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Objectives:
•Understand the shifts needed to support Common Core Implementation
•Discover resources available to support this work
•Walk away with tools and processes needed to lead this change
For our time together...
•Take responsibility for your own learning
•Support the learning of your colleagues
•If you need to take a call or have a side conversation, please step out
•If you have a question, ask
Connector
•Grab a couple sticky-notes•Individual Reflection – one idea on each
sticky-note
“What are your fears and hopes about the Common Core?”
CCSS States and the Assessment Consortia
Balance Assessment Consortiumd
Partnership for Assessment of Readiness for College and Careers
(PARCC)
9.50
Key Players in CCSS Creation
•National Governor’s Association (NGA): policy organization representing all U.S. states, territories and commonwealths
•Council of Chief State School Officers (CCSSO): leads collective state action in areas of Educator Workforce; Information Systems and Research; Next Generation Learners; and Standards, Assessment, and Accountability.
•Achieve: a bi-partisan non-profit created by governors & business leaders in support of standards-based education reform
Accessibility tools available to all Students as per principles of universal design (e.g., writing tools, zoom,
mark for review, breaks, customized English glossaries).
Accessibility tools available to students but must be arranged or activated prior to assessment through an Individual Student Assessment
Accessibility Profile (e.g., color contract, color overlay).
Accommodations documented (e.g., braille, ASL, translation
option).
Smarter Balanced’s digital delivery system includes n array of embedded accessibility features designed to preserve intended constructs
Local schools & teachers provide
accommodations, supports, assistive
technologies & physical arrangements designed
to preserve intended constructs.
Conceptual Model
A very small percentage of students participate in alternate assessments aligned to the Common Core State Standards
Embedded Universal Tools
•Available to all students unless an educator feels they are distracting, in which case they can be turned off.
Examples:•Digital notepad, English glossary,
expandable pages, highlighter, mark for review, spell check, strikethrough, and zoom.
Non-embedded Universal Tools
•Provided locally and outside of the computer test administration system.
Examples:•Breaks, English dictionary, scratch paper,
thesaurus
Designated Supports•Available for use by ANY STUDENT for
whom the need has been indicated by an educator (or team of educators with the parent).
•Student input is also recommended.•Included for federal accountability purposes.•Need to be identified prior to assessment
administration and entered into the Test Information Distribution Engine (TIDE).
•Use of the Individual Student Assessment Accessibility Profile (ISAAP) is a process that may be used for decision making.
Embedded Designated Supports•Color contrast- attention difficulties,
visual impairments, print disabilities•Text-to-speech- struggling readers,
reading related disabilities, or students that are blind
•Translated test directions- students with limited English language skills
•Turn off any universal tools
Non-embedded Designated Supports•Color overlays- students with attention
difficulties, students with visual impairments or other print disabilities
•Magnification- Students used to viewing enlarged text or graphics
•Read aloud- Readers should be provided to students on an individual basis- not to a group of students
•Scribe•Separate Setting
Smarter Balanced Accommodations•Changes in procedures or materials that
increase equitable access during the Smarter Balanced Assessment.
•Documented need on an IEP or 504 plan•Physical injury is an exception•Entered ahead of time•Parents should be notified
Embedded Accommodations
•ASL- A human signer and the signed test content are viewed on the same screen
•Braille•Closed captionoing•Text-to-speech for ELA reading passages
▫This accommodation is appropriate for a very small number of students 1-2%
▫Only available in grades 6-8 and 11
Non-embedded Accommodations•Abacus•Alternate response options
▫Adapted keyboards, stickykeys, adaptive mouse
•Calculator▫When a special calculator is needed such as
a braille or talking calculator•Read Aloud (ELA passages 6-8 and 11)•Scribe (for ELA writing)•Print on demand
Accessibility tools available to all Students as per principles of universal design (e.g., writing tools, zoom,
mark for review, breaks, customized English glossaries).
Accessibility tools available to students but must be arranged or activated prior to assessment through an Individual Student Assessment
Accessibility Profile (e.g., color contract, color overlay).
Accommodations documented (e.g., braille, ASL, translation
option).
Smarter Balanced’s digital delivery system includes n array of embedded accessibility features designed to preserve intended constructs
Local schools & teachers provide
accommodations, supports, assistive
technologies & physical arrangements designed
to preserve intended constructs.
Conceptual Model
A very small percentage of students participate in alternate assessments aligned to the Common Core State Standards
• Essential Questions:▫ What environmental demands or teacher-initiated
expectations will create barriers for the student to learn and/or demonstrate what she knows and is able to do?
▫ What instructional and/or environmental factors within the control of the classroom teacher can be altered to eliminate or minimize barriers to participation?
▫ Is this accommodation appropriate for instruction, assessment, or both?
▫ Is this accommodation intended to be temporary or long term?
▫ Is this accommodation feasible and appropriate for setting?
Accommodations & Modifications…
• Essential Questions:▫ What environmental demands or teacher-initiated
expectations will create barriers for the student to learn and/or demonstrate what she knows and is able to do?
▫ What instructional and/or environmental factors within the control of the classroom teacher can be altered to eliminate or minimize barriers to participation?
▫ Is this accommodation appropriate for instruction, assessment, or both?
▫ Is this accommodation intended to be temporary or long term?
▫ Is this accommodation feasible and appropriate for setting?▫ LRP Conference 10/30/12 by Carol Kosnitksy
Accommodations & Modifications…
Present Level •Essential Questions:
▫What skills, knowledge, and behaviors does the student currently demonstrate?
▫How does this compare with the expectations for the student’s enrolled grade level?
▫What are the missing skills (gap) between the student’s current skills and knowledge and the grade expectations?
▫How does the student’s disability affect involvement and progress in the general curriculum?
Added after the MAASE presentation by request.LRP Conference 10/30/12 by Carol Kosnitksy
Present Level•Essential Questions continued:
▫Is this skill or behavior necessary to move towards the vision?
▫Will the student’s needs be addressed through specially designed instruction and/or accommodations?
▫Has the student been taught content aligned with standards, and how ahs the student responded?
▫What have we learned from previous IEP data?
Added after the MAASE presentation by request.
LRP Conference 10/30/12 by Carol Kosnitksy
Goals•Essential Questions:
▫What skills, knowledge and behaviors must this student acquire to access the general education curriculum?
▫What growth and progress can be reasonably expected of this student in the coming year?
▫Will the expected growth and rate of progress narrow the achievement gap for this student?
Added after the MAASE presentation by request.
LRP Conference 10/30/12 by Carol Kosnitksy
5 minutes 5 minutes
Choose a Performance Task – take 5 minutes to walk through it and reflect
•What are your first impressions?
•What thinking & skills are required?
•What shifts will educators encounter when facilitating these types of performance tasks?
In expert groups of 2 or 3, In expert groups of 2 or 3, connect by color and dialogue connect by color and dialogue
Share what you have Share what you have discovered discovered
People Search – grab your YELLOW sheet
Find 16 different people to sign your sheet
You may sign someone’s sheet only once
• Aspects of the Pilot Test▫ All states in the consortia
participated▫ Two Different Pilots originally
scheduled:
1. Scientific SampleSchools chosen for representativenessThis data used for calibrating items
2. Volunteer SampleOpen to any school that wanted to participateData not usedReplaced by Practice Test
▫ Neither test was adaptive
Spring 2013The SBAC Pilot Tests
Operating Systems Used:
Windows – 81.3%OSX (Mac) – 14.7%
iOS – 1.9%Chrome – 0.9%
Research Questions
What are student reactions, perceptions and instructional recommendations after taking SBAC pilot tests?
• Focus groups of students who had recently completed the SBAC pilot test in their school were brought together.
• Overall thoughts on the format, digital literacy, overall testing experience were shared. Vince Dean
Research Questions
•Testing session were observed and post-pilot conversations were facilitated with over 500 students throughout Oakland County included:▫7 high schools groups▫6 middle school groups▫9 elementary groups
•Anecdotal educator perceptions were also captured
What types of academic digital literacy skills
are needed to complete these items on the SBAC assessment?
A Table Conversation...
Student Dialogue
“What would your friends and students in other classes need to
know in order to be successful with this online
test.”
Academic digital literacy skills
• scroll bars, • cursers, • highlighting, • dragging and dropping text, • reordering text, • drawing lines / undoing
lines, • placing points• adding arrows• using a strike-out feature• enacting a radio button • clicking and unclicking
responses,
• negotiating an online calculator
• creating equations• creating angles• shading• flagging items, • creating graphs
▫ Pictographs▫ Line graphs▫ Bar graphs▫ Box and whisker
• using zoom • arrows to maximize a
screen• delete / insert • submit / reset• keyboarding
What type of tools and processes
do you already use that support the
development of academic digital literacy skills?
What types of directions / tasks might students need practice with prior to taking a SBAC assessment?
Table Conversation....
Directions / Prompts• Which• Select all• Choose all• Explain• Justify• Drag• Use the connect line tool• Use the arrow tool• Use the point tool• Use the equation tool• Use the line tool to match• Write an equation
• Click to show• Explain your answer• Explain why• Create a bar graph• Write one way• Arrange the events• Type your answer• Write a numerical
expression• Create an expression • Click in the true or false
column• Match to all that apply
Grab a paint swatch
With a partnerWrite 4 questions
from level 1 – on the lightest
shadeall the way to level 4 – on the deepest
shade
Suggestions1 – Participating in a Practice Test 2 – Framing the Environment3 – Incorporate Academic Digital Skills into Instruction4 – KEYBOARDING5 – Reading the Directions – Variety of tasks
Suggestions1 – Participating in a Practice Test 2 – Framing the Environment3 – Incorporate Academic Digital Skills into Instruction4 – KEYBOARDING5 – Reading the Directions – Variety of tasks6 – Developing Perseverance
Listening prompt
The Instructional Core•Principle #1: Increases in student learning occur only as a consequence of improvements in the level of content, teachers’ knowledge and skill, and student engagement.
•Principle #2: If you change one element of the instructional core, you have to change the other two.
TASK PREDICTS PEFORMANCE
TEACHER STUDENT
CONTENT
INFLUENCES
INTERACTION
INSTRUCTION
Say Something• Read silently to the first stop sign• When your partner is finished have a Level 1
conversation on what you have just read
• Read silently to the second stop sign• When your partner is finished have a Level 2
conversation on what you have just read....
• Read silently to the third stop sign• When your partner is finished have a Level 3
conversation on what you have just read....
• .... Level 4 conversation
Say Something• Read silently to the first stop sign• When your partner is finished have a Level 1
conversation on what you have just read
• Read silently to the second stop sign• When your partner is finished have a Level 2
conversation on what you have just read....
• Read silently to the third stop sign• When your partner is finished have a Level 3
conversation on what you have just read....
• .... Level 4 conversation
• Your partner is the person who has similar shoes as you
How will the role of the student shift with the implementation of the Common Core Standards and
the Smarter Balanced Assessments?
Connect - Extend - Challenge
• Think individually - How does today connect to the work you are already doing?
• Think individually - What will you need to extend, deepen or shift instructionally to support student success?
• Think individually - What do you see as your challenge in getting ready for the 2014-15 assessment?
Strategy Harvest• Goals / Objectives / Norms• Connector – Hopes &
Fears• Lecture Burst
▫ CCSS SBAC▫ Accommodations
• Depth of Knowledge DOK• Polleverywhere• Reflection IEP Teams
▫ Today’s Meet• Jigsaw – Performance Task
▫ Individual Focused Read▫ Expert Group▫ Alignment Sharing
• Reflection IEP Teams▫ Today’s Meet
• People Search• SBAC Pilot Research
Design▫ Practice Test Items▫ Student Voice
• Wrote Question Stems▫ Paint Swatch
• Reflection IEP Teams▫ Today’s Meet
• Instructional Core▫ Say Something
• Reflection IEP Teams▫ Today’s Meet
• Strategy Harvest• Today’s Objectives
Connect - Extend - Challenge
• Think individually - How does today connect to the work you are already doing?
• Think individually - What will you need to extend, deepen or shift instructionally to support student success?
• Think individually - What do you see as your challenge in getting ready for the 2014-15 assessment?
Objectives:
•Understand the shifts needed to support Common Core Implementation
•Discover resources available to support this work
•Walk away with tools and processes needed to lead this change