1. CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction Bilingual Coordinator’s Network November 15, 2012 Patrick Traynor, Ph.D. Director, Assessment Development & Administration Division BCN Update for Transitioning to a New Assessment System

2. TOM TORLAKSON State Superintendent of Public Instruction 2 The STS Pre AB 1521 Standards-Based Tests in Spanish (STS) Required for Spanish-speaking English learners (ELs) who either: Receive instruction in their primary language; or Have been enrolled in a school in the U.S. less than 12 months May also be administered, at the option of the school district, to any other Spanish- speaking ELs Not available for non-ELs in dual immersion programs

3. TOM TORLAKSON State Superintendent of Public Instruction 3 AB 1521 (Brownley) Approved by Governor September 21, 2012 Upon approval of the state board, the department may make the STS available to pupils enrolled in a dual language immersion program: Nonlimited English proficient or Redesignated fluent English proficient. Administer the assessment at own expense and enter into an agreement with the state testing contractor The cost for the assessment will be the same for all school districts and charter schools

4. TOM TORLAKSON State Superintendent of Public Instruction 4 AB 1521 (Brownley) ETS Options for Implementation: Survey schools and districts to determine number of students 2013 Possible Scenarios: High risk making edits to order management systems Flag assessments and answer documents Fold into current order management process Manual Operations Add separate ordering process for dual immersion students Return to ETS for hand scoring Provide raw score results

5. TOM TORLAKSON State Superintendent of Public Instruction 5 AB 1521 (Brownley) ETS Options for Implementation: (cont) 2014 Possible Scenarios: Incorporate in current order management system Provide On-line Pre-ID services Monitor inventory controls for smooth deliveries Provide a flag on the answer document to identify hand marked dual immersion test takers Address change in law in manuals and directions for administration

6. TOM TORLAKSON State Superintendent of Public Instruction Alternate Assessment Participation California recently joined the National Center and State Collaborative (NCSC) as a Tier II state Developing alternate assessments for students with significant cognitive disabilities Based on alternate achievement standards 6

7. TOM TORLAKSON State Superintendent of Public Instruction Reauthorization Standardized Testing and Reporting (STAR) Program sunsets July 2014 California Education Code 60604.5 amended Extensive consultation with stakeholders –Outreach plan activities 7

8. TOM TORLAKSON State Superintendent of Public Instruction 8 Proposed Web Site Redesign Home Page

9. TOM TORLAKSON State Superintendent of Public Instruction 9 Proposed Web Site Redesign Current Testing Standards—Filtering Feature

10. TOM TORLAKSON State Superintendent of Public Instruction 10 Proposed Web Site Redesign Current Testing Standards— Information About the Standard

11. TOM TORLAKSON State Superintendent of Public Instruction 11 Proposed Web Site Redesign Current Testing Standards—Sample Question

12. TOM TORLAKSON State Superintendent of Public Instruction 12 Proposed Web Site Redesign Current Testing Standards—Related CCSS Information

13. TOM TORLAKSON State Superintendent of Public Instruction 13 Proposed Web Site Redesign Common Core—Filtering Feature

14. TOM TORLAKSON State Superintendent of Public Instruction 14 Proposed Web Site Redesign Common Core—Standards Information

15. TOM TORLAKSON State Superintendent of Public Instruction 15 Proposed Web Site Redesign Common Core—Comparison to Current Testing Standards

16. TOM TORLAKSON State Superintendent of Public Instruction 16 Proposed Web Site Redesign Common Core—Example Related Sample Question

17. TOM TORLAKSON State Superintendent of Public Instruction Current Assessment System Originally designed in 1997 Modifications made over the years Current STAR system includes: –California Standards Tests –California Modified Assessment –Standards-based Tests in Spanish –California Alternate Performance Assessment Other parts of state assessment system: –California High School Exit Examination –California English Language Development Test –Physical Fitness Test 17

18. TOM TORLAKSON State Superintendent of Public Instruction Smarter Balanced Participation In June 2011, California joined the Smarter Balanced Assessment Consortium (SBAC) Developing assessments in English– language arts (ELA) and mathematics in grades three through eight and grade eleven Optional formative assessment tools and interim assessments 18

19. TOM TORLAKSON State Superintendent of Public Instruction Purposes of the New Assessment System Design an assessment system that includes a variety of assessment approaches and item types that has as its primary purpose to model and promote high-quality teaching and student learning activities. 19

20. TOM TORLAKSON State Superintendent of Public Instruction Purposes of the New Assessment System (cont.) In accomplishing the purpose, the system can also: Produce scores that can be aggregated for the purpose of holding schools and districts accountable for the progress of their students in learning the California academic content standards. Provide assessments and/or assessment tools in multiple grades covering the full breadth of the curriculum to provide clear expectations and incentives for teaching the full curriculum. 20

21. TOM TORLAKSON State Superintendent of Public Instruction Guiding Principles Assess subjects and learning in ways that promote high-quality instruction Conform to rigorous industry standards for test development Use resources efficiently and effectively Provide for inclusion of all students Provide information on the assessment system that is readily available and understandable to parents, teachers, schools, and the public 21

22. TOM TORLAKSON State Superintendent of Public Instruction Considerations for Developing California’s Future Assessment System Adoption of the Common Core State Standards and sunset of the STAR Program Presents a set of challenges and opportunities for the future assessment system Important to decide what information is expected from the tests –Consider resources –Test subjects beyond ELA and mathematics –Progress or growth from year to year –Plan for how to use the results 22

23. TOM TORLAKSON State Superintendent of Public Instruction Strengths of the Current System Paper and pencil multiple-choice assessments inexpensively developed, administered, and scored Reliable results Provide secure measures of achievement Use of multiple-choice approach has allowed for a wide variety of tests and a high level of reliability and validity in the accountability system 23

24. TOM TORLAKSON State Superintendent of Public Instruction Limitations of the Current System Multiple-choice assessments limits the types of knowledge and skills measured (less depth) Limited types of items and formats Criticized for negatively influencing instruction through narrowing of the curriculum Not sufficient for providing diagnostic information 24

25. TOM TORLAKSON State Superintendent of Public Instruction Determining What to Test CCSS requires a more integrated approach to delivering instruction SBAC assessments use multiple item types such as multiple-choice, constructed response, technology enhanced, and performance tasks SBAC will provide optional formative assessment tools and interim assessments Automated scoring 25

26. TOM TORLAKSON State Superintendent of Public Instruction Determining What to Test (cont.) Costs will likely be greater per student with SBAC assessments than the current system Need to consider possibly allocating additional resources for assessment, finding more efficient ways to assess subjects not included in SBAC, and reduce the number of grades and subjects assessed Utilizing various ways to administer, score, and report has the potential for realizing greater efficiencies 26

27. TOM TORLAKSON State Superintendent of Public Instruction Determining What to Test (cont.) Choices beyond SBAC assessments –Accountability considerations –Interim and formative assessment –Reducing redundant testing –Matrix testing Balance costs of the system and the kind of assessment and reporting desired 27

28. TOM TORLAKSON State Superintendent of Public Instruction Re-take option Optional Interim assessment system— Summative assessment for accountability Last 12 weeks of year* DIGITAL CLEARINGHOUSE 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 * Time windows may be adjusted based on results from the research agenda and final implementation decisions. Source: http://www.ets.org Computer Adaptive Assessment and Performance Tasks PERFORMANCE TASKS Reading Writing Math END OF YEAR ADAPTIVE ASSESSMENT English Language Arts and Mathematics, Grades 3–8 and High School Computer Adaptive Assessment and Performance Tasks BEGINNING OF YEAR END OF YEAR INTERIM ASSESSMENT 28 Formative Assessments SBAC Timeline

29. TOM TORLAKSON State Superintendent of Public Instruction 29 SBAC Schedule of Activities Sample item and performance task release –Oct. 9 – Early November 2012 Small scale trial –Oct. 15 – Nov. 9, 2012 Pilot test –Feb. 2013 – May 2013, Non-adaptive Field test –Spring 2014, Adaptive Operational system –Fall 2014, Adaptive

30. TOM TORLAKSON State Superintendent of Public Instruction 30 Pilot Test Pilot Test in early 2013 Open to all schools in the Consortium 11% of students from each Governing State to be included in scientific sample 30

31. TOM TORLAKSON State Superintendent of Public Instruction Purpose of Sample Items and Performance Tasks Demonstrate rigor and complexity of ELA/literacy and mathematics questions Showcase variety of item types: Selected response Constructed response Technology enhanced Performance tasks Help teachers to begin planning for the shifts in instruction 31

32. TOM TORLAKSON State Superintendent of Public Instruction Accessibility and Accommodations Sample items do not include accessibility and accommodations features Full range of accessibility tools and accommodations options under development guided by: –Magda Chia, Ph.D., Director of Support for Under- Represented Students –Accessibility and Accommodations Work Group –Students with Disabilities Advisory Committee Chair: Martha Thurlow (NCEO) –English Language Learners Advisory Committee –Accessibility & Accommodations Framework Learn more online: –http://www.smarterbalanced.org/parents- students/support-for-under-represented-students/ 32

33. TOM TORLAKSON State Superintendent of Public Instruction CDE SBAC Web page 33

34. TOM TORLAKSON State Superintendent of Public Instruction Sample Items and Tasks SBAC Landing Page 34

35. TOM TORLAKSON State Superintendent of Public Instruction Sample Items and Tasks Navigation View mathematics or ELA/literacy items Advance to next item, or go back to previous 35

36. TOM TORLAKSON State Superintendent of Public Instruction Sample Items and Tasks Navigation (cont.) Content Claim Grade band 36

37. TOM TORLAKSON State Superintendent of Public Instruction Sample Items and Tasks Navigation (cont.) Filter by item type, themes 37

38. TOM TORLAKSON State Superintendent of Public Instruction Item Metadata About this item 38

39. TOM TORLAKSON State Superintendent of Public Instruction Exploring the Sample Items Selected response and technology enhanced items are machine scorable 39

40. TOM TORLAKSON State Superintendent of Public Instruction Exploring the Mathematics Sample Items 40

41. TOM TORLAKSON State Superintendent of Public Instruction Exploring the Mathematics Sample Items (cont.) 41

42. TOM TORLAKSON State Superintendent of Public Instruction Exploring the ELA Sample Items 42

43. TOM TORLAKSON State Superintendent of Public Instruction Exploring the ELA Sample Items (cont.) 43

44. TOM TORLAKSON State Superintendent of Public Instruction 44 SBAC Timeline Field testing of summative assessment, training school- and district-level staff in formative tools Teams of teachers evaluate formative assessment practices and curriculum resources Full implementation of assessment system Formative Processes, Tools, and Practices Development Begins Pilot Testing of Summative and Interim Items/Tasks Conducted Writing and Review Items/Tasks for Field Testing (throughout the school year) Writing and Review Items/Tasks for Field Testing (throughout the school year) Technology readiness tool available Formative tools available to teachers Content and Item Specifications Development Writing and Review of Pilot Items/Tasks (including Cognitive Labs and Small-Scale Trials)

45. TOM TORLAKSON State Superintendent of Public Instruction Resources CDE/SBAC presentations and an electronic mailing list are found on the CDE SBAC Web page at http://www.cde.ca.gov/sbac/ Join the SBAC CDE electronic mailing list by sending a blank e-mail to subscribe- sbac@mlist.cde.ca.gov Visit the SBAC Website at www.smarterbalanced.org E-mail SBAC Questions to sbac@cde.ca.gov Email IT Readiness Questions to sbac- itreadiness@cde.ca.gov 45

46. TOM TORLAKSON State Superintendent of Public Instruction Contact Information Patrick Traynor, PhD, Director Assessment Development and Administration Division –E-mail: ptraynor@cde.ca.gov Jessica Barr, SBAC and Reauthorization Lead Consultant Assessment Development and Administration Division –Phone: 916-319-0364 –E-mail: jbarr@cde.ca.gov Jessica Valdez, SBAC Teacher Involvement Coordinator and NAEP Coordinator Assessment Development and Administration Division –Phone: 916-319-0332 –E-mail: jvaldez@cde.ca.gov 46