2015 SBAC Results Delaware

Smarter Balanced

Assessment Results

September 17, 2015

Smarter Balanced: New Tests, New Baseline

• Smarter Balanced is a harder, more rigorous assessment than any prior state test.

• With a greater emphasis on deeper learning, we have raised the bar and are testing new skills, based on what students will need to know and be able to do to be successful in their futures.

• We expected fewer students will clear this higher bar than have in the past. That doesn’t mean students know less or are doing worse than in previous years.

• Last spring’s test establishes a new baseline to measure student growth going moving forward.

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Statewide English Language Arts

Projected vs Actual Proficiency

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38%41%

44%41%

38%41% 41%

54% 54% 55%

48% 50% 49%52%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11

Projected Actual DE

Note: “Projected” is based on the national field test conducted in Spring 2014. “Actual DE” are the results from

Delaware students on the 2015 Smarter assessment.

Statewide Overall Proficiency: 51.9%

Statewide Mathematics

Projected vs Actual Proficiency

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39%37%

33% 33% 33% 32% 33%

53%

47%

38%34%

37% 35%

23%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11

Projected Actual DE

Note: “Projected” is based on the national field test conducted in Spring 2014. “Actual DE” are the results from

Delaware students on the 2015 Smarter assessment.

Statewide Overall Proficiency: 38.8%

Trends Across Content & Grade

In ELA, while overall proficiency remained roughly even across grades, significantly more students in elementary grades achieved the highest AL, 27% compared to 15% in middle school.

5

21

25

24

23

25

24

24

25

21

21

28

25

27

24

25

25

34

32

35

35

31

29

29

22

16

15

14

21

GRADE 3

GRADE 4

GRADE 5

GRADE 6

GRADE 7

GRADE 8

GRADE 11

ELA ACHIEVEMENT LEVELS

AL 1 AL 2 AL 3 AL 4

Across the state, elementary grades outperformed middle

and high school in ELA and Math

MS

ES

ELA: Similar Range of Scores Except in HS

• Proficiency across grade bands has about a 40 percentage point range across districts, in both ELA and Math

• The exception is in HS ELA, where there is a significantly wider score variance in proficiency in high schools than in elementary schools and middle schools with two outlying districts at both ends of the spectrum.

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Less Variance in HS Math

• On Smarter, the cluster spread remains consistent across grade

bands, but the performance trends downward.

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Claim Areas: Data on Skills and

Standards

ELA Claims Below At/Near Above

Reading 27.1% 46.2% 26.7%

Speaking & Listening 16.9% 64.7% 18.5%

Writing 26.3% 47.8% 25.9%

Research/Inquiry 17.5% 54.4% 28.1%

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Math Claims Below At/Near Above

Concepts & Procedures 41.7% 35.2% 23.0%

Problem Solving 29.3% 49.9% 20.8%

Communicating Reasoning 26.3% 53.3% 20.4%

• When breaking down student performance on claims, we see a

slightly closer performance between ELA and Math

– With proficiency, we see an approximately 15-point gap between ELA and math

– On claims, we see that there is an approximately 10-point gap between ELA

and math when combining At/Near and Above

ELA Achievement Levels, Disaggregated

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36

58

62

29

27

23

25

12

11

10

3

4

LOW -INCOME

ELL

SW D

2015 ELA ACHIEVEMENT LEVELS, DISAGGREGATED, GRADES 3-8 & 11

Percent at AL 1 Percent at AL 2 Percent at AL 3 Percent at AL 4

Math Achievement Levels,

Disaggregated

10

43

58

70

33

27

20

17

12

7

6

3

3

LOW -INCOME

ELL

SW D

2015 MATH ACHIEVEMENT LEVELS, DISAGGREGATED, GRADES 3-8 & 11


ELA Achievement Levels, Disaggregated

11

30

18

35

15

8

26

21

30

22

29

21

12

21

24

28

36

26

35

31

35

32

12

24

10

29

49

19

23

HISPANIC

AMERICAN INDIAN

AFRICAN AMERICAN

W HITE

ASIAN AMERICAN

HAW AIIAN/PACIFIC ISLANDER

MULTIRACIAL

2015 ELA ACHIEVEMENT LEVELS, DISAGGREGATED, GRADES 3-8 & 11


Math Achievement Levels,

Disaggregated

12

38

27

46

21

10

23

24

34

33

32

29

18

38

34

20

23

16

28

24

17

26

9

18

6

23

49

22

16

HISPANIC

AMERICAN INDIAN

AFRICAN AMERICAN

W HITE

ASIAN AMERICAN

HAW AIIAN/PACIFIC ISLANDER

MULTIRACIAL

2015 MATH ACHIEVEMENT LEVELS, DISAGGREGATED, GRADES 3-8 & 11


Subgroups

• Gaps in subgroups remain significant; we have much work yet to do

• Although gaps remain, the gaps in proficiency between subgroups did not increase overall, and are similar to gaps in previous years’ assessments

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SMARTER PARTICIPATION

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Statewide

Participation Rate ELA Math

Statewide 97.0% 95.9%

Grade 3 98.0% 97.2%

Grade 4 98.0% 97.0%

Grade 5 98.0% 97.0%

Grade 6 98.1% 97.0%

Grade 7 97.8% 96.8%

Grade 8 97.4% 95.8%

Grade 11 90.8% 89.5%

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District Participation

District ELA Math

Appoquinimink School District 97.7% 96.5%

Brandywine School District 98.0% 96.6%

Caesar Rodney School District 98.4% 95.9%

Cape Henlopen School District 97.9% 96.0%

Capital School District 97.8% 95.4%

Christina School District 93.3% 91.6%

Colonial School District 97.0% 95.6%

Delmar School District 99.2% 98.3%

Indian River School District 97.8% 97.1%

Lake Forest School District 98.7% 97.5%

Laurel School District 98.5% 96.1%

Milford School District 97.7% 96.9%

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District Participation

District ELA Math

New Castle County Vocational-Technical School District 94.6% 92.3%

POLYTECH School District 94.0% 92.3%

Red Clay Consolidated School District 95.6% 95.6%

Seaford School District 97.8% 96.1%

Smyrna School District 98.2% 98.3%

Sussex Technical School District >99 >99

Woodbridge School District 97.9% 98.0%

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STUDENT SURVEY

Smarter Assessment in Delaware

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2015 Smarter Student Survey

• An online student survey was established

in order to collect valuable student

feedback on Smarter assessments in

ELA/Lit and mathematics.

• The survey consisted of 10 questions and

was designed for students at the

elementary, middle, and high school

levels.

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Summary of Student Survey

• Over 7,000 students participated in the

survey across grades, including about

63.9% in grades 3-5, 34.7% in grades 6-8,

and 1.4% in grade 11.

• The survey results were summarized at

the state level by grade cluster.

• Many students provided comments and

feedback based on their experiences.

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Survey Questions: Technology

In this school year, how often have you used a computer or

internet to do school activities for learning?

Response GR 3-5 % GR 6-8 % GR 11 %

Every day or almost every day 25.5 19.0 27.8

Once or twice a month 18.6 31.4 21.1

Once or twice a week 33.9 28.1 38.9

Rarely 22.0 21.5 12.2

I am comfortable to generate (type) my responses to open-ended test questions.

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Strongly agree 29.7 21.5 17.6

Agree 52.7 64.4 49.5

Disagree 11.7 10.8 23.1

Strongly disagree 6.0 3.2 9.9

Survey Questions: Effort



Agree 25.1 29.6 38.9

Disagree 2.3 2.8 20.0


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“I have tried my best to do well on the Smarter mathematics test.”

Survey Questions: Perception

I believe that I performed well on the Smarter mathematics test.

I feel that my Mathematics class prepared me to do well on the Smarter mathematics test.

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Agree 42.7 49.0 23.1

Disagree 7.8 13.6 33.0




Agree 38.4 42.1 40.7

Disagree 6.7 8.9 28.6


Teaching and Learning

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Possible Trends:

NAEP, Smarter and Other States

• Delaware’s performance shows both strengths and areas for growth compared to other states

• Smarter Balanced assessments are nationally/internationally benchmarked, and are expected to track closely with NAEP scores

• There are strong positive indications looking at Smarter data in the context of NAEP trends

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Harvard CEPR Study: Delaware teachers and

principals have embraced the CCSS

Teacher Survey: To what extent would you say that the following individuals

have embraced the CCSS?

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The majority of teachers have embraced

the CCSS standards

In Delaware, 60 percent of principals reported that math teachers have embraced the

standards, and 85 percent reported the same for ELA teachers. Zero have not embraced.

Principal Survey: To what extent have teachers of these subjects at your

school embraced the CCSS?

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Bright Spots

There are many promising highlights as we focus on improvement for our

students:

• There are a number of schools with a high percentage of low income

students and proficiency at or above state average, demonstrating student

success:

– Examples include: Booker T. Washington, Towne Point, South Dover,

John M. Clayton, Lake Forest South and East

• Schools participating in Common Ground for the Common Core show

promising improvements in Common Core State Standards practices

• A number of schools with high low-income and minority populations that are

showing strong outcomes on equity measures such as educator

effectiveness, retention, and school climate, are also showing strengths on

student achievement, performing better than similar schools.

– Examples include: Kuumba, North Georgetown Elementary, North

Dover Elementary

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What are we doing for Mathematics?

Professional Learning for educators:

– Learning Leader Network: Principal Support for Math

– Teaching and Learning Cadre: 3-Part Math Series

– Math-in-CTE: SREB/DOE partnership

Teacher Leadership and Resource Development:

– Dream Team: Focus on Math for 2015-16

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Other Initiatives:

• CCSS Site Visits to all districts

• Foundations of College Math

• Math and Science Partnership (MSP)

grants for 2016

• Innovation Grants for professional

learning – Districts can focus on

Mathematics

New Castle Elementary, New Castle, DE

Stubbs Elementary, Wilmington, DE

What are we doing for ELA?

Professional Learning for educators:

– Common Ground for the Common Core 3.0: Deepening

Literacy Practices Across the Content Areas

– Learning Leader Network: Principal Support for Literacy

– eLearning Courses: Focus on Writing/Focus on Reading

Teacher Leadership and Resource Development:

– Reading/Writing Project and Resources: Unit Development and Rubrics

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Other Initiatives:

• Digital Library

• Literacy Coalition/Diamond State

Reading Association Partnership

• Literacy Cadre Steering Committee:

Writing Progressions

• Innovation Grants for professional

learning – Districts can focus on ELA

North Dover Elementary, Dover, DE

Seaford High School, Seaford, DE

How is the state responding to our low

numbers for students with disabilities?

• Focus on 3rd grade

literacy

• Special Education

Strategic Plan

• Common Ground for

the Common Core

3.0: Targeted

Approaches to

Closing Achievement

Gaps

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Level of

Sta

ndard

s

Alig

nm

en

t

Data suggests that Standards

Based IEPs are having an

impact in the classroom.

…and for our English Language Learners?

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Early literacy initiative for ELLs

New online ACCESS test this year

Interactive webinars on Common Core for ELLs

New ELL Strategic Plan

Redirecting staff resources to better assist ELL in the field

Common Ground

Strand Two: Targeted Approaches to Closing Achievement Gaps addresses English Language Learners (ELL)

Dr. Margarita Calderson will work with DE Guiding Teams during a 3-part series of professional learning and support that launches in September

SMARTER RESOURCES AND

COMMUNICATIONS

What Will Reports Look Like?

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The “Scale

Score” is

the

student’s

score on

the test.

Scores can

be between

2000 and

3000, the

range

varies by

grade.

The

Achievement

Level shows if

the student met

the standard

(Level 3 and

above). This

also shows how

the student

score compares

to school,

district and

state

Here is

information

on student

strengths

and areas of

growth

within the

subject

Toolkit for Districts & Schools

• Sample Score Reports

• Educator Trainings

• FAQ Documents

• Templates for parents and

educators

• Online tools:

www.BeALearningHero.org/DE

www.DelExcels.org and others

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http://www.bealearninghero.org/DE

http://www.delexcels.org/

DelExcels.org

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Great Kids

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Be A Learning Hero

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