1. COMMON CORE ASSESSMENT SELECTION WORK GROUP MAY 10, 2013 OREGON DEPARTMENT OF EDUCATION

2. WELCOME Thank you for your work last week We’re making a high-stakes recommendation What is at stake: Education of kids in Oregon Including Oregon’s ability to provide an education system that is competitive nationally and internationally

3. OVERVIEW OF DAY 1:00-3:00 – Finish evaluating assessments against criteria. 3:00-4:00 – Roll up criteria-level evaluations into determination about best assessment at the feature level. Then determine best assessment overall. 4:00-5:00 – Develop recommendation language for pitching the formal adoption of the assessment by the State Board. Agenda is on the table—let’s track time together.

4. REVIEW OF MAY 3 RD Objectives I.Understand current assessment context and needs II.Determine which assessments will be evaluated III.Determine how to weight the features in the assessment evaluation IV.Begin evaluating the Common Core assessments against the criteria Outcomes Reviewed all assessments against our requirements for the new assessment and determined which assessments will be evaluated Determined how the core features of the assessment system should be weighted in the assessment evaluation Completed first evaluation of assessment for first two features and criteria.

5. ADDITIONAL ASSESSMENT INFORMATION Received information on new assessments. Last week we reviewed all assessments against our requirements determined which assessments will be evaluated. These assessments did not meet our basic requirements, so we have not brought that information here. Received additional information on assessment and will provide that during evaluation. Received new information on one assessment and will re-review that assessment against requirement (next slide).

6. 6 Requireme nts AspireMAPPARCCSATSmarter Balanced STAR Aligned to CCSS Yes Available in reading, writing, and mathematics YesNo, reading and math only Yes No, reading and math only Available at 3- 8 and high school Yes No, available at the high school level only Yes Administrated online Yes No, paper and pencil Yes Comparable across multiple states Yes TBD – pending field test (2014) data YesTBD – pending pilot (2013) and field test (2014) data Yes Operational in 201415 academic year Yes TBD - timeline states Winter- Spring 2015 TBD – timeline states Spring 2015; pilot was administered on time in Spring 2013 REQUIREMENTS TABLE

7. OBJECTIVES May 10 th I.Finish evaluating the Common Core assessments against the criteria II.Determine best assessment III.Develop Common Core assessment recommendation

8. FINISH EVALUATING THE COMMON CORE ASSESSMENTS AGAINST THE CRITERIA OBJECTIVE I

9. EVALUATING: PROCESS 1.Revisit criteria 1.1-1.4 and 2.1, 2.2 (25 min) 2.Evaluate assessments against criteria 3.1, 3.2 (20 min) 3.Evaluate assessments against criteria 4.1, 5.1 (20 min) 4.Recap of all reviews: Rank top 2 assessments for each criteria Select best assessment for each feature (15 min) rap up

10. EVALUATION __20 MIN Revisit criteria 1.1-1.4 and 2.1, 2.2 Hand out and notes: Material from last week Feature 1 and 2 New Information packet Process 1.Individually review each feature and criteria (10 min) 2.Discuss (10 min) 3.Take notes/rank (5 min)

11. Evaluate assessments against criteria 3.1, 3.2 Hand out and notes: Criteria 3.1 and 3.2 Fact Sheets Assessment Evaluation Sheet: Feature 3 Process 1.Individually review each feature and criteria (10 min) 2.Discuss (10 min) 3.Take notes/rank (5 min) EVALUATION __20 MIN

12. Evaluate assessments against criteria 4.1, 5.1 Hand out and notes: Criteria 4.1 and 5.1 Fact Sheets Assessment Evaluation Sheet: Feature 4 Assessment Evaluation Sheet: Feature 5 Process 1.Individually review each feature and criteria (10 min) 2.Discuss (10 min) 3.Take notes/rank (5 min) EVALUATION __20 MIN

13. RECAP __15 MIN Independently 1.Go back through and rank the top 2 assessments for each criteria 2.Select the best assessment for each feature

14. BREAK

15. DETERMINE BEST ASSESSMENT OBJECTIVE II

16. PROTOCOL FOR BUILDING AGREEMENT 1.Open discussion about best assessment 2.Temperature check about best assessment 3.Minority voice led discussion 4.Consensus

17. TIME OVERVIEW FeatureTime Estimate 1. Quality Assessment 13 minutes 2. Accommodations Available 11 minutes 3. Suite of Resources Available 11 minutes 4. Aligned with college and career 5 minutes 5. Oregon can contribute to content 5 minutes

18. QUALITY ASSESSMENT __13 MIN 1.Open discussion about best assessment 2.Temperature check about best assessment 3.Minority voice led discussion 4.Agreement

19. ACCOMMODATIONS AVAILABLE __11 MIN 1.Open discussion about best assessment 2.Temperature check about best assessment 3.Minority voice led discussion 4.Agreement

20. SUITE OF AVAILABLE RESOURCES __11 MIN 1.Open discussion about best assessment 2.Temperature check about best assessment 3.Minority voice led discussion 4.Agreement

21. ALIGNED WITH COLLEGE AND CAREER __13 MIN 1.Open discussion about best assessment 2.Temperature check about best assessment 3.Minority voice led discussion 4.Consensus

22. OREGON CAN CONTRIBUTE __13 MIN 1.Open discussion about best assessment 2.Temperature check about best assessment 3.Minority voice led discussion 4.Agreement

23. BEST ASSESSMENT Feature%Best Assessment 1. Quality Assessment 33 2. Accommodations Available 22 3. Suite of Resources Available 28 4. Aligned with college and career 07 5. Oregon can contribute to content 10

24. BEST ASSESSMENT Assessment % ASPIRE MAP PARCC Smarter Balanced

25. COST OVERVIEW Estimated costs of ASPIRE have not been determined at this point PARCC per student costs have not been updated since proposal Smarter Balanced and MAP costs updated Spring, 2013 AssessmentFormative Cost/Student Interim Cost/Student Summative Cost/Student ASPIRETBD MAP– Basicn/a $15-19 MAP– Suite of ResourcesIncluded Varies PARCC – Basicn/a $22 PARCC – Suite of ResourcesIncluded TBD Smarter Balanced – Basicn/a $22.5 Smarter Balanced – Suite of ResourcesIncluded $27.3

26. BREAK

27. DEVELOP COMMON CORE ASSESSMENT RECOMMENDATION OBJECTIVE III

28. WHAT ODE WILL PROVIDE Description of the requirements, feature, and criteria Description of the work group process

29. WHAT WE NEED FROM THE WORK GROUP Articulate why this is the best assessment for Oregon students. 1.For each feature (5 min/feature) Strengths for / reasons why this is the best assessment 2.For the assessment overall (10 min) Develop an elevator speech we can all share. “_______is the best assessment for Oregon students, because___________________________________”

30. 1. Quality Assessment Strengths for / reasons why this is the right assessment

31. 2. Accommodations Available Strengths for / reasons why this is the right assessment

32. 3. Suite of Resources Available Strengths for / reasons why this is the right assessment

33. 4. Aligned to College and Career Strengths for / reasons why this is the right assessment

34. 5. Oregon can contribute to content Strengths for / reasons why this is the right assessment

35. As a group, complete the following statement. “__________is the best assessment for Oregon students because: __________________________________________ ___________________________________________” ELEVATOR SPEECH

36. Next Steps ODE and any interested work group participants will present to State Board (Thursday, 05/16) State Board will decide whether to adopt assessment recommendation or take another action. ODE will write up process in final report, available publicly. Additional legislative meetings will occur We will provide timely information to you throughout these steps. Thank you for your thoughtful contributions. WRAP UP