Colorado Assessment Update. Colorado Department of Education

Transcription

1 Colorado Assessment Update Colorado Department of Education February 2015

2 Overview Colorado Measures of Academic Success PARCC-Developed English Language Arts and Mathematics Colorado-Developed Science and Social Studies Colorado READ Act Kindergarten School Readiness Assessments

3 Colorado Measures of Academic Success (CMAS) Christina Wirth-Hawkins, PhD Director of Assessment Development

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5 Spring 2015 Summative Assessment Calendar Assessment Grade Window Early Window PARCC Performance- Based Assessment (PBA) CMAS and CoAlt: Science and Social Studies CoAlt: DLM English language arts and math PARCC End-of-Year Assessment (EOY) ACCESS for ELLs Reading, Writing, Speaking and Listening CO ACT Grade , High School 3/09/15 to 4/03/15 4 and 7 (Social Studies) 5 and 8 (Science) /13/15 to 5/01/15 4/13/15 to 5/15/15 (recommended) 3-8, High School 4/27/15 to 5/22/15 K-12 1/12/15 to 2/13/15 11 Initial Test Date 4/28/15 Make-up Test Date 5/12/15 3/02/15 to 4/03/15 4/20/15 to 5/15/15

6 Administration Overview PARCC English Language Arts and Mathematics Performance Based Assessment (PBA) End-of-Year Assessment (EOY) Content Area Grades English Language Arts 3-11 Mathematics 3-8, three high school assessments Pathway 1: Algebra I, Geometry, Algebra II; Pathway 2: Integrated/Math I, Integrated/Math II, Integrated/Math III Science and Social Studies Elementary and Middle School (one window) Content Area Grades Science 5 and 8 Social Studies 4 and 7 6

7 *Available to districts participating in pilot Secondary Math Options New high school mathematics assessment system increases flexibility: High school mathematics standards are not grade specific Grade Assessment Options Additional Flexibility Pilot Options* 7 7 th grade assessment Algebra I/Integrated I 8 8 th grade assessment or Algebra I/Integrated I Geometry Integrated II (Math II) 9 Algebra I/Integrated I or Geometry/Integrated II Algebra II Integrated III (Math III) 10 Algebra I/Integrated I or Geometry/Integrated II or Algebra II/Integrated III 11 Geometry/Integrated II or Algebra II/Integrated III - 12 Algebra II/Integrated III - -

8 Test Claims, Structure and Timing Colorado Measures of Academic Success: English Language Arts Mathematics - Science - Social Studies

9 ELA/Literacy Claims Master Claim: Students are on-track or ready for college and careers in ELA Major Claim: Reading Complex Text Students read and comprehend a range of sufficiently complex texts independently. Major Claim: Writing Students write effectively when using and/or analyzing sources. Vocabulary Interpretati on and Use Reading Informational Text Reading Literature. Written Expression Conventions and Knowledge of Language Research

10 Mathematics Claims Master Claim: Students are on-track or ready for college and careers in mathematics Solve problems involving the major content for their grade level with connections to practices Solve problems involving the additional and supporting content for their grade level with connections to practices Express mathematical reasoning by constructing mathematical arguments and critiques Solve real world problems engaging particularly in the modeling practice Demonstrate fluency in areas set forth in the Standards for Content in grades 3-6

11 CMAS Science and Social Studies Performance Distinguished Command Strong Command Moderate Command Limited Command 11 Levels and Policy Claims Students performing at this level demonstrate a distinguished command of the concepts, skills, and practices embodied by the Colorado Academic Standards for Science or Social Studies assessed at their grade level. They are academically well prepared to engage successfully in further studies in this content area. Students performing at this level demonstrate a strong command of the concepts, skills, and practices embodied by the Colorado Academic Standards for Science or Social Studies assessed at their grade level. They are academically prepared to engage successfully in further studies in this content area. Students performing at this level demonstrate a moderate command of the concepts, skills, and practices embodied by the Colorado Academic Standards for Science or Social Studies assessed at their grade level. They will likely need academic support to engage successfully in further studies in this content area. Students performing at this level demonstrate a limited command of the concepts, skills, and practices embodied by the Colorado Academic Standards for Science or Social Studies assessed at their grade level. They will likely need extensive academic support to engage successfully in further studies in this content area.

12 State Level 2014 CMAS Performance Level Results Social Studies: Approximately 15% of students scored at the Distinguished or Strong Command level Science: Approximately 30% of students scored at the Distinguished or Strong Command level 12

13 PARCC Design Component - Content Area # of Sessions Task Type PBA - ELA 2-3 Research simulation Literary analysis Narrative PBA Math 2 Short and extended-response questions EOY ELA literary and informational texts EOY - Math 2 Primarily short answer and selected response questions Task Description For each task, students will read one or more texts, answer several short vocabulary questions, and write an essay that requires them to draw evidence from the text(s) Questions focus on conceptual knowledge and skills, and the mathematical practices of reasoning and modeling Short-answer and vocabulary questions will be associated with each text Focused on conceptual knowledge, skills, and understandings

14 Guidelines for Administration Time Task Preparing for testing (includes reading instructions to students and answering questions) Distributing test materials PARCC English language Arts and Mathematics Unit testing time Science and Social Studies Section testing time Completing end-of-unit activities, including closing units, collecting test materials, and administering a student survey (after EOY) Time to be Allotted for an Administration 10 minutes (recommended) 5 minutes (recommended) minutes* 80 minutes 5 15 minutes (recommended) 14 *For PARCC, depending on unit and subject refer to Unit Guidelines and Schedule table in the Test Coordinator Manual for each Unit Time.

15 Testing Time Windows versus used days Student versus school

16 Grade(s) State Testing Time Content Area SY Approximate Maximum Total Time (min) Reading/Writing (English language arts) and 5 Mathematics 300 Total 585 (<10 hours) Reading/Writing (English language arts) 300 Mathematics 300 Social Studies or Science 240 Total 840 (14 hours) Reading/Writing (English language arts) and 8 Mathematics 305 Total 650 (<11 hours) Reading/Writing (English language arts) 345 Mathematics 305 Social Studies or Science 240 Total 890 (<15 hours)

17 Grade(s) State Testing Time (Continued) Content Area Approximate Maximum Total Time (min) 7 and 8 Reading/Writing (English language arts) 345 Mathematics 305 Social Studies or Science 240 Total 890 (<15 hours) Reading/Writing (English language 345 arts) 9 and 10 Mathematics 320 Total 665 (11 hours) ACT 175 Reading/Writing (English language 11 arts) 345 Mathematics 320 Total 840 minutes (14 hours) Science Social Studies 210 Total 420 minutes (7 hours)

18 State Readiness for Spring Administration Colorado Measures of Academic Success: English Language Arts Mathematics - Science - Social Studies

19 Device, operating system, browser and test engine interactions New item types and tools Software updates Bandwidth Challenges from Spring 2014 Administration

20 Feedback from Districts and School Surveys How did your experience with CMAS change from the Spring 2014 administration to this fall s administration? District level: The unknown wasn t there. I can better train teachers on giving the test in the fall because of the experience in spring. I called Pearson less because I knew the tricks on making the assessment work. There was an improvement in the directions to students when they log out of a section and the entire test. We had fewer technology issues this fall. School Level: Technology was refined second time The testing took too much school time Logistics much better The experience with technology and the overall administration was great! Very well overall. We experienced a few technical difficulties (mostly related to the Internet), but the test was successfully administered.

21 Improvements from Spring 2014 Previous Administration Improve TestNav Exit Process Streamline Process for Accommodation and Special Form Assignment Provide infrastructure trial resources that will allow districts to sufficiently test environments Refine PearsonAccess reporting features and status indicators Closely align PearsonAccess training and operational sites

22 Spring 2015 Capacity We know that schools can assess online; however, depending on number of devices: Multiple groups for each grade level Technology directed to assessment To reduce technology burden, CDE offered two paper assessment options for Spring 2015: Mathematics option districts selected paper or online administration mode for all grade levels Grade 3 English language arts option based on their instructional approach, districts selected paper or online administration mode Concerns from some in the field about 3 rd grade students readiness for extensive online writing. Next year s paper-based forms availability will be determined after this administration

23 Online Test Engine and Assessment Management System Online Test Engine: TestNav8 Same engine for English Language Arts, Math, Science and Social Studies Streamlined student experience and technology preparation Assessment Management System Science and Social Studies: PearsonAccess (Classic) PARCC English Language Arts and Math: PearsonAccess next Colorado will move all content areas to PearsonAccess next as soon as possible

24 District and School Readiness Colorado Measures of Academic Success: English Language Arts Mathematics - Science - Social Studies

25 Preparation Activities District Assessment Coordinators Statewide Regional trainings (8) Webinars Weekly Virtual Office Hours District Technology Coordinators District visits Webinars Technical support website/checklists Online Support Group Weekly Virtual Office Hours Technology Updates

26 Technology and Communication Pay attention to technology updates distributed to District Technology and Assessment Coordinators Verify testing environments prior to testing window through SystemCheck tool and Infrastructure Trial After verification, freeze test environment so that automatic updates are no longer accepted Develop district and school communication plans

27 27 PearsonAccess User Accounts User Roles - PearsonAccess next users must be assigned roles. Permissions - Each User Role contains a set of permissions that determine which tasks a specific User Role can perform in PearsonAccess next. Permissions are bundled into User Roles. Access to personally identifiable information is restricted to limited user roles.

28 Student Readiness Colorado Measures of Academic Success: English Language Arts Mathematics - Science - Social Studies

29 Feedback from Student Surveys PARCC Field Test Feedback: PBA: 5,089 responses EOY: 5,372 responses How many questions asked you about things you have not learned in school this year? (Most to all of them) Component ELA Math PBA 12% 38% EOY 17% 28.5% How difficult was this test? (Harder than school work) Component ELA Math PBA 23.3% 65.1% EOY 25.9% 56.3%

30 How to Prepare Students for the CMAS Assessments Teach the Colorado Academic Standards! The Assessments are designed to measure the standards Students who master the standards should perform well on the assessments

31 Reporting Category Assessment Frameworks Colorado Academic Standards Summative Assessment Framework Social Studies Grade 4 % of Score Points 1 History 25% Organize and sequence events to understand the concepts of chronology and cause and effect in the history of Colorado a) Construct a timeline of events showing the relationship of events in Colorado history with events in United States and world history (DOK 1 2) b) Analyze primary source historical accounts related to Colorado history to understand cause and effect relationships (DOC 2 3) c) Explain the cause and effect relationships in the interactions among people and cultures that have lived in or migrated to Colorado (DOK 1 2) d) Identify and describe how major political and cultural groups have affected the development of the region (DOK 1 2) Points

32 PARCC Informational Guides

33 33 Student Readiness Many resources are available to expose students to the test engine and item types: TestNav 8 Tutorial (~30 minutes) Student Tutorials (~30 minutes) Equation Editor Text to Speech available for both ELA* and Math Graphing Calculator Printable Paper-Based Student Tutorials Online Student Tutorials Practice Tools 5th Sample Items Practice Tests (~60 minutes)/epats *ELA/L requires unique accommodation

34 Sample Items Colorado Measures of Academic Success: English Language Arts Mathematics - Science - Social Studies

35 CSAP/TCAP: Grade 4 Math

36 PARCC: Grade 4 Math Ava and Mia are comparing the fractions 3/2 and 5/6. Part A: Ava created this number line to graph 3/2. Select the correct point on the number line to represent 3/2. Mia created this number line to graph 5/6. Select the correct point on the number line to represent 5/6.

37 PARCC: Grade 4 Math Part B: Is 3/2 greater or less than 5/6? Explain how you know. Part C: Write a fraction that is between 3/2 and 5/6. Explain how you know your fraction is between 3/2 and 5/6.

38 CSAP/TCAP Writing Grade 10 Think about how you learned a skill or technique. This skill may be playing an instrument, drawing a picture, fixing a car, playing a sport, or any other skill. Write a well-developed paragraph to explain to a beginner the steps needed to learn this skill.

39 CSAP/TCAP Reading Grade 10 Read this sentence from the story. My grandma doesn t know about the stack, but she tells me anyone can do one thing every day. Tell how this statement relates to the main idea of the story. Use two details from the story to support your response.

40 PARCC English language Arts PBA Grade 10 You have read two passages Write an essay in which you analyze the different approaches the authors take to develop these characters. In your essay, be sure to discuss how each author makes use of such elements as: the main characters interactions with other characters, the presentation of the main characters thoughts, and the strong feelings each character experiences at the end of each passage Use specific evidence from both passages to support your analysis.

41 Next Steps Colorado Measures of Academic Success: English Language Arts Mathematics - Science - Social Studies

42 Next Steps: Setting Cut Scores New Content Standards New Assessments (Development Cycle) New Performance Standards (cut scores)

43 PARCC English Language Arts and Mathematics Next Steps Score Report Design Performance Level Standard Setting Release Test Results 2015 SPRING SUMMER FALL First Full Scale PARCC Assessment College & Career Readiness Determination Diagnostic Assessments & Formative Tools Optional

44 Resources

45 Science and Social Studies Assessment Frameworks Sample Items and Practice Testing Environments (available under the epat tab) Resources Communication Resources

46 PARCC Resources Model Content Frameworks College and Career Readiness Determination (CCRD) Performance Level Descriptors Sample Items Communication Resources

47 Colorado READ Act Dian Prestwich, PhD Assistant Director, Office of Literacy

48 Supporting K-3 Literacy Development The Colorado READ Act focuses on early literacy development for all students (K-3) and especially for students at risk of not achieving third grade reading proficiency. Three key components to supporting literacy development are: Early identification of students at risk Intervention support and ongoing monitoring of progress Professional development for teachers and administrators 48

49 READ Act Requirements Assessments Development of READ Plans READ Plan Implementation Advancement of Students with Significant Reading Deficiencies District Reporting Requirements Accountability and Improvement Planning 49

50 Assessments The READ Act requires teachers to assess the literacy development of students in K-3. In March 2013, the State Board of Education approved interim assessments for use in measuring reading competency skill levels for children in K-3. Features of Interim Assessments Serve as screening tools for early identification Measure foundational skills of early literacy Offer progress monitoring throughout year Note: The READ interim assessment may be used in place of the literacy portion of the School Readiness assessment. 50

51 Approved Interim Assessments English Literacy Assessments aimsweb Dynamic Indicators of Basic Early Literacy Skills Next (DIBELS Next) Formative Assessment System for Teachers (FAST) i Ready ISIP ER, Istation Phonological Awareness Literacy Screening (PALS) STAR Early Learning Spanish Literacy Assessments Indicadores Dinámicos del Éxito en la Lectura (IDEL) ISIP ER Spanish, Istation Phonological Awareness Literacy Screening Español NOTE: DRA2 and DIBELS 6 th Edition may be used until July 1,

52 Determining a Significant Reading Deficiency (SRD) Within 30 days, SCREEN all K-3 students with approved interim assessment. Is the score within the SRD cut off? If YES, within another 30 days, follow up with a progress monitoring probe from the same interim assessment. Ask: Does the second test substantiate the first test score? If YES, confirmation of SRD occurs and then: follow up with an approved diagnostic assessment Use interim and diagnostic results to create a READ Plan in collaboration with all stakeholders including family members 52

53 Determining a Significant Reading Deficiency (SRD) Within 30 days, SCREEN all K-3 students with approved interim assessment. Is the score within the SRD cut off? If YES, within another 30 days, follow up with a progress monitoring probe from the same interim assessment. Ask: Does the second test substantiate the first test score? If NO, there is no confirmation of SRD. That means either: Student is at grade level, OR Student is not identified as SRD, but is also not at grade level For this student, monitor progress through RtI process 53

54 Determining a Significant Reading Deficiency (SRD) Within 30 days, SCREEN all K-3 students with approved interim assessment. Is the score within the SRD cut off? If NO, there is no confirmation of SRD. That means either: Student is at grade level and requires only effective universal/core instruction and monitoring of progress OR Student is not identified as SRD, but is also not at grade level For this student, monitor progress through RtI process 54

55 Flexibility Options for Implementation of Kindergarten School Readiness Assessments Sharon Triolo-Moloney Director of Early Learning and School Readiness

56 Overview of School Readiness within CAP4K Requirements of State Board of Education Define School Readiness Adopt one or more assessments aligned with definition of school readiness

57 Overview of School Readiness within CAP4K Requirements of local education providers in School Readiness Legislation: By fall of 2013*, ensure all children in publicly funded preschool or kindergarten receive an Individual School Readiness Plan. Individual School Readiness Plans are informed by approved assessment systems. *CDE Board voted to allow phase in, required for all children in

58 Assessment Approval Process Per statute, tools must be able to inform instruction and intervention needs as research- based, reliable, and nationally recognized instruments for measuring school readiness (Section (2)(a) C.R.S.) Statute addresses the ready child and ready school component Assessment Review committee used this guidance when reviewing possible assessment tools 58

59 Intent of School Readiness Assessment School readiness assessments Guide the development of Individual School Readiness Plans for students. Provide real-time information to teachers that inform instruction and intervention. School readiness assessment information WILL NOT be used to: Deny a student admission or progression to kindergarten or first grade

60 Nature of School Readiness Assessment It is: Observation Based, Over-Time, Contextual Routine school and classroom activities Teachers target opportunities to observe children Teachers Record Observations It is NOT: Formal Pull-Out, Standardized, Paper-Pencil Worksheet-based Child is required to perform 60

61 Kindergarten Only Four Assessment Options*: Teaching Strategies GOLD (TS GOLD) full tool TS GOLD Survey School Readiness Assessment Options Desired Results Developmental Profile: Kindergarten (DRDP-K) Riverside Early Assessment of Learning (REAL) *Decisions were made in response to feedback from the field and approved by State Board of Education Fall 2014

62 62 Required Domains for School Readiness Assessment All approved assessment systems measure the minimum required domains in statute: Physical well-being /Motor development domain Social /Emotional development domain Language /Comprehension development domain Cognition/General Knowledge development domain Academic Literacy domain Academic Math domain Optional domains include the Arts, Social Studies, Science and Technology, and English Language Acquisition

63 CDE Implementation Support Subscription Reimbursement Assistance Race to the Top Early Learning Challenge Fund RFP Technical Assistance and Training for Kindergarten School Readiness Implementation Teachers Administrators School Readiness Plan Templates School readiness plan template samples Reports in tools to support many district needs School Readiness Guidance Website: Guidance documents, technical assistance

64 64 Teaching Strategies GOLD

65 65

66 66

67 Contacts Daryl Gagliano; Amy Cameron; Emily Kielmeyer; Lauren Augusta; Sharon Triolo-Moloney;

68 Presenter Contact Information Program Presenter Address CDE Unit CMAS Colorado Read Act School Readiness Christina Wirth-Hawkins Dian Prestwich Sharon Triolo- Moloney Assessment Office of Literacy Early Learning and School Readiness