1. Journey Towards the Implementation of College and Career- Readiness
Transitioning to a New Assessment System Report released by Supt. Torlakson
California adopts Common Core State Standards authorized through SB15X legislation
CDE releases Common Core implementation plan
Operational test Smarter Balanced summative assessment
Smarter Balanced formative tools
Smarter Balanced
interim assessment
Field test Smarter Balanced summative assessment
Pilot test Smarter Balanced summative assessment
California joins Smarter Balanced as a governing state
CA develops rigorous content standards
2016…
2015
2013
2014
2011
2012
STAR sunsets (July 2014) – AB STAR replaced by CAASPP
2010
2001
1997
Supt. Torlakson conducts outreach to develop recommendations for new assessment system (required by AB 250 March 2012)
TODAY: California prepares for a next generation, world-class system
Developing new curriculum frameworks
Building new professional development modules
Adopting new instructional materials
Conducted Smarter Balanced Field Test
Developing formative tools and interim assessments
Achievement levels established to signal college and career readiness
CA aligns assessments to standards

2. Smarter Balanced Assessment System
June 3, 2013
Smarter Balanced Assessment System
Summative:
College and career readiness assessments for accountability
Teachers and schools have information and tools they need to improve teaching and learning
All students leave high school college and career ready
Common Core State Standards specify
K-12 expectations for college and career readiness
Formative tools:
Supporting classroom-based assessments to improve instruction
Interim:
Flexible and open assessments, used for actionable feedback 2

3. Assessment Consortia Member States As of August 16, 2013
PARCC
20 states & DC
Smarter Balanced
26 states
Both
Pennsylvania
Washington, DC
Hawaii
The SBAC is a national consortium of 26 states that have been working collaboratively to develop a student assessment system aligned to a common core of academic content standards.
California is one of 23 governing states (as of August 2013), which allows decision-making participation. The remaining four three are advisory states (as of August 2013).
The Consortium involves educators, researchers, policymakers, and community groups in a transparent and consensus-driven process.
About Smarter Balanced
The Smarter Balanced Assessment Consortium brings together states to create a common, innovative assessment system for mathematics and English language arts/literacy that is aligned with the Common Core State Standards and helps prepare students for college and careers. The Consortium involves educators, researchers, policymakers, and community groups in a transparent and consensus-driven process to help all students thrive in a knowledge-driven global economy. The Consortium’s projects are funded through a four-year, $175 million grant from the U.S. Department of Education, comprising 99 percent of activity resources, with the remaining support provided through generous contributions of charitable foundations. Membership is open to any interested U.S. state. For more information, please visit
Neither: Alabama, Minnesota, Nebraska, Texas, Utah, Virginia

4. Foundations of Common Core
College and Career Readiness
21st Century Framework – The 4 C’s

5. Last 12 weeks of school year COMPUTER ADAPTIVE ASSESSMENT
Q: What is the Smarter Balanced Assessment System?
Last 12 weeks of school year
English Language Arts/Literacy and Mathematics, Grades 3 – 8 and High School*
DIGITAL LIBRARY of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; practice tests; scorer training modules; and teacher collaboration tools.
PERFORMANCE TASKS
1 ELA/Literacy
Task
1 Math Task
COMPUTER ADAPTIVE ASSESSMENT
ELA/Literacy
Math
Retake Option
Scope, sequence, number, and timing locally determined
Computer Adaptive Assessment and Performance Tasks
INTERIM ASSESSMENT
As of August 2013
SBAC will provide a BALANCED assessment system grounded in the CCSS for grades 3-8 and High School.
The system will proved teachers and schools with info and tools they need to improve teaching and learning (it’s not JUST a summative assessment!)
Summative assessments required by all SBAC members
Interim assessments which are optional for states to use (CDE/SBE determining):
Formative assessment practices (optional and may become FMSD’s common formative assessments
Digital Clearinghouse
Summative Assessments (3-8, 11)
Computer-delivered end-of-year assessment using computer adaptive technology (CAT)
Assesses the full range of Common Core in English language arts and math
Measures current student achievement and growth across time showing progress toward college and career readiness
Includes a variety of question types: selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks
Faster results and online reporting with static and dynamic reports
Summative scores used for accountability purposes
Interim Assessments
Optional comprehensive and content-cluster assessments
Includes a variety of question types: selected response, short constructed response, extended constructed response, technology enhances, and performance tasks
Aligned to and reported on the same scale as the summative assessments
Non-secure and fully accessible for instruction and PD
Reports of student results will link teachers to related student resources and teacher professional development resources
The system portal for information about the CCSS, SBAC, and assessment results:
Reporting suite with differentiated tools available to students, educators, parents, and policymakers with visualization tools
Vetted curriculum units and formative tools, processes and exemplars
Research-based instructional strategies and interventions
Issue-focused chat rooms
Released performance tasks and rubrics
Professional development modules and videos
Item development/scoring training modules and tools
networks of K-12 teachers and higher education faculty from each state are collaborating to evaluate assessment tools and professional development resources for an online Digital Library that will be available to educators next year.
Optional Interim assessment system — no stakes
Summative assessment for accountability
* Summative and interim assessments for grades 3 – 8 and 11, with additional supporting assessments for grades 9 and 10.
** Time windows may be adjusted based on results from the research agenda and final implementation decisions.

6. CAASPP Student Score Report
Say: “Students’ scores on the Smarter Balanced Assessments will be mailed home starting in late-September. The scores are included on the CAASPP Student Score Report. These reports replace the Star Student Reports you may have been familiar with in the past.”

7. Students will receive an overall standard of performance score in English Language Arts and Mathematics
Say: “Students used to receive a score between 150 and 600 on the old assessments. The new scores will range from On the CAASPP report, you will see a band like the one on this slide. It contains a number that falls within the overall performance band in English Language Arts and Mathematics. The bar around a score indicates the extent to which the score might have been different had the test been taken again.
What does a score that is close to the dotted line tell you? (Possible answer: the student is close to the next lowest or next highest performance band)
What are some things families and schools can do for students who are close to the next performance bands?”

8. What is included on the CAASPP Reports?
Grade 2
Grade 3
ELA & Math
Grade 4
Grade 5
Science
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
EAP
(STS)
Say: “The CAASPP reports may look different from student to student. That is because students at different grade levels took different tests in the Spring. Take a moment to find the grade levels relevant to you.” [Review chart with audience as needed. Note that some parents may not receive CAASPP reports at all because their child did not test in the Spring of 2015.]
[Additional information –
SBA: If the student was in grades 3-8 or 11, he or she took the Smarter Balanced Assessments in ELA and Math.
CST/CMA/CAPA: If the student was in grades 5, 8, or 10, he or she took the CST, CMA (California Modified Assessments) or CAPA (California Alternate Performance Assessment). The CMA and CAPA were administered to students whose IEPs indicated that students should take these modified or alternative assessments.
STS: If the student is an English learner in the US for less than 12 months or enrolled in a Dual language program (Spanish) in Grades 2-11, they may have taken the Standards-based Tests in Spanish. This assessment tests students’ reading and language arts ability in the Spanish language.]
EAP: If the student was an 11th grader, his or her scores were evaluated for the Early Assessment Program. The goal of the EAP program is to have California high school graduates enter the CSU fully prepared to begin college-level study. This is one indicator of college readiness.
ELA & Math
Smarter Balanced Assessments in English Language Arts and Mathematics
Science
California Standards Test (and CMA or CAPA) in Science
Standards-based Tests in Spanish – for some English learners and those enrolled in Dual-language programs with primary instruction in Spanish
STS
EAP
Early Assessment Program – assesses readiness for college-level coursework

9. Mathematics Claims Communicating Reasoning Concepts and Procedures
– demonstrate ability to support mathematical conclusions
Problem Solving and Modeling/Data Analysis
– use appropriate tools and strategies to solve real world and mathematical problems
Concepts and Procedures
– apply mathematical concepts and procedures
Say: “Mathematics has three claims.” [Read claims and descriptions.]
“This information is especially helpful to teachers because it helps to identify areas where the teacher may need to review or re-teach. It can also help families to identify areas where they can support student learning.”
Above Standard, At or Near Standard, or Below Standard

10. What’s Next?
School personnel will use the results to help adjust programs and services to assist students.
Take the Smarter Balanced Practice and Training Tests here:
test/
View California’s grade-level standards here: sp
Student progress is monitored throughout the year.
Say: “The primary goal of the SBAs are to provide valuable information to schools about how to meet students’ academic needs, so school personnel will be holding professional development sessions, reviewing data, planning and setting goals for improving teaching and student learning. Student progress will be monitored throughout the year though formal and informal assessments like quizzes, classroom assignments, projects, and homework.
The SBA results are not designed to be reported to colleges or universities for admission, but they are one indicator of student learning and readiness post-secondary education.
Parents and students can take the Smarter Balanced practice and training tests at the link provided on the slide. There is also a link to view California grade level standards to see what students will be asked to know and be able to do in each grade and a link to the Parent Guides to the Smarter Balanced Summative Assessments. ” [Note: Some resources on the CDE webpage are available in multiple languages and some are in the process of being translated.]
Schools and families are partners in student learning.
Download Parent Guides to the Smarter Balanced Summative Assessments here:
asp

11. Online Practice Test ELA Performance Task
At bottom of page, click Practice Test icon
Click Sign In
Select a grade level, then click Yes
Click test
Adjust settings (or not), click Select
Review selection and click Yes, Start My Test
Review Test Instructions and Help
Click Begin Test Now

12. SBA Practice Test Scoring Guides with Rubrics
Go to:
Click Resources and Documentation to view scoring guides for all practice test items including Performance Tasks.