Assessment and Accountability Update: SBAC Field Test and Impact on AYP/API/AMAOs

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1 Assessment and Accountability Update: SBAC Field Test and Impact on AYP/API/AMAOs Bilingual Coordinators Network December 2013 Keric Ashley, Director Analysis, Measurement and Accountability Reporting Division CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson,

2 Assembly Bill (AB) 484 Signed into law on October 2, 2013 Establishes California s new statewide student assessment system, the California Measurement of Academic Performance and Progress (CalMAPP) To review full bill text as enrolled: ent.xhtml?bill_id= ab484 AB 484 Q&A available on the CDE Smarter Balanced Web page at 2

3 Assembly Bill 484: Highlights Establishes the primary purpose of the assessment system: to assist teachers, administrators, and students and their parents by promoting high-quality teaching and learning using a variety of assessment approaches and item types 3

4 AB 484: Highlights (cont.) Outlines assessments in CalMAPP, some of which were used previously in the Standardized Testing and Reporting (STAR) Program Requires the CDE to purchase through the consortium and offer, at no cost to LEAs, interim and formative tools for K through 12 Requires LEAs to participate in the Smarter Balanced spring 2014 Field Test 4

5 AB 484: Highlights (cont.) States the purposes of the 2014 Field Test to enable the consortium to gauge the validity and reliability of the items and conduct necessary psychometric studies; shall not be used for any other purposes Allows LEAs to focus on transition to Common Core State Standards in a meaningful way Provides LEAs with an opportunity to experience the Smarter Balanced assessments in a lowstakes environment and gauge their own readiness in terms of technology and other resources 5

6 AB 484: Highlights (cont.) Allows for the transition of the Early Assessment Program (EAP) component to the Smarter Balanced grade 11 assessment beginning in Exempts English Learners who have been in the United States for less than 12 months from having to take the ELA assessment Requires the SSPI to bring a comprehensive plan to the SBE regarding other assessments in other content areas and grades to guard against the narrowing of the curriculum Allows for a variety of item types and assessment modalities (e.g., population sampling, matrix sampling, calendar of assessments) 6

7 AB 484: Required Assessments for the School Year Spring 2014 consortium Field Test California Standards Test for science in grades 5, 8, and 10 California Modified Assessment for science in grades 5, 8, and 10 California Alternate Performance Assessment (CAPA) for ELA and math in grades 2 through 11 and for science in grades 5, 8, and 10 7

8 AB 484: Optional Assessments for the School Year EAP in grade 11 Voluntary for students, as it has been in the previous years All grade 11 students, including those participating in the Smarter Balanced Field Test, must have the option to participate in the EAP Results only for individual students; no school, district, or state-level results Standards-based Tests in Spanish Voluntary for LEAs to administer 8

9 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 9

10 Benefits of Field Test Participation Students will have hands-on experience with the functionality of a computer-based assessment. Teachers and administrators will gain valuable exposure to administration logistics during a trial run. LEAs will benefit from having learned where technology gaps may exist, and then can fully prepare for operational assessments. 10

11 Smarter Balanced Spring 2014 Field Test Will take place March 18 June 6, Shorter windows within this time frame will be assigned to schools by the CDE and ETS. Participation expectations: Grades 3 8: All students are expected to participate. Grades 9 and 10: Only students selected for the scientific sample are expected to participate. Grade 11: Students selected for the scientific sample are expected to participate; all others are encouraged to participate. The only students exempt from participation are students who take the CAPA and, for the ELA Field Test, recently arrived English learners 11

12 Smarter Balanced 2014 Field Test (cont.) Scientific sample is comprised of 20% of students across consortium states (10% ELA and 10% math). Data from this sample will be used to determine item reliability and validity and initial performance level scores. No paper-and-pencil version of the Field Test Further information is available on the CDE Smarter Balanced Field Test Web page at 12

13 Smarter Balanced Usability, Accessibility, and Accommodations Guidelines Approved by governing states on September 10, 2013 Describe three types of student support: 1. Universal tools, available to all students. Examples include spellcheck, highlighter, embedded ruler, strikethrough, and English dictionary. 13

14 Usability, Accessibility, and Accommodations Guidelines (cont.) 2. Designated supports, available to identified students, including English learners, struggling readers, and students with attention deficits. Examples include color-contrast text, the blocking of distracting content, stacked translations, and bilingual dictionary. 14

15 Usability, Accessibility, and Accommodations Guidelines (cont.) 3. Accommodations, available to students with an individualized education program or a 504 plan that specifies the need for such an accommodation. Examples of accommodations include closed captioning, Braille, calculator, and scribe. The Guidelines document is available online at 15

16 Accountability Changes SB 1458 Requires changes to the API for high schools LCFF (AB 97) adds foster youth to the API, changes subgroup sizes, requires district to meet growth targets AB 484 transitions the API with new CalMAPP assessments 16

17 Overview of SB 1458 Beginning with the API cycle: State assessment results may only constitute 60% of a high school s API 40% must be from other indicators such as career and college readiness, graduation data, etc. 17

18 Overview of SB 1458 New indicators may only be added to the API one full school year after the State Board of Education (SBE) adopts the indicators Bi-monthly, public, PSAA Advisory Committee Meetings discuss these changes State Board of Education has final approval for API indicators 18

19 Overview of SB 1458 PSAA has finalized a recommendation to include graduation data into the API PSAA Advisory Committee currently discussing a college/career indicator Also discussing other indicators for the future SBE is interested in discussing API indicators in context with the new LCAP indicators 19

20 LCFF (AB 97) For API, reduces the numericallysignificant subgroup threshold down to 30 students Adds Foster Youth as a new API subgroup (size of 15 students) Requires CDE and CDSS to conduct weekly data matching to identify foster youth students 20

21 Accountability Impact of AB 484 Adds and amends Ed Code Section A transition to new standards-based assessments compromises comparability of results across schools or school districts. Gives the Superintendent, with approval of the State Board, the authority to determine if API scores would be an invalid measure of the performance of the school in the and school years only. 21

22 Accountability Impact of AB 484 Schools and school districts that do not have an API calculated due to comparability issues to meet legislative requirements using one of the following: The most recent API calculation; An average of the three most recent annual API calculations; Alternative measures that show increases in pupil academic achievement for all groups of pupils school wide and among significant subgroups. 22

23 Status of AYP and AMAOs AYP, API and AMAOs released in 2013 CDE has submitted a waiver to ED No CST scores or field test scores for elementary and middle schools Proposal would carryover AYP and PI status for elementary and middle schools for the August 2014 reports AMAOs 1 and 2 only in August 2014 for elementary and middle schools 23

24 Status of AYP and AMAOs AYP, API and AMAOs released in 2013 AYP will be calculated for August 2014 reports. Test scores are available for high schools (CAHSEE and graduation rate) AMAOs 1-3 will also be calculated for August 2014 for high schools AMAO 3 determinations for unified districts and consortiums still under discussion 24

25 Status of API APIs released in August 2013 Superintendent likely to recommend no API for elementary and middle schools for August 2014 reports PSAA will make a recommendation on whether to calculate high school APIs for August 2014 reports SBE to make a final decision in the spring on whether to calculate APIs for August 2014 reports 25

26 Status of Accountability for August 2015 Reports AYP and AMAOs use only one year of data (i.e. percent of students proficient) AYP and AMAOs to be calculated for August 2015 reports API requires two years of data to measure improvement from year to year An API Base could be reported in August a recommendation will be made to the SBE on APIs for August 2015 reports 26

27 Accountability Contact Information Data Reporting Office Randy Bonnell, Administrator, Academic Accountability Unit Jenny Singh, Administrator, Evaluation, Research and Analysis Unit Matt Taylor, Administrator, 27

28 Assessment Contact Information Assembly Bill 484 Information Join the CDE Smarter Balanced listserv by sending a blank to: CDE Assessment Transition Office Smarter Balanced Assessment Consortium Web Site CDE Smarter Balanced Web Page 28

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