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Essential Skills Transition Planning. Derek Brown Manager, Assessment of Essential Skills Oregon Department of Education. Objectives. Understand the Smarter Balanced assessment transition timelines and Essential Skills graduation requirements (cohort based) - PowerPoint PPT Presentation
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Essential Skills Transition PlanningDerek Brown
Manager, Assessment of Essential SkillsOregon Department of Education
Understand the Smarter Balanced assessment transition timelines and Essential Skills graduation requirements (cohort based)
Discuss key activities associated with the transition, and the impact on Essential Skills graduation requirements
Review Oregon Administrative Rule (OAR) language which helps inform how students will be able to meet Essential Skills graduation requirements through the transition
Objectives
Essential Skills graduation requirements are applied based on when students first enter high school
Multiple assessment options, including OAKS, other standardized tests (OSTs), and work samples
2014-2015 will be the first operational year for the Smarter Balanced assessment
Overview
The following table describes the transition timeline, through the lens of cohorts (or grade groups)
Cohort Impact
11-12 12-13 13-14 14-15 15-16 16-17 17-18 18-19 19-203 4 5 6 7 8 9 10 114 5 6 7 8 9 10 11 125 6 7 8 9 10 11 12 6 7 8 9 10 11 12 7 8 9 10 11 12 8 9 10 11 12 9 10 11 12 10 11 12
Cohort/Grade
School Year
Cohort YearSmarter Balanced Assessment - Operational
Students may demonstrate proficiency in the Essential Skills using assessment options adopted in their 9th through 12th grade years
Students may use achievement standards adopted in their 9th through 12th grade years that are equal to or lower than the achievement standards approved as of March 1st of the students’ 8th grade year
These elements of the Essential Skills OAR help us answer several important questions regarding how the transition will impact students
Essential Skills OAR(581-22-0615)
Will students be able to use Essential Skills evidence collected prior to the transition to Smarter Balanced? Yes, so long as it comes from the approved list of
assessment options Students that meet requirements via OAKS, OSTs or
work samples this school year (or next year) would be able to use that evidence at the time they graduate
Please note that districts do not necessarily offer each one of the approved assessment options
Common Questions(Prior Evidence)
Which assessment options will be available to students through the transition? The current list of approved assessment
options will be available through the transition OAKS (ELA and Math) will be replaced by the
Smarter Balanced assessment in 2014-15
Common Questions(Available Assessment Options)
Moving forward, high school students will still have three functional assessment options for demonstrating proficiency in the Essential Skills
Current and Future Landscapes
2013-14 Smarter Balanced field test results will be used to establish an equivalent level of rigor to OAKS
OAKS to Smarter Balanced(Equivalent Levels of Rigor)
0
236 (meets)
280
0
500
300
* Mock Scale
*
Smarter Balanced will set achievement standards in late Summer 2014 Results may reveal a discrepancy in the level of achievement defined as “meets” State Board will make final decision regarding achievement level required for
students to meet Essential Skills graduation requirements (late Summer/Fall 2014)
OAKS to Smarter Balanced(Equivalent Levels of Rigor)
0
236 (meets)
280
0
500
300
* Mock Scale
*
320 (meets)
Remember – per OAR 581-22-0615, raising the achievement level(s) required for students to meet Essential Skills graduation requirements means students must be given adequate notice (defined as March 1st of the 8th grade year)
OAKS to Smarter Balanced(Equivalent Levels of Rigor)
0
236 (meets)
280
0
500
300
* Mock Scale
*
320 (meets)
Study to determine whether or not current Official State Scoring Guides require revision (timeline – Spring 2013)
Alignment considerations will include: “Claims” – broad statements of the assessment systems’ learning
outcomes “Targets” – assessment expectations that explain what evidence is
required to show mastery of both content and practices “Rubrics” – assessment tools used to judge the quality of student
performance relative to a set of process standards as they solve problems aligned to grade-level content standards
“Achievement Level Descriptors” – short descriptions of what students know and are able to do as represented by the achievement standards
Work Samples(Official State Scoring Guide
Alignment)
