Assessment Strategy, SY 17-18...Assessment Strategy Development Goals 1. Develop an assessment strategy that meets the needs of teachers, students, and administrators 2. Optimize testing

Dr. Sonja Brookins SantelisesChief Executive Officer, Baltimore City Public Schools

Assessment StrategySY 18-19 through SY 20-21

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Presentation to the Baltimore City Board of School CommissionersTeaching and Learning Committee

August 7, 2018

Sean Conley, Chief Academic Officer

Theresa Jones, Chief Achievement and Accountability Officer

Agenda

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1. Assessment Strategy Development Goals

2. SY18-19 Strategy and Changes

3. 3-year Strategy and Goals

Purpose of Assessments

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• Provide information that informs teachers and students in determining their next teaching and learning steps

• Communicate to parents and communities of progress being made, so that they can play an active role in a child’s learning

• Inform district and school decisions on resource allocations, strategy investments, and policy implementation

Blueprint Connection

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• High functioning systems are built on professional learning that informs decision-making from all levels

• Assessments give timely information about student learning

• Systems and structures are in place to provide opportunities for learning communities to collaborate and leverage resources

and

Navigating Academic Planning

Assessment Strategy Development Goals

1. Develop an assessment strategy that meets the needs of teachers, students, and administrators

2. Optimize testing time for students

3. Maximize the usefulness of testing administrations by ensuring staff at all levels share a common understanding of how to leverage data to improve student outcomes

4. Identify and build a 3-year strategy that can be communicated clearly and support the broader work of the district

Framework for Review of Assessments

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Timely Applicable

Aligned Essential

The Assessment Framework for City Schools –

Fostering a Well-Rounded Approach

Interims and Common

Formatives

Periodic assessment of

students across schools for

the purpose of informing

and adjusting instruction

Readiness

State or IHE mandated

assessments used for

summative purposes

Classroom Formatives

and Strategies

Unique to a class, course,

or teacher for the purpose

of informing and

adjusting instruction

Grading

Class or course

summative assessments

primarily for the purpose

of report card grading

More Large Scale

More Classroom Focused

More

Summative

Purpose

More

Formative

Purpose

LEADING LAGGING

Easier to impact

outcomes, more difficult

to measure



Interim and Common

Formatives





Readiness



summative purposes


and Strategies



of informing and


Grading

Class or course




More Large Scale


More

Summative

Purpose

More

Formative

Purpose

LEADING LAGGING

Easier to measure, more

difficult to impact

outcomes



Interim and Common

Formatives





Readiness



summative purposes


and Strategies



of informing and


Grading

Class or course




More Large Scale


More

Summative

Purpose

More

Formative

Purpose

LEADING LAGGING

The Assessment Framework for City Schools – SY 1819

Interims and Common Formatives

Early Learning Assessments (PK)

Amplify Reading 3D (K-2)

Interim Assessments (1-11 math*, RFP launch

ELA)

i-Ready (1, 2 math only, 3-11 math & reading)

ACCUPLACER Diagnostics (12, students in

transition courses)

W-APT (various grades)

Readiness and Achievement BasedKRA (K)

PARCC (3-12)

MISA/HS MISA (5, 8/various grades)

MSAA and Alt-MISA (3-8, 11 and 5-8, 11)

Government HSA (schedule driven)

SAT (11)

ACCUPLACER Placement (12)

ACCESS for ELLs 2.0 (various grades)

Classroom Formatives and Strategies

New Read Assessments/End of Module-

ELA

Mid/End of Module Assessments -Math

Teacher tools:

questioning, observation, checks for

understanding

Grading

Middle of Course (9-12)

End of Course (9-12)

Curriculum-based Assessments (various

grades)

More Large Scale

More Classroom

Focused

Mo

re S

um

ma

tive

Pu

rpo

seMo

re F

orm

ati

ve

Pu

rpo

se

District Requirements

Additional assessments: The Naglieri Non-Verbal Ability Test and PSAT

*Grade 1 –11 Math will only administer interims and not Middle of Course and End of Course assessments

Formative Assessment Strategy

Formative assessment generates timely student achievement information to:

• monitor student progress in terms of what students did or did not learn, and in terms of what they can and cannot do

• evaluate instructional effectiveness which can be addressed by modifying instruction or re-teaching

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Where are we now?

Where are we going?

How do we close the gap?

K n o w Yo u r S t u d e n t s

K n o w Yo u r C o n t e n tK n o w Yo u r P e d a g o g y

Measuring Growth vs Mastery

Student Learning Growth

• Measures student progress across two or more points in time

• Targets specific opportunities for improvement at student level

Mastery

• Measures attainment of standards

• Focus teachers and administrators on the minimum of content mastery that must be demonstrated at end of course

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i-Ready SY 18-19 Administration

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Required Recommended

• Math: grades 1-8

• ELA: grades 3-8

• All students complete windows 1 Following the first administration of i-

Ready, schools will consider the way in

which they use i-Ready data for

instructional purposes and, based on this

usage, create a plan for assessing students

during window 2 and window 3 • Math and ELA: grades 9-11

• All students complete window 1

Required

• Math: grades 1-11

• ELA: grades 3-11

• i-Ready used as a Universal Screener, 3 times a year (windows 1-3)

Elem/Mid Schools

High Schools

MTSS Pilot Schools

i-Ready provides diagnostic data about students’ grade level performance

on common core standards

i-Ready 3-Year Plan

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•All Schools required to administer Window 1 and have the option to administer windows 2 and 3

•MTSS sites administer all windows

SY18-19Implement a district-wide intervention assessment

SY19-20All windows optional for

non-MTSS schools

MTSS sites administer all

windows

Re-examine usefulness of

assessment based

on school-level decisions

and use in SY1920 –

determine whether to

continue with i-Ready as

the district's intervention

assessment by December

2019

SY20-21

The Assessment Framework for City Schools – SY 1819

Interims and Common Formatives

Early Learning Assessments (PK)

Reading 3D (K-2)

Interim Assessments (1-11 math*, RFP launch

ELA)

i-Ready (1, 2 math only, 3-11 math & reading)

ACCUPLACER Diagnostics (12, students in

transition courses)

W-APT (various grades)

Readiness and Achievement BasedKRA (K)

PARCC (3-12)

MISA/HS MISA (5, 8/various grades)

MSAA and Alt-MISA (3-8, 11 and 5-8, 11)

Government HSA (schedule driven)

SAT (11)

ACCUPLACER Placement (12)

ACCESS for ELLs 2.0 (various grades)

Classroom Formatives and Strategies

New Read Assessments/End of Module-

ELA

Mid/End of Module Assessments -Math

Teacher tools:

questioning, observation, checks for

understanding

Grading

Middle of Course (9-12)

End of Course (9-12)

Curriculum-based Assessments (various

grades)

More Large Scale

More Classroom

Focused

Mo

re S

um

ma

tive

Pu

rpo

seMo

re F

orm

ati

ve

Pu

rpo

se

Additional assessments: The Naglieri Non-Verbal Ability Test and PSAT

*Grade 1 –11 Math will only administer interims and not Middle of Course and End of Course assessments

Wit & Wisdom New ELA Curriculum

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K-8 content alignment

• Provides a coherent foundation of content knowledge that creates equitable access for all

students

Readiness for district-wide implementation

• Alignment to current district structures and initiatives provide a level of familiarity for

teachers as they embark on the first year of implementation

Educative Features

• Teacher-friendly embedded resources that build instructional practice and develop content

knowledge

Opportunities for arts integration and alignment across content areas

• Supports student engagement, reinforces close reading, and expands students’ visual and

cultural literacy

Strong parent resources

• Module overviews of upcoming learning, sample questions to support students, extension

activities, and fluency homework

ELA (K-8) Assessment Trajectory

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• Built into the curriculum

• Monitor student ELA standards mastery based on scope and sequence

Common Formatives

(New Read/End of Module)

Interims

(ELA Standards Mastery)

Summative

(PARCC)

• Assess student

mastery of grade-

level standards 4

times a year

• Evaluate student’s

mastery of common

core standards at the

end of the year

ELA Formative Assessment Implementation Timeline

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• Teachers assess using New Read Assessments & EOM

• ELA interim assessment (K-8) RFP launched and outreach conducted

• ELA 9-12 curriculum update process begins

Fall 2018

• Adopt and administer up to 3 ELA interim assessments to elementary and middle grades

• ELA interim assessment (9-12) RFP launched and outreach conducted

Second Semester, SY 18-19

• Implement ELA interim assessment for high schools

• Implement updated 9-12 curriculum

SY 19-20

Transition to Interims for All Subjects

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• Review MOY/EOY assessments used in subjects other than ELA and math for grades 9-12, working to shift assessments to interims and use for grading

SY 18-19

• Implement interims for all subjects for grades 9-12

• Review MOY/EOY assessments used in subjects other than ELA and Math for Grades 6-8, working to shift assessments to interims and use for grading

SY 19-20 • Implement interims for all subjects for grades 6-8 and use for grading

SY 20-21

Adjustments to College Readiness Assessments for SY 18-19 and Beyond

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• Continue with school-day SAT implemented in SY17-18

• Majority of students have met the state's College and Career Readiness indicator requirement through SAT performance

• Receive SAT data in May – substantially earlier than PARCC data

• Remove PARCC ELA 11 and ALG 2 to reduce testing

• Provides similar information to the SAT

Summary of Administration Changes for SY1819

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Assessment Change in SY1819 Change in

Administration Time

Math Interims No Change No Change

ELA Interims Launch RFP ; adopt and administer

up to 3 assessments to

elementary/middle grades

Increase

i-Ready Reduce required administrations to

Window 1 only. (Previously required

Windows 1 and 3)

Decrease

Amplify Reading 3D No Change No Change

ACCUPLACER No Change No Change

High School

Adjustments

Remove PARCC ELA 11 and Algebra

2 and use SAT as college readiness

indicator

Decrease

Curriculum–

Embedded Writing

Utilize module tasks for K-8 and

continue with LDCs for 9-12

No impact as embedded

in curriculum delivery

Comments and Questions?

Heather Nolan

Director of Knowledge Management

Office of Achievement and Accountability

[email protected]

Jessica Wilson

Director of Strategy and Compliance

Academic Office

[email protected]

Ashley Cook-Plymouth

Director of Literacy, Languages and Culture

[email protected]

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mailto:[email protected]



Appendix

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Summary of Three Year Strategy

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Grades Year 1 (SY 18-19) Year 2 (SY 19-20) Year 3 (SY 20-21)

ELA Assessment 1-8 Procurement and

implementation of new

standards aligned platform

Continue with standards

aligned assessment

Continue with standards

aligned assessment

9-11 Continue with current exams Build into vendor platform or

address separately depending

on curriculum selection

Continue with chosen interim

approach

Amplify K-3 Continue with K-2 Expand to grade 3 to provide

screening information after

removal of i-Ready

requirement

Continue with grades K-3

LDC 9-12 Continue with current Adjust as necessary to align

with curriculum

Adjust as necessary to align

with curriculum

High School Adjustments Grade 11 Eliminate PARCC ELA 11 and

Alg 2 assessments and use SAT

as the college readiness

measure. Continue with SAT

day for high schools

Continue with SAT Day Continue with SAT Day


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i-Ready 3-11 ONLY BOY administration

required. Teachers and

principals would have the

option of doing additional

administrations based on

district guidance or interest.

MTSS Pilot sites continue

with all 3 administrations.

Work with Special Ed and

Specialized Learning to

develop clear guidance on

the use of PARCC, ANet, and

ELA assessments as

universal screeners.

Eliminate i-Ready

requirement for all students

Re-examine the use of i-

Ready at MTSS schools and

others as identified to

determine effectiveness and

plans for continued use

Implement a district-wide intervention assessment


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MOY/EOY 6-12 Build work group including

teachers and principals in

each content area to begin

reviewing and standardizing

all content areas to interim

assessments that would be

supported by either a

vendor platform or by

district’s instructional

management system.

Determine whether the

district will continue to build

assessment items for

teachers and schools OR

purchase vendor developed

items, assessments. Also

determine whether schools

will have functionality to

create their own tests.

All 9-12 content areas will

have standardized interims

in place using vendor-

provided systems or the

district’s instructional

management system.

All 6-8 content areas will

have standardized interims

in place either on a vendor

platform or the district’s

instructional management

system.

Implement a district-wide

intervention assessment

Percentage of Instructional Time Utilized for Assessments

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Grade SY17-18 SY18-19 SY19-20Pre-K 0.00% 0.00% 0.00%

K 0.25% 0.25% 0.25%

1 0.73% 0.86% 0.82%

2 0.73% 0.86% 0.82%

3 1.69% 1.64% 1.54%

4 1.71% 1.71% 1.53%

5 2.08% 2.08% 1.90%

6 1.77% 1.71% 1.53%

7 1.77% 1.71% 1.53%

8 2.15% 2.08% 1.90%

9 1.90% 1.90% 1.44%

10 2.36% 2.42% 2.24%

11 2.38% 1.48% 1.30%

12 0.81% 0.90% 0.81%

Our 3 Year Academic Goal

By 2020, all students will be able to

access complex texts and tasks to

critically analyze information in order to

take a stance, develop a coherent written

evidence based argument, and

communicate with confidence and

conviction at or above grade level.

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Assessment Glossary: Interim and Common Formatives

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Assessment Type

and Grade Levels

Description and Purpose

Early Learning

Assessments

PK

• Provided by MSDE

• Administered 3 times a year at BOY, MOY, EOY

• It is designed to be used in the natural classroom environment multiple times

throughout the school year and to equip teachers with tools to track individual

children’s growth, individualize learning opportunities, plan for intervention, engage

in real-time instructional planning, and ensure that all children are on the path for

kindergarten readiness and beyond.

Reading 3D

K - 3rd grade

• Reading 3D provided by Amplify, includes DIBELS and TRC measures

• Administered 3 times a year – BOY, MOY, EOY – with progress monitoring available

and recommended

• Track and monitor foundational reading skills, inform targeted instruction

• 3rd grade assessment optional for students that were far below grade level in DIBELS

and/or TRC at EOY, 2nd grade

Math Interim

Assessments

Kindergarten

• Produced in-house by Early Learning Programs

• Administered 2 times a year at Middle and End of Year

• Based on MCCRS and used for instructional decisions at the classroom, school and

district level

Assessment Glossary: Interim and Common Formatives

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Assessment Type

and Grade Levels


i-Ready Assessment

1 – 11th grade

• i-Ready provided by Curriculum Associates

• Computer-based and adaptive

• Administered 1-3 times a year with progress monitoring available

• Track and monitor standards-based reading and math growth, inform targeted

instruction

• 1-2 assessed on math only, Grades 3-11 assessed on reading and math

• Also used for summative purposes as a growth measure, and as a Universal Screener for

MTSS

Math Interim

Assessment

1 – 11th grade

• Interim assessments provider TBD

• Administered 4 times a year, across quarterly transitions

• Aligned to Eureka Math curriculum

• Measures standards mastery for instructional decision making at the classroom,

school and district level

ACCUPLACER

Diagnostics

12th grade

• ACCUPLACER Diagnostics provided by College Board

• Computer-based and adaptive

• Administered to students in transition courses for ELA and math at the beginning of

the course

• Results align to remediation planners provided by College Board and help teachers

to refine instruction and prepare students to take the ACCUPLACER at the end of their

course.

Assessment Glossary: Diagnostic Screeners

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Assessment Type

and Grade Levels


Naglieri Non-Verbal

Ability Test (NNAT-2)

Kindergarten

• The NNAT-2 provides a nonverbal, measure of general ability

• Evaluates ability for students from diverse populations who may use different

languages or come from different cultures

• Used to identify gifted and talented students

W-APT*

Various grades

• Provided by the WIDA organization

• Administered once a year for placement purposes

• Used to determine English proficiency levels for ESOL students, to assist schools in

scheduling ESOL classes, and to inform professional development for teachers

* M S D E R E Q U I R E D

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Assessment Glossary: SummativeAssessment Type

and Grade Levels


Kindergarten Readiness

Assessment* (KRA)

Kindergarten

• Allows teachers to measure each child’s school readiness across multiple

domains including Social Foundations, Math, Science, Social Studies, Language

and Literacy, Physical Well-being and Motor Development, and Fine Arts

Maryland Integrated

Science Assessment*

(MISA/HS MISA)

5th and 8th, HS is course

driven after pilot years

• MISA is required to measure progress on the Next Generation Science Standards

• SY 17-18 is a field test for students, SY 18-19 is a no-fault year for students

• In SY 19-20 and beyond, the HS MISA will be associated with students who are

enrolled in their 3rd science course (e.g.: 11th grade Physics in traditional schools)

Government High School

Assessment *(HSA)

9th -12th grades

• The Government HSA is required to measure standards in this curricular area

PARCC*

3rd - 12th grade

• Provided and administered through the Partnership for Assessment of Readiness

for College and Career (PARCC)

• A summative assessment of math and ELA given annually, results of the PARCC

Assessment informs families and teachers about how students are progressing

along the continuum of standards preparing them for college and career


Assessment Glossary: Summative

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Assessment Type

and Grade Levels


High School MOC/Midterm

and EOC/Final

9th – 12th grade

• English, Science and Social Studies MOC/MT and EOC/Final assessments are

created in the Office of Teaching and Learning and made available through

district's instructional management system. English MOC and EOC will be

replaced with the ELA interim assessment procured

• Based on MCCRS and used for instructional decisions at the classroom, school

and district level as well as student grading per board policy

ACCESS for ELLs/ELPA*

Various grades

• Provided by the WIDA organization, rebranded as ELPA

• Given annually in order to monitor students’ progress in acquiring academic

English

Alt-MISA* (Science)

5, 8, and 11th grades

• Eligibility determined by students’ IEP requirements

• Measures student achievement in science; aligned to Next Generation Science

Standards

Multi-State Alternate

Assessment/MSAA*

3-8, and 11th grades

• Reading and Math (online-assessment, replaces Alt-MSA); ensures students

leave school ready for post-secondary options


Assessment Glossary: College Board

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Assessment Type

and Grade Levels


AP Exams

Various grades

• Optional college readiness assessments created and administered by College

Board

• These assessments determine whether students have earned college-credits or

advanced placement status for course work that they have completed in high-

school

PSATs/NMSQT

9th, 10th, 11th grade

• College readiness assessments created and administered by College Board,

participation expected as 10th grade assessment offered free to all secondary

schools

• This assessment checks progress toward college and career readiness

SAT

11th and 12th grade

• College readiness assessments created and administered by College Board

• These assessments are designed to assess college readiness and provide

pathways to college acceptance and various kinds of financial assistance

• SAT “School Day” administration is offered to all students in 11th grade at no cost

ACCUPLACER

Placement*

12th grade

• College readiness assessments created and administered by College Board

• Tests knowledge in reading, writing, and math

• For students in transition courses, fulfills assessment requirement of the

CCR/CCA of 2013


Transition to HS MISA

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SY 17-18

SY 18-19

SY 19-20+

• Field test for students

• Assess all 10-12th graders who have not passed the Biology HSA as part of field tests

• No-fault for students

• Assess all remaining 10-12th

graders who have not passed the Biology HSA -or- did not take the HS MISA in SY 17-18

• First year of regular HS MISA implementation

• Assess students enrolled in the third science course (e.g.: 11th

grade Physics in traditional schools)

Board of School CommissionersCheryl A. Casciani, Chair

Linda Chinnia, Vice-Chair

Muriel Berkeley

Michelle Harris Bondima

Andrew “Andy” Frank

Martha James-Hassan

Ronald S. McFadden

Johnette A. Richardson

Joshua Lynn, Student Commissioner

Christian Gant, Board Executive Officer

Senior Management TeamDr. Sonja Brookins Santelises, Chief Executive Officer

Alison Perkins-Cohen, Chief of Staff

Shashi Buddula, Interim Chief Technology Officer

Sean L. Conley, Chief Academic Officer

John L. Davis, Jr., Chief of Schools

Jeremy Grant-Skinner, Chief Human Capital Officer

Theresa Jones, Chief Achievement and Accountability Officer

Tammy L. Turner, Esq., Chief Legal Officer

John Walker, Interim Chief Financial Officer

Lynette Washington, Interim Chief Operating Officer

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Assessment Strategy, SY 17-18...Assessment Strategy Development Goals 1. Develop an assessment strategy that meets the needs of teachers, students, and administrators 2. Optimize testing

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