CSO Meeting

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CSO Meeting

September 27, 2012
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Todays Objectives

• Introduce new DDOE and district leadership
• Share DDOE updates
• Learn more about Delawares participation in
  SBAC, transition plan and timeline, operational
  details, and resources available
• Report on statewide SAT school day results and
  review individual district data
• Provide feedback on Chiefs meetings for the
  coming year

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Agenda
800-900 Optional Chiefs Meeting with the
Secretary 900-915 Welcome and DDOE Updates
915-1030 Presentation Smarter Balanced
Assessment Consortium 1030-1045 Break 1045-1
115 Presentation College Board SAT School Day
Data 1115-1145 District PLCs Examine SAT
School Day Data, Discuss Results and Next
Steps 1145-1200 Feedback on Future Meetings and
Wrap-up 1200 Optional QA with DDOE Staff
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DOE Leadership Team Some New Names and Faces
David Blowman Deputy Secretary Susan
Haberstroh Acting Associate Secretary, College
Workforce Readiness Branch Christopher
Ruszkowski Chief Officer, Teacher Leader
Effectiveness Unit Keith Sanders Chief Officer
School Turnaround Unit John Hindman Legal
Counsel
Mark Murphy Secretary of Education Karen Field
Rogers Associate Secretary Chief Financial
Officer, Financial Reform Resource Management
Branch Sara Kerr Chief Performance
Officer Delivery Unit Alison Kepner Public
Information Officer Mary Cooke Human Resources
Officer Ryan Fennerty Special Projects
Mary Kate McLaughlin Chief of Staff MaryAnn
Mieczkowski Acting Associate Secretary, Teaching
Learning Branch Shelley Rouser Special
Assistant to the Secretary of Education John
Carwell Charter School Office Paul
Harrell Public / Private Partnerships
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DDOE Updates (1/2) ESEA and RTTT
ESEA
RTTT
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DDOE Updates (2/2)
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Agenda
800-900 Optional Chiefs Meeting with the
Secretary 900-915 Welcome and DDOE Updates
915-1030 Presentation Smarter Balanced
Assessment Consortium 1030-1045 Break 1045-1
115 Presentation College Board SAT School Day
Data 1115-1145 District PLCs Examine SAT
School Day Data, Discuss Results and Next
Steps 1145-1200 Feedback on Future Meetings and
Wrap-up 1200 Optional QA with DDOE Staff
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The Smarter BalancedAssessment System An
Overview

• Joe Willhoft, Ph.D.
• Executive Director

• Delaware District Superintendents
• September 27, 2012 Dover, DE

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Common Core State Standards

• Define the knowledge and skills students need for
  college and career
• Developed voluntarily and cooperatively by
  states more than 40 states have adopted
• Provide clear, consistent standards in English
  language arts/Literacy and mathematics

Source www.corestandards.org
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A Next Generation of Assessments
US Dept. of Ed has funded two consortia of states
with development grants for new assessments
aligned to Common Core State Standards

• Rigorous assessment of progress toward college
  and career readiness
• Common cut scores across all Consortium states
• Provide both achievement and growth information
• Valid, reliable, and fair for all students,
  except those with significant cognitive
  disabilities
• Administered online
• Use multiple measures
• Operational in 2014-15 school year

(Federal Register / Vol. 75, No. 68 / Friday,
April 9, 2010 pp. 18171-85)
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Smarter BalancedA State-led Consortium
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A National Consortium of States

• 25 states representing 40 of K-12 students
• 21 governing, 4 advisory states
• Washington state is fiscal agent
• WestEd provides project management services

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The Smarter BalancedAssessment System
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A Balanced Assessment System
Summative College and career readiness
assessments for accountability
Teachers and schools have information and tools
they need to improve teaching and learning
All students leave high school college and
career ready
Common Core State Standards specify K-12
expectations for college and career readiness
Interim Flexible and open assessments, used for
actionable feedback
Formative resources Supporting classroom-based
assessments to improve instruction
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Summative Assessments for Accountability
?
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Interim Assessments to Signal Improvement
?
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Summative and Interim Use ofComputer Adaptive
Technology
?
?

• Reports for classrooms and schools draw from the
• full range of items seen by many students

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Formative Tools for Classroom- Based Assessment
Practices
?
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A Balanced Assessment System
English Language Arts/Literacy and Mathematics,
Grades 3-8 and High School
School Year
Last 12 weeks of the year
DIGITAL CLEARINGHOUSE OF FORMATIVE TOOLS,
PROCESSES AND EXEMPLARS Released items and tasks
Model curriculum units Educator training
Professional development tools and resources
Scorer training modules Teacher collaboration
tools Evaluation of publishers assessments.
Optional Interim Assessment
Optional Interim Assessment

• PERFORMANCE TASKS
• ELA/Literacy
• Mathematics

• COMPUTER ADAPTIVE TESTS
• ELA/Literacy
• Mathematics

Computer Adaptive Assessment and Performance Tasks
Computer Adaptive Assessment and Performance Tasks
Scope, sequence, number and timing of interim
assessments locally determined
Re-take option
Time windows may be adjusted based on results
from the research agenda and final implementation
decisions.
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Engaging Educators
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K-12 Educator Involvement

• Support for implementation of the Common Core
  State Standards (2011-12)
• Write and review items/tasks for the for the
  pilot test (2012-13) and field test (2013-14)
• Development of educator leadership teams in each
  state (2012-14)
• Evaluate formative assessment practices and
  curriculum tools for inclusion in digital library
  (2013-14)
• Score portions of the interim and summative
  assessments (2014-15 and beyond)

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Higher Education Collaboration

• Involved 175 public and 13 private
  systems/institutions of higher education in
  application
• Two higher education reps on the Executive
  Committee
• Higher education lead in each state and higher
  education faculty participating in work groups
• Goal The high school assessment qualifies
  students for entry-level, credit-bearing
  coursework in college or university

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Progress and Timeline
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Assessment Claims for ELA / Literacy
Overall Claim (Gr. 3-8)
Overall Claim (High School)
Reading
Writing
Speaking and Listening
Research/Inquiry
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Assessment Claims for Mathematics
Overall Claim (Gr. 3-8)
Overall Claim (High School)
Concepts and Procedures
Problem Solving
Communicating Reasoning
Modeling and Data Analysis
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Technology Guidelinesfor New Purchases
(v1.0 Apr. 2012)
Minimum for New Hardware Processor Speed RAM Available Memory/Storage Resolution Display Size
Minimum for New Hardware 1.0 GHz 1 GB 1 GB 1024x768 10 Class
Operating Systems Windows 7 Mac 10.7 Linux (Ubuntu 11.10 Fedora 16) Chrome Apple iOS Android 4.0
Desktops, laptops, netbooks (Windows, Mac,
Chrome, Linux), thin client, and tablets (iPad,
Windows, and Android) will be compatible devices
provided they are configured to meet the
established hardware, operating system, and
networking specifications -- and are able to be
locked down.
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Major Milestones
All-Call for Pilot Testing
Interim Formative Available for Use
All-Call for Field Testing
State Educator Teams Begin
Item/Task Writing Begins
Set Performance Standards (Cut Scores)
Operational Summative Assessment
Verify Performance Standards
IT Readiness Reports
IT Readiness Reports
IT Readiness Reports
Small Scale Trials
Field Test 37,000 Items/Tasks
Pilot of 10,000 Items/Tasks
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Released Items Tasks
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Item Development Process

• Early 2012 Assessment claims for ELA/literacy
  and mathematics approved
• April 2012 Item/task specifications and review
  guidelines complete
• June 2012 Training modules available for item
  writers/reviewers
• Summer 2012 Educators from Governing States
  begin writing items and tasks cognitive labs /
  small scale trials begin
• October 9 Sample items available
• February / May 2013 Pilot Test of initial 10,000
  items and performance tasks

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Purpose of the Sample Items Tasks

• Display rigor and complexity of ELA/literacy and
  math items and tasks on Smarter Balanced
  assessments
• Signal to educators instructional shifts are
  needed for students to meet the demands of the
  Common Core
• Showcase variety of item types
• Selected response
• Constructed response
• Technology enhanced
• Performance tasks

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Exploring the Sample Items Tasks

• Accessed online using a simulated test platform
• Viewable by
• Grade band (3-5, 6-8, and high school)
• Content claim
• Select types (technology enhanced and performance
  tasks)
• Themes to illustrate learning across grades and
  difficulty progressions
• Metadata for each item/task includes
• Grade level
• Smarter Balanced content claim assessment
  target
• Alignment to Common Core State Standards
• Brief descriptions
• Selected scoring rubrics
• Selected response and technology enhanced items
  are machine scorable
• Online feedback and phone support available

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Accessibility and Accommodations

• Sample items/tasks do not include accessibility
  and accommodations features
• Full range of accessibility tools and
  accommodations options under development guided
  by
• Magda Chia, Ph.D., Director of Support for
  Under-Represented Students
• Accessibility and Accommodations Work Group
• Students with Disabilities Advisory Committee
• Chair Martha Thurlow (NCEO)
• English Language Learners Advisory Committee
• Co-Chairs Jamal Abedi (UC Davis) Kenji Hakuta
  (Stanford)

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Visit us at SmarterBalanced.org
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Agenda
800-900 Optional Chiefs Meeting with the
Secretary 900-915 Welcome and DDOE Updates
915-1030 Presentation Smarter Balanced
Assessment Consortium 1030-1045 Break 1045-1
115 Presentation College Board SAT School Day
Data 1115-1145 District PLCs Examine SAT
School Day Data, Discuss Results and Next
Steps 1145-1200 Feedback on Future Meetings and
Wrap-up 1200 Optional QA with DDOE Staff
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Agenda
800-900 Optional Chiefs Meeting with the
Secretary 900-915 Welcome and DDOE Updates
915-1030 Presentation Smarter Balanced
Assessment Consortium 1030-1045 Break 1045-1
115 Presentation College Board SAT
School Day Data 1115-1145 District PLCs
Examine SAT School Day Data, Discuss Results
and Next Steps 1145-1200 Feedback on Future
Meetings and Wrap-up 1200 Optional QA with
DDOE Staff
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DelawareSAT School Day Results

• September 27, 2012

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Delaware / College Board Partnership
ReadiStep and PSAT/NMSQT

• (PSAT) State pays for all 10th graders to take
  the PSAT.
• (PSAT) Most districts pay for all 11th graders to
  take the PSAT and some pay for all 9th graders.
• (PSAT) Meeting College Readiness Benchmark
  Sophomores 15.7 Juniors 21.1 (both below
  national average)
• (ReadiStep) No participation.

SAT

• State-wide SAT School Day for all juniors.
• SAT School Day significantly opened access to
  more students. There was a 54.4 increase in
  seniors who took the SAT (at some point in high
  school) from 2011 to 2012.
• 7,878 students participation in SAT School Day in
  2012.
• Nearly one in five students (18) met the College
  Boards College and Career Readiness Benchmark in
  2012.

AP

• State has offered AP Summer Institutes the past
  two summers. Attendance has been low.
• The number of students taking AP exams increased
  by 10.5 in the last year and 31.0 over the past
  five years.
• The number of exams receiving a 3 or higher
  increased by 9.1 in the last year and 24 over
  the past five years.
• Participation and performance has increased in
  key STEM areas including Biology, Chemistry,
  Calculus AB, and Statistics.

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Delaware / College Board Partnership (cont.)
SpringBoard

• Thomas Edison Charter School was a 2011-2012
  winners of the state's Academic Achievement
  Awards program and credited SpringBoard math as
  contributing to their success in closing the
  achievement gap.
• SpringBoard was one of four approved programs
  that could be used in the Delaware Middle School
  Initiative grant.

District/Charter School Grade(s) ELA Math
Family Foundations Academy 6-8 v v
Laurel School District 6-8 v v
New Castle County Voc Tech School District 9-12 v
Prestige Academy 6-8 v v
Reach Academy for Girls 6-8 v
Red Clay Consolidated School District 6-12 v
Appoquinimink School District 6-8 (supplement) v v
Smyrna School District 6-8 v v
Thomas A Edison Charter School 6-9 v (6-8) v (6-9)
Woodbridge School District 6-8 v v
Research

• Academic Rigor Index Study
• Four participating districts Red Clay,
  Brandywine, Polytech, Woodbridge.
• The College Board will analyze data to better
  understand the level of Academic Rigor in courses
  offered in Delaware public schools as well as the
  course taking behaviors of students in these
  schools. The goal of this research is offer
  insight about students preparation for college
  and careers.

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State Context
The number of Delaware Public School sophomores
(8,024) and juniors (5,508) taking the
PSAT/NMSQT increased by 28.5 and 16.0
(respectively) in the last year.
More students identified having AP Potential.
Increase in participation AND performance in AP
courses, especially the STEM subjects of Biology,
Chemistry, Calculus AB, and Statistics.
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Increased Participation New Baseline¹
  Juniors Seniors
Class of 2010² Number of Test Takers   4,728
Class of 2010² Mean Critical Reading   478
Class of 2010² Mean Mathematics   481
Class of 2010² Mean Writing   463
Class of 2011³ Number of Test Takers   5,228
Class of 2011³ Mean Critical Reading   471
Class of 2011³ Mean Mathematics   475
Class of 2011³ Mean Writing   455
Class of 20124 Number of Test Takers 7,188 8,067
Class of 20124 Mean Critical Reading 436 437
Class of 20124 Mean Mathematics 449 446
Class of 20124 Mean Writing 427 424
Class of 20135 Number of Test Takers 7,878  
Class of 20135 Mean Critical Reading 424  
Class of 20135 Mean Mathematics 435  
Class of 20135 Mean Writing 418  
Academic Year 2009-10

Academic Year 2010-11

Academic Year 2011-12

SAT School Day

1. Participation totals for SAT Seniors and SAT
   School Day juniors are provided strictly for
   informational purposes data should not be used
   for formal comparison.
2. Senior cohort includes Delaware public school
   seniors who took the SAT at any time during their
   high school years through March 2010.
3. Senior cohort includes Delaware public school
   seniors who took the SAT at any time during their
   high school years through June 2011.
4. SAT School Day Juniors results based on June 2011
   student data file results may vary slightly from
   the SAT School Day Report. Senior cohort includes
   Delaware public school seniors who took the SAT
   at any time during their high school years
   through June 2012cohort includes students who
   participated in SAT School Day as juniors.
5. SAT School Day Juniors results based on final
   June 2012 student data file results may vary
   slightly from the SAT School Day Report.

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College and Career Readiness BenchmarkSAT School
Day 2012
The SAT College and Career Readiness Benchmark is
a score of 1550 (critical reading, mathematics
and writing scores combined), which indicates a
65 likelihood of achieving a B grade point
average or higher during the first year of
college. Educators can use the SAT College and
Career Readiness Benchmark to determine what
proportion of their student body is college and
career ready.
N
N 7,878
Percentages may not sum to 100 due to rounding.
Percentages rounded to the nearest whole number.
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Binder Components
Tab 1 State Overview Tab 2 District
Overview Tab 3 District Report Tab 4 School(s)
Report(s) Tab 5 Questions and Answers Tab 6 SAT
Skills Insight Tab 7 College Readiness Pathway
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SAT School Day District Overview
Murphy School District Stetter High School
Wolak Academy
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Graduate 2013 Delaware's Education Plan

• Delawares vision is that every student will
  graduate college and career ready, with the
  freedom to choose his or her lifes course.
  Delawares plan outlines objectives in four
  areas rigorous standards, curriculum and
  assessments sophisticated data systems and
  practices effective teachers and leaders and
  deep support for the lowest-achieving schools.
• Your district plan includes how you will
• v Implement college and career ready standards
  and assessments
• v Improve access to and use of data systems
• v Build the capacity to use data
• v Improve the effectiveness of educators based
  on performance
• v Ensure equitable distribution of effective
  educators
• v Ensure that educators are effectively prepared
• v Provide effective support to educators
• v Provide deep support to the lowest-achieving
  schools
• v Engage families and communities effectively in
  supporting students academic success

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District Strategic Plan

• Needs identified and addressed through Race to
  the Top
•  Improve reading and math proficiency for all
  grades and subgroups close achievement gaps
  particularly in special education and ELL math
  provide early education for students feeding into
  high-need schools
• Major initiatives and investments
• Establishment of STEM and IB programs at middle
  and high schools and expansion of Career
  Technical Education offerings
• Academic Deans assigned to ten schools where they
  will focus on instruction and evaluation of
  teachers
• Building Leadership Teams in all schools and
  teacher leaders in all high-need schools
• New educator pipelines for hard-to-staff subject
  areas
• School Data and Test Coordinators to promote
  data-driven instruction
• An enhanced pre-school program to offer students
  the opportunity for early interventions and
  instruction, allowing them to enter kindergarten
  with tools necessary for academic success
• A professional development plan complemented by
  the School Support Team, which will include
  district-trained administrators conducting
  walk-through visits of schools to help identify
  areas of professional growth

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SAT School Day District Overview
112 Test Takers
124 Test Takers
415 Test Takers
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Class of 2013 Percentage Meeting the CR
Benchmark on PSAT and SAT
What are the College and Career Readiness
Benchmarks? The College and Career Readiness
Benchmarks are the scores that students should
meet or exceed to be considered on track to be
college ready. They are one part of a series of
indicators that help educators gauge college
readiness at different points in a students
career. The benchmarks are associated with a 65
percent likelihood of achieving a B- first year
college grade point average. The College and
Career Readiness Benchmarks should not be used
for tracking purposes, to discourage students
from pursuing college, or to keep students from
participating in rigorous courses.
Note District PSAT Juniors does not
represent an inclusive testing cohort.
Delaware School DistrictClass of 2013 Number of Test Takers District State
PSAT/NMSQT - Sophomores 424 16.3 15.7
PSAT/NMSQT - Juniors 112 20.9 21.1
SAT - Juniors 415 22.0 18.0
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Critical Reading
Skill Areas With Lowest Performance
Skill Percent Correct Suggestion from SAT Skills Insight
Understanding Literary ElementsUnderstand literary elements such as plot, setting and characterization. 40 When reading a novel, short story or play, try to identify the different ways authors create character. What is revealed about a character through his or her dialogue and interactions with other characters?
Reasoning and Inference Understand assumptions, suggestions and implications in reading passages and draw informed conclusions. 42 When reading a longer text, notice how the author develops an idea. Think about how the idea is introduced and how the idea is developed throughout the text. When reading a text, think about why the author chose to write it. Consider both what the author says in the text and what can be inferred.
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Mathematics
Skill Areas With Lowest Performance
Skill Percent Correct Suggestion from SAT Skills Insight
Algebra and Functions Solve problems using algebraic expressions and symbols to represent relationships, patterns, and functions of different types. 45 Formulate and solve problems involving proportions Solve multistep problems involving linear and quadratic relationships Use and interpret graphs, including graphs of step functions Solve problems involving algebraic inequalities Evaluate an operation in three variables represented by unfamiliar symbols
Geometry and Measurement Solve problems based on understanding the properties of shapes, such as triangles and circles, and the spatial relationships between angles and lines. 43 Recognize and use the following - Simple inscribed and circumscribed figures - The Pythagorean Theorem - Coordinate geometry (e.g., slope calculations) - Parallelism and perpendicularity - Two- and three-dimensional figures Interpret and solve two-step problems involving geometric proportions
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Writing
Skill Areas With Lowest Performance
Skill Percent Correct Suggestion from SAT Skills Insight
Managing Grammatical Structures Used to Modify or CompareUnderstand correct use of adjectives or adverbs, comparative structures (such as neither and nor), and phrases used to modify or compare. 45 When reading, choose a paragraph and identify the adjectives and adverbs in the sentences and the words they modify. When writing, check to see that adjectives are used to modify nouns and that adverbs are used to modify verbs. When reading, focus on sentences that contain comparative phrases (e.g., as strong as or more fit than). When writing, check to see that appropriate structures are used to compare things and ideas.
Recognizing Correctly Formed SentencesRecognize correct sentence structure. 46 In your reading, pay attention to the parts of speech and how they agree in well-formed sentences notice modifying words and phrases and how they function when used correctly and note the relationships between phrases and clauses in well-formed sentences. In your own writing, make sure that subjects agree in number with their associated verbs and that main verbs are used to construct complete sentences that pronouns agree in number, gender and person with their logical antecedents and that verb forms are used consistently and logically.
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District Support Using SAT Reports Tools
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Navigating the Reports

• Performance Summary
• Year-Over-Year
• Mean Score Report
• Skill Categories Report
• Score Distribution Report
• Mean Score Year-over-Year Report
• Skill Categories Report Year-over-Year

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Agenda
800-900 Optional Chiefs Meeting with the
Secretary 900-915 Welcome and DDOE Updates
915-1030 Presentation Smarter Balanced
Assessment Consortium 1030-1045 Break 1045-1
115 Presentation College Board SAT
School Day Data 1115-1145 District PLCs
Examine SAT School Day Data, Discuss Results
and Next Steps 1145-1200 Feedback on Future
Meetings and Wrap-up 1200 Optional QA with
DDOE Staff
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PLC Agenda
Component
Guiding questions
Time
Resources District-specific binders and
performance summaries Format Individual district
teams College Board and DDOE team members will
circulate
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College Readiness Pathway
Three integrated assessments one powerful
tool The College Boards College and Career
Readiness Pathway is a series of integrated
assessments that measures college and career
readiness from the eighth through the 12th grades

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College Board in Your District

• Set up a meeting for the College Board to come to
  your district!!!
• Alison Procopio, Education Manager
• aprocopio_at_collegeboard.org

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Agenda
800-900 Optional Chiefs Meeting with the
Secretary 900-915 Welcome and DDOE Updates
915-1030 Presentation Smarter Balanced
Assessment Consortium 1030-1045 Break 1045-1
115 Presentation College Board SAT
School Day Data 1115-1145 District PLCs
Examine SAT School Day Data, Discuss Results
and Next Steps 1145-1200 Feedback on Future
Meetings and Wrap-up 1200 Optional QA with
DDOE Staff
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Feedback on Future Chiefs Meetings

• Feedback
• Please complete the feedback forms on your table,
  and include your suggestions for future Chiefs
  meeting topics (on reverse side of feedback form)
  pass forms to the center of your table once
  completed.
• Wrap Up
• There will be an optional QA session with DDOE
  staff at noon please plan to join if you have
  questions, comments, or feedback
• Thank you!