1. A & S March 9, 2010

2.  Secondary  Isolated to one district  Elementary  All schools received both calibration and non-calibration tests forms  Non-calibration forms required rulers  Therefore, calibration schools needed rulers  FDOE solution: Provide calibration schools with rulers

3. Toward a Balanced Assessment System March 9, 2010

4. Summative & Formative Assessment Assessment OF Learning (Summative) Assessment FOR Learning (Formative) Reason for Assessing REPORT ACHIEVEMENT STATUS PROMOTE MORE LEARNING To Inform OTHERS ABOUT STUDENTS STUDENTS ABOUT THEMSELVES Focus of the Assessment ACHIEVEMENT STANDARDS ACHIEVEMENT TARGETS THAT UNDERPIN STANDARDS Driving ForceACCOUNTABILITYIMPROVEMENT

5. Summative & Formative Assessment Assessment OF Learning (Summative) Assessment FOR Learning (Formative) Reason for Assessing REPORT ACHIEVEMENT STATUS PROMOTE MORE LEARNING To Inform OTHERS ABOUT STUDENTS STUDENTS ABOUT THEMSELVES Focus of the Assessment ACHIEVEMENT STANDARDS ACHIEVEMENT TARGETS THAT UNDERPIN STANDARDS Driving ForceACCOUNTABILITYIMPROVEMENT

6. Summative & Formative Assessment Assessment OF Learning (Summative) Assessment FOR Learning (Formative) Reason for Assessing REPORT ACHIEVEMENT STATUS PROMOTE MORE LEARNING To Inform OTHERS ABOUT STUDENTS STUDENTS ABOUT THEMSELVES Focus of the Assessment ACHIEVEMENT STANDARDS ACHIEVEMENT TARGETS THAT UNDERPIN STANDARDS Driving ForceACCOUNTABILITYIMPROVEMENT

9. CURRICULUM/ ACADEMIC GOALS STAFF SELECTION/ CAPACITY BUILDING PROGRAMS/PRACTICES/ ARRANGEMENTS MONITORING RECOGNITION/ INTERVENTION © National Center for Educational Accountability Jean Rutherford, Ed. D. Director of Educational Initiatives, NCEA June 24, 2004 The Practices of High-Performing School Districts

10. State: Assessment Teacher: Daily Monitoring NCEA Practices of High-Performing School Districts Poor Practice

11. State: Assessment District: Benchmark Assessments School: Unit Tests Teacher: Daily Monitoring State: Assessment Teacher: Daily Monitoring NCEA Practices of High-Performing School Districts Poor Practice > Achievement < Gaps

13. * The average gain in percentile points of the average student in the experimental group compared to the average student in the control group. Marzano, R., 2000; Borman, G.D.; Hewes, G.M. et al., 2000 Research-Based Guaranteed and Viable Curriculum: Opportunity to Learn Percentile Gain* Opportunity to Learn affects student achievement more than double any other school factors.

14.  Articulates a rigorous curriculum (clear target)  State Standards; FCAT Item Specs  Scope and Sequence  Monitors extent teachers cover the curriculum  Learning Team Meetings  Collaborative Planning  Has assessments based on the curriculum  Diagnostic Tests  Benchmark Assessments What to teach? Is it being taught? Are students learning?

16.  In classrooms where teachers used formative assessment  Rate of learning is double that found in other classrooms  Impact larger than most other educational interventions.  Particularly effective for students who have not done well in school (OECD, 2005) Black and Wiliam (2004 & 2008)

18. FCAT Tests Diagnostics Common Assessments Daily skills assessments, student work, observation State: Assessment District: Benchmark Assessments School: Unit Tests Teacher: Daily Monitoring State: Assessment Teacher: Daily Monitoring NCEA Practices of High-Performing School Districts FY09

19.  Over 70% of the schools voluntary used the common assessments

20.  Students with the highest usage of the Assessment Center  Elementary schools:  gains in reading and math statistically higher than SDPBC mean.  High schools:  gains in reading statistically higher than SDPBC mean. SDPBC,DREA, 2009

21. School X

30. FLORIDA’S CONTINUOUS IMPROVEMENT MODEL School administers screening, diagnostics, and provides remediation, acceleration, and enrichment.

31. FLORIDA’S CONTINUOUS IMPROVEMENT MODEL District ensures real-time access to student achievement. District prescribes formative (Benchmark mini- assessments) and summative (Benchmark baseline and mid-year) assessments in reading, mathematics, and science for Level 1- 3 students.

32. FLORIDA’S CONTINUOUS IMPROVEMENT MODEL Data chats are conducted between district administration and school administration; school administration and teachers; and teachers and students following baseline, mini-, and mid-year assessments.

34.  4.2 Develops and implements a comprehensive assessment system for assessing progress toward meeting the expectations for student learning  4.3 Uses student assessment data for making decisions for continuous improvement of teaching and learning processes

35.  Formative assessment is a national research- based best practice  Local research supports the national research  External agencies require formative assessments

37.  Responses received  Vendor selected  Negotiations not yet begun

38.  Marc Baron – Chief of Performance Accountability  Bill Thompson – Director, Assessment  Liz Perlman – Elementary District Director, Curriculum Development & School Improvement  Hernando Celada – Director, Infrastructure and System Support  Debbie Battles – Principal, North Grade Elementary School  Sandy Jinks – Principal Palm Springs Middle School  Carla Kendall – Manager, Online Assessment  Mark Howard – Manager, Educational Technology  Heidi Galloway -- Analyst, Diversity and Business Practices

39.  Currently negotiating

41.  Diagnostic Test  Too little time between administrations  Some items too difficult  Some misalignment of items and benchmarks  Tests/items repeated each year  Disagreement about correctness of answers  Fall Science more difficult than Winter Science

42.  Embedded Assessments  Print (PDF) format not consistent with online  Science text too complex (Lexile)  Printing scanner sheets burdensome  Problems with teacher logins  Rosters don’t match classes  Assessments not aligned to instruction  Window too early, late, short

43.  Embedded Assessments  Too many tests  Not enough time to prepare for test administration  Occasional errors in scoring  Unclear about relationship to grading  Online technical difficulties  Test creation issues  Scanner operation issues

45.  Fix technology  Provide new tests /multiple forms  Offer a variety of tests (benchmark and multiple benchmark)  Plan tests for entire year  Align tests with the Scope and Sequence  Provide Diagnostic Assessments for all schools and students

46.  Provide schools more flexibility in scheduling tests  Align schedule with school and student needs

47.  Research-based best practices  Research  Differentiated Accountability  SACS/CASI Accreditation  Local Feedback

49. 2009-102010-112011-122012-132013-14 Mathematics Reading Science Writing Algebra I Geometry Biology US History Key: FT = Field Test SS = Standard Setting B = Baseline

50. FCAT Tests Diagnostics & EOCs Mini Assessments Daily skills assessments, student work, observation State: Assessment District: Benchmark Assessments School: Unit Tests Teacher: Daily Monitoring State: Assessment Teacher: Daily Monitoring NCEA Practices of High-Performing School Districts FY11

51. FCAT Tests Diagnostics & EOCs Mini Assessments Daily skills assessments, student work, observation State: Assessment District: Benchmark Assessments School: Unit Tests Teacher: Daily Monitoring State: Assessment Teacher: Daily Monitoring NCEA Practices of High-Performing School Districts Provide Diagnostics & EOCs Provide Mini Assts Provide item bank for teachers ITN

52. Provide NGSSS teacher item bank 27,000 items

53. Provide NGSSS teacher item bank 27,000 items Provide NGSSS mini assessments 13,500 items

54. Provide NGSSS mini assessments 13,500 items Provide NGSSS teacher item bank 27,000 items Provide Assessment Center test delivery/collection (via computer, scanning, and clickers), scoring, reporting, links to instructional materials, and parent access

55. Provide NGSSS mini assessments 13,500 items Provide Assessment Center test delivery/collection (via computer, scanning, and clickers), scoring, reporting, links to instructional materials, and parent access Provide resources for PD and community outreach Data transfers Provide NGSSS teacher item bank 27,000 items

56. Provide NGSSS mini assessments 13,500 items Provide Assessment Center test delivery/collection (via computer, scanning, and clickers), scoring, reporting, links to instructional materials, and parent access Provide resources for PD and community outreach Provide NGSSS Diagnostics & EOCs 180 tests Data transfers Provide NGSSS teacher item bank 27,000 items

57. Provide NGSSS mini assessments 13,500 items Provide Assessment Center test delivery/collection (via computer, scanning, and clickers), scoring, reporting, links to instructional materials, and parent access Provide resources for PD and community outreach Provide program management for service, support and PD Data transfers Provide NGSSS Diagnostics & EOCs 180 tests Provide NGSSS teacher item bank 27,000 items

59. Provide NGSSS mini assessments 13,500 items Provide NGSSS teacher item bank 27,000 items Provide NGSSS Diagnostics & EOCs 180 tests

60. SDPBC ProvidesCORE K-12 Teacher item bank $3,800*/school Minis $9.28/student Diagnostics** $6.30/student * Progress testing- aka FCAT Test Maker **includes 1-time printing fees

61. SDPBC ProvidesCORE K-12 Teacher item bank $3,800*/school$774/school Minis $9.28/student$.93/student Diagnostics** $6.30/student$2.87/student * Progress testing- aka FCAT Test Maker **includes 1-time printing fees

62. 4.Provide Assessment Center test delivery, collection (via computer, scanning, and clickers), scoring, reporting, links to instructional materials, and parent access

63. Central Data Server Test Item data bank Test Item Authoring Tool Test Assembly Tool INTERNET Test Administration 130k students take tests created by teachers or administrators via computer, scanners, clickers Test Development Test Delivery Access to Results Test Scoring and Reporting Immediate access to student reports by teachers, administrators, and parents Instruction Implications Links to resources for students, teachers, administrators, and parents Data transfers and security protocols Instructional Decision Making

64. SDPBC ProvidesCORE K-12 Teacher item bank $3,800*/school$774/school Minis $9.28/student$.93/student Diagnostics** $6.30/student$2.87/student Assessment platform $12.22/student (2 yr. build) $9.51/student (per year) * Progress testing- aka FCAT Test Maker **includes 1-time printing fees

65. SDPBC ProvidesCORE K-12 Teacher item bank $3,800*/school$774/school Minis $9.28/student$.93/student Diagnostics** $6.30/student$2.87/student Assessment platform $12.22/student (2 yr. build) $9.51/student (per year) $5.30/student * Progress testing- aka FCAT Test Maker **includes 1-time printing fees

66.  Formative assessment is a national research- based best practice  Local research supports the national research  External agencies require formative assessments  CORE K12 won ITN

67.  Planning and alignment  Multiple tests  School schedule based on needs of school/student  Enable district and differentiated accountability schools to meet differentiated accountability assessment requirements  Provide non-differentiated accountability schools access to the CORE K12  Diagnostics for all schools and students