Colorado Department of Education
Colorado Assessment Update
February 2015
Overview
Colorado Measures of Academic Success PARCC-Developed English Language Arts and Mathematics Colorado-Developed Science and Social Studies
Colorado READ Act Kindergarten School Readiness Assessments
Christina Wirth-Hawkins, PhD Director of Assessment Development
Colorado Measures of Academic Success (CMAS)
Spring 2015 Summative Assessment Calendar
Assessment Grade Window Early Window PARCC Performance-
Based Assessment (PBA) 3-8, High School 3/09/15 to 4/03/15 3/02/15 to 4/03/15
CMAS and CoAlt: Science and Social Studies
4 and 7 (Social Studies)
5 and 8 (Science) 4/13/15 to 5/01/15
CoAlt: DLM English language arts and math 3-11 4/13/15 to 5/15/15
(recommended) PARCC End-of-Year Assessment (EOY) 3-8, High School 4/27/15 to 5/22/15 4/20/15 to 5/15/15
ACCESS for ELLs® Reading, Writing,
Speaking and Listening K-12 1/12/15 to 2/13/15
CO ACT Grade 11 11
Initial Test Date 4/28/15
Make-up Test Date
5/12/15
Administration Overview PARCC English Language Arts and Mathematics Performance Based Assessment (PBA) End-of-Year Assessment (EOY)
Science and Social Studies Elementary and Middle School (one window)
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Content Area Grades
English Language Arts 3-11
Mathematics 3-8, three high school assessments • Pathway 1: Algebra I, Geometry, Algebra II; • Pathway 2: Integrated/Math I, Integrated/Math II,
Integrated/Math III
Content Area Grades
Science 5 and 8
Social Studies 4 and 7
Secondary Math Options 2014-2015
New high school mathematics assessment system increases flexibility: High school mathematics standards are not grade specific
Grade Assessment Options Additional Flexibility Pilot Options*
7 7th grade assessment Algebra I/Integrated I
8 8th grade assessment or Algebra I/Integrated I Geometry Integrated II (Math II)
9 Algebra I/Integrated I or Geometry/Integrated II Algebra II Integrated III (Math III)
10 Algebra I/Integrated I or Geometry/Integrated II or Algebra II/Integrated III
-
11 Geometry/Integrated II or Algebra II/Integrated III -
12 Algebra II/Integrated III -
*Available to districts participating in pilot
Test Claims, Structure and Timing
Colorado Measures of Academic Success: English Language Arts – Mathematics - Science - Social Studies
ELA/Literacy Claims
Major Claim: Reading Complex Text
Students read and comprehend a range of sufficiently complex
texts independently.
Vocabulary Interpretation and Use
Reading Informational
Text
Reading
Literature .
Major Claim: Writing
Students write effectively when using and/or analyzing sources.
Written Expression
Conventions and Knowledge of
Language
Research
Master Claim: Students are on-track or ready for college and careers in ELA
Mathematics Claims
Solve problems involving the major
content for their grade level with connections to
practices
Solve problems involving the additional and supporting content for their grade level with connections to practices
Express mathematical reasoning by constructing
mathematical arguments and critiques
Solve real world problems engaging particularly in the modeling practice
Demonstrate fluency in areas set forth in the
Standards for Content in grades 3-6
Master Claim: Students are on-track or ready for college and careers in mathematics
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CMAS Science and Social Studies Performance Levels and Policy Claims
Distinguished Command
Students performing at this level demonstrate a distinguished command of the concepts, skills, and practices embodied by the Colorado Academic Standards for Science or Social Studies assessed at their grade level. They are academically well prepared to engage successfully in further studies in this content area.
Strong Command
Students performing at this level demonstrate a strong command of the concepts, skills, and practices embodied by the Colorado Academic Standards for Science or Social Studies assessed at their grade level. They are academically prepared to engage successfully in further studies in this content area.
Moderate Command
Students performing at this level demonstrate a moderate command of the concepts, skills, and practices embodied by the Colorado Academic Standards for Science or Social Studies assessed at their grade level. They will likely need academic support to engage successfully in further studies in this content area.
Limited Command
Students performing at this level demonstrate a limited command of the concepts, skills, and practices embodied by the Colorado Academic Standards for Science or Social Studies assessed at their grade level. They will likely need extensive academic support to engage successfully in further studies in this content area.
Social Studies: Approximately 15% of students scored at the
Distinguished or Strong Command level Science: Approximately 30% of students scored at the
Distinguished or Strong Command level
State Level 2014 CMAS Performance Level Results
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PARCC Design
Component -Content Area
# of Sessions
Task Type Task Description
PBA - ELA 2-3 Research simulation Literary analysis Narrative
For each task, students will read one or more texts, answer several short vocabulary questions, and write an essay that requires them to draw evidence from the text(s)
PBA – Math 2 Short and extended-response questions
Questions focus on conceptual knowledge and skills, and the mathematical practices of reasoning and modeling
EOY – ELA 2 4-5 literary and informational texts
Short-answer and vocabulary questions will be associated with each text
EOY - Math 2 Primarily short answer and selected response questions
Focused on conceptual knowledge, skills, and understandings
Guidelines for Administration Time
Task Time to be Allotted for an Administration
Preparing for testing (includes reading instructions to students and answering questions) 10 minutes (recommended)
Distributing test materials 5 minutes (recommended)
PARCC English language Arts and Mathematics Unit testing time 60-90 minutes*
Science and Social Studies Section testing time 80 minutes
Completing end-of-unit activities, including closing units, collecting test materials, and administering a student survey (after EOY)
5–15 minutes (recommended)
*For PARCC, depending on unit and subject—refer to Unit Guidelines and Schedule table in the Test Coordinator Manual for each Unit Time.
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Windows versus used days
Student versus school
Testing Time
2014-2015 State Testing Time
Grade(s) Content Area
SY 2014-2015 Approximate Maximum
Total Time (min)
3
Reading/Writing (English language arts) 285 Mathematics 300
Total 585 (<10 hours)
4 and 5
Reading/Writing (English language arts) 300 Mathematics 300 Social Studies or Science 240
Total 840 (14 hours)
6
Reading/Writing (English language arts) 345 Mathematics 305
Total 650 (<11 hours)
7 and 8
Reading/Writing (English language arts) 345 Mathematics 305 Social Studies or Science 240
Total 890 (<15 hours)
2014-2015 State Testing Time (Continued)
Grade(s) Content Area Approximate Maximum
Total Time (min)
7 and 8 Reading/Writing (English language arts) 345
Mathematics 305 Social Studies or Science 240
Total 890 (<15 hours)
9 and 10
Reading/Writing (English language arts) 345
Mathematics 320 Total 665 (11 hours)
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ACT 175 Reading/Writing (English language arts) 345
Mathematics 320 Total 840 minutes (14 hours)
12 Science 210 Social Studies 210
Total 420 minutes (7 hours)
State Readiness for Spring Administration
Colorado Measures of Academic Success: English Language Arts – Mathematics - Science - Social Studies
Device, operating system, browser and test engine interactions
New item types and tools
Software updates
Bandwidth
Challenges from Spring 2014 Administration
Feedback from Districts and School Surveys
How did your experience with CMAS change from the Spring 2014 administration to this fall’s administration? District level: “The ‘unknown’ wasn’t there. I can better train teachers on giving the test
in the fall because of the experience in spring. I called Pearson less because I knew the tricks on making the assessment work.”
“There was an improvement in the directions to students when they log out of a section and the entire test.”
“We had fewer technology issues this fall.”
School Level: “Technology was refined second time” “The testing took too much school time” “Logistics much better” “The experience with technology and the overall administration was great!” “Very well overall. We experienced a few technical difficulties (mostly related to the Internet), but the test was successfully administered.”
Improve TestNav Exit Process
Streamline Process for Accommodation and Special Form Assignment
Provide infrastructure trial resources that will allow districts to sufficiently test environments
Refine PearsonAccess reporting features and status indicators
Closely align PearsonAccess training and operational sites
Improvements from Spring 2014 Previous Administration
We know that schools can assess online; however, depending on number of devices: Multiple groups for each grade level Technology directed to assessment
To reduce technology burden, CDE offered two paper assessment options for Spring 2015: Mathematics option – districts selected paper or online
administration mode for all grade levels Grade 3 English language arts option – based on their instructional
approach, districts selected paper or online administration mode Concerns from some in the field about 3rd grade students’ readiness for
extensive online writing.
Next year’s paper-based forms availability will be determined after this administration
Spring 2015 Capacity
Online Test Engine: TestNav8 Same engine for English Language Arts, Math, Science and Social
Studies Streamlined student experience and technology preparation
Assessment Management System Science and Social Studies: PearsonAccess (Classic) PARCC English Language Arts and Math: PearsonAccessnext
Colorado will move all content areas to PearsonAccessnext as soon as possible
Online Test Engine and Assessment Management System
District and School Readiness
Colorado Measures of Academic Success: English Language Arts – Mathematics - Science - Social Studies
District Assessment Coordinators Statewide Regional trainings (8) Webinars Weekly Virtual Office Hours
District Technology Coordinators District visits Webinars Technical support website/checklists Online Support Group Weekly Virtual Office Hours Technology Updates
Preparation Activities
Pay attention to technology updates distributed to District Technology and Assessment Coordinators Verify testing environments prior to testing window through
SystemCheck tool and Infrastructure Trial After verification, freeze test environment so that automatic
updates are no longer accepted
Develop district and school communication plans
Technology and Communication
• User Roles - PearsonAccessnext users must be assigned roles. • Permissions - Each User Role contains a set of permissions
that determine which tasks a specific User Role can perform in PearsonAccessnext. Permissions are bundled into User Roles.
• Access to personally identifiable information is restricted to limited user roles.
PearsonAccess User Accounts
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Student Readiness
Colorado Measures of Academic Success: English Language Arts – Mathematics - Science - Social Studies
PARCC Field Test Feedback: PBA: 5,089 responses EOY: 5,372 responses
Feedback from Student Surveys
How many questions asked you about things you have not learned in school this year? (Most to all of them)
Component ELA Math
PBA 12% 38%
EOY 17% 28.5%
How difficult was this test? (Harder than school work)
Component ELA Math
PBA 23.3% 65.1%
EOY 25.9% 56.3%
Teach the Colorado Academic Standards!
The Assessments are designed to measure the standards Students who master the standards should perform well on the
assessments
How to Prepare Students for the CMAS Assessments
Assessment Frameworks Reporting Category
Colorado Academic Standards Summative Assessment Framework
Social Studies Grade 4
% of Score Points
Points
1 History 25% 19
1. Organize and sequence events to understand the concepts of chronology and cause and effect in the history of Colorado
a) Construct a timeline of events showing the relationship of
events in Colorado history with events in United States and world history (DOK 1-2)
b) Analyze primary source historical accounts related to Colorado history to understand cause-and-effect relationships (DOC 2-3)
c) Explain the cause-and-effect relationships in the interactions among people and cultures that have lived in or migrated to Colorado (DOK 1- 2)
d) Identify and describe how major political and cultural groups have affected the development of the region (DOK 1-2)
http://www.parcconline.org/mathematics-test-documents
PARCC Informational Guides
• Many resources are available to expose students to the test engine and
item types: • TestNav 8 Tutorial (~30 minutes) • Student Tutorials (~30 minutes)
• Equation Editor • Text to Speech – available for both ELA* and Math • Graphing Calculator • Printable Paper-Based Student Tutorials • Online Student Tutorials
• Practice Tools https://sites.google.com/a/aurorak12.org/parcc/math/3rd---5th
• Sample Items • Practice Tests (~60 minutes)/ePATs *ELA/L requires unique accommodation
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Student Readiness
Sample Items
Colorado Measures of Academic Success: English Language Arts – Mathematics - Science - Social Studies
CSAP/TCAP: Grade 4 Math
Ava and Mia are comparing the fractions 3/2 and 5/6. Part A: Ava created this number line to graph 3/2. Select the correct point on the number line to represent 3/2.
Mia created this number line to graph 5/6. Select the correct point on the number line to represent 5/6.
PARCC: Grade 4 Math
Part B: Is 3/2 greater or less than 5/6? Explain how you know.
Part C: Write a fraction that is between 3/2 and 5/6. Explain how you know your fraction is between 3/2 and 5/6.
PARCC: Grade 4 Math
Think about how you learned a skill or technique. This skill may be playing an instrument, drawing a picture, fixing a car, playing a sport, or any other skill. Write a well-developed paragraph to explain to a beginner the steps needed to learn this skill.
CSAP/TCAP Writing – Grade 10
Read this sentence from the story. My grandma doesn’t know about the stack, but she tells me anyone can do one thing every day. Tell how this statement relates to the main idea of the story. Use two details from the story to support your response.
CSAP/TCAP Reading – Grade 10
PARCC English language Arts PBA – Grade 10
You have read two passages … Write an essay in which you analyze the different approaches the authors take to develop these characters. In your essay, be sure to discuss how each author makes use of such elements as: the main characters’ interactions with other characters, the presentation of the main characters’ thoughts, and the strong feelings each character experiences at the end of each
passage
Use specific evidence from both passages to support your analysis. http://www.parcconline.org/take-the-test
Next Steps
Colorado Measures of Academic Success: English Language Arts – Mathematics - Science - Social Studies
New Content Standards
Next Steps: Setting Cut Scores
New Assessments (Deve lo p m e nt C yc le )
New Performance Standards (cut scores)
First Full Scale PARCC Assessment
Diagnostic Assessments & Formative Tools
Optional
2015
SPRING FALL SUMMER
Performance Level Standard
Setting
Score Report Design
College & Career Readiness
Determination
Release Test
Results
PARCC English Language Arts and Mathematics Next Steps
Resources
Assessment Frameworks http://www.cde.state.co.us/assessment/newassess-sum
Sample Items and Practice Testing Environments www.pearsonaccess.com/co (available under the ePAT tab)
Communication Resources http://www.cde.state.co.us/assessment/resources
Science and Social Studies Resources
Model Content Frameworks http://www.parcconline.org/parcc-model-content-frameworks
College and Career Readiness Determination (CCRD) http://www.parcconline.org/CCRD
Performance Level Descriptors http://www.parcconline.org/plds
Sample Items http://www.parcconline.org/samples/item-task-prototypes
Communication Resources http://www.cde.state.co.us/assessment/resources
PARCC Resources
Dian Prestwich, PhD Assistant Director, Office of Literacy
Colorado READ Act
The Colorado READ Act focuses on early literacy development for all students (K-3) and especially for students at risk of not achieving third grade reading proficiency. Three key components to supporting literacy development are: Early identification of students at risk Intervention support and ongoing monitoring of progress Professional development for teachers and administrators
Supporting K-3 Literacy Development
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Assessments Development of READ Plans READ Plan Implementation Advancement of Students with Significant Reading
Deficiencies District Reporting Requirements Accountability and Improvement Planning
READ Act Requirements
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The READ Act requires teachers to assess the literacy development of students in K-3. In March 2013, the State Board of Education approved interim assessments
for use in measuring reading competency skill levels for children in K-3. Features of Interim Assessments Serve as screening tools for early identification Measure foundational skills of early literacy Offer progress monitoring throughout year
Note: The READ interim assessment may be used in place of the literacy portion of the School Readiness assessment.
Assessments
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English Literacy Assessments Spanish Literacy Assessments
aimsweb
Dynamic Indicators of Basic Early Literacy Skills Next (DIBELS Next)
Indicadores Dinámicos del Éxito en la Lectura (IDEL)
Formative Assessment System for Teachers (FAST)
i Ready
ISIP ER, Istation ISIP ER Spanish, Istation
Phonological Awareness Literacy Screening (PALS)
Phonological Awareness Literacy Screening Español
STAR Early Learning
Approved Interim Assessments
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NOTE: DRA2 and DIBELS 6th Edition may be used until July 1, 2016.
Within 30 days, SCREEN all K-3 students with approved interim assessment. Is the score within the SRD cut off? If YES, within another 30 days, follow up with a progress monitoring probe from the same interim assessment. Ask: Does the second test substantiate the first test score? If YES, confirmation of SRD occurs and then: follow up with an approved diagnostic assessment Use interim and diagnostic results to create a READ Plan in
collaboration with all stakeholders including family members
Determining a Significant Reading Deficiency (SRD)
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Within 30 days, SCREEN all K-3 students with approved interim assessment. Is the score within the SRD cut off? If YES, within another 30 days, follow up with a progress monitoring probe from the same interim assessment. Ask: Does the second test substantiate the first test score? If NO, there is no confirmation of SRD. That means either: Student is at grade level, OR Student is not identified as SRD, but is also not at grade level For this student, monitor progress through RtI process
Determining a Significant Reading Deficiency (SRD)
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Within 30 days, SCREEN all K-3 students with approved interim assessment. Is the score within the SRD cut off? If NO, there is no confirmation of SRD. That means either: Student is at grade level and requires only effective universal/core
instruction and monitoring of progress OR Student is not identified as SRD, but is also not at grade level For this student, monitor progress through RtI process
Determining a Significant Reading Deficiency (SRD)
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Flexibility Options for Implementation of
Kindergarten School Readiness
Assessments Sharon Triolo-Moloney
Director of Early Learning and School Readiness
Overview of School Readiness within CAP4K - 2008
Requirements of State Board of Education Define “School Readiness”
Adopt one or more assessments aligned with definition of school readiness
Requirements of local education providers in School Readiness Legislation: By fall of 2013*, ensure all children in publicly funded preschool or kindergarten receive an Individual School Readiness Plan. Individual School Readiness Plans are informed by approved assessment systems.
*CDE Board voted to allow phase in, required for all children in 2015.
Overview of School Readiness within CAP4K
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Per statute, tools must be able to inform instruction and intervention needs as research- based, reliable, and nationally recognized instruments for measuring school readiness (Section 22-7-1004 (2)(a) C.R.S.)
Statute addresses the ready child and ready school component
Assessment Review committee used this guidance when reviewing possible assessment tools
Assessment Approval Process
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School readiness assessments… Guide the development of Individual School Readiness
Plans for students. Provide real-time information to teachers that inform
instruction and intervention. School readiness assessment information WILL NOT be
used to: Deny a student admission or progression to kindergarten
or first grade
Intent of School Readiness Assessment
It is: Observation Based, Over-Time, Contextual Routine school and classroom activities Teachers target opportunities to observe children Teachers Record Observations
It is NOT: Formal “Pull-Out”, Standardized, Paper-Pencil Worksheet-based Child is required to “perform”
Nature of School Readiness Assessment
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Kindergarten Only Four Assessment Options*: Teaching Strategies GOLD (TS GOLD) full tool TS GOLD Survey Desired Results Developmental Profile:
Kindergarten (DRDP-K) Riverside Early Assessment of Learning (REAL) *Decisions were made in response to feedback from the field and approved by State Board of Education Fall 2014
School Readiness Assessment Options
All approved assessment systems measure the minimum required domains in statute: Physical well-being /Motor development domain Social /Emotional development domain Language /Comprehension development domain Cognition/General Knowledge development domain Academic Literacy domain Academic Math domain
Optional domains include the Arts, Social Studies, Science and Technology, and English Language Acquisition
Required Domains for School Readiness Assessment
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Subscription Reimbursement Assistance Race to the Top Early Learning Challenge Fund RFP
Technical Assistance and Training for Kindergarten School Readiness Implementation Teachers Administrators
School Readiness Plan Templates School readiness plan template samples Reports in tools to support many district needs
School Readiness Guidance Website: Guidance documents, technical assistance
CDE Implementation Support
Teaching Strategies GOLD
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Daryl Gagliano; [email protected] 303-866-6971 Amy Cameron; [email protected] 303-866-6185 Emily Kielmeyer; [email protected] 720-822-0640 Lauren Augusta; [email protected] Sharon Triolo-Moloney; [email protected]
303-866-6781
Contacts
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Program Presenter Email Address CDE Unit CMAS Christina
Wirth-Hawkins [email protected] Assessment
Colorado Read Act
Dian Prestwich [email protected] Office of Literacy
School Readiness
Sharon Triolo-Moloney
[email protected] Early Learning and School Readiness
Presenter Contact Information