2013 Assessment and Accountability Information Meeting State and Federal Accountability Program Update Keric Ashley, Director Analysis, Measurement, and Accountability Reporting Division



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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

Accountability CalMAPP Assessment System EAP SBAC Overview and Development Activities Technology Beyond 2013–14 and 2014–15 CALPADS CELDT & ELPAC PFT

2013 Assessment and Accountability Information Meeting State and Federal Accountability Program Update Keric Ashley, Director Analysis, Measurement, and Accountability Reporting Division

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)

Overview of AB 484 (Cont.)

  • Field test results may not be used accountability purposes
  • SBAC to CST results cannot be compared

Overview of AB 484 (Cont.)

  • API in 2013–14 and 2014–15 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

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

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

Progress of SB 1458

  • Beginning with 2015–16 API cycle for high schools:
    • 60%: Assessment
    • 40%: Other indicators
      • Graduation Data
      • College/Career Indicator
      • Other

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:
  • *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
  • 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.
  • +
  • =
  • Maximum API Pts. Earned**
  • EL
  • SWD
  • SED
  • 1,000
  • 50
  • 50
  • 50
  • 1,150
  • Still studying the use of data outside of the four-year cohort to better represent alternative schools

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

California Measurement of Academic Performance and Progress (CalMAPP) Assessment System: Overview Diane Hernandez, Director Assessment Development and Administration Division

  • 2013 Assessment and Accountability
  • Information Meeting

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

2013–14 School Year

  • SBAC Field Test for ELA and math –
    • grades 3–8, 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
  • Required Assessments
  • CSTs used for EAP in grade 11
  • STS in grades 2–11 (State pays for ELA)

Assembly Bill 484 (Cont.)

    • Field Test Window: March 18–June 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

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.

The Early Assessment Program

  • Transitioning to New Assessments and Accountability Systems
  • Fall 2013
  • Nancy Brynelson (North)
  • Carolina C. Cardenas (South)
  • 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

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

Smarter Balanced Assessment System Overview and Update on Development Activities Jessica Valdez, Administrator Assessment Development and Administration Division

  • 2013 Assessment and Accountability
  • Information Meeting
  • Implementation Milestones
  • http://www.cde.ca.gov/re/cc/tl/index.asp

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

Benefits of Field Test Participation

  • Students hands-on experience
  • Teachers & administrators logistics of administration during a trial run
  • LEAs learn where technology gaps exist

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/

Summative Testing Windows for the 2014–15 Smarter Balanced Operational Tests

  • Approved by governing states on September 10, 2013.
  • In grades 3–8, 66% of a school’s instructional days must be completed before testing can begin.
  • In grade 11, 80% of a school’s instructional days must be completed before testing can begin.

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

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-assessments/

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-descriptors-and-college-readiness/

Smarter Balanced Item 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

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

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.gov/ta/tg/sa/practicetest.asp
    • Practice Test Help Desk
        • Phone: 855-833-1969
        • E-mail: smarterbalancedhelpdesk@ets.org

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/ta/tg/sa/access.asp

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/como-ayudar-a-todos-los-estudiantes-a-que-tengan-exito/.

2013 Assessment and Accountability Information Meeting Technology for the Smarter Balanced Assessments Rodney Okamoto California Department of Education Co-chair, Technology and Reporting Work Group

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

Student System Requirements Miscellaneous

  • Display size
  • Display resolution
  • External keyboard
  • Headphones
  • Printer (student accommodation only)

Student System Requirements Secure 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.
  • http://sbac.portal.airast.org/browsers/
  • New

Student System Requirements Secure 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

Student System Requirements Network 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-nov2013.asp
  • New

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

Student Registration

  • District or Direct-funded Charter School
  • CA Smarter Balanced Student Registration System
  • CDE
  • CALPADS
  • System
  • Student-level
  • accommodations *
  • Student-level
  • registration
  • Student-level
  • CALPADS submission
  • * Reference Smarter Balanced Usability, Accessibility, and Accommodations Guidelines (http://www.cde.ca.gov/292859)

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

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

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/

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

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

Beyond Smarter Balanced: California Measurement of Academic Performance and Progress for 2013–14 and 2014–15 John Boivin, Administrator Assessment Development and Administration Division

  • 2013 Assessment and Accountability Information Meeting

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.

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 2016–17 school year.

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

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
    • English–language arts, mathematics, and science assessments to augment the assessments
    • Use of various assessment options

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

California Longitudinal Pupil Achievement Data System 2013–14 Update Cindy Kazanis, Director Educational Data Management Division

  • 2013 Assessment and
  • Accountability
  • Information Meeting

2013–14 Collection Windows

  • Census Day
  • Primary
  • Data
  • Collection Window
  • Certification Deadline
  • Amendment Window
  • 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

Assessment Update

  • Standardized Testing and Reporting (STAR), California English Language Development Test (CELDT), and California High School Exit Examination (CAHSEE) data were loaded from 2008–09 through 2012–13.
  • CALPADS assessment functionality may be restarted in November 2013.
  • (NOT yet available)

Assessment Update (cont.)

  • Local Educational Agencies (LEAs) are expected to manage their assessment records that do not match student records in CALPADS.
    • CAHSEE results 2012–13 and beyond
    • CELDT results 2013–14 and beyond
    • STAR Science results 2013–14 and beyond

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 2–11
    • CAHSEE
    • CELDT
  • Future CalMAPP Reports

CALPADS and CalMAPP (cont.)

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

CALPADS and CalMAPP (cont.)

  • Unknowns
    • Mobility between schools/districts and impact on testing
    • Concurrent enrollments
    • Reporting

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

California English Language Development Test Update and Transition to the English Language Proficiency Assessments for California Lily Roberts, Ph.D., Administrator Assessment Development and Administration Division

  • 2013 Assessment and
  • Accountability
  • Information Meeting

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

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

CELDT Administration

  • For the 2013–14 administration year:
  • Continue to administer the CELDT as usual:
    • Initial assessment s July 1 - June 30
    • Annual assessments July 1 - October 31
  • For the 2014–15 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

Resources

    • 2013–14 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

Key Dates for 2013–14

  • October 31, 2013: End of the 2013–14 AA window
  • December 2013: Finalization of CELDT Item Alignment Report for Web posting
  • February 13, 2014: 2013–14 CELDT Data Review Module (DRM) opens

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 (2013–14)
  • English–language arts (ELA)/ELD curriculum Framework (2014–15)
  • New ELD assessment system (2016–17), contingent on funding

Item Alignment Study June 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)

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

Physical Fitness Test (PFT) Program Update

  • 2013 Assessment and Accountability Informational Meeting

What’s 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

For Further Information

  • CDE Assessment Transition Office
  • sbac@cde.ca.gov
  • 916-445-8517
  • Technology Readiness Coordinator
  • sbac-itreadiness@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
  • 2013 - 2014


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