1 Assessment Strategy, SY 17-18 Presentation to the Baltimore City Board of School Commissioners Teaching and Learning Committee August 22, 2017 Dr. Sonja Brookins Santelises Chief Executive Officer, Baltimore City Public Schools Sean Conley, Chief Academic Officer Theresa Jones, Chief Achievement and Accountability Officer
SY 17-18 Focus Areas 2
SY 17-18 Focus Areas 3
Our 3 Year Academic Goal By 2020, all students will be able to access complex texts and tasks to critically analyze information in order to take a stance, develop a coherent written evidence based argument, and communicate with confidence and conviction at or above grade level. 4
The Instructional Core K n o w Y o u r S t u d e n t s K n o w Y o u r P e d a g o g y K n o w Y o u r C o n t e n t Monitor, Measure, and Modify Instruction 5
The Assessment Framework for City Schools Fostering a Well-Rounded Approach More Large Scale Interim and Common Formatives Readiness More Formative Purpose Periodic assessment of students across schools for the purpose of informing and adjusting instruction Classroom Formatives and Strategies State or IHE mandated assessments used for summative purposes Grading More Summative Purpose Unique to a class, course, or teacher for the purpose of informing and adjusting instruction Class or course summative assessments primarily for the purpose of report card grading LEADING More Classroom Focused LAGGING Brookhart, S. M. (2016). How to make decisions with different kinds of student assessment data. Alexandria, VA: ASCD.
The Assessment Framework for City Schools Fostering a Well-Rounded Approach More Large Scale Interim and Common Formatives Readiness More Formative Purpose Periodic assessment of students across schools for the purpose of informing and adjusting instruction Classroom Formatives and Strategies State or IHE mandated assessments used for summative purposes Easier to impact outcomes, more difficult to Grading measure More Summative Purpose Unique to a class, course, or teacher for the purpose of informing and adjusting instruction Class or course summative assessments primarily for the purpose of report card grading LEADING More Classroom Focused LAGGING
The Assessment Framework for City Schools Fostering a Well-Rounded Approach More Large Scale Interim and Common Formatives Readiness More Formative Purpose Periodic assessment of students across schools for the purpose of informing and adjusting Easier instruction to measure, more difficult to impact Classroom outcomes Formatives and Strategies State or IHE mandated assessments used for summative purposes Grading More Summative Purpose Unique to a class, course, or teacher for the purpose of informing and adjusting instruction Class or course summative assessments primarily for the purpose of report card grading LEADING More Classroom Focused LAGGING
More Formative Purpose The Assessment Framework for City Schools SY 1718 MSDE More Large Scale Requirements Interim and Common Formatives Early Learning Assessments (PK) Reading 3D (K-2) Curriculum-embedded Writing (K-12) Interims (1-11 math only) i-ready (1, 2 math only, 3-11 math & reading) ACCUPLACER Diagnostics (12, students in transition courses) W-APT (various grades) Classroom Formatives and Strategies Checkpoints Teacher tools: questioning, observation, checks for understanding Readiness and Achievement Based KRA (K) PARCC (3-12) MISA/HS MISA (5, 8/various grades) MSAA and Alt-MISA (3-8, 11 and 5-8, 11) Government HSA (schedule driven) SAT (11) ACCUPLACER Placement (12) ACCESS for ELLs 2.0 (various grades) Grading Middle of Course (9-12) End of Course (9-12) Curriculum-based Assessments (various grades) More Summative Purpose More Classroom Focused
More Formative Purpose The Assessment Framework for City Schools SY 1718 More Large Scale Interim and Common Formatives Early Learning Assessments (PK) Reading 3D (K-2) Curriculum-embedded Writing (K-12) Interims (1-11 math only) i-ready (1, 2 math only, 3-11 math & reading) ACCUPLACER Diagnostics (12, students in transition courses) W-APT (various grades) Classroom Additional Formatives assessments: and Strategies The Naglieri Non-Verbal Ability Test serves as a screener for Gifted and Advanced Learners (all students, grade K). Due to this use, it is not listed here. Checkpoints Teacher tools: questioning, observation, checks for understanding The PSAT is strongly recommended by the Office of College and Career Readiness, and offered free to schools for all 10 th graders. This assessment provides schools with formative data with regards to students college and career readiness and aligned to the SAT. Readiness and Achievement Based KRA (K) PARCC (3-12) MISA/HS MISA (5, 8/various grades) MSAA and Alt-MISA (3-8, 11 and 5-8, 11) Government HSA (schedule driven) SAT (11) ACCUPLACER Placement (12) ACCESS for ELLs 2.0 (various grades) District Requirements Grading Middle of Course (9-12) End of Course (9-12) Curriculum-based Assessments (various grades) More Summative Purpose More Classroom Focused
11 Formative assessment generates timely student achievement information to: monitor student progress in terms of what students did or did not learn, and in terms of what they can and cannot do evaluate instructional effectiveness which can be addressed by modifying instruction or re-teaching K n o w Y o u r S t u d e n t s How do we close the gap? Where are we now? K n o w Y o u r P e d a g o g y Where are we going? K n o w Y o u r C o n t e n t Formative Assessment Strategy
More Formative Purpose The Assessment Framework for City Schools SY 1718 More Large Scale Interim and Common Formatives Readiness and Achievement Based Early Learning Assessments (PK) Reading 3D (K-2) Curriculum-embedded Writing (K-12) Interims (1-11 math only) i-ready (1, 2 math only, 3-11 math & reading) ACCUPLACER Diagnostics (12, students in transition courses) W-APT (various grades) Classroom Formatives and Strategies KRA (K) PARCC (3-12) MISA/HS MISA (5, 8/various grades) MSAA and Alt-MISA (3-8, 11 and 5-8, 11) Government HSA (schedule driven) SAT (11) ACCUPLACER Placement (12) ACCESS for ELLs 2.0 (various grades) Grading More Summative Purpose Checkpoints Teacher tools: questioning, observation, checks for understanding Middle of Course (9-12) End of Course (9-12) Curriculum-based Assessments (various grades) More Classroom Focused
Curriculum-embedded Writing Tasks 13 Grades K 5: Explorations in Nonfiction Writing Extended Writes, Response to Reading Grades 6 12: Literacy Design Collaborative Tasks L O O K I N G A T S T U D E N T W O R K
Cycles of Professional Learning S Y 1 6-17 S Y 1 7-18 14
Interim Assessment Goals 15 Know where students are performing on the standards-based curricula Teacher: Collect student and class level data based on the MCCRS for math to inform pacing, grouping and instructional delivery, allowing a continuum of learners to experience grade level standards School leader: Utilize collaborative planning, professional development, and resourcing strategies based on the analysis of standards-based data District teams: Utilize standards-based data in a district academic stat process to inform supports to schools and the identification of learning sites
Interim Assessment Implementation Timeline 16 Math interim assessments developed and adopted Curriculum-embedded writing tasks highlighted during the Cycles of Professional Learning Fall 2017 Second Semester, SY 17-18 ELA curriculum audit concludes Evaluate interim assessment options aligned with audit findings ELA interim assessment implementation SY 18-19
Math Curriculum Changes SY 2017-18 Eureka Math Implementation for grades 1 through Algebra 2 Better curriculum alignment from grade 1 to Algebra 2 Resources provide a more teacher-friendly platform, including professional development videos to support teacher planning and implementation of the curriculum Why Eureka Math Based on data results and trends Feedback from teachers Eureka Math is the only curriculum that aligns fully with the CCSS, according to EdReports.org Eureka Math is the most widely used math curriculum in the United States, according to a study released by the RAND Corporation 17
Math Interim Standards-Aligned Assessment Proposal Interim assessment: At the teacher level, to identify students performance aligned to standards-based curricula which informs pacing, grouping, and instructional delivery At the school and district level, understand more globally students mastery of standards which informs decisions on programming, professional development, and curriculum revisions Checkpoints: At the teacher level, to support pacing of curriculum by determining whether as a whole class, students were able to meet the demand of each standard Math (grades 2-11) Interims Checkpoints Alignment to: Eureka curriculum PARCC rigor Frequency 4 times/year To be covered in a 45-60 min block Depending on topic progression 10-15 minutes Format Online PARCC-like item types (e.g., Type 1, 2, 3) Paper/online PARCC-like item types (Type 1) Reporting Student level Classroom CLN District Student level Classroom 18
Moving Forward 19 Proceed with procuring and developing standardsaligned interim assessments for math, with the inclusion of a library of optional checkpoints that are available after each topic concludes Strategic Preparation We will provide schools with interim assessments based on our specific needs, especially compatibility with the Eureka Math curriculum We will recommend an appropriate dosage of assessments throughout the year - obtaining student data at appropriate intervals to inform instructional and leadership decisions
Assessment Experience: 2 nd Grade Student Encounter 20 Reading 3D Instructional Benefit One-on-one literacy assessment, 3 administrations (15-20 minutes each) Identifies student attainment of early literacy skills, and instructional reading level i-ready Computer-based, adaptive math assessment, 2-3 administrations (90 minutes each) Tracks grade level attainment and indicates likelihood of PARCC proficiency, shows growth Explorations in Nonfiction Writing tasks, 4 per school year Computer-based math assessment, 4 administrations (45-60 minutes each) Curriculum-embedded Writing Tasks Math Interims Writings demonstrate evolving mastery of MCCRS for reading and writing based on a curriculumaligned progression of standards Shows student mastery of MCCRS for mathematics based on a curriculum-aligned progression of standards Total 7.83 hours of assessment (less than 1% of instructional hours)
Assessment Experience: 6 th Grade Student Encounter Computer-based, adaptive math and ELA assessment, 2-3 administrations (90 minutes each) 21 i-ready Instructional Benefit Tracks grade level attainment and indicates likelihood of PARCC proficiency, demonstrates growth Math Interims Computer-based math assessment, 4 administrations (45-60 minutes each) Shows student mastery of MCCRS for mathematics based on a curriculum-aligned progression of standards Curriculum-embedded Writing Tasks Curriculum-embedded writing experience, 4 per school year Writings demonstrate evolving mastery of MCCRS for reading and writing based on a curriculumaligned progression of standards Computer-based math and ELA assessment, 1 administration (240 minutes math, 270 minutes ELA) PARCC L E A D I N G Cumulative measure of MCCRS attainment for math and ELA Total 18.5 hours of assessment (1.7% of instructional hours)
Assessment Experience: 9 th Grade Student Encounter Computer-based, adaptive math and ELA assessment, up to 1-3 administrations (90 minutes each) Computer-based math assessment, 4 administrations (45-60 minutes each) Curriculum-embedded writing experience, 4 per school year Computer or paper based assessments for: English, science, and social studies, 2 per course (90 minutes each) Computer-based assessment tied to Algebra 1, 1 administration (270 minutes) i-ready Math Interims Curriculum-embedded Writing Tasks EOC/MOCs PARCC Instructional Benefit Tracks grade level attainment and indicates likelihood of PARCC proficiency, demonstrates growth Shows student mastery of MCCRS for mathematics based on a curriculum-aligned progression of standards Writings demonstrate evolving mastery of MCCRS for reading and writing based on a curriculum-aligned progression of standards L E A D I N G Cumulative evidence of course-content mastery based on a curriculum-aligned progression of standards, used for grading purposes Cumulative measure of MCCRS attainment for Algebra 1 Total 20.5 hours of assessment (1.9% of instructional hours) 22
i-ready SY 17-18 Administration 23 Required Recommended Elem/Mid Schools High Schools Math: grades 1-8 ELA: grades 3-8 All students complete windows 1 and 3 Math and ELA: grades 9-11 All students complete window 1 Following the first administration of i-ready, schools will consider the way in which they use i-ready data for instructional purposes and, based on this usage, create a plan for assessing students during window 2 (and window 3 in grades 9-11) Required MTSS Pilot Schools Math: grades 1-11 ELA: grades 3-11 i-ready used as a Universal Screener, 3 times a year (windows 1-3)
A Universal Screener for MTSS 24 Data-Based Decision Making and Problem Solving Driven by data, the MTSS framework is a flexible, responsive approach designed to accurately address student needs by providing timely resources, supports, and services, monitoring progress and making adjustments in a timely manner. Universal Screening An assessment is used to determine which students might be at-risk and in need of closer monitoring in the general education curriculum. It is recommended that schools use universal screening three times a year (fall, winter, spring) in combination with other progress monitoring techniques to identify students who require intervention, acceleration, and enrichment supports.
More Learning, Less Testing Act (2017) 25 August 1, 2017 Meet with BTU and confer regarding (1) a rubric for evaluating local assessments; (2) the time required to administer each local assessment; and (3) the purpose of each local assessment December 1, 2017 Meet with BTU and mutually agree to a limited amount of time that may be devoted to federal, State, and locally mandated assessments for each grade, beginning in SY 18-19. If the parties fail to mutually agree, the time that may be devoted to specified assessments must be limited to 2.2% of the minimum required annual instructional hours for every grade except for eighth grade, which must be limited to 2.3%. January 1, 2018 Establish a District Committee on Assessments that includes administrators, parents, and teachers selected by the BTU to advise and make recommendations in the following areas: (1) the time required to administer each assessment; (2) the duplicativeness of assessments; (3) the purpose of assessments; (4) the value of feedback provided to educators; and (5) the timeliness of results June 1, 2019 The District Committee on Assessments must submit the committee s recommendations to the local board of education and exclusive employee representative for teachers for that local school system
Making the Connection to Practice Systemic PD 26 Collective Learning Math/Literacy Representative Citywide CLN
Comments and Questions? Heather Nolan Director of Knowledge Management Office of Achievement and Accountability knolan@bcps.k12.md.us Rachel Haynes Educational Specialist II, Assessment and SLO Office of the Chief Academic Officer rfhaynes@bcps.k12.md.us 27
28 Board of School Commissioners Cheryl A. Casciani, Chair Peter Kannam, Vice-Chair Muriel Berkeley Michelle Harris Bondima Linda Chinnia Marnell Cooper Andrew Andy Frank Tina Hike-Hubbard Martha James-Hassan Ashley Peña, Student Commissioner A.J. Bellido de Luna, Board Executive Officer Senior Management Team Dr. Sonja Brookins Santelises, Chief Executive Officer Alison Perkins-Cohen, Chief of Staff Sean L. Conley, Chief Academic Officer John L. Davis, Jr., Chief of Schools Jeremy Grant-Skinner, Chief Human Capital Officer Theresa Jones, Chief Achievement and Accountability Officer J. Keith Scroggins, Chief Operating Officer Kenneth Thompson, Chief Technology Officer Tammy L. Turner, Esq., Chief Legal Officer John Walker, Interim Chief Financial Officer
Appendix 29
Assessment Experience: 4 th Grade Student Encounter Computer-based, adaptive math and ELA assessment, 2-3 administrations (90 minutes each) 30 i-ready Instructional Benefit Tracks grade level attainment and indicates likelihood of PARCC proficiency, shows growth Computer-based math assessment, 4 administrations (45-60 minutes each) Math Interims Shows student mastery of MCCRS for mathematics based on a curriculum-aligned progression of standards Explorations in Nonfiction Writing tasks, 4 per school year Computer-based math and ELA assessment, 1 administration (240 minutes math, 270 minutes ELA) Curriculum-embedded Writing Tasks Writings demonstrate evolving mastery of MCCRS for reading and writing based on a curriculumaligned progression of standards PARCC L E A D I N G Cumulative measure of MCCRS attainment for math and ELA Total 18.5 hours of assessment (1.7% of instructional hours)
Assessment Glossary: Interim and Common Formatives 31 Assessment Type and Grade Levels Early Learning Assessments PK Reading 3D K - 3 rd grade Math Interim Assessments Kindergarten Description and Purpose Provided by MSDE Administered 3 times a year at BOY, MOY, EOY It is designed to be used in the natural classroom environment multiple times throughout the school year and to equip teachers with tools to track individual children s growth, individualize learning opportunities, plan for intervention, engage in real-time instructional planning, and ensure that all children are on the path for kindergarten readiness and beyond. Reading 3D provided by Amplify, includes DIBELS and TRC measures Administered 3 times a year BOY, MOY, EOY with progress monitoring available and recommended Track and monitor foundational reading skills, inform targeted instruction 3 rd grade assessment optional for students that were far below grade level in DIBELS and/or TRC at EOY, 2 nd grade Produced in-house by Early Learning Programs Administered 2 times a year at Middle and End of Year Based on MCCRS and used for instructional decisions at the classroom, school and district level
Assessment Glossary: Interim and Common Formatives 32 Assessment Type and Grade Levels i-ready Assessment 1 11 th grade Math Interim Assessment 1 11 th grade ACCUPLACER Diagnostics 12th grade Description and Purpose i-ready provided by Curriculum Associates Computer-based and adaptive Administered 1-3 times a year with progress monitoring available Track and monitor standards-based reading and math growth, inform targeted instruction 1-2 assessed on math only, Grades 3-11 assessed on reading and math Also used for summative purposes as a growth measure, and as a Universal Screener for MTSS Interim assessments provider TBD Administered 4 times a year, across quarterly transitions Aligned to Eureka Math curriculum Measures standards mastery for instructional decision making at the classroom, school and district level ACCUPLACER Diagnostics provided by College Board Computer-based and adaptive Administered to students in transition courses for ELA and math at the beginning of the course Results align to remediation planners provided by College Board and help teachers to refine instruction and prepare students to take the ACCUPLACER at the end of their course. (See slide 35 for information on the ACCUPLACER)
Assessment Glossary: Diagnostic Screeners 33 Assessment Type and Grade Levels Naglieri Non-Verbal Ability Test (NNAT-2) Kindergarten Description and Purpose The NNAT-2 provides a nonverbal, measure of general ability Evaluates ability for students from diverse populations who may use different languages or come from different cultures Used to identify gifted and talented students W-APT* Various grades Provided by the WIDA organization Administered once a year for placement purposes Used to determine English proficiency levels for ESOL students, to assist schools in scheduling ESOL classes, and to inform professional development for teachers * M S D E R E Q U I R E D
Assessment Glossary: Summative Assessment Type and Grade Levels Kindergarten Readiness Assessment* (KRA) Kindergarten Maryland Integrated Science Assessment* (MISA/HS MISA) 5 th and 8 th, HS is course driven after pilot years Government High School Assessment *(HSA) 9 th -12 th grades PARCC* 3 rd - 12 th grade Description and Purpose Allows teachers to measure each child s school readiness across multiple domains including Social Foundations, Math, Science, Social Studies, Language and Literacy, Physical Well-being and Motor Development, and Fine Arts MISA is required to measure progress on the Next Generation Science Standards SY 17-18 is a field test for students, SY 18-19 is a no-fault year for students In SY 19-20 and beyond, the HS MISA will be associated with students who are enrolled in their 3 rd science course (e.g.: 11 th grade Physics in traditional schools) The Government HSA is required to measure standards in this curricular area Provided and administered through the Partnership for Assessment of Readiness for College and Career (PARCC) A summative assessment of math and ELA given annually, results of the PARCC Assessment informs families and teachers about how students are progressing along the continuum of standards preparing them for college and career * M S D E R E Q U I R E D 34
Assessment Glossary: Summative 35 Assessment Type and Grade Levels High School MOC/Midterm and EOC/Final 9 th 12 th grade ACCESS for ELLs/ELPA* Various grades Alt-MISA* (Science) 5, 8, and 11 th grades Description and Purpose English, Science and Social Studies MOC/MT and EOC/Final assessments are created in the Office of Teaching and Learning and made available through Data Link. Based on MCCRS and used for instructional decisions at the classroom, school and district level as well as student grading per board policy Provided by the WIDA organization, rebranded as ELPA Given annually in order to monitor students progress in acquiring academic English Eligibility determined by students IEP requirements Measures student achievement in science; aligned to Next Generation Science Standards Multi-State Alternate Assessment/MSAA* Reading and Math (online-assessment, replaces Alt-MSA); ensures students leave school ready for post-secondary options 3-8, and 11 th grades * M S D E R E Q U I R E D
Assessment Glossary: College Board 36 Assessment Type and Grade Levels AP Exams Various grades Description and Purpose Optional college readiness assessments created and administered by College Board These assessments determine whether students have earned college-credits or advanced placement status for course work that they have completed in high-school PSATs/NMSQT 9 th, 10 th, 11 th grade College readiness assessments created and administered by College Board, participation expected as 10 th grade assessment offered free to all secondary schools This assessment checks progress toward college and career readiness SAT 11 th and 12 th grade ACCUPLACER Placement* 12 th grade College readiness assessments created and administered by College Board These assessments are designed to assess college readiness and provide pathways to college acceptance and various kinds of financial assistance SAT School Day administration is offered to all students in 11 th grade at no cost College readiness assessments created and administered by College Board Tests knowledge in reading, writing, and math For students in transition courses, fulfills assessment requirement of the CCR/CCA of 2013 * M S D E R E Q U I R E D
Transition to HS MISA 37 SY 17-18 SY 18-19 SY 19-20+ Field test for students Assess all 10-12 th graders who have not passed the Biology HSA as part of field tests No-fault for students Assess all remaining 10-12 th graders who have not passed the Biology HSA -or- did not take the HS MISA in SY 17-18 First year of regular HS MISA implementation Assess students enrolled in the third science course (e.g.: 11 th grade Physics in traditional schools)