1. ELA Smarter Balanced Assessment – What We are Learning Beth Simpson ELA Assessment Specialist- OSPI SB Digital Library State Lead OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Fall 2015

2. Today’s Learning Goals Understand how the Smarter Balanced system impacts instructional practices Understand the purpose of the Digital Library and how to navigate resources ◦formative assessment is a Process/Practice, not a worksheet or test Understand the purpose of Comprehensive Interims and Block Interims ◦how to access and use Teacher Hand Scoring materials ◦how to access and use interim reporting Understand how to use the Summative feedback to inform instruction ◦How to access and interpret score reports Know where to access resources, support and materials OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

3. What have we learned? A system We have learned that using a comprehensive assessment system provides year long resources that impact instruction and learning. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

4. ◦Summative ◦Interim ◦Formative Components of the Smarter Balanced Assessment System

5. A Balanced Assessment System Washington K-12 Learning Standards- 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 resources: Digital Library with instructional and professional learning resources for educators to improve instruction

6. What have we learned? We have learned that our students are up for the challenge and the data we receive from the summative assessment benefits us as educators. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

7. Summative Performance data will be displayed when students complete both scored components, schools have submitted the scores, and the hand- scoring portion results have been processed. – approximately 3 weeks after the last test for that grade level is submitted. Viewing Summative Score Reports OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

8. Home Page Dashboard- Summative OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

9. By Proficiency Level for ELA and math By Claim Level By Target Legends for Summative OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

10. Score Report Proficiency Level- Summative The Breakdown By menu: Enrolled Grade Ethnicity IDEA Limited English Proficiency 504 Sex Elaboration Menu OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

11. Score Report by Claim for Teacher

12. Performance on each target- Once ICAs are adaptive it should be at this level Summative - Targets

13. As students take tests, Trend Reports will be available. Coming Soon…. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

14. Reporting of Scores: Hard Copy ELA

15. ORS data is preliminary and may not be used for accountability purposes. Reporting may adjust next year to accommodate the adaptive nature of the test. Hard copy reports will be printed by AIR and shipped to districts for distribution to families – ONE hard copy per test, per student ◦Delivery estimated September 7-9 ◦Later this year than in future years due to standard setting for EOCs Things to Consider: OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

16. The Digital Library USING FORMATIVE ASSESSMENT WITH CCSS ALIGNED RESOURCES OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

17. What have we learned? New Resources We have learned that the Digital Library is a educator friendly tool that gives us access to a plethora of resources built on the foundation of formative assessment practices. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

18. Definition of Formative Assessment Formative Assessment is a ◦deliberate process ◦used by teachers and students during instruction ◦provides actionable feedback ◦used to adjust ongoing teaching and learning strategies ◦improves students’ attainment of curricular learning targets/goals. https://www.smarterbalancedlibrary.org/content/why-formative- assessmenthttps://www.smarterbalancedlibrary.org/content/why-formative- assessment OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

19. Digital Library Resources Commissioned Professional Learning Modules Resources for educators, students and families Frame Formative Assessment within a Balanced Assessment System Articulate the Formative Assessment Process Highlight Formative Assessment Practices and Tools Assessment Literacy Modules Commissioned Professional Learning Modules Instructional coaching for educators Instructional materials for students Demonstrate/support effective implementation of the formative assessment process Focus on key content and practice from the Common Core State Standards for Mathematics and English Language Arts Exemplar Instructional Modules High-quality vetted instructional resources and tools for educators High-quality vetted resources and tools for students and families Reflect and support the formative assessment process Reflect and support the Common Core State Standards for Mathematics and English Language Arts Create Professional Learning Communities Educational Resources OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

20. Assessment Literacy Modules

21. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Exemplar Instructional Modules

22. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Educational Resources

23. What Is the Digital Library? Non-Examples Not an assessment bank Not a learning management system where educators can register for training or receive credit by completing specific online courses Not a library for the general public (the library will require registration and login) Not a site where any resource can automatically be posted: all resources must be vetted through the Quality Criteria. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

24. Four Attributes of the Formative Assessment Process Clarify Intended Learning Elicit Evidence Act on Evidence Interpret Evidence OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

25. Quality Criteria for Professional Learning Resources The resource… 1) Reflects research and/or the principles of effective professional learning 2) Incorporates formative assessment practices 3) Supports learner differences and personalized learning 4) Demonstrates utility, engagement, and user-friendliness 5) Integrates technology and media effectively OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

26. Quality Criteria for Instructional Resources The resource… 1) Aligns with the intent of the Common Core State Standards 2) Incorporates formative assessment practices 3) Contains accurate, complete, high-quality curriculum and instruction 4) Supports learner differences and personalized learning 5) Demonstrates utility, engagement, and user-friendliness 6) Integrates technology and media effectively OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

27. How to use the Digital Library effectively and efficiently PROFESSIONAL LEARNING RESOURCES:  PLCs  Staff Trainings  Staff Workshops  Additional support for self- growth, research/professional development INSTRUCTIONAL RESOURCES:  Full Lessons and Units  Additional support for specific skills OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

28. Digital Library Functionality Enable trained educators (SNEs and SLTs) to submit, review, and publish resources Allow educators to view, download, and rate resources Use state-of-the-art tagging and search to quickly find resources by CCSS and other topics Enable educators from across the Consortium to collaborate and share their knowledge Facilitate access to resources that are stored in participating libraries OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

29. Digital Library: Collaboration OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

30. Consistent use of these formative strategies can double the speed of student learning. DYLAN WILIAM OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

31. Questions and Comments about the Digital Library contents Share something you learned or are wondering OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

32. Interim Assessments OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

33. What have we learned? We have learned the differences between the Comprehensive and Block Interims, when they might be most useful, how to administer and score, and what information we can expect. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

34. What are the Interim Assessments? Interim Assessments Interim Comprehensive Assessment (ICA) Interim Assessment Blocks (IAB) OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

35. Matches the summative blueprint ◦assess the same range of standards ◦provide scores on the same scale Provides teachers with information on a student’s ◦general areas of strength or need ◦readiness for the end-of-year summative assessment Interim Comprehensive Assessment ICA

36. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Short, focused sets of items that measure several assessment targets ◦Eight to nine blocks per subject per grade ◦Focus on smaller sets of related concepts Provides teacher with ◦Information about a student’s strengths or needs ◦more detailed information for instructional purposes Interim Assessment Blocks IABs

37. Interim Assessment Design Principles ICAs and IABs are available at grades 3,4,5,6,7,8, and high school Administration is not constrained by grade level ◦administered above or below that grades level High school ◦ICAs are constructed consistent with grade 11 summative blueprints ◦IBAs are constructed to focus on content that would be appropriate across grade levels ◦ICAs and IBAs can be used at grades 9,10,11, and/or 12 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

38. IABs Hand scoring required OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

39. Interim Assessment Scoring ◦Multiple Choice and Hot Text will be machine scored/automatic ◦Hand scoring will be a local (school/classroom) responsibility ◦Rubrics and training are available OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

40. Scoring Interims USING THE TEACHER HAND SCORING SYSTEM (THSS) AND ACCESSING MATERIALS PRIOR IN TIDE OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

41. Student Response Page in THSS Exemplar and Training Guide Tabs :scoring training and student examples Rubric Student’s Response OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

42. TIDE – THSS Materials tab Training PowerPoint Each item number has a TG (Training Guide) and an EX (Exemplar Set)

43. Training for Hand Scoring TRAINING GUIDE  Instructions  Stimulus  Item stem  Rubric  Condition Code  Claim and Target chart EXEMPLAR SET  Prep Set  Scored responses  Scoring comments (annotations)  Check Set  Scores and comments located on a key  Used for practice and calibration OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

44. EXEMPLAR SET TRAINING GUIDE

45. ELA Comprehensive Interim - Estimated Time ContentResponse TypeEstimated Time* **Computer Adaptive Test (CAT) Reading Lit Mostly machine scored, a few hand scored 2 hours Reading Info Mostly machine scored, a few hand scored Brief WriteAll hand scored Edit/ReviseAll machine scored ListeningAll machine scored ResearchAll machine scored Performance Task (PT) ***Classroom Activity 30 min Part 1: ResearchAll machine scored30 min Part 2: Full WriteHand scored1 1/2 –2 hours *Estimated time is based on 1–2 minutes to answer a MC question and up to 5 minutes to answer a constructed response. Plus time to read stimulus/sources. **Currently this portion of the assessment is non-adaptive, but it is equivalent to the CAT portion on the summative assessment ***Located in TIDE- Administered prior to students taking the PT

46. ELA Interim Blocks- Estimated time ELA BlockNumber of ItemsResponse TypeEstimated Time* Reading Lit13–15 Mostly machine scored, a few hand scored 45 min–1 hour Reading Info14–16 Mostly machine scored, a few hand scored 45 min–1 hour Brief Write6 brief writing tasks All hand scored1 hour Edit/Revise13–16 All machine scored30 min Listening14–16 All machine scored30 min Research17–18 All machine scored30 min Performance Task 2–3 research items plus 1 full write Mostly hand-scored 1–2 hours, including 30 minutes for the classroom activity. * Estimated time is based on 1–2 minutes to answer a MC question and up to 5 to answer a constructed response. Plus time to read stimulus/sources. http://www.smarterbalanced.org/wordpress/wp- content/uploads/2015/02/ELA-IAB-Fixed-Blueprint.pdf

47. Where are the hand scored items? ICA ICA and IAB Number of Hand Scored Items Response Type Estimated Teacher Training Time* Reading Lit1–21–2Short-text45 min–1 hour Reading Info1–2Short-text45 min–1 hour Brief Write6Brief write tasks45 min–1 hour Performance Tasks 2– research items plus 1 full-write 2-3 short-text and 1 full- write essay 1–2 hours * Estimated time is based on teachers reading through the materials, practicing scoring the Prep set, and scoring the Check set on their own. This can be done in a PLC or individually.

48. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Thoughtful planning and scheduling: Activity What do I need to know about my students? When would this information be helpful? Which interim will give me that data? How will I use the data? How long will scoring training take and who should be involved?

49. Reports ONLINE REPORTING SYSTEM (ORS) OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

50. ORS User Guide OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

51. ORS Interface Select the District/School View which students have completed or need to complete testing. View Summative, ICA and IAB Scores OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

52. This is the same color coding as the Claim reporting, but now contains symbols. IAB Reports- Legend OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

53.  Available in ORS when students have completed the assessment items AND the hand- scoring has been entered into THSS  ICA reports will be the same as summative  IABs will report out by block Viewing Score Reports ICA/IAB

54. ICA Score Reports

55. IAB Block Reports by State/District/School OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

56. IAB Reports by student OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

57. Summative Assessment REPORTS OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

58. Success Criteria I know what the purpose of the Digital Library is and what type of resources are available I know the difference between the two interim assessment types I know where to access scoring information for the interim assessments I have a better understanding of the different reports available and how to read each OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

59. Resources OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

60. (TA is you!) http://wa.portal.airast.org/ Where and how to access… everything!

61. Getting Behind the Test Administrator Locked Doors OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION TA Access gets you into any of the locked options.

62. http://www.smarterbalanced.org/practice-test/ Practice Resources Practice Test ◦All item types and Performance Tasks ◦Available to all on Web since May 2014 ◦Updated periodically with new features Training Test ◦Shorter than Practice Test ◦Trains students on features and tools Use Mozilla Firefox browser OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

63. Smarter Balanced Resources http://www.smarterbalanced.org/smarter-balanced-assessments/#item Item Specifications Item Stems Item Descriptions Scoring information Specific Rubrics Generic Rubrics Other: Stimulus Specifications Content Specifications Scoring Guidelines OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

64. http://k12.wa.us/ELA/Assessment/default.aspx

65. Beth Simpson, English Language Arts Assessment Specialist Beth.simpson@k12.wa.us Beth.simpson@k12.wa.us Terese Otto, OSPI ELA Support Staff Terese.otto@k12.wa.usTerese.otto@k12.wa.us Thank You! OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION