Smarter Balanced Summative Assessment: Here’s What!, So

What?, Now What?

Local District South

Secondary Level

Participants will: * Be provided resources on how to read and analyze SBAC results;* Receive clarification on stakeholder talking points;* Preview the Local District South Professional Development Plan Draft.

Objectives

“The goal is to turn data into information, and information into insight.” – Carly Fiorina, former executive, president, and chair of Hewlett-Packard Co.

HERE’S WHAT!What are the data?

Local District South

Handout #1

2014-15 LAUSD Smarter Balanced Summative AssessmentsELA/Literacy Achievement Level Data

Grade Number of Tests Scored

Average Scale Score

%Standard Not Met

%Standard Nearly Met

% Standard Met

% Standard Exceeded

Grade 3 45389 2384±0 44 27 17 12

Grade 4 44134 2423±0 49 22 17 12

Grade 5 43357 2464±0 43 22 24 11

Grade 6 36354 2484±0 39 30 23 8

Grade 7 35896 2502±1 43 26 25 7

Grade 8 37204 2524±0 36 31 27 6

Grade 11 27259 2568±1 24 29 34 14

Handout #2

2014-15 LAUSD Smarter Balanced Summative AssessmentsELA/Literacy Claim Level Data

Grade Claim %Below Standard %At/Near Standard %Above Standard

Grade 3

Reading 49 38 13Writing 45 43 13

Listening 30 60 10Research/Inquiry 39 49 13

Grade 4

Reading 48 40 12Writing 43 44 13

Listening 29 61 10

Research/Inquiry 40 48 12

Grade 5

Reading 48 39 13Writing 41 42 17

Listening 31 59 10Research/Inquiry 27 53 20

Grade 6

Reading 48 42 10Writing 43 44 13

Listening 27 64 9Research/Inquiry 26 58 16

Grade 7

Reading 48 41 11Writing 40 44 16

Listening 33 59 8

Research/Inquiry 34 50 15

Grade 8

Reading 42 44 14Writing 38 48 13

Listening 31 61 8Research/Inquiry 31 54 15

Grade 11

Reading 25 54 21Writing 27 51 22

Listening 25 63 12Research/Inquiry 19 55 26

Handout #2

2014-15 LAUSD Smarter Balanced Summative AssessmentsMathematics Achievement Level Data

Grade Number of Tests Scored

Average Scale Score

%Standard Not Met

%Standard Nearly Met

% Standard Met

% Standard Exceeded

Grade 3 45469 2399±0 42 26 22 10

Grade 4 44226 2436±0 39 35 18 8

Grade 5 43439 2457±0 52 27 12 9

Grade 6 36553 2477±1 47 29 14 9

Grade 7 35869 2488±1 48 28 15 9

Grade 8 37136 2502±1 51 26 13 10

Grade 11 27159 2531±1 54 26 15 5

Handout #3

2014-15 LAUSD Smarter Balanced Summative AssessmentsMathematics Claim Level Data

Grade Claim %Below Standard %At/Near Standard %Above Standard

Grade 3

Concepts and Procedures 48 33 20

Problem Solving and Modeling & Data Analysis 48 38 14

Communicating Reasoning 34 50 16

Grade 4

Concepts and Procedures 56 29 15

Problem Solving and Modeling & Data Analysis 48 41 11

Communicating Reasoning 45 41 13

Grade 5Concepts and Procedures 62 26 13

Problem Solving and Modeling & Data Analysis 56 33 10

Communicating Reasoning 49 41 9

Grade 6

Concepts and Procedures 58 29 13

Problem Solving and Modeling & Data Analysis 49 42 10

Communicating Reasoning 43 46 11

Grade 7

Concepts and Procedures 57 29 14

Problem Solving and Modeling & Data Analysis 45 44 10

Communicating Reasoning 23 65 11

Grade 8Concepts and Procedures 57 29 13

Problem Solving and Modeling & Data Analysis 40 49 11

Communicating Reasoning 42 47 11

Grade 11

Concepts and Procedures 57 31 11

Problem Solving and Modeling & Data Analysis 42 50 8

Communicating Reasoning 36 56 8

Handout #3

2014-15 Local District South Smarter Balanced Summative AssessmentsELA/Literacy Achievement Level Data

Grade Number of Tests Scored

%Standard Not Met

%Standard Nearly Met

% Standard Met

% Standard Exceeded

Grade 3 8195 50 27 15 8

Grade 4 8073 54 22 16 8

Grade 5 7718 49 23 22 7

Grade 6 6218 43 31 21 6

Grade 7 5790 45 26 23 5

Grade 8 6069 39 31 25 6

Grade 11 4017 27 29 32 11

Handout #4

2014-15 Local District South Smarter Balanced Summative AssessmentsMathematics Achievement Level Data

Grade Number of Tests Scored

%Standard Not Met

%Standard Nearly Met

% Standard Met

% Standard Exceeded

Grade 3 8227 46 28 20 6

Grade 4 8025 43 36 16 5

Grade 5 7778 57 26 11 6

Grade 6 6231 51 29 13 6

Grade 7 5854 53 27 13 7

Grade 8 6134 56 24 13 8

Grade 11 4060 58 25 14 3

Handout #5

You Do! & Pair Share!Smarter Balanced Overall Summative Assessment Results

Here’s What! What are the data?

So What? What is your interpretation of the data? What

other data do I need?

Now What? What are the implications for practice? What

systems do I need to put in place? What systems have you already put in place?

Secondary Example: In English-Language Arts, 8th graders have the highest percentage of middle-school students who are above standards in Reading.

Secondary Example: Given the focus on close reading for the past three years, it is possible that the 8th grades have had more exposure and practice.

Secondary Example: We need to use the Interim Assessment Blocks to drill down to the claim level to better address the needs of students.

Handout 1

SO WHAT?What is your interpretation of the data? What other data do I need?

Local District South

I Do! http://achieve.lausd.net/Page/8871Smarter Balanced Overall Summative Assessment Results

Here’s What! What are the data?

So What? What is your interpretation of the data? What

other data do I need?

Now What? What are the implications for practice? What

systems do I need to put in place? What systems have you already put in place?

Secondary Example: In English-Language Arts, 8th graders have the highest percentage of middle-school students who are above standards in Reading.

Secondary Example: Given the focus on close reading for the past three years, it is possible that the 8th grades have had more exposure and practice.

Secondary Example: We need to use the Interim Assessment Blocks to drill down to the claim level to better address the needs of students.

Handout 1

Reporting Achievement Level Descriptors

English Language Arts Reporting Achievement Level Descriptors

High School Grades 6-8 Grades 3-5 Level 4 The student has exceeded the achievement standard and demonstrates the knowledge and skills in English language arts/literacy needed for likely success in entry-level credit-bearing college coursework after high school.

Level 4 The student has exceeded the achievement standard and demonstrates advanced progress toward mastery of the knowledge and skills in English language arts/literacy needed for likely success in entry-level credit-bearing college coursework after high school.

Level 4 The student has exceeded the achievement standard and demonstrates advanced progress toward mastery of the knowledge and skills in English language arts/literacy needed for likely success in future coursework.

Level 3 The student has met the achievement standard and demonstrates progress toward mastery of the knowledge and skills in English language arts/literacy needed for likely success in entry-level redit-bearing college coursework after completing high school coursework.

Level 3 The student has met the achievement standard and demonstrates progress toward mastery of the knowledge and skills in English language arts/literacy needed for likely success in entry-level credit-bearing college coursework after high school.

Level 3 The student has met the achievement standard and demonstrates progress toward mastery of the knowledge and skills in English language arts/literacy needed for likely success in future coursework.

Level 2 The student has nearly met the achievement standard and may require further development to demonstrate the knowledge and skills in English language arts/literacy needed for likely success in entry-level credit-bearing college coursework after high school.

Level 2 The student has nearly met the achievement standard and may require further development to demonstrate the knowledge and skills in English language arts/literacy needed for likely success in entry-level credit-bearing college coursework after high school.

Level 2 The student has nearly met the achievement standard and may require further development to demonstrate the knowledge and skills in English language arts/literacy needed for likely success in future coursework.

Level 1 The student has not met the achievement standard and needs substantial improvement to demonstrate the knowledge and skills in English language arts/literacy needed for likely success in entry-level credit-bearing college coursework after high school.

Level 1 The student has not met the achievement standard and needs substantial improvement to demonstrate the knowledge and skills in English language arts/literacy needed for likely success in entry-level credit-bearing college coursework after high school.

Level 1 The student has not met the achievement standard and needs substantial improvement to demonstrate the knowledge and skills in English language arts/literacy needed for likely success in future coursework.

English Language Arts/Literacy Achievement Levels

Grade Level 1

Standard Not Met Level 2

Standard Nearly Met Level 3

Standard Met Level 4

Standard Exceeded 3 2114 – 2366 2367 – 2431 2432 – 2489 2490 – 2623 4 2131 – 2415 2416 – 2472 2473 – 2532 2533 – 2663 5 2201 – 2441 2442 – 2501 2502 – 2581 2582 – 2701 6 2210 – 2456 2457 – 2530 2531 – 2617 2618 – 2724 7 2258 – 2478 2479 – 2551 2552 – 2648 2649 – 2745 8 2288 – 2486 2487 – 2566 2567 – 2667 2668 – 2769

11 2299 – 2492 2493 – 2582 2583 – 2681 2682 – 2795 What does 2366+ stand for? Average Scale Score The average scale score (2366) and standard error of the mean (+7) – the error band – of students who completed the scaled tests. A scale score is a mathematical transformation of a raw score using a statistical process. The standard error (of measurement) is a statistic that shows the random variation in individual scores. For this school, the average scale score was 2366 in Grade 3, plus or minus 7.

Handout 6

Smarter Balanced Overall Summative Assessment Results

Here’s What! What are the data?

So What? What is your interpretation of the data? What

other data do I need?

Now What? What are the implications for practice? What

systems do I need to put in place? What systems have you already put in place?

Secondary Example: In English-Language Arts, 8th graders have the highest percentage of middle-school students who are above standards in Reading.

Secondary Example: Given the focus on close reading for the past three years, it is possible that the 8th grades have had more exposure and practice.

Secondary Example: We need to use the Interim Assessment Blocks to drill down to the claim level to better address the needs of students.

Handout 1

You Do! http://achieve.lausd.net/Page/8871

NOW WHAT?What are the implications for practice? What systems do I need to put in place? What systems have you already put in place?

Local District South

Smarter Balanced Overall Summative Assessment Results

Here’s What! What are the data?

So What? What is your interpretation of the data? What

other data do I need?

Now What? What are the implications for practice? What

systems do I need to put in place? What systems have you already put in place?

Secondary Example: In English-Language Arts, 8th graders have the highest percentage of middle-school students who are above standards in Reading.

Secondary Example: Given the focus on close reading for the past three years, it is possible that the 8th grades have had more exposure and practice.

Secondary Example: We need to use the Interim Assessment Blocks to drill down to the claim level to better address the needs of students.

Handout 1

You Do! & Pair2 Share!

STAKEHOLDER TALKING POINTSLocal District South

NEXT STEPS: PREVIEW LD SOUTH PD PLAN DRAFT

Local District South

Local District South Professional Development Plan Follow the steps below if you would like to provide input on the proposed Local District South Professional Development Plan. Go online to:

http://bit.ly/pd-plan-draft Guiding Questions

1. How aligned is the LDS PD Plan to your school goals? 2. How aligned is the LDS PD Plan to the Local District South goals? 3. How does the LDS PD Plan support the implementation of the new

California state standards? Submit comments by 5:00 PM on Wednesday, September 9, 2015. Thank you for your continued support! For further information on the secondary plan, contact Maricel Masongsong Interim Secondary Mathematics Coordinator Maria.masongsong@lausd.net (310) 354 - 3451 For further information on the elementary plan, contact Rebecca Canham Elementary ELA Coordinator Rebecca.canham@lausd.net (310) 354 - 3471

Handout #11

EVALUATIONLocal District South