Testing and Accountability

in North Carolina Public Schools

Spring 2013

Welcome to READY III Meeting

Your presenters today are …

Dr. June AtkinsonState Superintendent

Dr. Angela Quick Deputy Chief Academic Officer

Dr. Tammy Howard Director of Accountability Services

New Standard Course of Study

Balanced Assessment System

New Accountability Model

Strong Leaders

A Fair Evaluation System

Support in Low-AchievingLEAs and Schools

Improved Supply of Teachers

Tools and Training toImprove Practice

New Assessments

The General Assembly’s New A-F Accountability Model

Focus Break: Summer Institutes 2013

Questions and Answers

Today’s Agenda

Changing what we think of as “State Assessments”

This is what we have known

Summative

Interim Tools

Formative Processes

• Constructed Response

• Performance Tasks• Computer Adaptive

Testing

“Along the Way”

+

“Every Day”

Comprehensive Assessment System

K - 2

34567

8

9

10

11

Diagnostic and Formative Assessments

Student Teacher

School Accountability Assessments

State LEA School

K-5 Diagnostics

EXPLORE

PLAN

ACT

12

Measures of Student Learningto be included in Student Growth component in

teacher evaluation

Teacher School

EOG (Math, ELA)

End-of-Grade (Math, English Language Arts, Science)

EOG (Math, ELA)

EOG (Math, ELA, Science)

EOG (Math, ELA)

EOG (Math, ELA)

High School Measures of Student Learning (Common Exams) in core academic non-tested subjects

3 End-of-Course (EOC)

Biology, Math I and Eng II

Elementary and Middle School Common Exams in currently non-tested subjects

Lower Elementary Measures of Student Learning

ACT

WorkKeys

School Accountability Assessments:For School Performance Grades, School Accountability and ESEA (formerly NCLB)

End-of-Grade (EOG), End-of-Course (EOC)•3-8 English and Math

•5 & 8 Science

•1 each Math, English and Science in High School

WorkKeys 12th

ACT 11th

When: •EOC/EOGs - May or June (Dec for Semester I)

•ACT – March

•WorkKeys - February

Used For:•School accountability (state and required federal)

•School data made public and used to target support

Logistics: Once a year; proctored

New State Assessments 2012-13 and 2013-14

Demo of New Assessments

http://go.ncsu.edu/nctdemo

• Aligned to the Common Core and Essential Standards

• Inclusion of New Item Types Technology Enhanced (online)

Constructed Response (English II)

Gridded Response (Math Gr 5-8/Algebra I/Integrated I)

• Moving towards full online administration in 2014-15

Grade 5 Science TE Item

5.P.1.2 Infer the motion of objects in terms of how far they travel in a certain amount of time and the directions in which they travel (RBT = Conceptual/Understand; DOK = 2)

This distance/time graph shows the distance covered by an insect crawling across a table. Using the information on the graph, place (click and drag) the remaining distances to complete the table below.

Distance traveled in 10 seconds Distance traveled in 20 seconds Distance traveled in 25 seconds

20 cm

30 cm 40 cm 50 cm

Distance/Time Graph

Grade 6 Constructed Response Item

Calculator: InactiveDOK: Skill/ConceptDomain: Expressions and EquationsStandard: 6.EE.7 Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.

A company is having a picnic. The expenses will be for music and refreshments. • The music will cost $150.• The refreshments will cost $125.  • Tickets will be sold for $2.50 per employee.

What is the minimum number of tickets that must be sold to pay for the picnic expenses?

Note that students receive instructions and practice for gridding answers.

English II Constructed Response Item

Moonriseby Jenette Purcell

City night skygives itself to me againwhen I have so little left to receive it.I am dark, crumblingand you are rivers and trees awaysearching your own night sky for a sign.The strong gates of your heartare wide open to me always, but,if only.So I wait, as seasons before, decades before,fathers and mothers before me still insidewatch and listen.Suddenly,bamboo, bones, fiber, fences,water, glistening koi,*all the tiny rooms,paths and places I hold your memoriesrelaxin audible, reverent wonderat the fullness formingon this horizon’s edge.

*koi: colorful fish that symbolize love and friendship

In Moonrise, explain how the theme is developed throughout the poem. Use specific details to support your answer.

DOK: Strategic ThinkingStandard: Reading for Literature (RL.2)Key Ideas and Details: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

English II TE Item

Excerpt from Moonrise

by Jenette Purcell

Suddenly,bamboo, bones, fiber, fences,water, glistening koi,*

all the tiny rooms,paths and places I hold your memoriesrelaxin audible, reverent wonderat the fullness formingon this horizon’s edge.

Select (by clicking) the synonym that can replace reverent in the poem.

respectful

redundant

amazed

significant

DOK: Skill/ConceptStandard: Reading for Literature (RL.4)Craft and Structure: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Getting Ready

Item Typeshttp://thismeeting.wikispaces.com/ under Summer Institutes 2012

Released Formshttp://www.ncpublicschools.org/accountability/testing/releasedforms

Tutorial of New Assessmentshttp://go.ncsu.edu/nctdemo

Review item types and released test forms

Standard Setting

Administration of New Tests

May/June

July into August

1

Compile Data and Build Developmental Scale

3

2

Achievement Standards Presented to SBE

October

4

June into July

Teacher Groups Recommend

Achievement Levels

College and Career Readiness

It is important to remember that we have raised expectations significantly in the 2012-13 school year.

Claims in the Past: Grade-level Proficiency Only

Claims in the Future: Grade-level Proficiency andCareer- and College- Ready

Beginning of ABCs K-8 Accountability Model

Implementation of More Rigorous

Mathematics Standards

Implementation of More Rigorous Reading Standards

1992-93 to 2011-12 EOG General Test Multiple Choice Test Results Statewide Percent of Student at or above Level III in BOTH Reading and Mathematics

School Performance Grades

1. New Assessments and SBE Accountability

2. Legislative Requirements

3. Meaningful Differentiation

4. ACT – 11th Grade

5. EVAAS Growth Values

Accountability Reports

SBE Accountability Reporting System• No School Designations

General Assembly’s A-F Grading System •SB 361 – Uses Proficiency and Benchmarks •HB 435 – Uses State Mean to Determine Letter Grade

Elementary and Middle School Accountability

End-of-Grade

3-8 Math

End-of-Grade

3-8 ELAEnd-of-Grade

5 & 8 Science

Δ End-of-Grade

3-8 Math

Δ End-of-Grade

3-8 ELA

Δ End-of-Grade

5 & 8 Science

EVAAS Growth

School-wide

StatusIndicators“this year”

ProgressIndicators“trend over time for groups of students”

Growth Indicators“combined individual student’s growth”

High School Accountability

EOG

3-8 Math

Δ End of Grade

3-8 Math

End-of-Course

ACT

Graduation Rates

Math Course Rigor

WorkKeys

Graduation Project

Δ End-of-Course

Δ ACT

Δ Graduation Rates

Δ Math Course Rigor

Δ WorkKeys

EVAAS Growth

School-wide

StatusIndicators“this year”

ProgressIndicators“trend over time for groups of students”

Growth Indicators“combined individual student’s growth”

School Performance Grades SB 361

English II, Algebra I, Biology

Algebra II/Integrated III

Graduation Rate

WorkKeys

ACT

High School

Elementary and Middle

Reading, Math, Science EOGs

One point for each percent of students who meet proficiency or benchmark

+ Growth reported

General Assembly’s A-F Model per SB 361

• Uses SBE-approved indicators

• 10-point scale; A: 90-100

• Growth not incorporated

• Goes into effect with the 2012-13 school year, reported for the first time in fall 2013

School Performance Grades HB 435

Performance Composite

Algebra II/Integrated III

Graduation Rate

WorkKeys

ACT

High School

+ Growth/Performance

Increase

{state mean}

Elementary and Middle

Performance Composite {state mean}

General Assembly’s A-F Model per HB 435

• Uses SBE-approved indicators

• Uses state mean for each indicator to determine performance

• Meeting or exceeding growth = one letter grade increase

• At or above 80% performance composite for current year/previous two years = one letter grade increase

• Goes into effect with the 2013-14 school year, reported for the first time in fall 2014

Simulation Analysis Based on 2011-12 Data

Simulation Analysis Based on 2011-12 Data

Simulation Analysis Based on 2011-12 Data

Questions

Every Student READY