1. ASSOCIATION OF WASHINGTON MIDDLE LEVEL PRINCIPALS WINTER MEETING -- JANUARY 24, 2015 Leveraging the SBAC System to Support Effective Assessment Practices WINTER FOCUS: INTERIM ASSESSMENT

2. Objectives Know the relationship between the CCSS shifts and the SBAC Interim Assessments Understand the option formats within the SBAC Interim Assessment component Understand the ways in which the Interim Assessments and Digital Library relate

3. Success Criteria Identify in large group how the CCSS shifts are evidenced in the SBAC assessment claims and blueprints Discuss colleagues two Interim Assessment options and if/how each might be used Access and explore the Digital Library to address interim assessment scenarios

4. Smarter Balanced Assessments Where the shifts hit the fan…

5. English Language Arts: 3 Major Shifts 1.Building knowledge through content-rich nonfiction 2.Reading, writing, and speaking grounded in evidence from text, both literary and informational 3.Regular practice with complex text and its academic language

6. “Students can demonstrate progress toward college and career readiness in English Language arts and literacy.” “Students can demonstrate college and career readiness in English language arts and literacy.” “Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.” “Students can produce effective and well-grounded writing for a range of purposes and audiences.” “Students can employ effective speaking and listening skills for a range of purposes and audiences.” “Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.” Overall Claim for Grades 3-8 Overall Claim for Grade 11 Claim #1 - Reading Claim #2 - Writing Claim #3 - Speaking and Listening Claim #4 - Research/Inquiry Assessment Claims for ELA

7. ELA/Literacy Blueprint 6-8 http://www.smarterbalanced.org/wordpress/wp- content/uploads/2014/05/ELA_Preliminary_-Blueprint-2014_04-30Final.pdf

8. 1.Focus: Focus strongly where the standards focus. 2.Coherence: Think across grades, and link to major topics 3.Rigor: Pursue balance in conceptual understanding, procedural skill and fluency, and application Mathematics: 3 Critical Shifts

9. “Students can demonstrate progress toward college and career readiness in mathematics.” “Students can demonstrate college and career readiness in mathematics.” “Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.” “Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.” “Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.” “Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.” Overall Claim for Grades 3-8 Overall Claim for Grade 11 Claim #1 - Concepts & Procedures Claim #2 - Problem Solving Claim #3 - Communicating Reasoning Claim #4 - Modeling and Data Analysis Assessment Claims for Mathematics

10. Mathematics Blueprint 6-8 http://www.smarterbalanced.org/wordpress/wp- content/uploads/2014/05/Math_Preliminary_-Blueprint-2014_04-30Final.pdf See also Target Sampling specific to each grade level.

12. Summative Score Reporting

13. SBAC: An 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 Summative: College and career readiness assessments for accountability Interim: Flexible and open assessments, used for actionable feedback Formative Educator Resources: Digital Library with instructional and professional learning resources for formative assessment practices

15. Interim Assessment Components Interim Assessment Interim Comprehensive Assessment (ICA) Available January 6 Interim Assessment Blocks (IAB) Available January 27 Note: Initial release will include fixed forms; adaptive forms will be available as the item pool allows.

16. Interim Comprehensive Assessments (ICAs) Same item types and formats, including PTs Include electronic scoring, except for items requiring hand scoring (rubrics and training provided online) Mirrors end-of-year assessment in scope and content Reporting is same as summative assessment, on the same vertical scale (Overall scale score; overall performance level designation; claim-level information) Non-adaptive at this time

17. Interim Assessment Blocks (IABs) Same item types and formats, including PTs Include electronic scoring, except for items requiring hand scoring (rubrics and training provided online) Focus on a smaller set of related targets* Provide more detailed information for instructional purposes Available as fixed forms or as adaptive (eventually) Individual student scores for each block *See list for IABs available now.

18. IAB Components: ELA The non-PT ELA blocks have 7-10 questions. Each ELA block is different for hand-scored items: Listening, Research and Edit/Revise blocks will have no hand-scored items Brief Write block will be all hand scored Reading Lit and Reading Info blocks will have at least 1, maybe 2 hand-scored items per block All PT blocks have three questions and a full write. Two Research items and a Full Write will be hand- scored. One Research item will be machine scored.

19. IAB Components: Math All the non-PT blocks have between 13 and 16 items. All the non-PT block items are automatically scored. None of the items on the non-PT blocks will be hand scored. The PT block has 6 questions per PT. 2-3 questions per PT block are automatically scored. Only 3-4 questions per PT block will need to be hand scored.

20. To ICA or IAB? Weighing time, purpose, and how data will be used to improve teaching and learning is important in determining which, when, and how to use… How will/might you use IABs? How will/might you use ICAs? How will you ensure these contribute to actionable feedback?

21. The Digital Library & Interim Assessments How might the two integrate?

22. The Digital Library & Interim Assessments? What resources might be useful to you to orient faculty to the interim assessment options/process? If teachers used the Brief Writes IAB and found students needed more work on particular writing forms, are there any resources that could help them? After using the Expressions and Equations IAB, math teachers want to be sure to continue formatively assessing these skills this spring. Can the DL help? What else in the DL can help you now?

23. The Digital Library & Interim Assessments? Using Interim Assessment Blocks to Support Teaching and Learning Using Interim Assessment Blocks to Support Teaching and Learning Understanding the SBAC Score Report A Math Exemplar Module: Proportional Relationships - Interpret Evidence (with live action footage)Proportional Relationships - Interpret Evidence An ELA Exemplar Module - Analyze Relationships between Modern & Traditional Stories: Clarify Intended Learning (with live action footage)Analyze Relationships between Modern & Traditional Stories: Clarify Intended Learning

24. Additional Resources: WCAP Portal http://wa.portal.airast.org/test-administrators/ Sandi’s Glossary!

25. Wrapping up – A quick quiz!

26. SBAC: Not “just another test”

28. Availability Time Line