1. Adán Delgado Dr. Mel Morgan Christina Velasquez Pojoaque Valley School District NMCEL Mini-Data Conference Albuquerque, NM – December 9 and 10, 2014 BALANCED CONTINUUM OF ASSESSMENT: COMPLIANCE AND BEST PRACTICES

3. GOALS OF SESSION Environment Questioning Use and Overuse of Assessment Discussion of Continuum of Assessment Review of Ambiguous Vocabulary Formative Assessment Characteristics Summative Assessment Characteristics Assessments and Response to Intervention Interim Assessments Best Practices Special Ed, and Bilingual Assessments Assessment and Teacher Effectiveness Measures

4. AMBIGUOUS VOCABULARY Formative Assessment Summative Assessment Universal Screening Short-Cycle Assessment Interim Assessment Progress Monitoring Cut-Score End-of-Course Exam Item Analysis

5. CONTINUUM OF ASSESSMENT FORMATIVESUMMATIVE

6. FORMATIVE ASSESSMENT (SOURCE: CARNEGIE MELLON, EBERLY CENTER FOR TEACHING EXCELLENCE) The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments: help students identify their strengths and weaknesses and target areas that need work help faculty recognize where students are struggling and address problems immediately Formative assessments are generally low stakes, which means that they have low or no point value.

7. SUMMATIVE ASSESSMENT (SOURCE: CARNEGIE MELLON, EBERLY CENTER FOR TEACHING EXCELLENCE) The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. Summative assessments are often high stakes, which means that they have a high point value. Information from summative assessments can be used formatively when students or faculty use it to guide their efforts and activities in subsequent courses.

8. OTHER CONSIDERATIONS Frequency Length of Assessment Teacher Accessibility Computer-Based Open-Response Items Rubrics (Multiple Point Assignment) Student Work

9. STATE TESTING CHART

10. INTERIM ASSESSMENT BEST PRACTICES (SOURCE: BAMBRICK-SANTOYO) COMMON INTERIM: At least quarterly Common across all teachers of the same grade level TRANSPARENT STARTING POINT: Teachers see the assessment in advance The assessment defines the roadmap for teaching ALIGNED TO: state test (format, content, and length) Instructional Sequence (curriculum) college-ready expectations RE-ASSESSES: Standards that appear on the first interim appear again on subsequent interims

11. INTERIM ASSESSMENT ITEM ANALYSIS Even Distribution May Indicate Guessing High Selection Rate for a Single Incorrect Response may Indicate a Common Mistake or Common Misunderstanding Level of Difficulty CCSS Strand or Domain

13. ITEM 25 ANS RIGHT % WRONG % A%A% B%B% C%C% D%D% C198112 1957

14. TESTING REQUIREMENTS UNDER THE IDEA Every student must be formally assessed for initial placement under the guidelines found in the New Mexico TEAM (Technical Evaluation Assistance Manual). Every student must then be re-evaluated every three years by the same kind of test used for initial placement. A list of all tests required for placement can be found in the TEAM (www.ped.state.nm.us/SEB/technical/index.html)

15. What do we have to do?What is best practice? As a district you must choose a tool that gives you information to write an annual IEP. This tool must be accurate and easy. Find a tool that all Special Education staff can use. Use it with Fidelity. Use the information to write Present levels of Performance for Individual Education Programs. ANNUAL PROGRESS MONITORING

16. WHAT IS ACCESS Assessing Comprehension and Communication in English State to State for English Language Learners The WIDA Consortium has created a set of English Language Development standards. The ACCESS for ELL’s tests the development of those standards in the following areas: Listening Speaking Reading Writing

17. WHAT DOES ACCESS TELL US? For a student Proficiency level scores Interpretation of scale scores 1-6 1: Entering 2: Emerging 3: Developing 4: Expanding 5: Bridging 6: Reaching For a district Teachers receive confidence bands for student performance. Districts can use the data for scheduling purposes. Districts can also see overall grade by proficiency level within the district

18. HOW DO WE USE THIS DATA? Districts can track the overall progress of their programs based on student performance. Scheduling decisions can be made for placement in EDL classes. Individual student growth and performance can be monitored annually.

19. SUMMATIVE ASSESSMENT USE IN TEACHER EVALUATION PVSD Actively Avoided Use of Formative Assessments in Teacher Evaluation 4 Approved Assessments Allowed for Teacher Evaluation NWEA MAP Riverside Discovery Renaissance STAR DIBELS used by Default in Place of PARCC for K-2 Teachers VAS Spreadsheet in SharePoint Course Codes

20. QUESTIONS 505-455-2282 dlc@pvs.k12.nm.us