1. Curriculum and Instruction Meeting October 2014
Alabama State Department of Education

2. Outcomes
Have a collective understanding of summative, formative, and diagnostic assessments.
Have the tools necessary to discuss ACT Aspire data in grades 3-8 with district and school officials, and other stakeholders.
Provide feedback to ACT for suggested improvements to Aspire.

3. Transforming education is about conversation, exploration, debate, and occasional dispute.

4. Plan 2020-Our Vision Every Child a Graduate – Every Graduate Prepared
for
College/Work/Adulthood in the 21st Century
This is why we are here.

5. Absolutes During the Transition
Teach to the standards for each of the required subjects (Alabama College- and Career-Ready Standards - Courses of Study)
Through a clearly articulated and locally aligned K-12 curriculum (Sample curricula found on ALEX and Alabama Insight)
Supported by aligned resources, support, and professional development (Sample lesson plans and supporting resources found on ALEX, differentiated support through ALSDE Regional Support Teams and ALSDE Initiatives, etc.)
Monitored regularly through formative, interim/benchmark assessments to inform the effectiveness of the instruction and continued learning needs of individuals and groups of students (GlobalScholar, QualityCore Benchmarks, and other locally determined assessments)
With a goal that each student graduates from high school with the knowledge and skills to succeed in post-high school education and the workforce without the need for remediation as evidenced by multiple measures achieved through multiple pathways to meet the graduation requirements set for students in Alabama. (Alabama High School Graduation Requirements/Diploma)
In the midst of change, there really are some absolutes!
Dr. Bice and all of us are committed to listening to you – so we know it is frustrating when things seem to change from one meeting to the other. We are working on that – but remember that we truly have a year to figure this out and put the right things in place for the right reasons. This can only be done with input from you. So,

6. Basis for Change-The Disconnect
ARMT
ACT Explore
Grade 8
Reading-80% proficient
Math-78% proficient
Grade 8
Reading-39% proficient
Math-23% proficient

7. Basis for Change-The Disconnect
Alabama High School Graduation Exam
The ACT
Language 97% Math 97% Reading 97% Science 97% Social Studies 97%
English 66% Math 31% Reading 41% Science 30% All Four 20%
Graduating Class of 2013

11. Example: Scantron Global Scholar
Formative Assessment
Example: Scantron Global Scholar
Performance Series
Adaptive diagnostic assessment
Aligned to Alabama CCRS, Common Core, and ACT CRS
Multiple data points
Immediate results
Achievement Series
Formative assessment tool
Create and administer assessments aligned to the standards
Standards based reports
Multiple item banks
Instant feedback

12. “Assessment is not the endgame of learning
“Assessment is not the endgame of learning. It is a toolset consisting of summative, periodic, and formative components. No single element, no matter how well-intentioned or detailed, can match a complete assessment solution.”-ACT

14. Characteristics of Assessment
Summative Assessment
(Assessment OF Learning)
Formative Assessment
(Assessment FOR Learning)
Purpose: To improve instruction and provide feedback
Occurs during instruction while learning is in progress – day to day, minute by minute
Focused on checking for understanding and the learning progress
Promotes self monitoring
Collaborative
Fluid – an ongoing process
Use of evidence to make adjustments for continual improvement
Purpose: To measure competency
Occurs after instruction – end of unit or course test
Focused on the products of learning
Measurement against externally determined criteria
Directed
Rigid – an unchanging measure
Use of results to determine success or failure
Moss and Brookhart Advancing Formative Assessmentin Every Classroom.
One is not better than the other – they are different based on the purpose. However, we have done a pretty good job of summative assessments (autopsy) and often do not use formative measures (check up) as readily.
What might FA look like for students?
What might FA look like for adults?

15. Table Talk
What tools are your district/school using for each type of assessment?
How does your system/school use the data from multiple types of assessment (summative, formative, diagnostic) to inform instruction and monitor student learning?

17. ACT Aspire Overview
Standards based system of assessments developed to monitor progress towards college and career readiness in grades 3-10
Assessments in the content areas of English, math, reading, science and writing
Aligned to ACT College Readiness Standards
Capable of predicting outcomes on the ACT
Predicted path towards college and career readiness in grades 3-8
Predicted ACT score in grades 9 or 10 (will be administered to all 10th graders in Spring 2016)

18. Scores and Reporting
Scores are linked to ACT College Readiness Benchmarks
Results are reported on a 3-digit scale score
Reporting levels of Ready, Close, In Need of Support
ACT Readiness Benchmark is reported for English, math, reading and science at each grade level

19. ACT Readiness Benchmarks

20. Supplemental Scores National Percentile Rank ELA Combined Score
Average of English, reading and writing scores
STEM Combined Score
Average of science and math scores
Progress with Text Complexity Score
An indication of how well students are able to demonstrate understanding and comprehension of increasingly complex text
Progress Towards Career Readiness
Reported for students in grades 8, 9, and 10
Links the composite score with predicted performance toward an ACT National Career Readiness Certificate

21. ACT Aspire Reports

22. Using Summative Assessment Data
Data that provides a snapshot of what students know and do. Can be used to promote program improvement, curricular changes, instructional PD.
Data that aids teachers in planning future instruction; reflecting on general patterns; establishing big picture within a class.
Data that is used to make decisions, typically on an annual basis, about subgroups, schools, districts, and states.

23. Student Report Package
Current Progress Report
Supplemental Scores Report

24. Focused on Growth Telling a story about the journey the student is on.
Current and predicted subject performance, national averages (to give perspective), skill performance, and improvement ideas
Longitudinal progress graph shows the 3 digit scale score in relation to the ACT Readiness Benchmark for each subject and in relation to the three readiness levels
Predicted path is also shown for each subject
Skill performance is given as the number of points correct out of the total points possible and as the percentage correct
ACT Readiness range shows where a student who has et the ACT Readiness Benchmark on this assessment would typically perform
Improvement idea is given for the lowest performing skill

25. Focused on Growth
Student Longitudinal Growth charts showing personalized progress
Predicted path toward college and career readiness
National Median Scores to provide grade level context
ACT Aspire will focus on each student’s longitudinal growth including:
Progress Charts showing student scores over time versus the ACT Readiness Benchmark for each subject – ACT Growth research allows us also to provide a NEW…
2 year student “predicted path” toward college & career readiness – shows where students scores will fall in the future based upon expected growth rates
ACT Aspire Composite Scores & Predicted ACT Subject/Composite Scores National Median or average scores for context beginning in EHS
Change in language used. Contextual, visual, numerical
ACT Aspire standard score reports will classify students into the three levels given above; however, a finer degree of distinction is added to the data file, called the Student Performance File (SPF), provided to the state, districts, and schools. The Ready level can be divided into Ready and Exceeding resulting in four proficiency levels. Students in the Exceeding category indicate they are substantially above the benchmark and have a much higher chance to be college and career ready. Table 1 shows an example of the data fields that will be included in the SPF file.

26. Reporting Student Skills
Standards performance based on ACT’s College Readiness Standards.
ACT Readiness Range typical performance of Students who have met the ACT Readiness Benchmark for that subject.
Improvement Ideas for simple interventions.
As we’ve discussed, ACT Aspire will include reporting based on ACT College Readiness Standards and aligned to the Common Core State Standards in key reporting categories.
Reflected as both a % score and number of pts. Earned.
The ACT Readiness Range will show typical performance of students who have met the ACT Readiness Benchmark for that particular subject . (Ready and Exceeding)
Simple interventions at launch for the Summative assessment, looking for drill down and additional

27. Supplemental Scores
We’re including some exciting Additional Measures of Readiness in ACT Aspire, including
Along with national norms
NEW Combined ELA score and STEM scores for students who test in both Math & Science
A Text Complexity Score
And a New Work Readiness Score (range will not be included)

28. Table Talk
How can individual student performance data from ACT Aspire be used at the classroom level to inform future instruction?
What strategies can be used to have meaningful dialogue with parents about these results?
What do you like about the individual student report, and what changes would you like to see?

29. School Report Package Subject Proficiency by Grade Level Report
Current Progress Report
Supplemental Scores Report
Subject Proficiency by Demographic Report

30. Subject Proficiency By Grade Level Report

31. Current Progress Report

32. Supplemental Scores

33. Subject Proficiency by Demographic

34. Table Talk
How do the school-level reports inform your understanding of grade level performance, and what are some identified areas for improvement?
How might teachers use this data at the classroom level to adjust future instruction?
What do you like about the school-level reports, and what changes would you like to see?

35. District Reports Package
Student Performance File
Subject Proficiency by School
Subject Proficiency by Grade Level
Subject Proficiency by Demographic
Current Progress Report
Supplemental Scores

36. Subject Proficiency by School

37. Subject Proficiency by Grade Level

38. Subject Proficiency by Demographic

39. Current Progress Report

40. Supplemental Scores

41. Table Talk
How do the district-level reports inform your understanding of district performance, and what are some identified areas for improvement?
What are the implications of this data, and how can it be used in school improvement efforts (e.g., curriculum, instruction, professional development, etc.)?
What do you like about the district-level reports, and what changes would you like to see?

42. Additional Reports Group Proficiency Summary Report
Group Skill Proficiency Report

43. Group Proficiency Summary Report

44. Group Skill Proficiency Report

45. Resources ACT Aspire-www.discoveractaspire.org
ACT Alabama Website-
ACT Aspire Avocet-

46. Outcomes
Have a collective understanding of summative, formative, and diagnostic assessments.
Have the tools necessary to discuss ACT Aspire data in grades 3-8 with district and school officials, and other stakeholders.
Provide feedback to ACT for suggested improvements to Aspire.

47. Table Talk
What remaining questions or concerns do you have about the ACT Aspire reports?
What changes can be made to improve the administration of ACT Aspire?
What additional information or support is needed to further your understanding of ACT Aspire?