L O U I S I A N A S TAT E S U P E R I N T E N D E N T O F E D U C AT I O N J O H N W H I T E 2 EAGLE Agenda – Presentations 1 ½ Hours Presentation (Assembly Room) Introduction Role of Assessment How the State Impacts Assessment Content of Transitional Assessments Access to High-Quality Items • EAGLE • Sample CCSS-Aligned Items • Activities EAGLE Upgrades for 2012-2013 • Content Changes • System Changes 3 EAGLE Agenda – Hands-on Workshop 1 ½ Hours Computer Lab Hands On Activities • Teacher Home Page and Functionalities – EAGLE Training Site • Student Home Page and Functionalities – EAGLE Training Site • EAGLE Tips • Teacher Reports • Student Reports • EAGLE Support • Workshop Evaluation 4 What is the Value of Assessment? Assessment signals the scope of content and the level of rigor to which students and teachers are accountable. As such, assessment should drive teacher planning, instruction and collaboration. 5 Three Ways LDOE Impacts Assessment 1. Accountability policy 2. Statewide assessment content 3. Teacher access to high quality assessment 6 Assessment Time Line 2012-2013 2013-2014 2014-2015 Grades 3-8: ELA and Math Transitional LEAP Transitional LEAP and iLEAP and iLEAP *PARCC High School: English II English III Algebra 1 Geometry Transitional EOC Tests *PARCC Transitional EOC Tests *Beginning in 2014-2015, Louisiana will administer tests developed by the Partnership for Assessment of Readiness for College and Careers (PARCC). See www.parcconline.org . 7 Transitional Assessments The ELA writing prompt will ask students to read and use text in their response. The math tests include only items that measure content common to the current grade-level expectations (GLEs) and the CCSS. Although the content may be more rigorous, the “cut scores,” or difficulty of scoring at an achievement level, will remain the same . 8 EAGLE EAGLE provides teachers: 1. Access to CCSS-aligned items 2. Ability to create their own assessments 3. Analyze various data to drive instruction 9 EAGLE CCSS-Aligned Items These items can be used right away to start implementing the CCSS shifts. Mathematics items include 5 sample items for each grade (grades 3-11). ELA items include a set of questions that address at least two resources per grade (grades 3-10 and a set for grades 11-12). Items reflect CCSS standards but also incorporate anticipated technology innovations. Currently posted as pdfs at www.doe.state.la.us/topics/common_core_samples.ht ml 10 Implementing the ELA CCSS The goal of teaching the CCSS is for students to be able to read and understand grade-level complex text independently and proficiently and express that understanding clearly through writing and speaking about text. 11 Common Core Shifts for ELA/Literacy • Building knowledge through content-rich nonfiction • Reading, writing and speaking grounded in evidence from text, both literary and informational • Regular practice with complex text and its academic language 12 Texts Worth Reading • Read and review the sample texts. • What makes these texts worth reading? • How do the EAGLE CCSS-aligned items help teachers accomplish this? 13 Questions Worth Answering There are three criteria for determining quality: 1. Does the question have Value and is worthy of students’ time? 2. Does the question have Text Dependency, requiring deep understanding of the text and the use of textual evidence? 3. Does the question have Alignment to and reflect the rigor of the CCSS? 14 Questions Worth Answering 1. Does the question have Value and is it worthy of students’ time? • Focuses on key ideas (the BIG ideas) • Targets powerful academic words that connect to key ideas • Focuses on difficult features of the text (e.g., complex syntax or other features from qualitative analysis as part of text complexity process) • Allows students to show insights about the text 15 Questions Worth Answering 2. Does the question have Text Dependency, requiring deep understanding of the text and the use of textual evidence? • • • • Requires close reading of the text, not prior knowledge (i.e., more than topic-dependent and “responding” to text) Requires students to use evidence from the text Sequence of the questions keep students focused on the text and help them learn fully from it Allows for synthesis within or between texts 16 Questions Worth Answering 3. Does the question have Alignment to and reflect the rigor of the CCSS? • Stays true to the full intent and language of the standards, reflecting the complexity and range of the standards • Aligns to Reading Standard 1, providing evidence, and Reading Standard 10, text complexity • Aligns to one or more of Reading Standards 2-9, which provide specific requirements for the content of the questions • Provides opportunities for integration across the ELA/Literacy strands (reading, writing, speaking and listening, and language) 17 Questions Worth Answering • Read and review the rest of the items for the set. • What makes these questions worth answering? 18 Using EAGLE CCSS-Aligned Items How might these items be used in an ELA classroom? • Think about your current assessment practices. How can these items be incorporated? • Think about your plan for transitioning to the CCSS. How can these items help with that transition? • Think about how you collaborate with colleagues on improving ELA instruction. How can discussions about student work from these items inform instructional improvement at your school? • What is your plan for redelivering this information? 19 Common Core Shifts for Math • Focus strongly where the standards focus • Coherence: Think across grades and link to major topics within grades • Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application with equal intensity Learn more about where the Standards focus at achievethecore.org 20 Implications for Assessment • Focus: Assessments focus where standards focus. • Major content represents the majority of points and problems on assessments • Coherence: Assessments honor the coherence in the standards. • Balance of tasks assessing individual standards and related standards within the context of the grade and, as relevant, the progressions • Rigor: Assessments reflect the rigor of the standards. • Balance of tasks assessing conceptual understanding, procedural skill and fluency, and application of mathematics to solve problems 21 Reviewing Examples As you review the Eagle items, consider: 1. How do these items reflect the common core shifts? 2. How could teachers use these items with students? 3. How could teachers use these items to support their own planning? 4. How could teachers use these items in collaboration with other teachers? 22 Social Studies 2012-2013 • Implement New GLEs o Kindergarten-Grade 2 o US History & Civics o World Geography & World History (Recommended) • Continue Using Old GLEs o Grades 3-8 23 EAGLE – Fall 2012 24 EAGLE Item Bank Subject Grades Courses ELA 1–12 Math 1–12 Science 4, 8, & HS Life Science, Environmental Sciences, Chemistry, Physics, Earth and Space Science, Physical Science, Science as Inquiry Social Studies 4, 8, & HS US History, Civics, World Geography, World History Notes 25 EAGLE Update Math and ELA • All items are aligned to the transitional GLEs. • All teacher-made AND previous premade tests have been removed. Social Studies • No changes have been made to grades 4 & 8. • U.S. History and Civics are now aligned to the new GLEs and CCU. • World Geography and World History are still aligned to the old GLEs and CCU. We plan to update later this year. • All High School teacher-made and previous premade tests have been removed. Science – no changes have been made. 26 Content Changes Planned for EAGLE • Align existing items to Common Core State Standards (CCSS) • Develop new items aligned with CCSS • Update handscoring tutorials • Grade 4 • Grade 8 • English II • English III • Develop items that support “Instructional Shifts” 27 24 Naming a Test The test name is used to view/edit schedules and see reports. Consider adding a date/time/unit 25 Test Name in Scheduling 26 Test Name in Reports 27 Rename a Test 28 Clone a Test 29 Scheduling a Test Screen It is critical that the begin and end dates be set for each scheduled test. If not, the end date will default to July 31 of the current school year. 30 EAGLE Classroom Reports 31 Report by GLE Showing Each Student’s Performance 32 Analysis of Test Questions Report 33 Instructional Needs by GLE Report 33 Self-Assessment Student Worksheet Report 34 Student Report by Test 36 10-Minute Break Did someone say “break”???