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2013 Assessment and Accountability Information Meeting Condensed Overview Provided By Cathy Doyle Desert Sands Unified School District Cathy.doyle@desertsands.us (760) 771-8667

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Title: 2013 Assessment and Accountability Information Meeting Condensed Overview Provided By Cathy Doyle Desert Sands Unified School District Cathy.doyle@desertsands.us (760) 771-8667


1
2013 Assessment and Accountability Information
MeetingCondensed Overview Provided By Cathy
DoyleDesert Sands Unified School
DistrictCathy.doyle_at_desertsands.us (760)
771-8667

2
AccountabilityCalMAPP Assessment SystemEAPSBAC
Overview and Development ActivitiesTechnologyBey
ond 201314 and 201415CALPADSCELDT
ELPACPFT

Order of Condensed Overview
3
2013 Assessment and Accountability Information
MeetingState and Federal Accountability
Program UpdateKeric Ashley,
DirectorAnalysis, Measurement, and
Accountability Reporting Division

4
Overview of AB 484
  • AB 484 signed into law - October 2, 2013, to take
    effect January 1, 2014
  • Provides a system of assessment that promotes
    high-quality teaching and learning using a
    variety of assessment approaches and item types
  • Replaces STAR with California Measurement of
    Academic Performance and Progress (CalMAPP)

5
Overview of AB 484 (Cont.)
  • Field test results may not be used accountability
    purposes
  • SBAC to CST results cannot be compared

6
Overview of AB 484 (Cont.)
  • API in 201314 and 201415 Pending SBE decision
  • SSPI may recommend suspension in 2014
  • Alternatives
  • Use most recent API
  • Use average of the three most recent API
  • Use alternative measures that show increases in
    achievement schoolwide and all student groups

7
Impact of AB 484 on Accountability
  • AYP for Elementary and Middle Schools
  • 2014 Adequate Yearly Progress (AYP) reports to
    reflect the 2013 AYP results
  • PI status remains frozen
  • API for Elementary and Middle Schools
  • SBE to determine suspension for 2014

8
Impact of AB 484 on Accountability
  • AYP for High Schools
  • 2014 Adequate Yearly Progress (AYP) based on 2014
    CAHSEE and CAPA
  • Schools may be identified or advanced in PI
  • API for High Schools
  • Pending could produce API based on
  • Grade 10 CAHSEE
  • Grades 9-11 CAPA
  • Grade 10 Life Science

9
Progress of SB 1458
  • Beginning with 201516 API cycle for high
    schools
  • 60 Assessment
  • 40 Other indicators
  • Graduation Data
  • College/Career Indicator
  • Other

10
Proposed Graduation Data Methodology
  • Incorporate graduation data in the API using the
    following point structures
  • Graduation Point Structure
  • Bonus Point Structure at the School-level Only

4-Year Graduate with Diploma Special Education Certificate High School Equivalency Test Non-Graduate
1,000 1,000 800 200
4-Year Graduate API Pts. Bonus Points Added Bonus Points Added Bonus Points Added Maximum API Pts. Earned
4-Year Graduate API Pts. EL SWD SED Maximum API Pts. Earned
1,000 50 50 50 1,150
California High School Proficiency Examination
(CHSPE) contributes 1000 API Points
School-level capped at 1000 API points
EL English Learner SWD Students with
Disabilities and SED Socioeconomically
Disadvantaged
11
Still studying the use of data outside of the
four-year cohort to better represent alternative
schools
12
Impact of 201314 Budget Bill (AB 97) on
Accountability
  • Threshold for numerically-significant subgroup
    reduced to 30
  • Foster youth is new student group for API
    (threshold of 15)
  • Districts to receive API Growth targets

13
California Measurement of Academic Performance
and Progress (CalMAPP) Assessment System
OverviewDiane Hernandez, DirectorAssessment
Development and Administration Division
2013 Assessment and Accountability Information
Meeting
14
Assembly Bill 484
  • Allows LEAs to focus on transition to Common Core
    State Standards
  • CalMAPP
  • Assessment system to cover full breadth depth
    of curriculum
  • First operational administration of computer
    adaptive test in 2014-15
  • Independent evaluation every 3 years for
    continuous improvement

15
201314 School Year
Required Assessments
  • SBAC Field Test for ELA and math
  • grades 38, and grade 11 (small sample in gr 9
    10)
  • CAPA for ELA and math
  • grades 2 through 11
  • CST, CMA, and CAPA Science
  • in grades 5, 8, and 10

Voluntary Assessments
  • CSTs used for EAP in grade 11
  • STS in grades 211 (State pays for ELA)

16
(No Transcript)
17
(No Transcript)
18
Assembly Bill 484 (Cont.)
  • Field Test Window March 18June 6, 2014
  • Shorter windows will be assigned to schools
  • Students take combination of ELA and math items
    and 1 performance task in one content
  • Purpose of the 2014 Field Test
  • gauge the validity and reliability of the items
  • conduct psychometric studies
  • experience the SBAC assessments in low-stakes
    environment
  • gauge technology readiness

New
19
Assembly Bill 484 (cont.)
  • Provides LEAs with no-cost tools
  • Interim assessments
  • Formative assessment process
  • EAP transition to SBAC in 2014-15
  • Exempts English learners who have been in the US
    less than 12 months from taking the ELA
    assessment.

20
The Early Assessment Program
Transitioning to New Assessments and
Accountability Systems Fall 2013 Nancy Brynelson
(North) Carolina C. Cardenas (South)
21
EAP Transition in 2015
  • Grade 11 Smarter Balanced summative assessments
    to be used for math and ELA EAP
  • The CSU plan is to accept the Achievement Level
    Descriptors (anticipated to be equivalent to the
    current EAP statuses)
  • Ready
  • Ready Conditional
  • Not yet demonstrating readiness

22
(No Transcript)
23
Assembly Bill 484 (Cont.)
  • Additional assessments may be added after 2016
  • history/social science,
  • technology, and
  • visual and performing arts.
  • additional assessments in ELA, math, and science
  • Varied item types and assessment modalities

24
Smarter Balanced Assessment SystemOverview
and Update on Development ActivitiesJessica
Valdez, AdministratorAssessment Development and
Administration Division
2013 Assessment and Accountability
Information Meeting
25
Implementation Milestones
http//www.cde.ca.gov/re/cc/tl/index.asp
26
Field Test Purpose
  • A field test is not designed to be a valid and
    reliable measure of student achievement rather,
    it is designed to help the test developers
    evaluate whether the tests, individual items, and
    the technology platform work as intended before
    the first operational administration.
  • Deborah S. Delisle
  • U.S.
    Department of Education

27
Benefits of Field Test Participation
  • Students hands-on experience
  • Teachers administrators logistics of
    administration during a trial run
  • LEAs learn where technology gaps exist

28
Smarter Balanced 2014 Field Test (cont.)
  • Approximately 3.5 hours
  • Computer-based only
  • No score reports produced.
  • CDE Smarter Balanced Field Test Web page
    http//www.cde.ca.gov/ta/tg/sa/

29
Summative Testing Windows for the 201415 Smarter
Balanced Operational Tests
  • Approved by governing states on September 10,
    2013.
  • In grades 38, 66 of a schools instructional
    days must be completed before testing can begin.
  • In grade 11, 80 of a schools instructional days
    must be completed before testing can begin.

30
Smarter Balanced Digital Library
  • Access for all California LEAs at no cost
  • First stage expected to launch in April 2014
  • All resources must meet quality criteria
  • Formative assessments
  • PD (web-based instructional modules) to include
  • assessment strategies
  • professional learning
  • instructional resources for educators

31
Preliminary Test Blueprints
  • Approved by governing states in November 2012
  • Preliminary until analysis of pilot field
    tests
  • Test development specifications
  • content,
  • number of items,
  • item types,
  • score points, and
  • depth of knowledge for items
  • On the Smarter Balanced Web page at
    http//www.smarterbalanced.org/smarter-balanced-as
    sessments/

32
Initial Achievement Level Descriptors (ALDs) and
College Content-Readiness Policy
  • Approved by governing states in spring 2013
  • Articulate the knowledge and skills expected of
    students at different levels of performance
  • Four types of ALDs
  • Policy
  • Range
  • Threshold
  • Reporting
  • On the Smarter Balanced Web site at
    http//www.smarterbalanced.org/achievement-level-d
    escriptors-and-college-readiness/

33
Smarter BalancedItem Response Types
  • Multiple (multiple) choice
  • Matching tables
  • Fill-in tables
  • Select or order text or graphics
  • Drag and drop
  • Graphing
  • Equation or numeric response
  • Short text
  • Long essay

34
Smarter Balanced Practice Tests
  • ELA and math for each grades3 - 8 and 11
  • Become familiar with online testing environment
    (and scoring guides)
  • Should not be used to guide instructional
    decisions regarding individual students
  • Approximately 30 questions per test

35
Smarter Balanced Practice Tests (cont.)
  • Letter template to announce Practice Tests to
    parents and guardians (19 languages)
  • On Practice Tests Web page at http//www.cde.ca.go
    v/ta/tg/sa/practicetest.asp
  • Practice Test Help Desk
  • Phone 855-833-1969
  • E-mail smarterbalancedhelpdesk_at_ets.org

36
Smarter Balanced Usability,
Accessibility, and Accommodations Guidelines
  • Approved on September 10, 2013
  • For use beginning with Field Test
  • Describe three types of student support
  • Universal tools, available to all students.
  • Designated supports, available to identified
    students
  • Accommodations, required in IEP or 504 Plan

On the CDE Smarter Balanced Accessibility and
Accommodations Web page at http//www.cde.ca.gov/t
a/tg/sa/access.asp
37
(No Transcript)
38
Smarter Balanced Spanish Web Page
  • Fact sheets for teachers, parents, and students
  • Description of research that helped design
    assessment items that reduce linguistic burdens
  • On Smarter Balanced Web site at
    http//www.smarterbalanced.org/parents-students/co
    mo-ayudar-a-todos-los-estudiantes-a-que-tengan-exi
    to/.

39
2013 Assessment and Accountability Information
MeetingTechnology for the Smarter Balanced
AssessmentsRodney OkamotoCalifornia
Department of EducationCo-chair, Technology and
Reporting Work Group
40
Preparing For Online Testing
  • Plan, recommend policies, develop procedures, and
    resolve issues (multi-disciplinary group at the
    district and school)
  • Establish the goals (with expected completion
    dates)
  • Review policies for access and use of technology
  • Share practices with other districts

41
Student System RequirementsMiscellaneous
  • Display size
  • Display resolution
  • External keyboard
  • Headphones
  • Printer (student accommodation only)

42
Student System RequirementsSecure Browser
  • SBAC Secure Browser software
  • Updated version released annually
  • Field Test version released November 19, 2013
  • Note The Windows, Mac, and Android secure
    browsers are now available for download.
  • The other secure browsers and Chromebooks app
    will be released at a later date.

New
http//sbac.portal.airast.org/browsers/
43
Student System RequirementsSecure Browser (cont.)
  • Can be used to access Practice Test
  • Launch secure browser, select Training Test link
  • Required for text-to-speech and Braille
  • Ensures test security (kiosk mode)
  • Checks for list of prohibited applications at
    startup and during process execution

44
Student System RequirementsNetwork Bandwidth
  • More devices may require more internal network
    hardware
  • More Internet bandwidth may be required from
    school to district, and/or district to county
    office
  • Archived SBAC Tech Readiness Webinar
  • November 4, 2013
  • http//www.cde.ca.gov/ta/tg/sa/techreadiness-nov20
    13.asp

New
45
Factors to Consider
  • Device availability- How often will the device be
    used for non-assessment purposes?
  • Additional laptops, tablets, and Chromebooks may
    require school-level wireless network
    improvements
  • Facilities with electrical power limitations may
    consider battery operated devices
  • Individual students with special device needs
  • Manageability and support of devices

46
Student Registration
Student-level CALPADS submission
District orDirect-funded Charter School
CDE CALPADS System
Student-level accommodations
Student-level registration
CA Smarter Balanced Student Registration System
Reference Smarter Balanced Usability,
Accessibility, and Accommodations
Guidelines(http//www.cde.ca.gov/292859)
47
Are Schools Ready, Technology-wise?
  • Smarter Balanced Technology Readiness Tool (TRT)
  • User account required
  • Number of devices at school-level
  • Network capacity at school-level
  • Test Window (days) at school-level
  • Readiness reports at school-level

Input
48
TRT Sample Report
List of schools in a district
  • Percent of students who can test given the number
    of available devices
  • Percent of students who can test given the
    network capacity
  • What-if calculator

Input
49
Technology Readiness Calculator
  • How many days will it take to test?
  • Web-based open to public
  • Inputs number of students, number of computers,
    computer hours available per day, Internet
    bandwidth
  • Outputs estimated number of days to administer
    tests, estimated network bandwidth required

http//www3.cde.ca.gov/sbactechcalc/
50
Test Proctor Interface
  • Proctor specifies assessment type creates
    unique session ID
  • Student specifies first name, SSID, and session
    ID to logon
  • Proctor approves student to start test
  • Proctor monitors student progress

51
Student Interface
  • Smarter Balanced Secure Browser application is
    used to secure the assessment
  • Numerous accessibility and accommodation tools
    available
  • Mark item for review, digital notepad
  • Pause/Restart

52
Beyond Smarter BalancedCalifornia Measurement
of AcademicPerformance and Progress for 201314
and 201415John Boivin, AdministratorAssessment
Development and Administration Division
2013 Assessment and Accountability Information
Meeting
53
Science Assessments
  • The State Superintendent of Public Instruction is
    to
  • As soon as is feasible after the adoption of
    science content standards, make recommendations
    regarding the assessment of the newly adopted
    standards.
  • Consult with stakeholders, including, but not
    necessarily limited to, California science
    teachers, individuals with expertise in assessing
    English learners and pupils with disabilities,
    parents, and measurement experts, regarding the
    grade level, content, and type of assessment.

54
Primary Language Assessments
  • The State Superintendent of Public Instruction is
    to
  • Consult with stakeholders to determine the
    content and purpose of a stand-alone language
    arts summative assessment in primary languages
    other than English that aligns with the ELA
    content standards.
  • Consider the appropriate purposes for this
    assessment, including support for the State Seal
    of Biliteracy and accountability.
  • Administer this assessment no later than the
    201617 school year.

55
Expanding the CalMAPP Program
  • No later than March 1, 2016, the SSPI must make
    recommendations to the State Board of Education
    on expanding the CalMAPP program to include
    additional assessments. The recommendations must
    address
  • Assessments by grade level, content, and type of
    assessment
  • Consideration of the assessments already being
    administered or planned
  • Consideration of the use of consortium-developed
    assessments, various item types, computer-based
    testing, and a timeline for implementation

56
Expanding the CalMAPP Program (cont.)
  • Recommendations shall consider assessments in
    subjects, including, but not necessarily limited
    to
  • History-social science, technology, visual and
    performing arts
  • Englishlanguage arts, mathematics, and science
    assessments to augment the assessments
  • Use of various assessment options
  • Computer-based tests,
  • Locally scored performance tasks
  • Portfolios

57
Expanding CalMAPP (cont.)
  • Recommendations shall also include
  • Use of an assessment calendar that would schedule
    the assessments over several years
  • Use of matrix sampling
  • Use of population sampling
  • Include a timeline for test development and cost
    estimates for subject areas

58
California Longitudinal Pupil Achievement Data
System 201314 UpdateCindy Kazanis,
DirectorEducational Data Management Division
  • 2013 Assessment and
  • Accountability
  • Information Meeting

59
201314 Collection Windows
Census Day Primary Data Collection Window Certification Deadline AmendmentWindow
Fall 1 October 2 Enrollment Graduates/ Dropouts Immigrants English Learners FRPM Eligible October 2 to December 13 December 13 December 14 to February 7
Fall 2 October 2 Course Enrollment Teachers EL Services October 2 to February 21 February 21 February 22 to March 28
End of Year n/a Courses Grades Participants Discipline April 28 to July 18 July 18 July 19 to September 12
60
Assessment Update
  • Standardized Testing and Reporting (STAR),
    California English Language Development Test
    (CELDT), and California High School Exit
    Examination (CAHSEE) data were loaded from
    200809 through 201213.
  • CALPADS assessment functionality may be restarted
    in November 2013.
  • (NOT yet available)

61
Assessment Update (cont.)
  • Local Educational Agencies (LEAs) are expected to
    manage their assessment records that do not match
    student records in CALPADS.
  • CAHSEE results 201213 and beyond
  • CELDT results 201314 and beyond
  • STAR Science results 201314 and beyond

62
CALPADS and CalMAPP (cont.)
  • CALPADS Assessment reports will continue to
    include
  • California Standards Test (CST), California
    Modified Assessment (CMA), and California
    Alternate Performance Assessment (CAPA) Science
    assessments grades 5, 8, and 10
  • CAPA, ELA and math, grades 211
  • CAHSEE
  • CELDT
  • Future CalMAPP Reports

63
CALPADS and CalMAPP (cont.)
  • Potential Challenges
  • Regular updating of CALPADS Operational Data
    Store (ODS)
  • Statewide Student Identifiers (SSIDs)
  • Ungraded students
  • Matching of grade levels

64
CALPADS and CalMAPP (cont.)
  • Unknowns
  • Mobility between schools/districts and impact on
    testing
  • Concurrent enrollments
  • Reporting

65
CALPADS and Accountability
  • Demographic and program data corrections for STAR
    and CAHSEE
  • CALPADS data used for Academic Performance Index
    and Adequate Yearly Progress reporting
  • Race and Ethnicity
  • English Learner Status
  • Socioeconomically Disadvantaged (FRPM/Parent Ed
    level)
  • Students with Disabilities
  • Gender
  • Accountability Functionality

66
California English Language Development Test
Update and Transition to the English Language
Proficiency Assessments for California Lily
Roberts, Ph.D., AdministratorAssessment
Development and Administration Division
  • 2013 Assessment and
  • Accountability
  • Information Meeting

67
Legislative Updates
  • Senate Bill 201 ELPAC
  • Two English language proficiency assessments
  • Initial identification
  • Annual summative
  • Annual assessment administration - four-month
    period after January 1 of each school year
  • State Board of Education (SBE) must approve the
    window, test blueprints, and performance level
    descriptors
  • SSPI must report to Legislature when both
    assessments are ready as operational

68
Legislative Updates (cont.)
  • Assembly Bill 899
  • By January 1, 2015, modifications to the ELD
    standards to link content standards for
    mathematics and science
  • Hold a minimum of two public meetings
  • By August 1, 2015, SBE adopt or reject
    recommendations
  • ELPAC must be aligned with the approved ELD
    standards

69
CELDT Administration
  • For the 201314 administration year
  • Continue to administer the CELDT as usual
  • Initial assessment s July 1 - June 30
  • Annual assessments July 1 - October 31
  • For the 201415 administration year
  • Scoring Training of Trainers workshops (STOT)
  • Reduced to 7 trainings for new coordinators
  • Annual training required for all trainers and
    examiners
  • Regional training workshop information contact
    Amy Barr, Sacramento County Office of Education,
    916-228-2663

70
Resources
  • 201314 CELDT Information Guide
  • Information on the transition to the new English
    language proficiency assessments system
  • Guidance on assessing and reclassifying English
    learners with disabilities, including severe
    cognitive disabilities
  • Available on CDE CELDT Resources Web page at
    http//www.cde.ca.gov/ta/tg/el/resources.asp

71
Key Dates for 201314
  • October 31, 2013 End of the 201314 AA window
  • December 2013 Finalization of CELDT Item
    Alignment Report for Web posting
  • February 13, 2014 201314 CELDT Data Review
    Module (DRM) opens

71
71
72
Transition to ELPAC
  • Integrating the 2012 ELD standards into the
    California public education system
  • New ELD standards (2012)
  • ELD standards implementation plan (2013)
  • ELD professional development materials (201314)
  • Englishlanguage arts (ELA)/ELD curriculum
    Framework (201415)
  • New ELD assessment system (201617), contingent
    on funding

73
Item Alignment StudyJune 2013
  • CELDT Item Alignment Process
  • Goals
  • Primary alignment with the 2012 ELD Standards
    document
  • Over 700 items reviewed
  • Also reviewed for further research
  • Secondary alignment
  • Grade-level appropriateness
  • Language complexity level
  • Alignment with foundational skills(2012 ELD
    Standards, Part III)

74
ELPAC Test Development
  • Development of blueprint guidelines
  • Development of test blueprints
  • Item development
  • Test Development
  • Content review
  • Bias and sensitivity review
  • Stand-alone spring field test for annual
    summative
  • Operational test

75
Physical Fitness Test (PFT) Program Update
2013 Assessment and Accountability Informational
Meeting
76
Whats New for 2014
  • Changes to FITNESSGRAM
  • Body Mass Index (BMI) test Healthy Fitness Zones
    (HFZs) have been updated.
  • http//www.cde.ca.gov/ta/tg/pf/healthfitzones.asp.
  • Progressive Cardiovascular Endurance Run (PACER)
    test VO2max formula has been revised.
  • Changes to Student Data File Layout
  • Participation Level and Reason for Participation
    Level fields are no longer required fields

76
76
77
For Further Information
  • CDE Assessment Transition Office
  • sbac_at_cde.ca.gov
  • 916-445-8517
  • Technology Readiness Coordinator
  • sbac-itreadiness_at_cde.ca.gov
  • Smarter Balanced Assessment
  • Consortium Web site
  • http//www.smarterbalanced.org
  • CDE Smarter Balanced Web Page
  • http//www.cde.ca.gov/sbac/
  • CDE STAR Web Page
  • http//www.cde.ca.gov/ta/tg/sr/
  • 916-445-8765

78
2013 - 2014
79
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