response to the framework for change: the next generation of school standards, assessments and...
TRANSCRIPT
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Response to The Framework For Change:
The Next Generation of School Standards, Assessments and Accountability
October 2008
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Overview: A Framework For Change
History and Context - Dr. Rebecca Garland
o ABCs - History and Successes
o Need For Global Competitiveness
o On the Right Track - NC Grad Project and Writing
Process
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Essential Standards
Assessments
Accountability
A Simple Vision
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The Big Three
LT 1
LT 2
LT 3
LT 4
LT 5
LT 6
LT 7
II 1
II 2
II 3
II 4
II 5
II 6
II 7
II 8
II 9
II 10
II 11
Immediate Improvements Long-Term Redesign
Essential Standards
Assessments
Accountability
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Essential Standards
Assessments
Accountability
Built on Essential Standards
DRIVE DRIVE
LT 1
LT 5
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Essential Standards
Research supports the essentialist movement
Essential Standards
LT 1
LT 5
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Essential Standards
Essential Standards Development will be a Strategic Process that
o Is Aligned to…
• National and International Standards
• The Graduation Project
• 21st Century Skills
o Requires Training
o Uses Revised Bloom’s Taxonomy
o Involves Stakeholders
LT 1
LT 5
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Essential Standards
The Strategic Process will increase
o Rigor
o Transparency
o Prioritization
which lead to….
LT 1
LT 5
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Essential Standards
The North Carolina State Board of Education’s Mission
Globally Competitive Students
LT 1
LT 5
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Essential Standards
Six Qualities
Integrated with Other
Content Areas
Chosen for
Endurance,Readiness
and Leverage
Driven by RevisedBloom’s
Taxonomy
Aligned to21st
CenturySkills
Prioritized and
Focused
Measurable and
Concise
EssentialStandards
LT 1
LT 5
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A Framework For Change
The Essential Standards
are the foundation.
Essential Standards
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A Framework For Change
How do we know students are achieving what is essential to compete in the 21st
century?
How do we assess to inform instruction and evaluate knowledge, skills,
performance, and dispositions needed in the 21st century?
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A Comprehensive Balanced Assessment System
Assessment LT 3
LT 5
LT 2
LT 4
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Current System
Assessment
Summative (Statewide)
Evaluate Knowledge
InformInstruction
Characterized byo Limited Transparencyo Inappropriate Use
Benchmarking and Formative Assessment
Characterized byo Uneven use of benchmarkingo Variability in formative assessmento Lack of alignmento Lack of systematic PD
LT 3
LT 5
LT 2
LT 4
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Proposed System
Assessment
Built on what is most important for students to learn in the 21st century
Summative (Statewide)
Benchmark (Classroom, School,
District)
Formative Assessment(Classroom)
Essential Standards
To Inform Instruction…
o Centralized Benchmarking Tool
o Systematic Formative Assessment PD Modules
To Evaluate Knowledge…
o Transparent
o Appropriately Used
LT 3
LT 5
LT 2
LT 4
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Assessment
Alignment
LT 3
LT 5
LT 2
LT 4
Summative (Statewide)
Benchmark (Classroom, School,
District)
Formative Assessment(Classroom)
Essential Standards
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Assessment
Assessment to Inform Instruction
LT 3
LT 5
LT 2
LT 4
Summative (Statewide)
Benchmark (Classroom, School,
District)
Formative Assessment(Classroom)
Essential Standards
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Assessment
Classroom Level Assessment
Formative Assessment
LT 3
LT 5
LT 2
LT 4
Summative (Statewide)
Benchmark (Classroom, School,
District)
Formative Assessment(Classroom)
Essential Standards
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Assessment
Formative Assessment
A research-based, classroom assessment method shown to improve student achievement.
Directly connected to quality instruction
LT 3
LT 5
LT 2
LT 4
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Assessment
Formative Assessment….
o Is Aligned to the Essential Standards
o Incorporates Learning Progressions
o Provides Clear Learning Goals
o Provides Clear Criteria for Success
o Provides Descriptive Feedback
o Includes Student Self and Peer Assessment
o Is Daily and Diagnostic
Formative Assessment
LT 3
LT 5
LT 2
LT 4
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Assessment
• Recommendation •
Professional development through the use of modules, digital learning sites, and an online professional learning community be designed, maintained, and delivered by the North Carolina Department of Public Instruction.
Formative Assessment
LT 3
LT 5
LT 2
LT 4
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Assessment
Benchmark
Summative (Statewide)
Essential Standards
Formative Assessment(Classroom)
Benchmark (Classroom, School,
District)
Benchmark assessments are given to students periodically to assess the learning that has taken place up to a particular point in time and to track progress toward goals.
LT 3
LT 5
LT 2
LT 4
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Assessment
Benchmark Assessment…
o Is Aligned to Essential Standards
o Is Used by the Teacher, School, and District
o Includes Various Item Types
o Is Diagnostic
Benchmark
LT 3
LT 5
LT 2
LT 4
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Assessment
• Recommendation •
A benchmark assessment tool that contains an item bank that can be used for developing benchmarks for classrooms, schools, and districts should be developed, maintained, and disseminated by DPI.
Benchmark
LT 3
LT 5
LT 2
LT 4
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Assessment
• Recommendation •
Proposed Statewide Benchmarking Tool
Rich bank of performances, constructed response and multiple-choice assessment items that align to every objective within the Essential Standards.
Benchmark
LT 3
LT 5
LT 2
LT 4
Teacher and Student Accessible Portion (~80%)
District Leadership Accessible Portion (~20%)
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Assessment
• Recommendation •
Why produce a benchmarking tool centrally?
o Alignment
o Quality Assurance
o Equity
o Transparency
Benchmark
LT 3
LT 5
LT 2
LT 4
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Assessment
Summative Assessment
Essential Standards
Benchmark (Classroom, School,
District)
Formative Assessment(Classroom)
Summative (Statewide)
Measures of achievement to provide evidence of student competence or program effectiveness.
LT 3
LT 5
LT 2
LT 4
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Assessment
Summative Assessment
o Is Aligned to the Essential Standards
o Is Transparent
Accountability
o Uses 21st Century Technology
o Includes Various Item Types
o Is Technically Sound
o Is Used Primarily for School, District and State
LT 3
LT 5
LT 2
LT 4
Summative Assessment….
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Assessment
Summative Assessment
• Recommendation •Developing Criteria for determining which essential objectives will be assessed with constructed response and performance tasks.
Convening Innovative Assessment Research Team
Conducting Case Studies of Administration of 21st century and Computer-Based Assessments in anticipation of a phased-in shift to computer-based statewide summative assessments
Increasing Transparency by releasing testing forms and materials, writing performance indicators for each objective in the Essential Standards and developing a rich, standards-aligned benchmarking tool
LT 3
LT 5
LT 2
LT 4
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Assessment
Authentic Ongoing Assessments
Summative
Benchmark
Essential Standards
Formative
North Carolina Graduation Project
North Carolina Writing Assessment
Proposed Electronic Binder SystemTo be addressed by Innovative Assessment Research Team reporting out July 2009
LT 3
LT 5
LT 2
LT 4
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Assessment
To inform instruction
Summative (Statewide)
Benchmark (Classroom, School,
District)
Essential Standards
Formative Assessment(Classroom)
and evaluate knowledge, skills, performance, and dispositions needed in the 21st century…..
LT 3
LT 5
LT 2
LT 4
In Summary….
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Assessment
Summative (Statewide)
Benchmark (Classroom, School,
District)
Essential Standards
North Carolina will develop a comprehensive system in which every category of assessment is necessary and…Formative Assessment
(Classroom)
Is in exact alignment with the Essential Standards
Essential Standards
LT 3
LT 5
LT 2
LT 4
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Accountability + + +
An Accountability Model with a 21st Century Focus
LT 6
LT 7
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Accountability + + +
Statewide Accountability is important because…
All adults working on behalf of, or in, North Carolina’s public schools are responsible for graduating globally competitive students.
The public must have a clear, comparable understanding of the performance of students within all North Carolina public schools.
LT 6
LT 7
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Accountability
Statewide Summative to evaluate standards-aligned achievement
Essential Standards to define what students must know, understand and be able to do to compete in the 21st century
Formative and Benchmark to inform instruction
Statewide Summative Assessment
Essential Standards
Formative
Benchmark
+ + + LT 6
LT 7
Summative
+ GraduationRate
+Future-ReadyCore
+ Readiness
Growth Achievement (EOCs and EOGs)K-12
9-12 only
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Accountability
Challenging and Attainable Achievement and Growth Standards
Balanced
+ + + LT 6
LT 7
The Accountability model must ensure a balanced approach that accounts for combined measures but remains grounded in student achievement and growth.
+ GraduationRate
+Future-ReadyCore
+ Readiness+ GraduationRate
+Future-ReadyCore
+ ReadinessGrowth and Student Achievement (EOGs
and EOCs)
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Accountability
Challenging and Attainable
A Developmental Growth Model K-12
+ + +
Uses EOG scores, if feasible, EOC scores and other vertically-scaled assessments to place a student on a developmental curve and thereby predict what is challenging and attainable for that child.
LT 6
LT 7
Dr. Gary Williamson
Growth and Student Achievement (EOGs
and EOCs)
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Reading Growth Curvesby Cohort Panel
500
600
700
800
900
1000
1100
1200
2 3 4 5 6 7 8 9Grade
Le
xil
e M
ea
su
re
1995-2000 1996-2001 1997-2002 1998-2003 1999-2004
Accountability
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Extrapolated Growth Curve w/ Median Postsecondary Text Measures
UndergraduateAdmissionsand Military
Citizenship
Workplace
Community College
University
200
400
600
800
1000
1200
1400
1600
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Grade (0=K)
Le
xil
eAccountability
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• Recommendation •
Accountability + + +
Research Recommendation 1: Convene Technical Advisory (TAC) Committee to explore the adoption of a new growth model.
Research Recommendation 2: Measures of career and post-secondary readiness be considered in the accountability model by TAC.
LT 6
LT 7
Action Recommendation 1: Replace Drop-Out Rate with Graduation Rate
Action Recommendation 2: Replace former courses of study with Future Ready Core Status
+ + +
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Essential Standards
Assessments Accountability
The Next Generation
Essential Standards
Formative
Benchmark
Summative
Growth Achievement (EOCs and EOGs)K-12
+ GraduationRate
+Future-ReadyCore
+ Readiness
9-12 only
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4 Principles To Guide the Process
Transparency Stakeholder Involvement
Alignment Measuring Our Success
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Timeline 2008 - 2009 2009 - 2010 2010 - 2011 2011 - 2012 2012 - 2013
July July JulyJuly July
Math, Science, Eng 10, Comp Essential Stds.
Math, Sci, Eng 10, Comp SkillsItem Tryout
Math, Sci, Eng 10 Comp, Skills Field Test
Math, Sci, Eng 10 Comp, Skills Operational
ELA and Social Studies Essential Stds.
ELA and Social Studies Item Tryout
ELA and Social Studies Field Test
ELA and Social Studies Operational
Innovative Assessment Team (July 09)
Criteria for choosing CR/PT (Aug 09)
TAC on Accountability Reports (Sept 09)
Formative PD Modules 1-5 (Aug 09)
Modules 6-13 (Jun 2010)
Online PD Community (Jun 2010)
Case Studies on Administering 21st Century, Computer-Based Assessments (Jan 2011)
Benchmarking Tool Operational for Math, Science and Eng 10 (July 2011)
Benchmarking Tool Operational for ELA and Social Studies (July 2012)
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Items For Consideration
Technology
Cost
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Next Steps Discussion – JB BuxtonBegin the Essential Standards revision process for Math, Science, Eng 10 and Computer Skills (using Revised Bloom’s Taxonomy)
Begin development of formative assessment PD modules/online learning community
Begin the RFP for the development of a centralized benchmarking tool
Convene committee to plan phased-in shift to computer-based testing
Convene the Technical Advisory Committee to begin accountability research based on recommendations and proposed objectives
Convene the Innovative Assessment Committee
Conduct Case Studies on administering 21st century assessment
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…More Next Steps
Measuring Our Success
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Immediate Improvement Items From FFC
4. Move to a five-year graduation rate for Adequate Yearly Progress (AYP) purposes.
Status: The USED did not grant permission to DPI for a five-year cohort graduation rate. This does not preclude 5-year rate for ABCs purposes.
5. Count retest scores in performance composites
Status: The USED has advised DPI that retest scores can be used at all grade levels and for all EOCs IF the SBE mandates that retesting be required for all grades and EOC courses and not remain as a local option. SEM may not be used for AYP calculation but may be used for SAS.
Dr. Lou Fabrizio
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Immediate Improvement Items From FFC
6. Eliminate the redundancy in end-of-course (EOC) and end-of-grade (EOG) testing by allowing EOC scores to count as EOG scores in middle grades.
Status: The USED has advised us that the same score for a student cannot be used in two grades. The USED did indicate that they are having further discussions about whether certain other courses could be substituted.
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Immediate Improvement Items From FFC
9. Revamp the current computer skills test to ensure it measures 21st century Information Communication Technology (ICT) literacy.
Status: To ensure the test measures 21st Century Information Communication Technology (ICT) literacy, the SBE will need to adopt new content standards.
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Response to The Framework For Change:
The Next Generation of School Standards, Assessments and Accountability
October 2008