OSPI Update on Common Core Assessments, Student Growth Percentiles, and ESEA Waiver

1. OSPI Update on Common Core Assessments, Student Growth Percentiles, and ESEA Waiver December 5, 2013 Presented by: Robin Munson, Ph.D. Assistant Superintendent of Assessment and Student Information Office of Superintendent of Public Instruction

2. Transition to New Assessments 2013-14 and 2014-15 2

3. Summative Assessments for Accountability • Coverage of full breadth/depth of Common Core • Computer Adaptive Testing (CAT) • Precise assessment of all students • More engaging assessment experience • Performance Tasks – real world problems Formative Tools and Resources for Improved Instruction • Digital library gives access to high-quality resources • Tools/materials for classroom-based assessments • Professional social networking (Web-based PLCs) • Useful for in-service and pre-service development ✔ Balanced Assessment Interim Assessments to Signal Improvement • Optional for district, school or classroom use • Fully aligned with Common Core – same item pool • Focus on set of standards or clone summative test • Teachers can review and score responses ✔ ✔

4. Major Milestones in Development of Summative Assessments ✔ ✔ ✔ Full system run-through; Establish performance standards Early Q.C. of items & software; no student results

5. Accommodations The Usability, Accessibility, and Accommodations Guidelines are available at http://www.smarterbalanced.org/wordpress/wp-content/uploads/2013/09/SmarterBalanced_Guidelines_091113.pdf

6. Learn More and Stay Engagedwww.smarterbalanced.org • Visit us at: SmarterBalanced.org • Follow on Twitter: @SmarterBalanced • Also OSPI’s page: http://www.k12.wa.us/smarter/default.aspx

7. With Summative High School Assessments in 2014–15 and beyond 7

8. HS Testing for Graduation (new June 30) Graduation Assessment Requirements • Classes of 2013 and 2014 • HSPE Reading, HSPE Writing; 1 EOC Math • Classes of 2015 – 2018 • ELA exit exam; 1 EOC Math exit exam; EOC Biology • Smarter Balanced ELA and math tests taken in 11th for school accountability • Class of 2019 and beyond • Smarter Balanced tests in ELA and Math; Biology or NGSS 8

9. What’s Happening This Year, 2013-14? • Exit exams remain the same (HSPE, EOC) • CAA options remain the same • Class of 2013 had some relaxation of Collection of Evidence rules that had been newly implemented – these will not continue (COE is limited to one submission per content area throughout HS, and requires two attempts on general assessment before submitting) • Some schools will administer Smarter Balanced field test 9

10. Smarter Balanced Field Testing • March - June 2014 • Purpose: Evaluate items and tasks for Smarter Balanced pool… • Statistical data analysis of 22,000+ items • Divide items/tasks into secure (summative) pool and open (interim) pool • Conduct standard setting for different performance levels (“cut scores”) • Sampling requires about 10% of each state’s students for ELA and about 10% for math • Washington has about 33% participating in grades 3-8, and 10% in 11th 10

11. Smarter Balanced Field Testing • US Dept of Ed is allowing states to participate in the Smarter Balanced field test in 2013-14 (pending ESEA Waiver approval): • Washington has opted for the blended model (grades 3-8 only) where some schools take current tests and some schools take field tests • If only giving field tests, school accountability is carried over from 2013 MSP • Waiver will be submitted at end of November– approval likely in December • High schools need to administer all current state tests due to graduation requirements 11

12. A Balanced Assessment System for 2014-15 and beyond English Language Arts/Literacy and Mathematics, Grades 3-8 and 11 School Year Last 7-12 weeks of the 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; Teacher collaboration tools; Evaluation of publishers’ assessments. Optional Interim Assessment Optional Interim Assessment • PERFORMANCE TASKS • ELA/Literacy • Mathematics • COMPUTER ADAPTIVE TESTS • ELA/Literacy • Mathematics Computer Adaptive Assessment and Performance Tasks Computer Adaptive Assessment and Performance Tasks Re-take option 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.

13. Student Growth Percentiles 13

14. Student Growth Percentiles -Various Uses • Monitor and report growth for individual students (parent reports) • Monitor and report growth for schools (new Achievement Index) • Monitor and report growth, where available and appropriate, as a part of teacher and principal evaluations (TPEP) 14

15. Key concepts for SGPs • Growth levels (low, typical, high) are descriptive only • To calculate SGPs, we use all previous consecutive scores, not just the previous year • SGPs are available for Math (4th – 10th graders) and Reading (4th – 8th and 10th graders) • Academic peers are students with a similar score history and are defined using quantile regression 15

16. Advantages of Growth • SGPs show student progress over time, instead of only looking at percent meeting standard at one point in time • SGPs can still be used if assessments or standards change from year to year • SGPs allow us to project how much growth is needed for a student to meet standard (adequate growth) 16

17. Student Growth Percentiles -Where We Are • March 2013: SGPs from 2011 & 2012 provided to districts for Grades 4–8 and high school (reading & math MSP, HSPE, & EOC)* • October 2013: SGPs from 2013 provided to districts • December 2013: SGPs made public in K-12 Data and Reports Longitudinal Data System • January 2014: SGPs used in new Achievement Index • October 2014: SGPs from 2014 provided to districts for schools that administer current state assessments • October 2015: SGPs from 2015 (Smarter Balanced) provided to districts • October 2016: SGPs from 2016 (Smarter Balanced) provided to districts (could use in 2016–17 evaluations) *High school SGPs will be available for consecutive year tests (e.g., 8th MSP, 9th Algebra 1, 10th Geometry) 17

18. ESEA FLEXIBILITY TO IMPROVE STUDENT ACHIEVEMENT AND INCREASE THE QUALITY OF INSTRUCTION Implementation of School Improvement Requirements • Flexibility from requirement for school districts to identify or take improvement actions for schools identified for improvement, corrective action, or restructuring • Eliminates Public School Choice (PSC) as a mandate • Eliminates Supplemental Educational Services (SES) as a mandate • Eliminates the 20% district Title I set aside to fund PSC and SES • Eliminates the 10% set aside for professional development for schools 18

19. What does EseaFLEXIBILITY require from states? • Ensure college- and career-ready expectations for all students in Washington • Common Core State Standards (CCSS) and Smarter Balanced Assessment Consortium (SBAC) • Implement state-developed system of differentiated recognition, accountability, and support • Support effective instruction and leadership in Washington— Teacher and Principal Evaluation Project (TPEP) • Reduce duplication and unnecessary burden on school districts by the state 19

20. PRINCIPLE 1: COLLEGE- AND CAREER-READY EXPECTATIONS FOR ALL STUDENTSTo support States in continuing the work of transitioning students, teachers, and schools to higher standards • Adopt college- and career-ready (CCR) standards in at least reading/language arts and mathematics • Transition to and implement CCR standards • Develop and administer Statewide, aligned, high-quality assessments that measure student growth • Adopt English Language Proficiency (ELP) standards corresponding to the State’s new CCR standards and develop aligned assessments 20

21. Principle 1 - Next steps 21

22. PRINCIPLE 2: STATE-DEVELOPED DIFFERENTIATED RECOGNITION, ACCOUNTABILITY, AND SUPPORTTo support states’ efforts to move forward with next-generation accountability systems • Set ambitious but achievable Annual Measurable Objectives (AMOs) • Reward schools: Provide incentives and recognition for high-progress and highest performing Title I schools • Priority schools: Identify lowest performing schools and implement interventions aligned with the turnaroundprinciples • Focus schools: Close achievement gaps by identifying and implementing interventions in schools with the greatest achievement gaps or low graduation rates • Provide incentives and supports for other Title I schools (Emerging Schools) • Build State Education Agency (SEA), Local Education Agency (LEA), and school capacity to improve student learning in all schools 22

23. Principle 2 - Next steps 23

24. PRINCIPLE 3: SUPPORTING EFFECTIVE INSTRUCTION AND LEADERSHIP To support SEA and LEA development of evaluation systems that go beyond NCLB’s minimum HQT standards • Develop and adopt SEA guidelines for local teacher and principal evaluation and support systems • Ensure LEAs implement teacher and principal evaluation and support systems that are consistent with SEA guidelines 24

25. Principle 3 - Next steps 25

26. An SEA is responsible for ensuring that an LEA develops and implements evaluation and support systems consistent with the guidelines the SEA has developed under principle 3 (as described in the document titled ESEA Flexibility). This includes ensuring that LEA evaluation and support systems take into account data on student growth in significant part in determining teacher and principal performance levels…. For grades and subjects in which assessments are required under ESEA section 1111(b)(3), an SEA must define a statewide approach for measuring student growth based on such assessments. Student growth data that is relevant to the teacher and subject matter must be a factor in the evaluation process and must be based on multiple measures that can include classroom-based, school-based, district-based, and state-based tools. Student growth means the change in student achievement between two points in time. federal state E2SSB 6696 contains language around student growth including: ESEA Flexibility -- Frequently Asked Questions (C-53): What are an SEA’s responsibilities with regard to ensuring that an LEA’s evaluation and support systems consider student growth? 26

27. USED requires state test scores in tested grades and subjects to be a significant part of teacher evaluation Waiver requires change from “can be used” to “must be used” regarding state tests Supt. Dorn will seek request legislation to change ESSB 5895 language from canto must. It will also include a statement that will delay the implementation of using state test scores in teacher evaluations to 2016-17 Smarter Balanced assessment system will have an effect on timeline for implementation Waiver decision expected May 2014 20% of Title 1 funds return to mandated use without a waiver: $44M total available to Supplemental Educational Service (SES) providers and to support School Choice $18M used three years ago $2.6M in Seattle PRINCIPLE 3: ESEA Waiver 27

28. Upshot: State-based tools have limited applicability. Only teachers in Grades 4–8 with ELA or math courses can use summative testing as part of their evaluation.(HS math teachers with students in 9th grade Algebra or 10th grade Geometry could be included) Since evaluations are due in early May and SGP ratings aren’t available until Sept. 1, analysis will always be one year behind. Teacher attribution is challenging at all levels: Middle school students are reported by individual classes in CEDARS Elementary school students are reported by homeroom teacher in CEDARS Transition to a new set of standards and a new exam system will take time. Use of state assessments to measure Student Growth for teacher evaluation 28

29. Questions? 29

30. Thank you!