Summer Leadership InstituteNew Test Item Specifications for High School Courses: Implications for Upcoming Common Assessments and

Opportunities for Involvement Heather P. Wright

August 9-10, 2012

Common Board ConfigurationDate: August 9 & 10, 2012

Benchmark: N/A

Bell Ringer: How do your teachers use item specifications?

Essential Question: What is the creation

process for the test item specifications for high school “gap” courses? How do these test item specifications affect upcoming common assessments? What professional development opportunities and opportunities for involvement are available for Lake County teachers?

Vocabulary: Item Specifications

Objective: Participants will understand the creation process for the new test item specification for high school “gap” courses, will understand the instructional implications of these item specifications, and will learn about upcoming opportunities for involvement in the “Gap” course assessment project.

Agenda: Gradual Release

Summarizing Activity: Consider how you will use test item specifications in your school to improve instruction.

Homework: Encourage your teachers to participate as item writers and reviewers.

Learning Goal:Understanding the multiple implications of new test item specifications for previously untested courses

Lake County SchoolsVision Statement A dynamic, progressive and collaborative learning community

embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.

 Mission Statement The mission of the Lake County Schools is to provide every student

with individual opportunities to excel.

Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.

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21st Century Skills Tony Wagner, The Global Achievement Gap

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1. Critical Thinking and Problem Solving2. Collaboration and Leadership3. Agility and Adaptability4. Initiative and Entrepreneurialism5. Effective Oral and Written Communication6. Accessing and Analyzing Information7. Curiosity and Imagination

High Effect Size Indicators

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“The Department’s identified set of indicators on high effect size instructional and leadership strategies with a causal relationship to student learning growth constitute priority issues for deliberate practice and faculty development.”

-Florida Department of Education, 2012

Learning Goal with Scales

Tracking Student Progress

Established Content Standards

Multi-tiered System of Supports

Clear Goals Text Complexity ESOL Students

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School LeadershipHigh Effect Indicators

Classroom TeacherHigh Effect Indicators

Feedback PracticesFacilitating Professional

LearningClear Goals and

Expectations Instructional ResourcesHigh Effect Size Strategies Instructional InitiativesMonitoring Text

Complexity Interventions Instructional AdaptationsESOL Strategies

The Challenge: Florida State Statute 1008.22(8)

(a) Measurement of the learning gains of students in all subjects and grade levels other than subjects and grade levels required for the state student achievement testing program is the responsibility of the school districts.(b) Beginning with the 2014-2015 school year, each school district shall administer for each course offered in the district a student assessment that measures mastery of the content, as described in the state-adopted course description, at the necessary level of rigor for the course. Such assessments may include:

1. Statewide assessments.2. Other standardized assessments, including nationally

recognized standardized assessments.3. Industry certification examinations.4. District-developed or district-selected end-of-course

assessments.

Statewide Gap Analysis: Master Assessment PlanAs of 2011, 2882 total courses offered K-12

statewide636 with planned or existing statewide

standardized assessments, FL Interim Assessments, District-developed Hard to Measure assessments, or other assessments (AP, IB, AICE, etc.)

2246 “gap” courses

District Gap AnalysisFocus on 9-12 coursesLake County: 91 “gap” courses grades 9-12

with enrollments >50

Central Florida Assessment Collaborative “Gap” Courses Identified

Physical Science (R&H)

Anatomy & Physiology (R&H)

Marine Science 1 & 2 (R&H)

Integrated Science 1 & 2

Environmental Science

Forensic Science

Zoology Genetics Intensive Math* Pre-Calculus*

Liberal Arts Math*

Informal Geometry*

Analysis of Functions*

Adv Alg w/ Fin Applications*

Analytic Geometry*

Math for College Readiness

Trigonometry* Calculus* Probability & Statistics*

Anthropology*

World Cultural Geography

Psychology 1 & 2*

Sociology* Law Studies American Economic Experience: Scarcity & Choice

Civics (HS) Digital Design 1*

Computers for College & Careers

Creative Writing 1-5

Journalism 1-5*

Chinese 1-4 Japanese 1-4 Russian 1-2 Arabic 1-4

CFAC Partner DistrictsBay County Brevard

CountyCharlotte County

Citrus County

Desoto County

Duval County

Glades County

Hardee County

Hendry County

Hernando County

Jackson County

Lake County

Leon County

Levy County Manatee County

Martin County

Okeechobee County

Orange County

Osceola County

Pasco County

Pinellas County

Polk County Sarasota County

Seminole County

Volusia County

Compensation for ParticipantsCFAC Recommended compensation

guidelines:$750/item specification developer$25/accepted item for item writers4 items/hour reviewed by item reviewers, at

LCEA agreed-upon hourly stipend

Item Specification Development: Step 1 – Identification of Assessable Benchmarks

Item Specification Development: Step 2 – Identification of Reporting CategoriesExample: Physical Science

PhysicsChemistryHuman ImpactsNature of Science

Item Specification Development: Step 3 – Building out Item Specifications

Item Specification Development: Step 3 – Building out Item Specifications

Item Specification Development: Step 3 – Building out Item Specifications

Item Specification Development: Step 4: Designing the Assessment

Item Specification Development: Step 4: Designing the Assessment

Lake County Participants To Date:Gap Course Project:

Hard to Measure Project:

EHS ERHS LHS LMHS SLHS THS UHS MDHS

4 6 4 5 2 3 2 0

EHS ERHS LHS LMHS SLHS THS UHS MDHS

1 2 2 0 4 0 0 0

Future Opportunities for Involvement:“Gap” Science, Math, ELA, Social Studies,

and CTE: Need additional item writers & reviewers

Round 2 call for item writers & reviewers for Hard to Measure projects

Possible Round 2 call for item writers & reviewers for Interim Assessment Item Bank

Participant Scale and Reflection(Please complete and turn in)

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0-Not Using

• No understanding or implementation steps taken away

1-Beginning

• Little understanding and inconsistent implementation steps taken away

2-Developing

• Moderate understanding and implementation steps taken away

3-Applying

• Consistent understanding and implementation steps taken away along with monitoring componets for effective execution

4-Innovating

• In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution take aways