The WKCE is Out .What s Next

1. The WKCE is Out�.What�s Next? School Board Convention, January 2010

2. Meet the Team Jennifer Thayer, Ph.D., Assistant State Superintendent Division for Reading and Student Achievement Joan Wade, Ed.D., Administrator CESA 6 and Co-chair Next Generation of Assessment Task Force

3. In this presentation� Recommendations of the Next Generation Assessment Task Force Overview of what is coming next for assessment in Wisconsin Read slide.Read slide.

4. Our charge moving forward� This initiative relates to Superintendent Evers� �Every Child a Graduate� platform in multiple ways: -through �Innovations that Work� via attention to media literacy, 21st century skills and real world learning experiences -through �Accountability Through Results� via the connection between revised 21st century standards, and a re-visioned balanced assessment system that honors multiple kinds of assessment.This initiative relates to Superintendent Evers� �Every Child a Graduate� platform in multiple ways: -through �Innovations that Work� via attention to media literacy, 21st century skills and real world learning experiences -through �Accountability Through Results� via the connection between revised 21st century standards, and a re-visioned balanced assessment system that honors multiple kinds of assessment.

5. Consisted of 42 members including teachers, district assessment coordinators, WEAC representatives, CESA reps, school board members, superintendents, district researchers, and community leaders. Recommendations published in fall 2009. Next Generation of Assessment Task Force comprised of representatives from business, commerce, and education who were charged to make recommendations to the state superintendent on the components' of an assessment system that is essential to increase student achievement.Next Generation of Assessment Task Force comprised of representatives from business, commerce, and education who were charged to make recommendations to the state superintendent on the components' of an assessment system that is essential to increase student achievement.

6. Building a Balanced System

7. Questions Driving An Assessment System Guiding themes: No test can do everything. An assessment system has multiple components with different purposes. Each type of assessment has value and limitations, we need to pick what works best for all Wisconsin students. Within each assessment system, the emphasis should be on students demonstrating the application of their learning, and both self-assessing and receiving meaningful feedback from others in a manner that supports learning and risk taking. The tension is in how to balance this more personalized, performance-based assessment with the need to have a standardized accountability assessment component. How can a standardized test assess application of real-world skills? Guiding themes: No test can do everything. An assessment system has multiple components with different purposes. Each type of assessment has value and limitations, we need to pick what works best for all Wisconsin students. Within each assessment system, the emphasis should be on students demonstrating the application of their learning, and both self-assessing and receiving meaningful feedback from others in a manner that supports learning and risk taking. The tension is in how to balance this more personalized, performance-based assessment with the need to have a standardized accountability assessment component. How can a standardized test assess application of real-world skills?

8. Characteristics of a Balanced Assessment System Describe the 3 types of assessmentsDescribe the 3 types of assessments

10. Moving to a Comprehensive 21st Century Assessment Model

11. Task Force Recommendations for Implementation See Page 9 of Next Generation Assessment Task Force Report 7 recommendations for implementation including professional development and ensuring teacher involvement. Ability to provide timely, relevant feedback and allowing students to have multiple opportunities to demonstrate their achievement. The assessment needs to be relevant to the students and use innovative assessment strategies (such as electronic). The summative assessment must be used for federal and state accountability purposes and finally we must educate all stakeholders on what a balanced assessment system is 7 recommendations for implementation including professional development and ensuring teacher involvement. Ability to provide timely, relevant feedback and allowing students to have multiple opportunities to demonstrate their achievement. The assessment needs to be relevant to the students and use innovative assessment strategies (such as electronic). The summative assessment must be used for federal and state accountability purposes and finally we must educate all stakeholders on what a balanced assessment system is

12. Timeline for New Assessments Two to three years before a new assessment (we are hoping for 2011-12). Many unknowns Standards? Potential collaboration with other states? National summative test? Funding, including RTTT, Part 1 (over $4 billion) and RTTT, Part 2 � Summative Assessment money ($350 million) Reauthorization of NCLB?

13. Standards The new assessments will have to be fully aligned to Wisconsin standards The Wisconsin standards will be changing in the near future (likely by July 2010)

14. The Standards Revision Process and Its Multiple �Lenses� We understand that there have been many initiatives discussed as part of this multi-year revision process It can get confusing! This graphic was created to help explain the relationship between these various and related initiatives and how each of them have influenced the overall revision process This process began with ELA and mathematics, and will inform our future standards revision work, on a to be determined timeline We understand that there have been many initiatives discussed as part of this multi-year revision process It can get confusing! This graphic was created to help explain the relationship between these various and related initiatives and how each of them have influenced the overall revision process This process began with ELA and mathematics, and will inform our future standards revision work, on a to be determined timeline

15. Seeking a National Perspective Continued to work with American Diploma Project as one of 35 states in the ADP network. Worked to align Wisconsin�s standards with ADP benchmarks. In June of 2009, received a final review from ADP declaring our standards �well-aligned� to ADP benchmarks. Writing teams had a laser-like focus on increasing the rigor of the revised state standards in an effort to better connect PK-12 expectations with post-secondary and workforce expectations. Worked with ADP to infuse language that would help to ensure this rigor In the letter of commendation, ADP remarked that Wisconsin is the first state to strike such a high level of alignment to the ADP core benchmarksWriting teams had a laser-like focus on increasing the rigor of the revised state standards in an effort to better connect PK-12 expectations with post-secondary and workforce expectations. Worked with ADP to infuse language that would help to ensure this rigor In the letter of commendation, ADP remarked that Wisconsin is the first state to strike such a high level of alignment to the ADP core benchmarks

16. Looking Toward the Future Continued to work with P21 as one of 13 states in the network Embedded skills like creativity, problem solving, critical thinking, adaptability, etc. into revised standards. Partnered with other states to peer review the document. Writing teams asked the question: How do we embed consistent expectations within our standards documents to ensure that every child is : A critical thinker A problem solver An innovator An effective communicator An effective collaborator A self-directed learner Information and media literate Globally aware Civically engaged Financially and economically literate etc� Began to envision classrooms that look and feel different by virtue of honoring these skills. Writing teams asked the question: How do we embed consistent expectations within our standards documents to ensure that every child is : A critical thinker A problem solver An innovator An effective communicator An effective collaborator A self-directed learner Information and media literate Globally aware Civically engaged Financially and economically literate etc� Began to envision classrooms that look and feel different by virtue of honoring these skills.

17. Building a Coalition In June of 2009, Wisconsin joined the Common Core Standards initiative as one of 48 states. The focus of the initiative is to develop college and career ready standards for PK-12. In the midst of our standards re-design project, Wisconsin (Governor Doyle and then Superintendent Elizabeth Burmaster) joined the Common Core standards initiative, a partnership of states in collaboration with The National Governors Association (NGA) Council of Chief State School Officers (CCSSO), Achieve (affiliated with ADP), ACT, and the College Board, among others. This group united to create a unified set of K-12 standards for college and career readiness as well as grade 12 exit benchmarks. A draft of these grade 12 exit benchmarks were released for comment in early summer, and another draft will be released in September As the design teams examined early drafts of the Common Core College Readiness standards, they saw a strong alignment with WI draft standards in ELA and mathematics Early draft language from the �RTTT� grant application included reference to a common set of standards as a crucial component of the application criteriaIn the midst of our standards re-design project, Wisconsin (Governor Doyle and then Superintendent Elizabeth Burmaster) joined the Common Core standards initiative, a partnership of states in collaboration with The National Governors Association (NGA) Council of Chief State School Officers (CCSSO), Achieve (affiliated with ADP), ACT, and the College Board, among others. This group united to create a unified set of K-12 standards for college and career readiness as well as grade 12 exit benchmarks. A draft of these grade 12 exit benchmarks were released for comment in early summer, and another draft will be released in September As the design teams examined early drafts of the Common Core College Readiness standards, they saw a strong alignment with WI draft standards in ELA and mathematics Early draft language from the �RTTT� grant application included reference to a common set of standards as a crucial component of the application criteria

18. Grade Levels to be Tested Federal Requirements Reading/Language Arts and Math � grades 3-8 and once in high school. Science � at least once in each level � elementary, middle, and high school. State Requirements Reading, Language, Math, Science, and Social Studies in grades 4, 8, and 10, and reading in grade 3.

19. Potential Funding Sources Race to the Top, Part 1 ($4 billion competitive) Formative and Benchmark Assessments We are a lead state in a 26 state non-binding consortium called MOSAIC that is focused on formative and benchmark assessment tools We expect to develop a web-based system of tools and resources (benchmark and formative assessment, professional development, and instructional and curricular tools) aligned to the Common Core Standards for educators in Wisconsin and across the country to use

20. Potential Funding Sources (cont.) Race to the Top, Part 2 ($350 million) Competitive Grant for Summative Assessments Must apply as a consortium of states We have signed 3 non-binding MOUs at this time Balanced Assessment Consortium� focuses on high quality assessment, including performance assessment tasks (not just paper/pencil, multiple choice, memorization) SMARTER � focuses on expanding Oregon�s current assessment system to other states NGA/CCSSO/Achieve consortium for there to be one summative national assessment

21. Oregon Assessment Model Computerized Assessment Can test any time, up to three times per year Highest score is used for accountability Allows schools to determine a schedule that works for them

22. High School Assessment Two models seem to have momentum nationwide Common end-of-course assessments College and Career Readiness Assessments (i.e. ACT)

23. Commercial Tests No existing commercial test by itself meets current federal requirements. Future reauthorization of ESEA could lead to changes in those requirements. All test vendors will have the opportunity to bid on the assessment system, and vendors with products that can be adapted to WI requirements may bid on the contract.

24. Next Steps Continue using the recommendations of the Next Generation Assessment Task Force as our guide Continue to have conversations with other states As consortiums become more clearly defined, decide which ones we should continue to be part of

25. Q&A Contact Info: Jennifer Thayer, Ph.D. Assistant State Superintendent Division for Reading and Student Achievement jennifer.thayer@dpi.wi.gov