2014 State Superintendent’s Conference For updates & more details visit: 2014-15: The Year of New Assessments Preparing for Assessment.

2014 State Superintendent’s Conference

For updates & more details visit: http://oea/dpi.wi.gov

2014-15: The Year of New Assessments Preparing for Assessment Transitions and the Implications for Accountability

Today

• Context: accountability results summary

• Assessment overview• Looking ahead• Your turn

Wisconsin schools perform well

Nearly 9 out of 10 (88%) rated schools meet expectations or better.*

Only 3% fail to meet expectations.

Accountability Rating for Wisconsin Schools (2013-14 results)

*Excludes schools that did not receive an overall accountability score.

6%

39% 43%

8%

3%

Significant Exceeds ExpectationsExceeds Expec-tationsMeets ExpectationsMeets Few Ex-pectationsFails to Meet Expectations

Wisconsin districts perform well

98% of districts with scores meet expectations or better.*

Only 1 district fails to meet expectations.

Accountability Rating for Wisconsin Districts (2013-14 results)

*Excludes districts that did not receive an overall accountability score and single-school districts.

2%

38%

58%

2%

Significant Exceeds ExpectationsExceeds Expec-tationsMeets ExpectationsMeets Few Ex-pectationsFails to Meet Expectations

Students are in fewer districtsChange Student Membership (2001-2012)

In 2001, 1/3 of districts were in declining enrollment.

By 2012, over 2/3 of districts were in declining enrollment.

Today, 75% of our students are located in just 30% of our districts.

Wisconsin FRL Rate Doubles

2001: 21%2012: 43%

Cumulativ

e Enrollment

Percentile

# of District

s% of

District 209,535 25% 8 2% 419,387 50% 41 11% 626,834 75% 114 30% 871,551 100% 424 100%Source: Wisconsin Department of Public Instruction. School Finance Maps.

http://dpi.wi.gov/sfs/maps.html

So rural districts have fewer kids and higher rates of economic need

Wisconsin FRL Rate Doubles

2001: 21%2012: 43%

Source: Wisconsin Department of Public Instruction. School Finance Maps. http://dpi.wi.gov/sfs/maps.html

…and Wisconsin is increasingly diverse

Source: Wisconsin Department of Public Instruction & University of Wisconsin –Madison, Applied Population Laboratory. Raw Data Source: National Center for Education Statistics (NCES) 2009. http://nces.ed.gov/

year

2017

2014

2011

2008

2005

2002

1999

1996 -0.0199999999999998

2.32452945780892E-16

0.0200000000000002

0.0400000000000002

0.0600000000000002

0.0800000000000002

0.1

0.12

0.14

0.16

0.18

Native American, 0.013

Asian, 0.028

Black, 0.094

Hispanic, 0.033

Proportions of Students of Color in Wisconsin (1997-2019)

Pop

ula

tion

Pro

port

ion

Poverty is growing in WI…Change in Free & Reduced Lunch (2001-2012)

Source: Wisconsin Department of Public Instruction. School Finance Maps. http://dpi.wi.gov/sfs/maps.html

In many rural districts, more than half the students are eligible for free-and-reduce lunch.

Wisconsin FRL Rate Doubles

2001: 21%2012: 43%

And poverty impacts achievement(2012-13 Report Card Data)

There is a very strong correlation between poverty and school performance.

Avg. FRL

HIGH-poverty, LOW-performing schools

LOW-poverty, HIGH-performing schools

Source: Wisconsin Department of Public Instruction. School and District Report Cards http://reportcards.dpi.wi.gov/

What does this all mean?

Planning Ahead for Accountability in Wisconsin

Tasks: Incorporate measures of college and career readiness –

in a FAIR, VALID, and RELIABLE WAY Provide results that are FAIR, VALID, and RELIABLE

during a major transition to new assessments Goals:

Open communication and transparency Technical accuracy Continued improvement of the accountability system

as a whole Connecting schools around promising practices and

promising outcomes

Measuring College and Career Readiness (CCR)

What measures come to mind? (To name a few…) WorkKeys CTE concentration Postsecondary enrollment

Challenges Schools and districts vary greatly across the state… How do we incorporate new measures in a way that

reflects the import of CCR while accounting for local decisions and access/opportunity?

…and still measure the “same thing” in schools across the state

Provide results that are FAIR, VALID, and RELIABLE during the assessment

transitionDPI consults with our Technical Advisory Committee (TAC) Challenges:

We can put forth recommendations, but best practice and common sense dictate that we use data to inform any changes.

We won’t have any new assessment data until the assessments are administered!

Result: This will be an ongoing process throughout the 2014-

15 school year (and probably into the summer of 2015)

THE YEAR OF NEW ASSESSMENTS

2014-15:

On your mark, get set,…

In the midst of all the back-to-school hustle and bustle…some things to keep in mind: Upcoming assessment windows

September 15-October 10 = PALS (grades 1-2) October 6-24 = Aspire Early High School (grade 9) October 13-31 = DLM Early High School (grade 9) October 13-November 7 = PALS (4K-K) October 27-November 7 = WSAS Science & Social

Studies

Why Test?

To help answer a big question:How do we get from

here......to here?

All students leave high

school college and

career ready

Common Core State

Standards specify K-12 expectations

for college and career

readiness

...and how can an assessment system contribute to this effort?

A balanced assessment system is integral to this work

The purpose of balanced assessment:

To provide students, educators, parents and the public with a range of information about academic achievement, and to determine the best practices and policies that will result in improvements to student learning.

Balanced Assessment

Characteristics of balanced assessment: Range of assessment types (i.e., multiple data

points) Driven by data needs (i.e., critical questions)

Types of assessments: Screener: used to plan for instruction and/or

intervention Formative: immediate feedback to adjust teaching and

learning Benchmark: evaluate skills relative to a specific set of

learning targets; can be used for classroom and school-wide planning

Summative: evaluate cumulative learning; occurs after instruction

Wisconsin’s Balanced Assessment System

Screeners PALS ACCESS for ELLs (2.0*)

Formative SBAC Digital Library* (3-8) Dynamic Learning Maps* (3-

11) ACCESS for ELLs (2.0*)

Interim SBAC Interim* (3-8) Dynamic Learning Maps* (3-

11) ACCESS for ELLs (2.0*)

ACT ASPIRE (9-10)

Summative NAEP* ACT ASPIRE* (9-10) ACT (11) WorkKeys* (11) Dynamic Learning Maps* (3-

11) ACCESS for ELLs (2.0*) WSAS Science and Social

Studies (4, 8, and 10)

* Online

Smarter Balanced

We have a vendor! Education Testing Service

(ETS)

Standard Setting To determine achievement

performance levels (i.e., proficiency): October-November 2014

Formative Digital Library Available this fall

Interim Assessments Optional Available in 2015 (after the

standard setting)

More information from the Office of Student Assessment: Twitter:

http://oea/dpi.wi.gov/assessment

Google+ Communities Bi-weekly updates from

OSA Director (“Tea with Troy”)

Purpose/content: provide brief time-sensitive updates.

DAC Monthly Webinar Purpose/content: provide DACs

a direct channel of communications to OSA

Visit the registration form for more information: DAC Monthly Webinar Invitation 

All updates are here: OSA Website

Aspire Early High School, ACT, WorkKeys

Timeline Fall 2014

ACT Aspire 9th grade Spring 2015

ACT Aspire 9th grade ACT Spire 10th grade ACT Plus Writing 11th

grade ACT WorkKeys 11th

grade

Format ACT Aspire = online ACT Plus Writing = paper

& pencil ACT WorkKeys = paper &

pencil More Information

http://oea.dpi.wi.gov/assessment/ACT http://www.act.org/aap/wisconsin/index.html

Training https://actaspire.tms.pearson.com/

Account/Login?ReturnUrl=%2f http://actaspire.avocet.pearson.com/

actaspire/Home

LOOKING AHEAD FOR ASSESSMENT & ACCOUNTABILITY

2014-15…is just the start

Looking ahead for assessment

• DAC support• Single sign on• Adjusting for issues which arise• ACT Expansion and Online • Peer Review• ACCESS 2.0• Legislative support

Looking ahead for accountability

ESEA Flexibility DPI will again apply for a waiver Opportunities:

further integrate accountability and support collect more input on the system incorporate changes into accountability

Possible State Legislation Could specify changes to report cards

Using data to connect schools

Your Turn

Assessments How is your district

preparing for the new assessments?

How are you planning to use the data from these assessments?

What do you want DPI to know about the assessment transition?

Accountability What questions do you

have about the accountability transition?

What recommendations do you have for the accountability system? (i.e., what’s working and what’s not?)

What do you want DPI to know about the accountability system?

THANK YOU!

Troy Couillard, Director, Office of Student AssessmentLaura Pinsonneault, Director, Office of Educational AccountabilityReach us at 608-267-1072