1. The Smarter Balanced Assessment Consortium Next Generation Resources: Transforming Instruction with the Smarter Balanced Digital Library Colleen Anderson, Iowa Department of Education Judy Snow, Montana Office of Public Instruction Chrystyna Mursky, SBAC Director of Professional Learning

2. Learning Goal I understand that the Digital Library was developed based on the Smarter Balanced Theory of Action Slide 2

3. Key Ideas from the Smarter Balanced Theory of Action State-led effort K-16 educators are integrally involved Balanced assessment system provides fair and accurate evidence of student achievement to continuously improve teaching and learning Adheres to professional standards Slide 3

4. 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 Flexible, open, used for actionable feedback Summative assessments Benchmarked to college and career readiness Educator resources for formative assessment practices to improve instruction Slide 4

5. Huddle Discuss the following with a few people around you: What supports would you want all educators to have as they implement the CCSS?

6. Definition of Formative Assessment Process Formative Assessment is a deliberate process used by teachers and students during instruction that provides actionable feedback that is used to adjust ongoing teaching and learning strategies to improve students’ attainment of curricular learning targets/goals. Slide 6

7. Four Attributes of the Formative Assessment Process Clarify Intended Learning Elicit Evidence Act on Evidence Interpret Evidence Slide 7

8. Building State Capacity in Formative Assessment Initiatives Slide 8

9. Colleen Anderson, IAJudy Snow, MT Laura Watson, CADeb Sigman, CA Monica Mann HIKim Young, MI Melia Franklin, MOSharon Helwig, MO Julie Joslin, NCCindy Sharp, NV Kristen Maxwell, WABeth Simpson, WA Jessica Vavrus, WA Ruth McKenna, WestEdChrys Mursky, SBAC Composition Develop, monitor and support Contract 23 Identify, and train the State Leadership Teams (SLT) Monitor development of Quality Criteria and usability software Monitor development of commissioned modules Monitor development of educator submitted resources Expectations Smarter Balanced Formative Assessment and Professional Learning Work Team Slide 9

10. 8 – 12 members per state Comprised of K-12 educators and higher educational faculty in positions of leadership in the state Composition Recruit, identify, and train the State Network of Educators (SNE) Participate in 5 regional trainings Train SNE members to contribute, review, and post resources Monitor and support SNE review of resources and make final posting decisions Provide feedback on posting process, Quality Criteria, and usability of software Expectations State Leadership Teams (SLT) Slide 10

11. Over 1200 K-12 educators and higher educational faculty from member states Each SNE has diverse expertise in: CCSS Mathematics, CCSS ELA, Science, and Social Studies General Education, Gifted and Talented, English Language Learners, and Students with Disabilities Composition Participate in 5 trainings Help populate the Digital Library in advance of the 2014 launch Submit and review resources using the Quality Criteria Use resources and collaboration tools for own professional learning and instruction Provide feedback on the resources in the Library, review and posting process, Quality Criteria, and usability of software Expectations State Network of Educators (SNE) Slide 11

12. NEA and AFT Teacher Ambassadors NEA State Network of Educator Members Composition Participate in face-to-face and web-based trainings Turnkey information on the Smarter Balanced Assessment System, including how the summative, interim, and formative components contribute to evidence-based decisions about teaching and learning Contribute Professional Learning and Instructional resources that meet the Quality Criteria to the Digital Library Expectations Partnership with NEA and AFT Funded by the Helmsley Charitable Trust Slide 12

13. Higher Education Faculty Volunteers Advanced Degree Candidate Volunteers Composition Identify seminal literature related the formative assessment process, the Common Core State Standards, diverse learners, online learning, principles of adult learning, etc. Provide brief summaries of the literature for State Network of Educator members to use to support resources they submit to the Digital Library Expectations Literature Summary Project Slide 13

14. Members of the Formative Assessment Advisory Panel 1)Dr. Lynne Anderson-Inman (University of Oregon) 2)Dr. Robert Calfee (Stanford University, UC Riverside) 3)Dr. Bridget Dalton (University of Colorado) 4)Dr. Diane Heacox (St. Catherine University) 5)Dr. Joan Herman (UCLA – CRESST) 6)Dr. John Hill (Purdue University) 7)Dr. Yvette Jackson (National Urban Alliance for Effective Education) 8)Dr. Henry Kepner (University of Wisconsin - Milwaukee) 9)Dr. Katherine McKnight (National Louis University) 10)Valerie L. Mills (National Council of Supervisors of Mathematics) 11)Dr. James Popham (UCLA) 12)Dr. Lucinda Soltero-Gonzalez (University of Colorado-Boulder) Twelve experts in the CCSS for ELA, the CCSS for Mathematics, the formative assessment process, adult learning, online professional learning, diverse learners, and urban and rural education comprised the Formative Assessment Advisory Panel. Slide 14

15. Huddle Discuss the following with a few people around you: – Who has been involved in the Digital Library development in your state?

16. The Digital Library Development Slide 16

17. Key Ideas from the Smarter Balanced Theory of Action State-led effort K-16 educators are integrally involved Balanced assessment system provides fair and accurate evidence of student achievement to continuously improve teaching and learning Adheres to professional standards Slide 17

18. Digital Library Functionality Design supports Smarter Balanced Theory of Action Enables State Networks of Educators and State Leadership Teams to submit, review, and publish resources Uses state-of-the-art tagging and search to quickly find resources by CCSS and other topics Allows educators to view, download, and rate resources Enables educators from across the Consortium to collaborate and share their knowledge Slide 18

19. What the Digital Library Is Not Not a bank of assessment items Not a learning management system where educators can register for training or receive credit by completing specific online courses Not a library for general public (will require registration and login) Not a site to freely post resources Slide 19

20. Digital Library Resources Slide 20 Commissioned Professional Learning Modules Resources for educators, students, and families Frame Formative Assessment within a Balanced Assessment System Articulate the Formative Assessment Process Highlight Formative Assessment Practices and Tools Assessment Literacy Modules Commissioned Professional Learning Modules Instructional coaching for educators Instructional materials for students Demonstrate/support effective implementation of the formative assessment process Focus on key content and practice from the Common Core State Standards for Mathematics and English Language Arts Exemplar Instructional Modules High-quality vetted instructional resources and tools for educators High-quality vetted resources and tools for students and families Reflect and support the formative assessment process Reflect and support the Common Core State Standards for Mathematics and English Language Arts Create Professional Learning Communities Education Resources

21. Formative Assessment Advisory Panel Convened the Formative Assessment Advisory Panel to develop the Quality Criteria during three two-day meetings Meeting 1 April 17 – 18 Meeting 1 April 17 – 18 Meeting 2 May 8 – 9 Meeting 2 May 8 – 9 Meeting 3 May 22 – 23 Meeting 3 May 22 – 23 Brainstormed initial Quality Criteria Determined structure of Quality Criteria Developed comprehensive list of potential criteria Discussed merits of checklist vs. rubric-based approach Tested criteria using sample resources Refined criteria Synthesized feedback Developed first draft of Quality Criteria Developed 2 nd draft; received feedback from panelists; developed present draft Slide 21

22. Structure of the Quality Criteria Cover Profile Gatekeeping Criteria Quality Criteria for Professional Learning Resources and Quality Criteria for Instructional Resources Governance Criteria Slide 22

23. Purposes of the Quality Criteria Ensure that the resources in the Digital Library reflect the intent of the CCSS Ensure that all resources reflect the Smarter Balanced vision of effective formative assessment practices Provide consistency in the review process for all resources Slide 23 Ensure that all resources in the Digital Library are of the highest quality, regardless of source

24. Digital Library Resources Slide 24 Commissioned Professional Learning Modules Resources for educators, students and families Frame Formative Assessment within a Balanced Assessment System Articulate the Formative Assessment Process Highlight Formative Assessment Practices and Tools Commissioned Professional Learning Modules Instructional coaching for educators Instructional materials for students Demonstrate/support effective implementation of the formative assessment process Focus on key content and practice from the Common Core State Standards for Mathematics and English Language Arts Exemplar Instructional Modules High-quality vetted instructional resources and tools for educators High-quality vetted resources and tools for students and families Reflect and support the formative assessment process Reflect and support the Common Core State Standards for Mathematics and English Language Arts Create Professional Learning Communities Education Resources

25. Resource Posting Process Step 1: Resource Submitted Step 3: Quality Criteria Applied Step 4: Decision Step 2: Gatekeeping Criteria Applied SNE 1 SNE 2 SNE 3 SNE 1 Posted Returned to Submitter Sent to SLT Cover Profile Slide 25

26. Digital Library Resources Slide 26 Commissioned Professional Learning Modules Resources for educators, students and families Frame Formative Assessment within a Balanced Assessment System Articulate the Formative Assessment Process Highlight Formative Assessment Practices and Tools Assessment Literacy Modules Commissioned Professional Learning Modules Instructional coaching for educators Instructional materials for students Demonstrate/support effective implementation of the formative assessment process Focus on key content and practice from the Common Core State Standards for Mathematics and English Language Arts Exemplar Instructional Modules High-quality vetted instructional resources and tools for educators High-quality vetted resources and tools for students and families Reflect and support the formative assessment process Reflect and support the Common Core State Standards for Mathematics and English Language Arts Create Professional Learning Communities Education Resources

27. Commissioned Module Design Principles Transform educational practice Coach educators to use the formative assessment process to implement the CCSS, while embodying the process in the module structure Reflect UDL principles and support for diverse groups of learners. Review using Smarter Balanced Bias and Sensitivity Guidelines. Incorporate elements of effective online design Design modules so they are long enough to communicate essential ideas, but short enough to engage educators Slide 27

28. Bias and Sensitivity Guidelines 28 http://www.smarterbalanced.org/wordpress /wp- content/uploads/2012/05/TaskItemSpecific ations/Guidelines/BiasandSensitivity/Biasa ndSensitivityGuidelines.pdf

29. General Accessibility Guidelines 29 http://www.smarterbalanced.org/wordpress /wp- content/uploads/2012/05/TaskItemSpecific ations/Guidelines/AccessibilityandAccomm odations/GeneralAccessibilityGuidelines.pd f

30. Intended Student Populations https://www.smarterbalancedlibrary.org/digital-library-resources

31. Tour of the Digital Library Slide 31

32. Huddle Talk with your colleagues about the following questions: How does the Digital Library differ from other formative assessment initiatives? How does the Digital Library differ from other CCSS resources being developed for educators?

33. Using the Digital Library Resources Educator from California: I had been anxiously waiting to explore the Digital Library, and am very pleased with what I have seen so far. Once I learned how to use the filters, it made my search much easier. The lessons from the Digital Library are helping me "look deeper" at what is needed in creating effective lessons for my students. It is also great to know that I have access to vetted lessons at my fingertips. Slide 33

34. Using the Digital Library Resources Educator from Oregon: It excites me that I will be able to use this Digital Library to assist in my instructional planning; the idea that I can quickly pull a high-quality lesson targeted for a specific purpose, learning target, and/or student population will make it easier for me to engage students, assess their learning, and teach to the Common Core Standards. Further, for administrators, coaches, and others who deliver professional development, there is a wealth of learning around formative assessment and the Common Core through the Assessment Literacy and Professional Learning Resources. Slide 34

35. Using the Digital Library Resources Educator from Maine: I have enjoyed reviewing the material created by other teachers around the nation. It is like getting a peek into different classrooms to see what other teachers are doing to improve teaching and learning. Slide 35

36. Learning Goal I understand that the Digital Library was developed based on the Smarter Balanced Theory of Action Slide 36

37. Find Out More Smarter Balanced can be found online at: SmarterBalanced.org Slide 37