1. Assessment Transition to New Missouri Core Academic Standards Show-Me Curriculum Administrators Fall Conference Michael Muenks Coordinator of Assessment October 7-8, 2012

2. W HY ? “The Common Core State Standards Initiative is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). The standards were developed in collaboration with teachers, school administrators, and experts, to provide a clear and consistent framework to prepare our children for college and the workforce.”

3. 1 Shanghai-China556 2 Korea539 3 Finland536 4 Hong Kong-China533 5 Singapore526 6 Canada524 7 New Zealand521 8 Japan520 9 Australia515 10 Netherlands508 17 United States500 20 Germany497 21 Ireland496 22 France496 25 United Kingdom494 33 Spain481 43 Russian Federation459 48 Mexico425 Overall Reading Scale Significantly Above OECD Average Not Significantly Different (OECD Average 493) Significantly below OECD Average PISA 2009 Program for International Student Assessment

4. Overall Math Scale Significantly Above OECD Average Not Significantly Different (OECD Average 496) Significantly below OECD Average 1 Shanghai-China600 2 Singapore562 3 Hong Kong-China555 4 Korea546 6 Finland541 9 Japan529 10 Canada527 11 Netherlands526 13 New Zealand519 15 Australia514 16 Germany513 22 France497 28 United Kingdom492 31 United States487 32 Ireland487 34 Spain483 38 Russian Federation468 51 Mexico419

5. Overall Science Scale Significantly Above OECD Average Not Significantly Different (OECD Average 501) Significantly below OECD Average 1 Shanghai-China575 2 Finland554 3 Hong Kong-China549 4 Singapore542 5 Japan539 6 Korea538 7 New Zealand532 8 Canada529 10 Australia527 11 Netherlands522 13 Germany520 16 United Kingdom514 20 Ireland508 23 United States502 27 France498 36 Spain488 39 Russian Federation478 50 Mexico416 PISA 2009 Program for International Student Assessment

6. INCREASED RIGOR “…while reading demands in college, workforce training programs, and life in general have held steady or increased over the last half century, K-12 texts have actually declined in sophistication…” (CCSS Appendix A, p.2 ) Text Complexity Grade Bands Previous Lexile Ranges New Lexile Ranges (Aligned to CAS Expectations) K-1N/A 2-3450-725450-790 4-5645-845770-980 6-8860-1010955-1153 9-10960-11151080-1305 11-121070-12201215-1355

7. Reading Study Summary Reading Study Summary 600 800 1000 1400 1600 1200 Text Lexile Measure (L) High School Literature College Literature High School Textbooks College Textbooks MilitaryPersonal Use Entry-Level Occupations SAT 1, ACT, AP* * Source of National Test Data: MetaMetrics Interquartile Ranges Shown (25% - 75%)

8. INCREASED EXPOSURE “Elementary and secondary students are not required to read enough informational text independently even though expository text makes up the vast majority of the required reading in college and the workplace.” (CCSS Appendix A, p.2)

9. 1.Computer-Based (w/ Adaptive Response and Multimedia Content) 2.Performance-Based (Reflective of Real World Tasks) 3.Integrated (Reading, Writing, Collaboration, Research) 4.Interdisciplinary (Social Studies, Science, Humanities) 5.Text-Dependent “N EXT G ENERATION ” A SSESSMENTS M AJOR S HIFTS IN T ESTING M AJOR S HIFTS IN T ESTING

10. Leadership 10  Standards drive curriculum/Curriculum is how and when you teach  Common Core State Standards Organization  Don’t deconstruct – Look at the whole document Progressions, Math Practices, Text Complexity, Glossaries, Appendices, etc. The focus is fewer items to a greater depth.  Professional learning will be a key component Evaluate teacher content knowledge – Are there opportunities? Fidelity of curriculum implementation – Are favorite units that are now inappropriate being abandoned?

11. Missouri’s Transition in ELA and MA 2011-2012 Development of Model Curriculum units per grade and content area K-12 Awareness presentations 2012-2013 Implementation of Model Curriculum units K-12 Regional professional learning focused on deep implementation of CCSS as illustrated by Model Curriculum Dual reporting of current assessments to both GLEs/CLEs and CCSS Administer current MAP-A 2013-2014 Continued implementation of Model Curriculum units K-12 Regional professional learning focused on deep implementation of CCSS as illustrated by Model Curriculum Dual reporting of current assessments to both GLEs/CLEs and CCSS Begin the process of updating EOCs to fully assess the CCSS Administer current MAP-A Field test Dynamic Learning Maps for Alternate Assessment 2014-2015 Full implementation of Model Curriculum Continued regional professional learning Administer Smarter Balance Assessment Consortium (SBAC) assessments Administer Dynamic Learning Maps Alternate AssessmentDynamic Learning Maps Alternate Assessment Field test EOCs designed to assess the CCSS

12. Optional Interim assessment system — no stakes Summative assessment for accountability Last 12 weeks of 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. Scope, sequence, number, and timing of interim assessments locally determined PERFORMANCE TASKS ELA / Literacy Math Re-take option available The Smarter Balanced Assessment System * Summative and interim assessments for grades 3 – 8 and 11, with additional supporting assessments for grades 9 and 10. ** Time windows may be adjusted based on results from the research agenda and final implementation decisions. English Language Arts/Literacy and Mathematics, Grades 3 – 8 and High School* Computer Adaptive Assessment and Performance Tasks INTERIM ASSESSMENT Computer Adaptive Assessment and Performance Tasks INTERIM ASSESSMENT COMPUTER ADAPTIVE ASSESSMENT ELA/Literacy & Math Comprehensive Assessment System

13. EMBEDDED TASKS ASSESSMENTS A series of more than 100 items/tasks per year embedded within instruction, each with various forms and scaffolds to allow for customization to student needs. Each task typically requires one to five minutes for completion. The Dynamic Learning Maps Assessment Consortium (DLM) The Dynamic Learning Maps Assessment Consortium (DLM) DIGITAL LIBRARY of learning maps; professional development resources; guidelines for IEP development and student selection for the alternate assessment; instructionally relevant tasks with guidelines for use materials, accommodations, and scaffolding; automated scoring (for most) and diagnostic feedback; and online reporting system. END-OF-YEAR ADAPTIVE ASSESSMENT * Alternate assessment systems are those developed for students with the most significant cognitive disabilities and are based on alternate achievement standards. ** Research will be conducted to review the technical feasibility of using data from the tasks for summative accountability purposes. Instructionally embedded tasks used with all DLM students. States may choose to use aggregate data for summative purposes (state decision).* Summative assessment for accountability for those states that choose not to use the embedded tasks for accountability. Two options for summative assessment** Developed by The Center for K – 12 Assessment & Performance Management at ETS. For detailed information on DLM, go to www.dynamiclearningmaps.org. www.dynamiclearningmaps.org Alternate Assessment System English Language Arts and Mathematics, Grades 3–8 and High School

14. S AMPLE A SSESSMENTS S MARTER B ALANCED A SSESSMENTS Three Parts: Interim, Summative and Formative

15. Smarter Balance 15 1.Interim (open anytime) – Take away the mystery of the test at the end of the year! Pre-test students This is a non-secure item bank Teachers can create their own assessment or use provided test templates

16. Smarter Balance 16 2.Summative (Window – 12 weeks in the spring) Secure Item Bank Online Computer Adaptive Technology The next question is based on your answer to the current question. Like the Nursing Boards, GRE, etc. Question can be from the previous year or, if you are advanced, from the next year. Everyone will have a different test All types of questions and several sessions SR, CR, PE, TE Grades 3-8, and11

17. Smarter Balance 17 3.Formative (open anytime) Teacher help center Scoring rubrics, tools for teaching, videos, tools for student evaluation Social professional networking, collaboration, pooling resources Professional development

18. Technology Readiness 18 All the consortia assessments are technology based. Completing the technology readiness survey and updating it is very important.  Make sure your tech people are completing this and keeping it up to date.  Call the Assessment Section if you need technical assistance with the survey. Keep new technology specifications in mind when making purchases. Plan for bandwidth upgrades.

19. Missouri Assessment Program Transition 19 Grades 3-8 2012-2013 – Normal testing, except PE and WP are BACK in all content areas! Pilot of Smarter Balance assessments. 2013-2014 – Normal testing, except moving the Communication Arts and Mathematics assessments to align as closely as possible to CAS without changing test design or blueprint. Field test of Smarter Balance assessments. 2014-2015 – Implement Smarter Balance assessments in English/language arts and mathematics. Science assessments remain in place.

20. Missouri Assessment Program Transition 20 MAP-A 2012-2013 – Normal testing 2013-2014 – Normal testing with field test of Dynamic Learning Maps assessment 2014-2015 – New assessments in English language arts and mathematics. Science assessments remain in place.

21. 8 th Grade Math Example.

22. DESE Smarter Balance CCSS Homepage DESE Smarter Balance CCSS Homepage Sample Assessment Items & Explanations Understanding the Model Curriculum Understanding the Model Curriculum DESE “How-To” Model Curriculum Smarter Balance Assessments Sample Online Test Items