Upload
others
View
2
Download
0
Embed Size (px)
Citation preview
Dr. Sonja Brookins SantelisesChief Executive Officer, Baltimore City Public Schools
Assessment StrategySY 18-19 through SY 20-21
1
Presentation to the Baltimore City Board of School CommissionersTeaching and Learning Committee
August 7, 2018
Sean Conley, Chief Academic Officer
Theresa Jones, Chief Achievement and Accountability Officer
Agenda
2
1. Assessment Strategy Development Goals
2. SY18-19 Strategy and Changes
3. 3-year Strategy and Goals
Purpose of Assessments
3
• Provide information that informs teachers and students in determining their next teaching and learning steps
• Communicate to parents and communities of progress being made, so that they can play an active role in a child’s learning
• Inform district and school decisions on resource allocations, strategy investments, and policy implementation
Blueprint Connection
4
• High functioning systems are built on professional learning that informs decision-making from all levels
• Assessments give timely information about student learning
• Systems and structures are in place to provide opportunities for learning communities to collaborate and leverage resources
and
Navigating Academic Planning
Assessment Strategy Development Goals
1. Develop an assessment strategy that meets the needs of teachers, students, and administrators
2. Optimize testing time for students
3. Maximize the usefulness of testing administrations by ensuring staff at all levels share a common understanding of how to leverage data to improve student outcomes
4. Identify and build a 3-year strategy that can be communicated clearly and support the broader work of the district
Framework for Review of Assessments
6
Timely Applicable
Aligned Essential
The Assessment Framework for City Schools –
Fostering a Well-Rounded Approach
Interims and Common
Formatives
Periodic assessment of
students across schools for
the purpose of informing
and adjusting instruction
Readiness
State or IHE mandated
assessments used for
summative purposes
Classroom Formatives
and Strategies
Unique to a class, course,
or teacher for the purpose
of informing and
adjusting instruction
Grading
Class or course
summative assessments
primarily for the purpose
of report card grading
More Large Scale
More Classroom Focused
More
Summative
Purpose
More
Formative
Purpose
LEADING LAGGING
Easier to impact
outcomes, more difficult
to measure
The Assessment Framework for City Schools –
Fostering a Well-Rounded Approach
Interim and Common
Formatives
Periodic assessment of
students across schools for
the purpose of informing
and adjusting instruction
Readiness
State or IHE mandated
assessments used for
summative purposes
Classroom Formatives
and Strategies
Unique to a class, course,
or teacher for the purpose
of informing and
adjusting instruction
Grading
Class or course
summative assessments
primarily for the purpose
of report card grading
More Large Scale
More Classroom Focused
More
Summative
Purpose
More
Formative
Purpose
LEADING LAGGING
Easier to measure, more
difficult to impact
outcomes
The Assessment Framework for City Schools –
Fostering a Well-Rounded Approach
Interim and Common
Formatives
Periodic assessment of
students across schools for
the purpose of informing
and adjusting instruction
Readiness
State or IHE mandated
assessments used for
summative purposes
Classroom Formatives
and Strategies
Unique to a class, course,
or teacher for the purpose
of informing and
adjusting instruction
Grading
Class or course
summative assessments
primarily for the purpose
of report card grading
More Large Scale
More Classroom Focused
More
Summative
Purpose
More
Formative
Purpose
LEADING LAGGING
The Assessment Framework for City Schools – SY 1819
Interims and Common Formatives
Early Learning Assessments (PK)
Amplify Reading 3D (K-2)
Interim Assessments (1-11 math*, RFP launch
ELA)
i-Ready (1, 2 math only, 3-11 math & reading)
ACCUPLACER Diagnostics (12, students in
transition courses)
W-APT (various grades)
Readiness and Achievement BasedKRA (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)
Classroom Formatives and Strategies
New Read Assessments/End of Module-
ELA
Mid/End of Module Assessments -Math
Teacher tools:
questioning, observation, checks for
understanding
Grading
Middle of Course (9-12)
End of Course (9-12)
Curriculum-based Assessments (various
grades)
More Large Scale
More Classroom
Focused
Mo
re S
um
ma
tive
Pu
rpo
seMo
re F
orm
ati
ve
Pu
rpo
se
District Requirements
Additional assessments: The Naglieri Non-Verbal Ability Test and PSAT
*Grade 1 –11 Math will only administer interims and not Middle of Course and End of Course assessments
Formative Assessment Strategy
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
11
Where are we now?
Where are we going?
How do we close the gap?
K n o w Yo u r S t u d e n t s
K n o w Yo u r C o n t e n tK n o w Yo u r P e d a g o g y
Measuring Growth vs Mastery
Student Learning Growth
• Measures student progress across two or more points in time
• Targets specific opportunities for improvement at student level
Mastery
• Measures attainment of standards
• Focus teachers and administrators on the minimum of content mastery that must be demonstrated at end of course
12
i-Ready SY 18-19 Administration
13
Required Recommended
• Math: grades 1-8
• ELA: grades 3-8
• All students complete windows 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 • Math and ELA: grades 9-11
• All students complete window 1
Required
• Math: grades 1-11
• ELA: grades 3-11
• i-Ready used as a Universal Screener, 3 times a year (windows 1-3)
Elem/Mid Schools
High Schools
MTSS Pilot Schools
i-Ready provides diagnostic data about students’ grade level performance
on common core standards
i-Ready 3-Year Plan
14
•All Schools required to administer Window 1 and have the option to administer windows 2 and 3
•MTSS sites administer all windows
SY18-19Implement a district-wide intervention assessment
SY19-20All windows optional for
non-MTSS schools
MTSS sites administer all
windows
Re-examine usefulness of
assessment based
on school-level decisions
and use in SY1920 –
determine whether to
continue with i-Ready as
the district's intervention
assessment by December
2019
SY20-21
The Assessment Framework for City Schools – SY 1819
Interims and Common Formatives
Early Learning Assessments (PK)
Reading 3D (K-2)
Interim Assessments (1-11 math*, RFP launch
ELA)
i-Ready (1, 2 math only, 3-11 math & reading)
ACCUPLACER Diagnostics (12, students in
transition courses)
W-APT (various grades)
Readiness and Achievement BasedKRA (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)
Classroom Formatives and Strategies
New Read Assessments/End of Module-
ELA
Mid/End of Module Assessments -Math
Teacher tools:
questioning, observation, checks for
understanding
Grading
Middle of Course (9-12)
End of Course (9-12)
Curriculum-based Assessments (various
grades)
More Large Scale
More Classroom
Focused
Mo
re S
um
ma
tive
Pu
rpo
seMo
re F
orm
ati
ve
Pu
rpo
se
Additional assessments: The Naglieri Non-Verbal Ability Test and PSAT
*Grade 1 –11 Math will only administer interims and not Middle of Course and End of Course assessments
Wit & Wisdom New ELA Curriculum
16
K-8 content alignment
• Provides a coherent foundation of content knowledge that creates equitable access for all
students
Readiness for district-wide implementation
• Alignment to current district structures and initiatives provide a level of familiarity for
teachers as they embark on the first year of implementation
Educative Features
• Teacher-friendly embedded resources that build instructional practice and develop content
knowledge
Opportunities for arts integration and alignment across content areas
• Supports student engagement, reinforces close reading, and expands students’ visual and
cultural literacy
Strong parent resources
• Module overviews of upcoming learning, sample questions to support students, extension
activities, and fluency homework
ELA (K-8) Assessment Trajectory
17
• Built into the curriculum
• Monitor student ELA standards mastery based on scope and sequence
Common Formatives
(New Read/End of Module)
Interims
(ELA Standards Mastery)
Summative
(PARCC)
• Assess student
mastery of grade-
level standards 4
times a year
• Evaluate student’s
mastery of common
core standards at the
end of the year
ELA Formative Assessment Implementation Timeline
18
• Teachers assess using New Read Assessments & EOM
• ELA interim assessment (K-8) RFP launched and outreach conducted
• ELA 9-12 curriculum update process begins
Fall 2018
• Adopt and administer up to 3 ELA interim assessments to elementary and middle grades
• ELA interim assessment (9-12) RFP launched and outreach conducted
Second Semester, SY 18-19
• Implement ELA interim assessment for high schools
• Implement updated 9-12 curriculum
SY 19-20
Transition to Interims for All Subjects
19
• Review MOY/EOY assessments used in subjects other than ELA and math for grades 9-12, working to shift assessments to interims and use for grading
SY 18-19
• Implement interims for all subjects for grades 9-12
• Review MOY/EOY assessments used in subjects other than ELA and Math for Grades 6-8, working to shift assessments to interims and use for grading
SY 19-20 • Implement interims for all subjects for grades 6-8 and use for grading
SY 20-21
Adjustments to College Readiness Assessments for SY 18-19 and Beyond
20
• Continue with school-day SAT implemented in SY17-18
• Majority of students have met the state's College and Career Readiness indicator requirement through SAT performance
• Receive SAT data in May – substantially earlier than PARCC data
• Remove PARCC ELA 11 and ALG 2 to reduce testing
• Provides similar information to the SAT
Summary of Administration Changes for SY1819
21
Assessment Change in SY1819 Change in
Administration Time
Math Interims No Change No Change
ELA Interims Launch RFP ; adopt and administer
up to 3 assessments to
elementary/middle grades
Increase
i-Ready Reduce required administrations to
Window 1 only. (Previously required
Windows 1 and 3)
Decrease
Amplify Reading 3D No Change No Change
ACCUPLACER No Change No Change
High School
Adjustments
Remove PARCC ELA 11 and Algebra
2 and use SAT as college readiness
indicator
Decrease
Curriculum–
Embedded Writing
Utilize module tasks for K-8 and
continue with LDCs for 9-12
No impact as embedded
in curriculum delivery
Comments and Questions?
Heather Nolan
Director of Knowledge Management
Office of Achievement and Accountability
Jessica Wilson
Director of Strategy and Compliance
Academic Office
Ashley Cook-Plymouth
Director of Literacy, Languages and Culture
22
Appendix
23
Summary of Three Year Strategy
24
Grades Year 1 (SY 18-19) Year 2 (SY 19-20) Year 3 (SY 20-21)
ELA Assessment 1-8 Procurement and
implementation of new
standards aligned platform
Continue with standards
aligned assessment
Continue with standards
aligned assessment
9-11 Continue with current exams Build into vendor platform or
address separately depending
on curriculum selection
Continue with chosen interim
approach
Amplify K-3 Continue with K-2 Expand to grade 3 to provide
screening information after
removal of i-Ready
requirement
Continue with grades K-3
LDC 9-12 Continue with current Adjust as necessary to align
with curriculum
Adjust as necessary to align
with curriculum
High School Adjustments Grade 11 Eliminate PARCC ELA 11 and
Alg 2 assessments and use SAT
as the college readiness
measure. Continue with SAT
day for high schools
Continue with SAT Day Continue with SAT Day
Summary of Three Year Strategy
25
Grades Year 1 (SY 18-19) Year 2 (SY 19-20) Year 3 (SY 20-21)
i-Ready 3-11 ONLY BOY administration
required. Teachers and
principals would have the
option of doing additional
administrations based on
district guidance or interest.
MTSS Pilot sites continue
with all 3 administrations.
Work with Special Ed and
Specialized Learning to
develop clear guidance on
the use of PARCC, ANet, and
ELA assessments as
universal screeners.
Eliminate i-Ready
requirement for all students
Re-examine the use of i-
Ready at MTSS schools and
others as identified to
determine effectiveness and
plans for continued use
Implement a district-wide intervention assessment
Summary of Three Year Strategy
26
Grades Year 1 (SY 18-19) Year 2 (SY 19-20) Year 3 (SY 20-21)
MOY/EOY 6-12 Build work group including
teachers and principals in
each content area to begin
reviewing and standardizing
all content areas to interim
assessments that would be
supported by either a
vendor platform or by
district’s instructional
management system.
Determine whether the
district will continue to build
assessment items for
teachers and schools OR
purchase vendor developed
items, assessments. Also
determine whether schools
will have functionality to
create their own tests.
All 9-12 content areas will
have standardized interims
in place using vendor-
provided systems or the
district’s instructional
management system.
All 6-8 content areas will
have standardized interims
in place either on a vendor
platform or the district’s
instructional management
system.
Implement a district-wide
intervention assessment
Percentage of Instructional Time Utilized for Assessments
27
Grade SY17-18 SY18-19 SY19-20Pre-K 0.00% 0.00% 0.00%
K 0.25% 0.25% 0.25%
1 0.73% 0.86% 0.82%
2 0.73% 0.86% 0.82%
3 1.69% 1.64% 1.54%
4 1.71% 1.71% 1.53%
5 2.08% 2.08% 1.90%
6 1.77% 1.71% 1.53%
7 1.77% 1.71% 1.53%
8 2.15% 2.08% 1.90%
9 1.90% 1.90% 1.44%
10 2.36% 2.42% 2.24%
11 2.38% 1.48% 1.30%
12 0.81% 0.90% 0.81%
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.
28
Assessment Glossary: Interim and Common Formatives
29
Assessment Type
and Grade Levels
Description and Purpose
Early Learning
Assessments
PK
• 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
K - 3rd grade
• 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
• 3rd grade assessment optional for students that were far below grade level in DIBELS
and/or TRC at EOY, 2nd grade
Math Interim
Assessments
Kindergarten
• 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
30
Assessment Type
and Grade Levels
Description and Purpose
i-Ready Assessment
1 – 11th grade
• 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
Math Interim
Assessment
1 – 11th grade
• 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
12th grade
• 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.
Assessment Glossary: Diagnostic Screeners
31
Assessment Type
and Grade Levels
Description and Purpose
Naglieri Non-Verbal
Ability Test (NNAT-2)
Kindergarten
• 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
32
Assessment Glossary: SummativeAssessment Type
and Grade Levels
Description and Purpose
Kindergarten Readiness
Assessment* (KRA)
Kindergarten
• 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
Maryland Integrated
Science Assessment*
(MISA/HS MISA)
5th and 8th, HS is course
driven after pilot years
• 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 3rd science course (e.g.: 11th grade Physics in traditional schools)
Government High School
Assessment *(HSA)
9th -12th grades
• The Government HSA is required to measure standards in this curricular area
PARCC*
3rd - 12th grade
• 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
Assessment Glossary: Summative
33
Assessment Type
and Grade Levels
Description and Purpose
High School MOC/Midterm
and EOC/Final
9th – 12th grade
• English, Science and Social Studies MOC/MT and EOC/Final assessments are
created in the Office of Teaching and Learning and made available through
district's instructional management system. English MOC and EOC will be
replaced with the ELA interim assessment procured
• Based on MCCRS and used for instructional decisions at the classroom, school
and district level as well as student grading per board policy
ACCESS for ELLs/ELPA*
Various grades
• Provided by the WIDA organization, rebranded as ELPA
• Given annually in order to monitor students’ progress in acquiring academic
English
Alt-MISA* (Science)
5, 8, and 11th grades
• Eligibility determined by students’ IEP requirements
• Measures student achievement in science; aligned to Next Generation Science
Standards
Multi-State Alternate
Assessment/MSAA*
3-8, and 11th grades
• Reading and Math (online-assessment, replaces Alt-MSA); ensures students
leave school ready for post-secondary options
* M S D E R E Q U I R E D
Assessment Glossary: College Board
34
Assessment Type
and Grade Levels
Description and Purpose
AP Exams
Various grades
• 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
9th, 10th, 11th grade
• College readiness assessments created and administered by College Board,
participation expected as 10th grade assessment offered free to all secondary
schools
• This assessment checks progress toward college and career readiness
SAT
11th and 12th 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 11th grade at no cost
ACCUPLACER
Placement*
12th grade
• 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
35
SY 17-18
SY 18-19
SY 19-20+
• Field test for students
• Assess all 10-12th graders who have not passed the Biology HSA as part of field tests
• No-fault for students
• Assess all remaining 10-12th
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.: 11th
grade Physics in traditional schools)
Board of School CommissionersCheryl A. Casciani, Chair
Linda Chinnia, Vice-Chair
Muriel Berkeley
Michelle Harris Bondima
Andrew “Andy” Frank
Martha James-Hassan
Ronald S. McFadden
Johnette A. Richardson
Joshua Lynn, Student Commissioner
Christian Gant, Board Executive Officer
Senior Management TeamDr. Sonja Brookins Santelises, Chief Executive Officer
Alison Perkins-Cohen, Chief of Staff
Shashi Buddula, Interim Chief Technology Officer
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
Tammy L. Turner, Esq., Chief Legal Officer
John Walker, Interim Chief Financial Officer
Lynette Washington, Interim Chief Operating Officer
36