1. TOM TORLAKSON State Superintendent of Public Instruction CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction Transitioning California to a Balanced Assessment System September 19, 2014 State and Federal Program Directors’ Meeting Peter Callas, Administrator Chris Smith, Consultant Assessment Programs Support and Outreach

2. TOM TORLAKSON State Superintendent of Public Instruction Objectives The California Assessment of Student Performance and Progress (CAASPP) Assessment System Spring 2014 Smarter Balanced Field Test Achievement Level Setting Panels for Smarter Balanced Assessments Smarter Balanced Field Test Feedback Operational Smarter Balanced Assessments ‒ Summative Assessments ‒ Interim Assessments ‒ Digital Library 2

3. TOM TORLAKSON State Superintendent of Public Instruction 3 Smarter Balanced –English–language Arts (ELA) –Mathematics Summative assessments Interim assessments Formative assessment processes (Digital Library) California Standardized Test (CST) California Modified Assessment (CMA) California Alternate Performance Assessment (CAPA) Science Alternate assessments –ELA and mathematics (Field Test) Standards-based Test in Spanish (STS) Reading/language arts Grade two diagnostics ELA and mathematics

4. TOM TORLAKSON State Superintendent of Public Instruction Spring 2014 Smarter Balanced Field Test The Smarter Balanced Field Test was administered March 18 through June 6, 2014. Each school was assigned a six-week window, and conducted testing anytime within that assigned window. The Smarter Balanced Field Test was computer-based only. Because this was a Field Test, no student results will be reported. Data from the sample will be used to determine item reliability and validity and initial performance level scores. 4

5. TOM TORLAKSON State Superintendent of Public Instruction Spring 2014 Smarter Balanced Field Test (cont.) About 3.2 million California students were anticipated to participate in the Field Test Approximately 3.19 million students completed testing Accounts for more than 73% of all Smarter Balanced testing 5

6. TOM TORLAKSON State Superintendent of Public Instruction Spring 2014 Smarter Balanced Field Test (cont.) Ninety-five percent of student participants took a sample of items from both English– language arts/literacy (ELA) and mathematics. The remaining 5 percent of student participants took a sample of items from one subject, either ELA or mathematics. All students completed one performance task in one subject. 6

7. TOM TORLAKSON State Superintendent of Public Instruction Smarter Balanced Field Test Feedback Mid-testing Surveys for LEA Coordinators –Testing Window One 102 respondents –Testing Windows Two and Three 344 respondents Post-testing Survey –Released June 27, 2014 –Designed for LEA coordinators, technology coordinators, and teachers and administrators 7

8. TOM TORLAKSON State Superintendent of Public Instruction Smarter Balanced Field Test Feedback (cont.) Post-Test Survey: 1,344 Respondents –424 LEA CAASPP coordinators –508 site coordinators –585 test administrators –155 LEA technology coordinators –168 school-site technology coordinators Feedback was sought on specific Field Test areas –Training –Troubleshooting/support –Information, tools, and resources –Technology –Scheduling –Universal tools, designated supports, and accommodations –CALPADS/TIDE –TA Interface, appeals, and online reporting management system (ORS) –Field Test Format 8

9. TOM TORLAKSON State Superintendent of Public Instruction Smarter Balanced Field Test Feedback (cont.) Focus Groups: Focus Groups designed to gather input from participants regarding their experience with the Field Test held in July and August 2014. –LEA coordinators, administrators, and test administrators –Parents and students 9

10. TOM TORLAKSON State Superintendent of Public Instruction Smarter Balanced Field Test Feedback (cont.) LEA coordinators, technology coordinators, and teachers and administrators: Anxiety was high, but actual test experience was very positive The Field Test prepared all for future computer- based testing –High level of coordination was required Technology upgrades were needed prior to testing –The most frequently mentioned testing devices used were Chrome Books, Windows PCs/Laptops, and MacBooks CalTAC received strong positive feedback for their support when issues arose. –Long hold times were often encountered and had to be alleviated 10

11. TOM TORLAKSON State Superintendent of Public Instruction Smarter Balanced Field Test Feedback (cont.) Parents and Students: Parents indicated that communication about the new assessments was made available in a variety of formats. –Facebook, e-mail links, letters from the school, orientation to the new testing system, etc. Communication and explanation of the computer- adaptive nature of the test will be helpful for the current year. More information about the Practice Tests and their availability for use outside of school would have been appreciated. Students pointed out that the use of the Practice Tests made the transition to the Field Test easier. 11

12. TOM TORLAKSON State Superintendent of Public Instruction Achievement Level Setting for Smarter Balanced Assessments This fall, educators, parents, and business/community members will participate in online and in-person panels to provide recommendations for setting achievement levels for the Smarter Balanced summative and interim assessments. –In-person panel; October 13–19 –Online panel; registration deadline—September 26 http://smarterbalanced.measinc.com/EventCode/100614 http://smarterbalanced.measinc.com/EventCode/100614 o Comments taken October 6–17 12

13. TOM TORLAKSON State Superintendent of Public Instruction 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

14. TOM TORLAKSON State Superintendent of Public Instruction Smarter Balanced Summative Assessment 2014 ̶ 15 Grades 3-8 and 11 Grade 11 used for Early Assessment Program (EAP) purposes Test windows: –Grades 3-8; students will have received 66% of instructional days –Grade 11; students will have received 80% of instructional days 14

15. TOM TORLAKSON State Superintendent of Public Instruction Additional CAASPP Assessments 2014-15 CST, CMA, & CAPA –Science* –Grades: 5, 8 &10 Alternate Assessment to replace CAPA –ELA and mathematics –Grades: 3–8 & 11 –Testing window: TBD STS –Reading Language Arts* –Grades 2–11 Testing window: 85 percent of instructional days *Paper-pencil only 15

16. TOM TORLAKSON State Superintendent of Public Instruction Interim Assessments The Smarter Balanced Interim Assessments comprise interim comprehensive assessments (ICAs) and interim assessment blocks (IABs) ICAs and IABs are alike in the following ways: –The quality criteria used for the ICA and IAB items are the same as those used for the summative assessment. –ICAs and IABs use the same universal tools, designated supports, and accommodations. –They will be available to all California teachers Fixed form of ICAs and IABs will be available in Winter 2015 –ICA and IAB use is optional.

17. TOM TORLAKSON State Superintendent of Public Instruction Interim Comprehensive Assessments ICAs mirror the summative assessment: Use the same blueprints as the summative. Assess the same range of standards. Have the same item types and formats. Include performance tasks. Require the same amount of administration time. Provide information regarding student readiness for the end-of-year summative assessment

18. TOM TORLAKSON State Superintendent of Public Instruction Interim Assessment Blocks IABs assess fewer sets of skills and: Use the same targets, by grade level, as the summative blueprints. Consist of short, focused sets of items. Provide information about a student’s strengths and needs in relation to the standards. Offer varied blocks by grade level and subject area.

19. TOM TORLAKSON State Superintendent of Public Instruction Definition of the Formative Assessment Process F ormative 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. It is also called “assessment for learning.”

20. TOM TORLAKSON State Superintendent of Public Instruction Four Attributes of the Formative Assessment Process Clarify intended learning Elicit evidence Act on evidence Interpret evidence

21. TOM TORLAKSON State Superintendent of Public Instruction What the Digital Library Is Not … A bank of assessment items A learning management system in which educators can register for training or receive credit by completing specific online courses A library for general public (will require registration and login ) A site to freely post resources

22. TOM TORLAKSON State Superintendent of Public Instruction Criteria for Resources Aligns with Common Core State Standards Incorporates formative assessment practices Demonstrates high-quality instruction Addresses learner differences Is engaging/user-friendly

23. TOM TORLAKSON State Superintendent of Public Instruction Smarter Balanced Digital Library Preview Smarter Balanced invites local educational agencies (LEAs) and school staff to preview the Digital Library from June 3 through September 30, 2014. The preview will demonstrate initial functions and provide a limited set of resources to help educators understand the future utility of the Digital Library. Digital Library Preview user registration information was sent to LEA CAASPP coordinators. 11

24. TOM TORLAKSON State Superintendent of Public Instruction For Further Information CDE CAASPP Office http://www.cde.ca.gov/ta/tg/ca/ caaspp@cde.ca.gov 916-445-8765 CDE Smarter Balanced Web Page http://www.cde.ca.gov/smarter/ CDE Testing and Accountability Web Page http://www.cde.ca.gov/ta/ 24