deborah v.h. sigman deputy superintendent of public instruction

TOM TORLAKSONState Superintendent of Public Instruction

111

Assessment Policies and Implications: A National and State Perspective

California Algebra Forum May 21, 2012

Deborah V.H. SigmanDeputy Superintendent of Public Instruction

District, School & Innovation Branch California Department of Education


22

Summer and Fall of 2010• Adoption of Common Core

Standards

• Prohibition on frameworks and materials adoption

• Participating state in the Partnership for Assessment of Readiness for College and Career Consortium

• Extraordinary Fiscal Climate2


33

Summer and Fall 2011• Transitioning to Common Core

• Ability to move forward on frameworks

• Offering supplemental material review

• Become Governing state in the SMARTER Balanced Assessment Consortium

• Extraordinary Fiscal Climate3


444

CCSS Implementation Plan• Highlights from the past year:

– Superintendent sponsored legislation to implement common core

– Creation of Common Core Integrated Action Team

– Stakeholder meetings and request for information to gather statewide input

– CDE and SBE forward Implementation Plan to Legislative body and governor in March 2012


555

•27 states representing 43% of K-12 students

•21 governing, 6 advisory states

Smarter Balanced Assessment Consortium (SBAC)

An Ever Changing Landscape


666

• Richer assessment of and for learning• Use of technology as a tool• Adaptive testing• Universal access• National expertise• Preparation for 21st century skills• College and career ready students

Opportunities and Challenges of Transitioning to New Assessment

System


777

• Change is difficult• Sequencing of activities• Technology infrastructure• Communication efforts• Fiscal climate

Opportunities and Challenges of Transitioning to New Assessment

System (cont.)


888

SBAC Balanced System


99

Summative Assessments Today

Each state procures its own assessment system


1010

Using Computer Adaptive Technology for Summative and Interim Assessments


111111

Technology

• Technology readiness application available for states, districts and schools to enter data regarding hardware, software, bandwidth, staffing, electrical systems and other infrastructure required for online testing

– Data will be compared against minimum and recommended requirements

– Application will support progress tracking

– Data useful for state and national policymakers considering total cost of ownership of a high-quality assessment system


121212

Update – California Technology

Readiness Tool Rollout – Spring 2012

• Technology Readiness Data Collection Schedule – Spring 2012

– March 20 – April 9 ~ Pilot Districts Test Data Collection:

– April 9 – 16 ~ Enhance Communications for the Technology Readiness Tool Survey

– April 16 – June 30 ~ Statewide LEAs Data Collection

• Technology Readiness Reporting – Spring 2012 the first data collection window will be a technology readiness inventory. Data collection summaries will be available April 9th. These reports will help improve data quality and to inform the consortia regarding which types of hardware and operating systems are currently being used in schools.


13

Guidelines for Purchasing New Hardware

• Designed to inform schools and districts on current and future technology purchasing decisions consistent with SBAC requirements.

• Include hardware and operating system specifications covering the vast majority of commercially available computers and tablets. Specifications are described below.

• The full guidelines are available online at http://www.smarterbalanced.org/smarter-balanced-assessments/technology/ (Outside Source).


151515

Assessment Claims for Mathematics (cont.)

1.

2.

3.

4.


16161616

Test Question Types & Designs


1717

Sample Multiple Choice Items – Claim #1

Which one of the numbers below has the same value as 3.5 x 10-3?

35 x 10-4

3.5 x 103

0.00035

3500


1818

Sample Short Answer – Claim #1

If x and y are positive integers, and 3x + 2y = 13, what could be the value of y? Write [or, enter] all possible answers.


19191919

Sample Items: Technology Enhanced and Constructed Response

– Claim #1


20202020

Sample Items (cont.)


2121

Sample Items – Claim #1


2222

Sample Items (cont.)


2323

Sample Extended Response – Claim #2

• A square metal sheet (6 feet x 6 feet) is to be made into an open-topped water tank by cutting squares from the four corners of the sheet, and bending the four remaining rectangular pieces up, to form the sides of the tank. These edges will then be welded together.

← 6 ft→

← 6

ft. →

Making a Water Tank (Grade 11 – students provided graphing calculator as a tool)


2424

Sample Extended Response (cont.)

A. How will the final volume of the tank depend upon the size of the squares cut from the corners? Describe your answer by: – i) Sketching a rough graph – ii) explaining the shape of your graph in words – iii) writing an algebraic formula for the volume

B. How large should the four corners be cut, so that the resulting volume of the tank is as large as possible?

• Item assesses Claim #2:Students can frame and solve a range of complex problems in pure and applied mathematics.


2525


Planning a Class Trip You and your friends on the Class Activities

Committee are charged with deciding where this year's class trip will be. You have a fixed budget for the class and you need to figure out what will be the most fun and affordable option. Your committee members have collected a bunch of brochures from various parks - e.g., Marine World, Great Adventure, and others (see inbox of materials) - which have different admissions costs and are different distances from school. You have also collected information about the costs of meals and buses. Your job is to plan and justify a trip that includes bus fare, admission and possibly rides, as well as lunch, within the fixed budget the class has.


2626


Sums of Consecutive Numbers Many whole numbers can be expressed as the sum of two or more positive

consecutive whole numbers, some of them in more than one way.

For example, the number 5 can be written as:

5 = 2 + 3

and that‘s the only way it can be written as a sum of consecutive whole numbers.

In contrast, the number 15 can be written as the sum of consecutive whole numbers in three different ways:

15 = 7 + 8 15 = 4 + 5 + 6

15 = 1 + 2 + 3 + 4 + 5

Now look at other numbers and find out all you can about writing them as sums of consecutive whole numbers.

Write an account of your investigation. If you find any patterns in your results, be sure to point them out, and also try to explain them fully.


27

California currently has two sets of eighth grade mathematics standards. What is the

SBAC plan for assessing grade eight students in mathematics?

•The SBAC is developing a single assessment that is aligned to the Common Core grade eight mathematics standards.

•As is the case now, student course selection is a local decision.

•California will have to determine if another assessment should be developed.


2828

SB 1200 - Hancock

• Requires the State Superintendent to recommend and the SBE to adopt the college and career readiness anchor standards developed by the Common Core State Standards Initiative


2929

SB 1200 – Hancock (cont.)

• Calls for a standards review commission to review the state-adopted CCSS in mathematics and recommend changes to the grade eight standards.


303030

• SBAC information:– CDE/SBAC presentations and an electronic mailing list

is found on the CDE SBAC Web page at http://www.cde.ca.gov/ta/tg/sa/smarterbalanced.asp

• To receive press releases and other announcements from SBAC, please email [email protected]

• CCSS information: – www.cde.ca.gov/ci/cc/

SBAC Resources


31313131

SBAC - CDE Contact Information

Patrick TraynorDivision DirectorAssessment Development & Administration [email protected] 916-319-0803

Kristen BrownSBAC CoordinatorEducation and Research Evaluation ConsultantAssessment Development & Administration [email protected]


323232

Transitioning to New Assessments - STAR

Reauthorization

• Assembly Bill (AB) 250 modifies California Education Code (EC) to address the development and adoption of new curriculum frameworks, instructional materials, professional development practices, and high-quality assessments.


333333

Statutory Authorization

– Requires that the State Superintendent of Public Instruction (SSPI) develop recommendations for the reauthorization of the statewide pupil assessment system, which includes a plan for transitioning to a system of “high-quality” assessments as defined in EC Section 60603.


343434

High-Quality Assessments

• Means an assessment designed to measure a pupil’s knowledge of, understanding of, and ability to apply critical concepts through the use of a variety of item types and formats, including, but not limited to, items that allow for open-ended responses and items that require the completion of performance-based tasks.


353535

High-Quality Assessments

• A high-quality assessment should have the following characteristics:

– Enable measurement of pupil achievement and pupil growth

– Be of high technical quality by being valid, reliable, fair, and aligned to standards

– Incorporate technology where appropriate– Include the assessment of pupils with

disabilities and English learners– Use, to the extent feasible, universal design

principles, as defined in Section 3 of the federal Assistive Technology Act of 1998


363636

Requirements of Bill– Requires that the SSPI consult with

• The State Board of Education• Public Schools Accountability Act (PSSA)

Committee• Measurement experts from California

private and public universities• Individuals with expertise working with

students with disabilities and English learners

• Teachers, administrators, and governing boards from California’s local educational agencies.

• Parents


3737

AB 250 Coordination Chart

37


383838

16 Areas of Consideration

1. Aligning assessments to standards

2. Implementing common assessments developed by state collaborative

3. Conform to ESEA reauthorization

4. Measurement of achievement at a point in time and over time for groups and subgroups of pupils and for individual pupils

5. Allow for comparison from one year to the next as a reflection of growth over time

6. Valid, reliable and fair for all students including English learners (EL) and students with disabilities


393939

16 Areas of Consideration (cont.)

7. Assessment of ELs using primary language assessments

8. Ensure no bias with respect to race, ethnicity, culture, religion, gender, or sexual orientation

9. Incorporate a variety of item types including open-ended and performance-based tasks

10. Generate multiple measures of pupil achievement, which, when combined with other measures, can be used to determine the effectiveness of instruction and the extent of learning

11. Assess science and history-social science in all grade levels at or above grade 4


404040

16 Areas of Consideration (cont.)

12. Assess understanding and ability to use technology necessary for success in the 21st century classroom and workplace

13. Formative and interim assessments that provide timely feedback for purposes of continually adjusting instruction to improve learning

14. Use test administration and scoring technologies that will allow the return of test results to parents and teachers as soon as is possible

15. Minimize testing time

16. Options for diagnostic assessments for pupils in grade 2


4141

Public Input Opportunities

• AB 250 Work Group• Regional public meetings• Survey• Focus groups• E-mail account

– [email protected]

• Web page: http://www.cde.ca.gov/ta/tg/sa/ab250.asp

41


4242

Schedule of Meetings*March 21-22:AB 250 Work Group meeting

April 3: Public meeting, Sacramento County Office of Education (COE)

April 10: Public meeting, Fresno COE

April 17-18: AB 250 Work Group meeting

April 24-25: Public meeting, San Diego COE and Orange County Department of Education

May 15: Public meeting, Contra Costa COE

May 22-23: AB 250 Work Group meeting

June 12-14: AB 250 Work Group meeting

July 25-27: AB 250 Work Group meeting

November 1, 2012: Recommendations due to Legislature

*Subject to change 42


434343

Reauthorization of Statewide Assessment System -

CDE Contact Information

Patrick TraynorDivision DirectorAssessment Development & Administration [email protected] 916-319-0803

Jessica BarrAB 250 LeadAssessment Development & Administration [email protected]


444444

ESEA Title I Waiver• U.S. Department of Education (ED)

issued guidance for state educational agencies (SEA) to apply for a waiver of 10 provisions of ESEA.

• Governor Jerry Brown, State Board President Michael Kirst, and Superintendent Torlakson have approved a California state-defined waiver to be submitted to the ED– Public Comment until May 25:

http://www.cde.ca.gov/be/pn/pn/eseawaiverrequest20120515.asp

44


454545

ESEA Reauthorization

• U.S. Congress had re-engaged in its deliberations on the reauthorization of ESEA but that has since stalled


4646

Harkin Bill

• Harkin bill through Committee last October, but not a priority for Senate leadership

• Harkin waits for bipartisan house action


4747

Kline Bills

• Kline has 3 bills through Committee, one (charter schools) through full House

• Kline’s 2 other bills which comprise a substantial reauthorization effort– Student Success Act (H.R. 3989)– Encouraging Innovation and Effective

Teachers Act (H.R. 3990)• Kline’s bills receive harsh criticism from

civil rights, business leaders, Congressional colleagues (not bipartisan effort)


4848

Reflections

• Consider prior policy decisions and their impact to student/school decisions

• Consider unintended long term consequences with a short term gain

• Consider policy decisions made in the context of a fiscal crisis

48

deborah v.h. sigman deputy superintendent of public instruction

Documents