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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)

6

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.

14

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


7 and 8

Reading/Writing (English language arts) 345 Mathematics 305 Social Studies or Science 240


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


9 and 10

Reading/Writing (English language arts) 345

Mathematics 320 Total 665 (11 hours)

11

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


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


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

27

Student Readiness


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

http://www.parcconline.org/mathematics-test-documents

• 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

33

Student Readiness

https://sites.google.com/a/aurorak12.org/parcc/math/3rd---5th

https://sites.google.com/a/aurorak12.org/parcc/math/3rd---5th

Sample Items


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

http://www.parcconline.org/take-the-test





Next Steps


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

http://www.cde.state.co.us/assessment/newassess-sum

http://www.pearsonaccess.com/co

http://www.cde.state.co.us/assessment/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

http://www.parcconline.org/parcc-model-content-frameworks

http://www.parcconline.org/CCRD

http://www.parcconline.org/plds

http://www.parcconline.org/samples/item-task-prototypes








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

48

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

49

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

50

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

51

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)

52

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


53

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


54

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

57

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

58

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

60

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

62

Presenter

Presentation Notes

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

64

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

67

mailto:[email protected]





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




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