiding Questions – Why and how may it have happened?
How do these results affirm areas where instruction was provided? What would you consider is the single-most important factor contributing to the apparent successes/needs as indicated by the scores? Consider what might explain these gaps in achievement. Think about current: Policies Programs Practices

Reflecting—Beyond the Numbers
Example Reflection Template Teaching and Learning Inventory: Content Area: ____________________ Component In Place In Progress Not Yet How might these conditions have played a role in the observed performance? Teachers use a curriculum aligned to the CA state standards and frameworks Teachers are provided regular professional learning opportunities around the standards. Teachers use ongoing formative assessment practices and tools Teacher make use of Interim assessment(s), including SBAC IABs to measure student progress Teachers have collaborative planning time to discuss effective and responsive teaching practices/strategies Teachers have sufficient collaborative planning time to examine student work

Respond Use guiding questions. Think about what you can control.
Ask yourself: What other data are available to you? How will you know progress is being made? RESPOND What might be some possible ways to move forward? These responses should tie directly to what was discovered in the reflection process.

Examples of Responding Guiding Questions – What’s our path forward?
How might we need to alter our curriculum and/or materials to address the areas of need for the coming year? What evidence do we need during classroom instruction to know that our students are making progress toward meeting the targets for each claim? How might we use the performance tasks to illustrate student performance and to guide the possible intervention?

Using the Resources to Research, Recall, Reflect, and Respond
DATA SOURCE RESEARCH RECALL RESOURCES REFLECT RESPOND Identify and use appropriate data sources. Using the data sources available, report the facts. Look for trends or areas of concern. Look for areas of success. This is an objective data discovery. . Use the information contained in the supporting documents to bridge the conversation between reflection and revealing. Connect performance with practice and determine possible reasons. Be honest about what occurred last year and how that may have impacted the performance that you observe.. What might be some possible ways to move forward? These responses should tie directly to what was revealed in terms of cause. Scale Scores Achievement Levels Claim Scores Target Levels

DATA SOURCE RESEARCH RECALL RESOURCES REFLECT RESPOND Identify and use appropriate data sources. Using the data sources available, report the facts. Look for trends or areas of concern. Look for areas of success. This is an objective data discovery. . Use the information contained in the supporting documents to bridge the conversation between reflection and revealing. Connect performance with practice and determine possible reasons. Be honest about what occurred last year and how that may have impacted the performance that you observe.. What might be some possible ways to move forward? These responses should tie directly to what was revealed in terms of cause. Scale Scores Achievement Levels Claim Scores Target Levels The Spring 2015 CAASPP ELA summative test results for our LEA show that overall scale scores for every grade level fell into Level 2, Standard Nearly Met. Grade 8 and Grade 11 scale scores fell into the high band of Level 2; all other grades’ scale scores fell into the medium band of Level 2. Overall scale scores for Black or African American students in Grades 3 through 7 fell into Level 1, Standard Not Met. Overall scale scores for Black or African American students in Grade 8 and Grade 11 fell into Level 2. District wide, 5% of the Black or African American students’ scale scores fell into the Standard Exceeded level, with 15% falling into the Standard Met level. In comparison, 15% of the districts’ All Students’ scores fall into the Standard Exceeded level and 27% fell into Standard Met. The Spring 2015 CAASPP ELA summative test results for our LEA show that overall scale scores for every grade level fell into Level 2, Standard Nearly Met. Grade 8 and Grade 11 scale scores fell into the high band of Level 2; all other grades’ scale scores fell into the medium band of Level 2. Overall scale scores for Black or African American students in Grades 3 through 7 fell into Level 1, Standard Not Met. …

DATA SOURCE RESEARCH RECALL RESOURCES REFLECT RESPOND Identify and use appropriate data sources. Using the data sources available, report the facts. Look for trends or areas of concern. Look for areas of success. This is an objective data discovery. . Use the information contained in the supporting documents to bridge the conversation between reflection and revealing. Connect performance with practice and determine possible reasons. Be honest about what occurred last year and how that may have impacted the performance that you observe.. What might be some possible ways to move forward? These responses should tie directly to what was revealed in terms of cause. Scale Scores Achievement Levels Claim Scores Target Levels The Spring 2015 CAASPP ELA summative test results for our LEA show that overall scale scores for every grade level fell into Level 2, Standard Nearly Met. Grade 8 and Grade 11 scale scores fell into the high band of Level 2; all other grades’ scale scores fell into the medium band of Level 2. Overall scale scores for Black or African American students in Grades 3 through 7 fell into Level 1, Standard Not Met. … Across all claims in ELA, fewer than 10% of all Black or African American students in Grades 3 through 7 had claim scores of Above Standard. Over 60% of the Grade 3 through Grade 6 students’ claim scores were at the Below Standard level. Across all claims in ELA, fewer than 10% of all Black or African American students in Grades 3 through 7 had claim scores of Above Standard. Over 60%...

DATA SOURCE RESEARCH RECALL RESOURCES REFLECT RESPOND Identify and use appropriate data sources. Using the data sources available, report the facts. Look for trends or areas of concern. Look for areas of success. This is an objective data discovery. . Use the information contained in the supporting documents to bridge the conversation between reflection and revealing. Connect performance with practice and determine possible reasons. Be honest about what occurred last year and how that may have impacted the performance that you observe.. What might be some possible ways to move forward? These responses should tie directly to what was revealed in terms of cause. Scale Scores Achievement Levels Claim Scores Target Levels The Spring 2015 CAASPP ELA summative test results for our LEA show that overall scale scores for every grade level fell into Level 2, Standard Nearly Met. Grade 8 and Grade 11 scale scores fell into the high band of Level 2; all other grades’ scale scores fell into the medium band of Level 2. Overall scale scores for Black or African American students in Grades 3 through 7 fell into Level 1, Standard Not Met. … Target scores for the Spring 2015 CAASPP ELA summative test results for the Grade 3 Black or African American students indicate relative weakness in Key Details, Central Ideas, and Word Meaning. Across all claims in ELA, fewer than 10% of all Black or African American students in Grades 3 through 7 had claim scores of Above Standard. Over 60%... Target scores for the Spring 2015 CAASPP ELA summative test results for the Grade 3 Black or African American students indicate relative weakness in …

DATA SOURCE RESEARCH RECALL RESOURCES REFLECT RESPOND Identify and use appropriate data sources. Using the data sources available, report the facts. Look for trends or areas of concern. Look for areas of success. This is an objective data discovery. . Use the information contained in the supporting documents to bridge the conversation between reflection and revealing. Connect performance with practice and determine possible reasons. Be honest about what occurred last year and how that may have impacted the performance that you observe.. What might be some possible ways to move forward? These responses should tie directly to what was revealed in terms of cause. Scale Scores Achievement Levels Claim Scores Target Levels The Spring 2015 CAASPP ELA summative test results for our LEA show that overall scale scores for every grade level fell into Level 2, Standard Nearly Met. Grade 8 and Grade 11 scale scores fell into the high band of Level 2; all other grades’ scale scores fell into the medium band of Level 2. Overall scale scores for Black or African American students in Grades 3 through 7 fell into Level 1, Standard Not Met. … Over 30% of our elementary teachers retired at the end of the previous school year, and many of the new teachers were unfamiliar with the district’s materials. We had new principals at all but two of our schools. We implemented a new student information system, district wide. We implemented a new mathematics curriculum in Grades K through 6. Over 30% of our elementary teachers retired at the end of the previous school year, and many of the new teachers were unfamiliar with the district’s materials. All of our professional learning opportunities were focused on ELA. We implemented a new student information system, district wide. We implemented a new mathematics curriculum in Grades K through 6. Across all claims in ELA, fewer than 10% of all Black or African American students in Grades 3 through 7 had claim scores of Above Standard. Over 60%... Target scores for the Spring 2015 CAASPP ELA summative test results for the Grade 3 Black or African American students indicate relative weakness in …

Using the Tools to Research, Recall, Reflect, and Respond
DATA SOURCE RESEARCH RECALL RESOURCES REFLECT RESPOND Identify and use appropriate data sources. Using the data sources available, report the facts. Look for trends or areas of concern. Look for areas of success. This is an objective data discovery. . Use the information contained in the supporting documents to bridge the conversation between reflection and revealing. Connect performance with practice and determine possible reasons. Be honest about what occurred last year and how that may have impacted the performance that you observe.. What might be some possible ways to move forward? These responses should tie directly to what was revealed in terms of cause. Scale Scores Achievement Levels Claim Scores Target Levels At Grade 3: Students performing at Level 3 should be able to use explicit details and information from the text to support answers or basic inferences in texts of moderate-to-high complexity. Students performing at Level 3 should be able to identify or summarize central ideas, key events, or the sequence of events presented in texts of moderate-to-high complexity. Students performing at Level 3 should be able to determine intended meanings of words, including words with multiple meanings, based on context, word relationships, word structure, or use of resources in texts of moderate-to-high complexity. The Spring 2015 CAASPP ELA summative test results for our LEA show that overall scale scores for every grade level fell into Level 2, Standard Nearly Met. Grade 8 and Grade 11 scale scores fell into the high band of Level 2; all other grades’ scale scores fell into the medium band of Level 2. Overall scale scores for Black or African American students in Grades 3 through 7 fell into Level 1, Standard Not Met. … Over 30% of our elementary teachers retired at the end of the previous school year, and many of the new teachers were unfamiliar with the district’s materials. We had new principals at all but two of our schools. We implemented a new student information system, district wide. We implemented a new mathematics curriculum in Grades K through 6. At Grade 3: Students performing at Level 3 should be able to use explicit details and information from the text to support answers or basic inferences in texts of moderate-to-high complexity. Students performing at Level 3 should be able to identify or summarize central ideas, key events, or the sequence of events presented in texts of moderate-to- high complexity. Students performing at Level 3 should be able to determine… Across all claims in ELA, fewer than 10% of all Black or African American students in Grades 3 through 7 had claim scores of Above Standard. Over 60%... Target scores for the Spring 2015 CAASPP ELA summative test results for the Grade 3 Black or African American students indicate relative weakness in …

. . . using summative assessment results
Practice . . . using summative assessment results Choose either Scenario #1 ELA, or Scenario #2 mathematics. Treat the sample data as if it were your LEA’s data. Use the Guiding Questions and work your way through the template, answering the questions as best you can.

Telling the Story with the Data

Different Scores Tell Different Stories
What is the message you want to send? Who is your audience? What do you want your audience to remember? Manage your message through Emphasizing Spotlighting Focusing Context Display Level of detail

ELA—Example LEA Mean Scale Scores and Corresponding Achievement Levels by Grade ELA Spring 2015 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11 Number of Students Tested 4588 4627 4754 4720 4802 4749 4315 Percent of Students Tested 99 98 Mean Scale Score 2419.2 2457.4 2494.5 2527.4 2541.7 2555.5 2607.1 Achievement Level Nearly Met Met

Comparing ELA Scale Scores Year to Year: Grade
2800 Threshold Scale Score Range Standard Exceeded ● ● ● Standard Met ● ● ● ● 2541 ● ● ● Standard Nearly Met ● ● ● ● Standard Not Met Spring 2015 ● Spring 2016 ● 2300 Grade Grade Grade Grade Grade 7 Grade Grade 11

Comparing ELA Scale Scores Year to Year: Cohort
2800 Threshold Scale Score Range Standard Exceeded Standard Met O O X O X O Standard Nearly Met X O 2465 X X Standard Not Met Spring 2015 X Spring 2016 O 2300 Grade Grade Grade Grade Grade 7 Grade Grade 11

Take Advantage of the Local Control and Accountability Plan (LCAP) Process
Examine the scores in the context of your LEA’s strategic plan Examine the scores in the context of the purpose of the Local Control Funding Formula and the LCAP Eight state priorities Focus on underperforming groups of students Consider opportunity gap as well as achievement gap

Eight Areas of State Priority Must Be Addressed in LEA LCAP
Other Pupil Outcomes (8) Basic Services (1) Implementation of CA Common Core State Standards (2) State Priorities Parental Involvement (3) Course Access (7) School Climate (6) Pupil Engagement (5) Pupil Achievement (4)

It’s not just about the whole: Example LEA Subgroups—ELA
ELA/Spring 2015 Levels of Performance/ Subgroup* Black/ African American Asian Filipino Hispanic/ Latino White Two or More Races Students with Disabilities SED^ English Learners All Students Number of Students 4,481 7,474 2,745 8,243 7,029 1,843 3,172 18,618 4,392 32,555 % Exceeded/Met 31% 58% 65% 38% 61% 50% 10% 36% % Exceeded 8% 25% 26% 11% 18% 3% 1% 19% % Met 23% 33% 39% 27% 32% 7% 9% % Nearly 21% 28% 22% % Not Met 42% 14% 34% 17% 72% 59% % Nearly/Not Met 69% 35% 62% 90% 64% 51% *The subgroups American Indian/Alaska Native and Pacific Islander are not released due to insufficient numbers. ^ SED: Socio-Economically Disadvantaged

California Achievement Disparities: ELA Subgroups

Comparable LEAs Comparable LEAs/schools based on demographic similarities Enrollment Poverty Ethnicity Programs (e.g., students with disabilities) Language fluency Geographic proximity Within LEA Surrounding LEAs Both charters and non-charters

Example LEA Compared to Similar LEAs and State—ELA
ELA Spring 2015 Levels of Performance/LEA Example LEA LEA 2 LEA 3 LEA 4 State Number of Students Tested 32,555 25,327 22,609 28,634 3,154,463 % Exceeded/Met 50% 52% 42% 53% 44% % Exceeded 19% 23% 15% 16% % Met 31% 29% 27% 34% 28% % Nearly Met 25% 21% 26% % Not Met 33% % Nearly/Not Met 51% 47% 58% 56%

Similar LEA Subgroup Comparisons: Students Exceeding Standard

Similar LEA Subgroup Comparisons: Students Not Meeting Standard

. . . about the data displays we’ve just reviewed.
Which data displays would be useful for your: Board Community Parents Administrators Teachers

Applying the Learning

Call to Action – Pay Attention but Move Beyond the Scores
Comprehensive, complex, and difficult process Not a checklist Not meant to be completed at a single staff meeting or a single professional development event Focus on improving learning Not solely about increasing scores Honest conversations about what might need to change

Call to Action – Pay Attention but Move Beyond the Scores (cont.)
Use the data to communicate—as local policy and practice levers Reflect on what you can control to move beyond the scores: Practices Policies and Procedures Programs

Summative Assessments Have a Part to Play
How do you promote the effective use of summative assessment data in your LEA? Understand the distinction between having educators make meaning of the scores to inform instruction and practice, and communicating a message to a particular audience.

Process Document

Resources Handout: Overview of Major Assessment Types
English Language Arts/English Language Development Frameworks Content Specifications, Item Specifications and Blueprints Smarter Balanced Scale Score Ranges Sample Student Score Report Claim Descriptions for ELA and Mathematics Target Score Report FAQs

Resources (cont.) Achievement Level Descriptors
California Department of Education California Assessment of Student Performance and Progress Office ETS CAASPP Portal Help for LEA CAASPP Coordinators:

Connecting Summative Assessment to Improving Teaching and Learning

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