1. Smarter Balanced Assessment Consortium Model Assessing the Common Core State Standards Greg Gallagher ND Department of Public Instruction

2. College & Career Ready Goal  College ready: Prepared to succeed in entry-level credit-bearing general education college courses without remediation  Career ready: Possess sufficient foundational knowledge and skills and general learning strategies necessary to begin studies in a career path 210/17/2013SBAC Model, NDCEL Conference

3. CCSS Foundational Principles 1.Rigor: College and Career Readiness 2.Coherence, Clarity, Focus 3.Evidence-Based Selection 4.International Benchmarks 5.Local Flexibility, Teacher Judgment 310/17/2013SBAC Model, NDCEL Conference

4. Benefits of the CCSS Intentional Instruction Manageable Number of Standards Greater Pool of Resources Increased Collegiality Increased Professionalism More Consistent, Equitable Learning Customized Learning, Multiple Pathways Student Achievement Focus John Kendall, Understanding Common Core State Standards, July 2011 410/17/2013SBAC Model, NDCEL Conference

5. Smarter Balanced Assessment Consortium 10/17/20135SBAC Model, NDCEL Conference

6. Smarter Balanced Assessment Consortium (SBAC) financed through Race To The Top funding. Race To the Top grant ends October 2014 SBAC will transition management to UCLA Graduate School of Education & Information Studies (non-profit status) Each state completes an MOU with UCLA States membership fees fund management of assessment design, item development, and open source technology. States contract with certified 3 rd party test vendors to administer the SBAC-related services. 10/17/20136SBAC Model, NDCEL Conference

7. Assessment Theory of Action Assessments use challenging tasks that evaluate the CCSS. Teachers involved in the development and scoring of assessments. State-led assessment system with inclusive governance structure. Assessments structured to improve teaching and learning. Assessment, reporting, and accountability systems provide useful information on multiple measures. Design and implementation strategies adhere to established professional standards. 710/17/2013SBAC Model, NDCEL Conference

8. Assessment Planning Schedule October 2013Last administration of the current NDSA system Fall 2013 – Fall 2014Inventory of Technology Readiness in North Dakota Spring 2014Voluntary Field Testing of Online Smarter Balanced Assessment Fall 2014Determine % schools prepared to take assessment online vs. paper Spring 2015First administration of common core state assessment (test window in last 12 weeks of school year) Summer 2015Accountability metrics for student, school, district, and state performance 10/17/20138SBAC Model, NDCEL Conference

9. The Smarter Balanced Assessment System School Year Last 12 weeks of the year* DIGITAL LIBRARY of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools. ELA/Literacy and Mathematics, Grades 3-8 and High School Computer Adaptive Assessment and Performance Tasks Computer Adaptive Assessment and Performance Tasks Scope, sequence, number and timing of interim assessments locally determined *Time windows may be adjusted based on results from the research agenda and final implementation decisions. Performance Tasks ELA/literacy Mathematics Computer Adaptive Assessment ELA/literacy Mathematics Optional Interim Assessment Optional Interim Assessment Re-take option available Summative Assessment for Accountability 10/17/20139SBAC Model, NDCEL Conference

10. Claims for the English Language Arts/Literacy Assessment Claim #1 – Reading “Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.” Claim #2 – Writing “Students can produce effective and well-grounded writing for a range of purposes and audiences.” Claim #3 – Speaking and Listening “Students can employ effective speaking and listening skills for a range of purposes and audiences.” Claim #4 – Research/Inquiry “Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.” 10/17/201310SBAC Model, NDCEL Conference

11. Claims for Mathematics Assessment Claim #1 – Concepts & Procedures “Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.” Claim #2 – Problem Solving “Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.” Claim #3 – Communicating Reasoning “Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.” Claim #4 – Modeling and Data Analysis “Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.” 10/17/201311SBAC Model, NDCEL Conference

12. Scores Reported for Individual Students English Language Arts #Claims Example of Weights 1Reading% (TBD) 2Writing% (TBD) 3 Speaking/ Listening % (TBD) 4Research% (TBD) Total Composite 100% Mathematics #Claims Example of Weights 1Concepts & Procedures% (TBD) 2 & 4 Problem Solving & Modeling/Data Analysis % (TBD) 3 Communicating Reasoning % (TBD) Total Composite 100% 10/17/201312SBAC Model, NDCEL Conference

13. Sample Consortium Procurement Status 1310/17/2013SBAC Model, NDCEL Conference

14. SBAC Adaptive Form Variety of item types – selected-response – constructed-response – technology-enhanced items Computer scoring; human, rubric-guided scoring Controlled retake option 1410/17/2013SBAC Model, NDCEL Conference

15. Performance Tasks Computer delivered; 90-120 minutes per content area Evaluates content difficult to assess through more traditional items Real-world scenarios and complex tasks – student-initiated planning – management of information and ideas – interaction with other materials – extended response (i.e., oral presentation, exhibit, product development, extended written piece) Human, rubric-guided scoring; computer scoring 1510/17/2013SBAC Model, NDCEL Conference

16. Use of Technology Adaptive form testing Technology-enhanced test items Teachers access online resources and instructional tools Interactive electronic reports targeted to a range of audiences for tracking and analyzing progress 1610/17/2013SBAC Model, NDCEL Conference

17. Estimated Testing Times Testing Time Estimates GradeNDSASMARTERPARCC 36:206:458:00 46:356:459:20 55:406:459:20 66:007:159:25 76:007:159:25 86:007:159:25 90:00 9:45 100:00 9:45 116:008:159:55 * Smarter and PARCC test times include a separate testing window for Performance Tasks 1710/17/2013SBAC Model, NDCEL Conference

18. Estimated Testing Times Test TypeGradesCATPerf Task Only TotalIn-Class Activity Total English Language Arts/Literacy 3 – 5 1:302:003:30:304:00 6 – 8 1:302:003:30:304:00 11 2:00 4:00:304:30 Mathematics 3 – 5 1:301:002:30:303:00 6 – 8 2:001:003:00:303:30 11 2:001:303:30:304:00 Combined 3 – 5 3:00 6:001:007:00 6 – 8 3:303:006:301:007:30 11 4:003:307:301:008:30 Times are estimates of test length for most students. Smarter Balanced assessments are designed as untimed tests; some students may need and should be afforded more time than shown in this table. 10/17/201318SBAC Model, NDCEL Conference

19. Achievement Levels 1: Minimal Command 2: Partial Command 3: Sufficient Command (Proficiency) 4: Deep Command Grade 11 achievement levels used to determine content readiness for college & career Cut scores established at each level 10/17/201319SBAC Model, NDCEL Conference

20. Interim Assessment: Yardstick for Student Progress Local assessment option. Provides actionable information about student progress throughout the year. Administered at locally determined intervals. Computer adaptive and includes performance tasks. Based on scale of summative assessment. Fully accessible for instruction and professional development 10/17/201320SBAC Model, NDCEL Conference

21. Digital Library Planned as an online, one-stop site with a selection of formative tools and resources Professional development materials, resources, and tools aligned to the CCSS, Smarter Balanced claims, and all components of the assessment system, including scoring rubrics for performance tasks. Research-based instructional tools on-demand to help teachers address learning challenges and differentiate instruction 10/17/201321SBAC Model, NDCEL Conference

22. Usability, Accessibility, and Accommodations Guidelines Universal accessibility tools—such as a digital notepad and scratch paper—available to all students. Designated supports—like a translated pop-up glossary— available to students for whom a need has been identified. Accommodations for an IEP or 504 plan. These tools include Braille and closed captioning, among others. 10/17/201322SBAC Model, NDCEL Conference

23. Embedded Universal Tools Breaks Calculator (where appropriate) Digital notepad English dictionary (ELA) English glossary Expandable passages Global notes (ELA) Highlighter Keyboard navigation Mark for review Math tools Spell check Strikethrough Writing tools Zoom 10/17/201323SBAC Model, NDCEL Conference

24. Embedded Designated Supports Color contrast Masking Text-to-speech Language supports – Translated test directions – Translations (glossaries) – Translations (stacked) Turn off universal tools For use by any student for whom the need has been indicated by educators 10/17/201324SBAC Model, NDCEL Conference

25. Accommodations Non-embedded Abacus Alternate response options Calculator Multiplication table Print on demand Read aloud Scribe Speech-to-text Documented IEP or 504 Plan. Embedded American Sign Language Braille Closed captioning Text-to-speech 10/17/201325SBAC Model, NDCEL Conference

26. Technology Readiness Technology Readiness Tool (TRT) Used to determine preparedness of schools to administer online assessment EduTech supporting TRT project Participation needed from all districts 10/17/201326SBAC Model, NDCEL Conference

27. Spring 2014 Field Test Schools register interest before October 18 th, 2013 – Select grades for testing – Select subject(s) for testing Statistical sample of schools: ≈ 5,000 students for each subject) Final selection of schools: late November, 2013 Online test administration training: January 28, 2014 Field test window: March 18 – April 30, 2014 10/17/201327SBAC Model, NDCEL Conference

28. Practice Test Available online at www.smarterbalanced.orgwww.smarterbalanced.org Grades 3–8 and 11 Experience an abbreviated but similar experience to the assessment in 2015 Affords teachers, administrators, and parents access to items planned and designed for the Smarter Balanced assessment 10/17/201328SBAC Model, NDCEL Conference

29. Student Growth Projection Reporting 2910/17/2013SBAC Model, NDCEL Conference

30. Director of Assessment Greg Gallagher 701-328-1838; ggallagher@nd.gov General Assessment Robert Bauer 701-328-2224; rgbauer@nd.gov Alternate Assessment Gerry Teevens 701-328-2692; gteevens@nd.gov Department of Public Instruction Assessment Contact Information 10/17/201330SBAC Model, NDCEL Conference