Updates in Assessment for School Year

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1 Updates in Assessment for School Year Special Education Department Leadership Institute Wednesday, September 25, 2013 Office of Student Assessment 1

2 Common Core State Standards Adopted by the Mississippi State Board of Education in 2010 Assessments must align by school year Addresses only English Language Arts and Mathematics Current Assessments for Science and U.S. History will continue Office of Student Assessment 2

3 The Assessments PARCC, Partnership for Assessment of Readiness for College and Careers Grades K-12 All students participate except for students with Significant Cognitive Disabilities DLM, Dynamic Learning Maps Grades K-12 Students with Significant Cognitive Disabilities Office of Student Assessment 3

4 PARCC Assessments The PARCC assessment have six priority purposes, which are driving the design of the system. The priority purposes of PARCC Assessments are: Determine whether students are college- and career-ready or on track Assess the full range of the Common Core Standards, including standards that are difficult to measure Measure the full range of student performance, including the performance high- and low-performing students Provide data during the academic year to inform instruction, interventions and professional development Provide data for accountability, including measures of growth Incorporate innovative approaches throughout the assessment system Office of Student Assessment 4

5 PARCC Assessment- Grades K-2 K-2 Formative Assessments An array of assessment resources for teachers of grades K 2 that are aligned to the Common Core State Standards, and vertically aligned to the PARCC assessment system. The tasks will consist of developmentally-appropriate assessment types, such as observations, checklists, classroom activities, and protocols, which reflect foundational aspects of the Common Core State Standards. The K-2 formative assessment tools aim to help create a foundation for students and put them on the track to college and career readiness in the early years. These K-2 assessment tools will help educators prepare students for later grades and provide information for educators about the knowledge and skills of the students entering third grade, allowing classroom teachers and administrators to adjust instruction as necessary. These tools also will help states fully utilize the Common Core State Standards across the entire K-12 spectrum. Office of Student Assessment 5

6 PARCC Assessment- Grades 3-8 The 3-8 PARCC assessments will be delivered at each grade level and will be based directly on the Common Core State Standards. The distributed PARCC design includes four components two required summative and two optional non-summative to provide educators with timely feedback to inform instruction and provide multiple measures of student achievement across the school year. Office of Student Assessment 6

7 PARCC Assessment- Grades 9-12 PARCC states have endorsed a grade-based design in English language arts/literacy (ELA/literacy) and both a course-based and integrated design in mathematics. Summative Assessment Components: Performance-Based Assessment (PBA) administered after approximately 75% of the school year. The ELA/literacy PBA will focus on writing effectively when analyzing text. The mathematics PBA will focus on expressing mathematical reasoning and modeling real-world problems. End-of-Year Assessment (EOY) administered after approximately 90% of the school year. The ELA/literacy EOY will focus on reading comprehension. The mathematics EOY will call on students to demonstrate further conceptual understanding of the Major Content and Additional and Supporting Content of the grade/course (as outlined in the PARCC Model Content Frameworks). Office of Student Assessment 7

8 PARCC Assessment-Grades 9-12 Non-Summative Assessment Components: Diagnostic Assessment designed to be an indicator of student knowledge and skills so that instruction, supports, and professional development can be tailored to meet student needs. Mid-Year Assessment (MYA) comprised of performance-based items and tasks, with an emphasis on hard-to-measure standards. After study, individual states may consider including the MYA as a summative component. Speaking and Listening Assessment (ELA/literacy only) designed to be an indicator of students' ability to communicate their own ideas, listen to and comprehend the ideas of others, and to integrate and evaluate information from multimedia sources. Office of Student Assessment 8

9 PARCC Accessibility Features Accessibility features will be available to ALL students. Include: Masking Highlight Tool Background/Font Color Line Reader Tool (Color Contrast) Magnification/Enlargement Eliminate Answer Choices NotePad Flag Items for Review General Administration Pop-up Glossary Directions Clarified Redirect Student to the Test General Administration Spell Checker Directions Read Aloud and Text-to-Speech for the Repeated as needed Mathematics Assessment Office of Student Assessment 9

10 PARCC Accessibility Features At the principals discretion ANY student may require one or more of the following: Small Group Testing Frequent Breaks Time of Day Separate or alternate location Specified area or seating Adaptive and specialized equipment or furniture Office of Student Assessment 10

11 PARCC Accommodations Separate from Accessibility Features Accommodations require an IEP or a Section 504 Plan Include the following areas: Presentation Response Timing and Scheduling Setting Office of Student Assessment 11

12 PARCC Assessment For more information on The PARCC Assessment visit Office of Student Assessment 12

13 What is DLM? The Dynamic Learning Maps Alternate Assessment System is designed to map students skills. This includes both the kinds of skills tested on traditional multiple-choice tests and also all the related skills that help students master those tested skills. Office of Student Assessment 13

14 What is DLM? The system uses items and tasks that are embedded in dayto-day instruction. This helps map a student s learning throughout the year. Under this system: a student will be given testlets that contain 3-5 individual items or tasks many times during the year these small testlets are given as part of instruction, rather than separate from it this gives teachers the chance to change their instruction to better support student learning throughout the year. A summative test will also be created as an end-of-year test option for the embedded model, and will also serve to fulfill federal accountability requirements. Office of Student Assessment 14

15 A Look at the DLM System Essential Elements Basis for Learning Map Test Items Teacher Resources (i.e. Concept Maps & Claims) Instructionally Embedded Assessments Accesses Student s Personal Needs Profile Testlets Report Generated for Teacher for Instructional Planning Summative Assessment End of Year Based on student performance Office of Student Assessment 15

16 The DLM Essential Elements The Dynamic Learning Maps Essential Elements are specific statements of knowledge and skills linked to the grade-level expectations identified in the Common Core State Standards. The purpose of the Dynamic Learning Maps Essential Elements (DLMEE) is to build a bridge from the content in the Common Core State Standards to academic expectations for students with the most significant cognitive disabilities. Office of Student Assessment 16

17 The DLM Essential Elements Originally released as the Common Core Essential Elements. Highly connected, fine-grained learning maps such as those created by DLM have never been developed before for the breadth of content covered in the college and career readiness standards. As a result, alignment between the DLMEEs and the learning maps was not possible until the fall of 2012 when the maps began to take shape. Office of Student Assessment 17

18 The DLM Essential Elements The development of the entire DLM Alternate Assessment System guided the revisions of the initial Essential Elements; however, the specific revisions to the DLMEEs can be captured in five broad categories. 1. Ordering of Skills- The maps, and the research supporting them, were critical in determining the appropriate progression of skills and understandings from grade to grade. 2. Clarify Language- Specificity in language resulted in clarifying the language used in the text of the DLMEEs. Because teams assigned to grade bands developed the first round of Essential Elements, the language choices from one grade to the next were not consistent. Office of Student Assessment 18

19 The DLM Essential Elements 3. Alignment- Given that the DLMEEs are intended to clarify the bridge to the college and career readiness expectations for students with the most significant cognitive disabilities, it is critical that alignment be as close as possible without compromising learning and development over time. 4. Add Support- Addition of words With guidance and support to the beginning of a few of the Essential Elements in the primary grades in English Language Arts. 5. Change Task to Standard-Shifting the focus on a few Essential Elements that were written in the form of instructional tasks rather than learning outcomes. Office of Student Assessment 19

20 The Learning Map Office of Student Assessment 20

21 Claims & Conceptual Areas DLM System The Learning Map Essential Elements Claims Conceptual Areas Office of Student Assessment 21

22 Claims English Language Arts Claim 1 Students will comprehend text in increasingly complex ways Mathematics Claim 1 Students will demonstrate increasingly complex understanding of number sense. Office of Student Assessment 22

23 English Language Arts Claims ELA.C1 Students can comprehend text in increasingly complex ways. ELA.C2 Students can produce writing for a range of purposes and audiences. ELA.C3 Students can communicate for a range of purposes and audiences. ELA.C4 Students can engage in research/ inquiry to investigate topics and present information. Office of Student Assessment 23

24 Mathematics Claims M.C1 Number Sense: Students demonstrate increasingly complex understanding of number sense. M.C2 Geometry: Students demonstrate increasingly complex spatial reasoning and understanding of geometric principles. M.C3 Measurement, Data and Analysis: Students demonstrate increasingly complex understanding of measurement, data, and analytic procedures. M.C4 Algebraic and functional reasoning: Students solve increasingly complex mathematical problems, making productive use of algebra and functions. Office of Student Assessment 24

25 DLM Professional Development DLM Roll Out Meeting conducted in March, 2013 is on itunes U. Online self-directed modules linked through Registration is required to view the modules. Reports will be generated for special education directors. Office of Student Assessment 25

26 Online Self-Directed Modules Who are Students with Significant Cognitive Disabilities Description: This self-directed module focuses on the characteristics that distinguish students with significant cognitive disabilities who take an alternate assessment based on alternate achievement standards from other students with disabilities. Module 1: Common Core Overview Description: This self-directed module provides an introduction to the Common Core State Standards in English Language Arts and Mathematics for teachers who work with students with significant cognitive disabilities who will complete the alternate assessment. Module 2: Dynamic Learning Maps Essential Elements Description: This self-directed module provides an introduction to the Essential Elements that were developed by the Dynamic Learning Maps Consortium to provide links between the Common Core State Standards and grade specific expectations for students with significant cognitive disabilities. Office of Student Assessment 26

27 Online Self-Directed Modules Module 3: Universal Design for Learning Description: This self-directed module provides an introduction to Universal Design for Learning as it relates to the Common Core State Standards and students with significant cognitive disabilities. Module 4: Principles of Instruction in English Language Arts Description: This self-directed module provides an overview of principles of instruction in English Language Arts in the Common Core and relates them specifically to students with significant cognitive disabilities who will complete the alternate assessment. Module 5: Standards of Mathematics Practice Description: This self-directed module provides an on overview of principles of instruction in Mathematics in the Common Core and relates them specifically to students with significant cognitive disabilities who will complete the alternate assessment. Office of Student Assessment 27

28 Upcoming Additional Topics Writing Standards Based IEPs using the Dynamic Learning Maps Essential Elements Claim 1: Principles of Effective Reading Instruction Claim 2: Principles of Writing Instruction Claim 3: Principles of Speaking and Listening Claim 4: Principles of Research, Inquiry, and Collaboration Office of Student Assessment 28

29 Upcoming Additional Topics Claim 1: Number Sense Claim 2: Geometry Claim 3: Measurement Data and Analysis Claim 4: Algebraic and Functional Reasoning Plus lots, lots more! Office of Student Assessment 29

30 Upcoming Webinars Monthly Webinars to resume in October. Will be the first Tuesday of every month at 1:00 pm starting October 1, First half will focus on updates of MAAECF Second half will highlight updates and PD topics related to DLM. A registration will be sent to the MAAECF Teacher, Special Education Director, and District Test Coordinator Listservs. Office of Student Assessment 30

31 DLM Test Development 24 Mississippi Educators went to Kansas University this summer for 10 weeks to write test items. Over 27,000 test items were written. Test Items are now out for external review to evaluate: Content Accessibility Bias & Sensitivity Office of Student Assessment 31

32 Pilot and Field Tests Pilot Testing will occur in October and November of this year. Madison and Simpson counties volunteered to participate and were selected. Field Test will occur over 3 test windows during the spring 2014 semester. Dates are: January 15-31, 2014 March 17-April 11, 2014 May 1, 2014 to the end of the academic year Office of Student Assessment 32

33 Field Test Volunteers Currently looking for volunteers for the Field Test Window 1: January 15-31, Survey will go out to superintendents & special education directors before October 1. Office of Student Assessment 33

34 Suggestions for what to do next Download and/or print Dynamic Learning Maps Essential Elements for teachers to review. Office of Student Assessment 34

35 Suggestions for what to do next DLM Essential Elements stored on Sharepoint Divided by content area (ELA & Math) Office of Student Assessment 35

36 Suggestions for what to do next Before the October 1 Webinar watch video modules: Who are students with significant cognitive disabilities? Module 1: Common Core Overview Module 2: Dynamic Learning Maps Essential Elements Office of Student Assessment 36

37 Link will bring you to the Professional Development Modules Office of Student Assessment 37

38 Questions? Contact Person: Gretchen Cagle Educator in Residence Office of Student Assessment Office of Student Assessment 38

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