what to expect in student performance sba 2015 · 7/13/2015 · sba 2015 milford board of...
TRANSCRIPT
New Standards,
New Standardized
Assessment
What to Expect in
Student Performance
SBA 2015
Milford Board of Education, July 13, 2015
Presentation Overview
A radical shift of standards in Connecticut
“College/Career Readiness” - a sense of urgency
CT’s new standardized assessment (“SBA”)
– what it measures
– how it cannot be compared to CMT/CAPT
Why a decline in performance is expected.
2
Previous Standards
Proficiency
CMT/CAPT
New CT Standards
Preparedness
SBA
A Shift in Expectations
3
Why the shift in
expectations?
4
“Faced with clear evidence that too many
students graduate from high school without
the academic skills necessary for success in
college and careers, every state has
adopted new college and career-ready
academic standards in recent years. This
year (2014-15) many more states are
administering new tests aligned to their
college and career ready standards.” Achieve Report, 2015
College and Career Readiness
5
What you need to know
Adopted 5 years ago; grounded in Common
Core State Standards
Most significant change in standards in 30 years
Major shift in expectations
Require deeper, more rigorous learning
Ultimate goal: College and Career Readiness
New CT Core Standards
6
K
3 2
1
New CT Core Standards
7
K
3 2
1
When a student has fallen
below the CCR trajectory …
… we want to give
them the extra
support they need.
New CT Core Standards
8
Define learning expectations for each level,
e.g., “By the end of grade 5, student will be able
to _______________.”
Articulated for specific areas, e.g., math and
English/language arts
Shape curriculum content and instruction
Form state standardized assessment
New CT Core Standards
9
Separate the state assessment from
state standards – they are not the same.
Curriculum should be driven by the standards;
instruction should be driven by the curriculum.
Shifting Assessments
- Raymond Yeagley
Standards are not Curriculum
“
”
10
Major shifts in curriculum
New learning for teachers
Higher cognitive demand for students
New state standardized assessment
Impact of New Standards
11
New knowledge and skills to be demonstrated – speaking and listening
– research and inquiry
– data analysis
– communicating reasoning
– supporting claims with evidence
Higher expectations – College and Career Readiness (CCR)
– Preparedness vs. Proficiency
Connecticut’s New Assessment
12
Smarter Balance
Cannot be compared to CMT or CAPT
Measurement is completely different
– Design (Computer-Adaptive Test: ‘CAT’)
– What is being assessed
Smarter Balance
13
English/Language Arts & Literacy
14
Mathematics
15
Cannot be compared to CMT or CAPT
Measurement is completely different
– Design (Computer-Adaptive Test: ‘CAT’)
– What is being assessed
– Scoring ‘ruler’
– Results
Smarter Balance
16
Grade-Level Expectations
The student
has …
4 3 2 1
Exceeded Nearly Met Met Not Yet Met
Students … are
demonstrating mastery of …
are demonstrating
progress toward
mastery of …
require further
development toward
mastery of …
require substantial
improvement toward
mastery of …
SBA: Four Achievement Levels
17
4 Exceeded
3 Met
2 Nearly Met
1 Not Yet Met Grades
likely success in rigorous high school coursework, entry-level,
credit bearing coursework
or career training
3 - 5
6 - 8
11
likely success in next grade
will likely need support to
get on track …
likely success in entry-level,
credit bearing coursework
or career training
will likely need support
likely success in next grade
will likely need substantial
support
likely success in high school &
college coursework
or career training
likely success in high school &
college coursework
or career training
will likely need support to
get on track …
will likely need substantial support to
get on track …
will likely need substantial support to
get on track …
SBA: Levels of Preparedness
18
Sample Report
19
Sample Report
20
CT has provided us with early indicators
analysis of results from 2014 SBA Field Test
can be compared with NAEP
National Assessment of Educational Progress
NAEP: “The Nation’s Report Card”
provides a trusted “yardstick” for state comparisons
administered every two years
grades 4, 8 and 12
typically 30 students/grade/school selected
has been administered since the early ‘90s
What can we expect?
21
% at/above
“Goal” (2013)
- CSDE Report
% at/above
“Proficient” (2013)
%
at/above
“Proficient”
(2013)
% at/above “Level 3”
(2014)
Preparedness vs. Proficiency
22
(CT)
%
at/above
“Proficient”
(2013)
%
at/above
“Proficient”
(2013)
%
at/above
“Goal”
(2013)
%
at/above
“Level 3”
(2014)
Preparedness vs. Proficiency
- CSDE Report 23
(CT)
new standards
revised curriculum & new instructional approach
new test
different skills
more complex, rigorous tasks
new benchmark: ‘Prepared’ vs. ‘Proficient’
States are anticipating a
lower performance …
Given:
Anticipated Student Performance
24
But …
Rate and depth of student learning, we believe, is
improving
Each year going forward, students will have had
more years of CT Core-aligned instruction
Anticipated Student Performance
25
Understanding the test – more appropriate expectations
– more transparent indicators of preparedness
How will we know where students are? – NWEA (bridge)
SBA not the only measure – classroom work and teacher feedback
– motivation, self-control, grit, …
Where do we go from here?
Final Remarks
26
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Milford Board of Education, July 13, 2015