Smarter Balanced Assessment: Planning and Implementation

Tony AlpertChief Operating Officer, Smarter Balanced Assessment Consortium

Mickey Garrison. Ph.D.Oregon Department of Education

Oregon Assessment Conference August 1, 2012

Objectives

• Discuss strategies to guide development of a Local Implementation Plan

• Identify resources that can support and enhance your LIP development (no lip service here)

• Identify resources to support communication with Stakeholders

Steering Committee Membership

• Need to have mathematics and ELA represented• Don’t forget ELL and SWD• Should consider science, music, social studies, PE,

art, etc. so that the plan incorporates a comprehensive implementation and holistic problem solving

• Consider K-16 and potentially K-20 Teams

Duration: 3 minWhere: Person you don’t already knowWhat: Introduce yourself to someone you don’t know and ask them what their district doing to address these first 3 critical elements of a local plan for transition. Now change roles.

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Duration: 5 minWhere: Same personWhat: How can you create opportunities for a K-16 plan? What about a K-20 plan? How can the plan be sustained over time?

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Strategies for Building the LIP• Inventory your resources

– Don’t completely reinvent the wheel. You have materials that still will work. Identify strengths, weaknesses and risks

– Leverage work with other districts and schools – Don’t be afraid to cross state lines (you won’t be

arrested)– Establish a integrated calendar of meetings. These

meetings need to be protected because time is short• Frame the conversation around teaching and

learning– Use curriculum and content standards as a resource– Be critical consumers

• Professional development planning– Oregon CCSS Stewardship team developed a

way to assist with PD planning and is posted at http://www.ode.state.or.us/wma/teachlearn/commoncore/aligned-ccss-pd-needs-final.pdf

– Oregon will develop a webinar series to orient districts on the PD plan http://www.ode.state.or.us/news/events/

Resources for Building the LIP

• Formative assessment practices– Oregon Data project will roll out 2 day training

in February and March regarding authentic classroom assessment practices

– SBAC’s formative workplan is available at http://www.smarterbalanced.org/wordpress/wp-

content/uploads/2012/03/Formative-Assessment-Master-Work-Plan-Narrative.pdf

Resources for Building the LIP

Duration: 9 minWhere: With your teamWhat: What can you re-use and what are some gaps in your resources that prevent high quality teaching and learning?

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Objective: All teachers have a basic understanding of the pedagogy of reading, writing and mathematics in the context of the CCSS

Exemplar Evidence: All teachers incorporate reading, writing and mathematics

content aligned to CCSS in their instruction

Objective: Students learn knowledge and skills using academic vocabulary

Exemplar Evidence: • All teachers explicitly instruct students on academic

vocabulary by incorporating academic vocabulary in their lessons.

• Teachers observe students appropriately using academic vocabulary as part of classroom interactions and classroom based assessments.

Accountability Indicators

Duration: 5 minWhere: With your teamWhat: Identify 1 additional objective and at least one exemplar that would serve as evidence that the objective was achieved

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• Level the playing field– Consider a team lead model with an expert regarding

CCSS and Smarter Balanced Assessment respectively– Team leads can be empowered to interject

information about CCSS and SBAC into team conversations

• Dust-off your “Resource” argument• Establish a meeting date to review the plan and

the Accountability Indicators. • Collect your evidence of success. Who is going to

do this? Who is going to analyze the data?

Implementing the Implementation Plan

• National Resourceshttp://www.ccsso.org/Documents/2012/Common_Core_Resources.pdf

• Introduction to Smarter Balanced Websitehttp://www.smarterbalanced.org

–Item Specificationshttp://www.smarterbalanced.org/smarter-balanced-assessments/#item

–Training Videoshttp://www.smarterbalanced.org/smarter-balanced-assessments/item-writing-and-review/

Implementation Resources

• Oregon’s Sample lesson– Modified from Archer & Hughes Explicit

Instruction

Sample Lesson Plan

Duration: 7 minWhere: Someone at another tableWhat: What do you like about the sample lesson plan? What is missing? What needs to be removed/changed? 15

Evidence Centered Design http://www.youtube.com/watch?v=8ZPb56onUBs&feature=relmfu

Item Development and ECD

Duration: 5 minWhere: With Your TeamWhat: How might you use these videos as part of your approach professional development? 17

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• I am challenged to complete complex tasks and apply my knowledge

• I know how I am progressing toward college and career readiness

• My test results will be accurate regardless of my ability, disability or proficiency in English

Students

• My child’s class time is focused on learning and not on testing

• My child will have opportunities to improve

• I will know whether my child’s school is performing as well as it should

Parents

• I won’t be surprised by the test results at the end of the year

• I will have the supports I need to help my students

• The tests measures the right things in the right way

Teachers

• We are sharing costs with other states to provide a world-class test

• We can compare the performance and growth of our schools, districts and state so that we can improve

• We know the test will work for us because we helped build it

Policymakers

Communicating With Stakeholders

Duration: 5 minWhere: Person at table next to youWhat: Who’s story is missing? What message do they need to receive? How would you deliver it?

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Duration: 5 minWhere: With Your TeamWhat: Give an example of how your Career and College message will be different from your current message.

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Questions?