Dr. Deborah A. Brady

Ribas Associates, Inc.

First Hour

Overview of District Determined Measures

The Timeline

Quality Assessments

Tools from DESe

Resources Rubrics Core Content Objectives

Second Hour

Job alike groups and departments work together

Beth Pratt and Deb Brady will go from group to group

Product: Facilitator hand in any unanswered questions or ???

By the end of the workshop, participants will:

1.Understand the quality expectations and assessment criteria for DDM assessments

2.Begin to draft a schedule for this year for your team or department

3.Begin the process of developing DDMs by (if there is time) Using the Quality Tracking Tool on at least one possible DDM Using the Educator Alignment tool to consider the local

assessment needs

4.Email or send hardcopy of your group’s meeting minutes Include progress Remaining questions What you will need to be successful

DESE Tools Quality Tracking Tool (Excel file) Educator Assessment Tool (Excel file) Core Curriculum Objectives (CCOs) Example Assessments (mainly commercial; some local) Model Curriculum Units with Rubrics (Curriculum Embedded Performance Assessments)

Rubrics: Cognitive Rigor Matrices: Reading, Writing, Math, Science

Research NY and NYC Achieve.org, PARCC, and many others

SY 2014 SY 2015 SY 2016

• September: Pilot Plan for least 5 DDMs

• December: Implementation Extension Request Form

• Pilot 5 DDMs (at least) The scores do not count

• June: Final Plan for assessing all teachers with at least 2 DDMs

• Collect first year’s data on DDMs for all educators

• Except waivered areas

• Collect Data second year of data for all educators

• Issue Student Impact Ratings for all except waived grades/courses/subjects

•

Pilot Year SY2014

SEPTEMBER DESE received B-R’s Plan forEarly grade literacy (K-3)Early grade math (K-3)Middle grade math (5-8)High school “writing to text” (PARCC multiple texts)PLUS one more non-tested course, for example:

Fine Arts Music PE/Health Technology Media/Library Or other non-MCAS growth courses including grade 10 Math and ELA, Science

DECEMBER: Implementation Extension Request Form for specific courses in the JUNE PLAN

BY JUNE PLAN for all other DDMs must be ready for implementation in year 2 SY2015 At least one “local” (non-MCAS) and two measures per educator

The scores will not

count for those who

pilot DDMs in 2014.

SY 2015

All professional personnel will be assessed with 2 DDMs, at least one local: Guidance Principals, Assistant Principals Speech Therapists School Psychologists Nurses All teachers not yet assessed; general

and special education

YEAR 2

The scores will count as the first half of the “impact score.”

The scores will count as the first half of the “impact score” with

the waivered courses as the only exception

SY2016

“Impact Ratings” will be given to all licensed educational personnel and sent to DESE

Two measures for each educator At least one local measure for everyone Some educators will have two local

measures Locally determined measures can include

Galileo, DRA, MCAS-Alt The MCAS Growth Scores can be one

measure The average of two years’ of scores And a two-year trend

Year 3

“Impact Ratings”

Are based upon two years’

growth scores for two different

assessments, one local.

DESE is still rolling out the evaluation process and

District Determined Measures

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1

3

2

From the Commissioner:

“Finally, let common sense prevail when considering the scope of your pilots.

“I recommend that to the extent practicable, districts pilot each potential DDM in at least one

class in each school in the district where the appropriate grade/subject or course is taught.

“There is likely to be considerable educator interest in piloting potential DDMs in a no-

stakes environment before year 1 data collection commences, so bear that in mind

when determining scope.”

Everyone earns two ratings

ExemplaryProficient

Needs ImprovementUnsatisfactory

HighModerate

Low

Massachusetts Department of Elementary and Secondary Education

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SummativePerformance

Rating

Impact Ratingon

StudentPerformance

*Most districts will not begin issuing Impact Ratings before the 2014-2015 school year.

Massachusetts Department of Elementary and Secondary Education

12Impact

Ratingon

StudentPerformance

4503699

244/ 25 SGP

230/ 35 SGP

225/ 92 SGP

TypesOn Demand (timed and standardized)

Mid-Year and End-of-Year exams

Projects

Portfolios

Capstone Courses

Unit tests

Formats

Multiple choice

Constructed response

Performance (oral, written, acted out)

MCAS Growth Scores can serve as one score for (ELA, Math 4-8; not 3, not HS)

MCAS Growth Scores must be used when available, but all educators will have 2 different measures

The MA Model Units Rubrics can be used (online for you)

GalileoBERS-2 (Behavioral Rating Scales)

DRA (Reading)Fountas and Pinnell Benchmark

DIBELS (Fluency)

MCAS-AltMAP

Why (beyond evaluation impact) determining these measures is important to every educator

Assessment Quality

ValidityReliabilityRigorScoring GuidesInter-rater reliability

You will receive tools for these areas today

Calibration of Scorers

Developing assessment protocols

Are all assessments of equally appropriate rigor K-12?

Integrity of scores

“Assessment creep”

Training assessors

Time

Tabulating growth scores from student scores

Organizing and storing scores

Capitalize on what you are already doing

Writing to text 9-12? K-12? Research K-12? Including Specialists? Art, Music, PE, Health present practices

Math—one focus K-12? “Buy, borrow, or build your own” DESE

Tools to assess Alignment

Tools to assess Rigor

Tools to assess the quality of student work

Alignment Alignment to

Common Core,PARCC, and the District Curriculum

Shifts for Common Core have been made: Complex texts Multiple texts Argument, Info, Narrative Math Practices Depth over breadth

Rigor

Reliability

Internal ConsistencyTest-retestAlternate forms/split halfInter-rater reliability0 to 1 rating for Reliability

None to 100%

Validity

Are you measuring what you intend to assessContent (=curriculum)Consequential Validity—good or bad impactDoes this assessment narrow the curriculum?Relationships (to SAT, to grades)Correlation measurement

-1 to +1 ratings

Last First Grade Course

DDM1

DDM2

DDM 3

Smith Abby 1 ELA DRA F&P Benchmark

Smith Abby 1 Math Unit Test Galileo

Jones Bob 4 ELA MCAS Growth

Unit Benchmark Galileo

Jones Bob 4 Math MCAs Growth

Unit Benchmark Galileo

Adams John 9 ELA WTT Unit

Adams John 10 ELA WTT Unit

Adams John 11 Humanities

WTT Unit

Cambridge

Anne Alg 1 Math WTT Unit

Cambridge

Anne Geom Math WTT Unit

Washington

Greg Mixed Art 1 WTT Unit Portfolio

“Borrow, Buy, or Build”

PRIORITY:Use Quality Tool to Assess Each Potential DDM to pilot this year for your school (one district final copy on a computer)

CCOs will help if this is a District-Developed Tool

If there is additional time, Use Educator Assessment Tool to begin to look at developing 2 assessments for all educators for next year

Is the measure aligned to content? Does it assess what is most important for students to learn and be able to do?

Does it assess what the educators intend to teach?

(VALIDITY)

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# Objective

1 Students analyze how specific details and events develop or advance a theme, characterization, or plot of a grade 9 literary text, and they support their analysis with strong and thorough textual evidence that includes inferences drawn from the text.

2 Students analyze how the structure, syntax, diction, and connotative or figurative meanings of words and phrases inform the central idea or theme of a grade 9 literary text, and they support their analysis with strong and thorough textual evidence that includes inferences drawn from the text.

3 Students analyze how specific details, concepts, or events interact to develop or advance a central idea of a grade 9 informational text, and they support their analysis with strong and thorough textual evidence that includes inferences drawn from the text.

4 Students analyze how cumulative word choice, rhetoric, syntax, diction, and the technical, connotative, or figurative meanings of words and phrases support the central idea or author’s purpose of a grade 9 informational text.

5 Students produce clear and coherent writing to craft an argument, in which the development, organization, and style are appropriate to their task, purpose, and audience, using such techniques as the following:

introducing precise claim(s), distinguishing the claim(s) from alternate or opposing claims, and creating an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence;

developing claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns;

using words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims;

establishing and maintaining a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing;

providing a concluding statement or section that follows from and supports the argument presented; and

demonstrating command of the conventions of Standard English.

ELA-Literacy — 9 English 9-12https://wested.app.box.com/s/pt3e203fcjfg9z8r02si

Assessment

Hudson High School Portfolio Assessment for English Language Arts and Social Studies

Publisher Website/Sample

Designed to be a measure of student growth over time in high school ELA and social science courses. Student selects work samples to include and uploads them to electronic site. Includes guiding questions for students and scoring criteria. Scoring rubric for portfolio that can be adapted for use in all high school ELA and social science courses. Generalized grading criteria for a portfolio. Could be aligned to a number of CCOs, depending on specification of assignments.

Traditional Assessment

Non-Traditional Assessment

Administration/ Scoring

Traditional End-of-Grade Assessment Pre/Post or Repeated

Measures Paper/Pencil

Traditional End-of-Course Assessment Performance Task Rubric Computer Supported

Selected Response Portfolio or Work Sample Rubric Computer Adaptive

Short Constructed Response Project-Based Rubric Machine Scored

Writing Prompt/Essay Observation Rubric or Checklist Scored Locally

Other:

Scored Off-Site

Buy, Borrow, Build

Each sample DDM is evaluated

Hudson’s Evaluation: Designed to be a measure of student growth over time in high school ELA and social science courses. Student selects work samples to include and uploads them to electronic site. Includes guiding questions for students and scoring criteria. Scoring rubric for portfolio that can be adapted for use in all high school ELA and social science courses. Generalized grading criteria for a portfolio. Could be aligned to a number of CCOs, depending on specification of assignments.

Many are standardized assessments

Is the measure informative? Do the results of the measure inform educators about curriculum, instruction, and practice?

Does it provide valuable information to educators about their students?

Does it provide valuable information to schools and districts about their educators?

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Pre-Test/Post TestRepeated Measures (running records)

Holistic Evaluation (portfolio)

Post-Test Only (only when assessment lacks norm like AP use as baseline)

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For Assessing Rigor and Alignment

1.Daggett’s Rigor/Relevance Scale

2.DESE’s Model Curriculum (Understanding by Design)

3.Curriculum Embedded Performance Assessments from MA Model Curriculum

4.PARCC’s Task Description

5.PARCC’s Rubrics for writing

  1 2 3 4 5 6

Topic development:The writing and artwork identify the habitat and provide details 

Little topic/idea development, organization, and/or details Little or no awareness of audience and/or task

Limited or weak topic/idea development, organization, and/or details Limited awareness of audience and/or task

Rudimentary topic/idea development and/or organization Basic supporting details Simplistic language

Moderate topic/idea development and organization Adequate, relevant details Some variety in language

Full topic/idea development Logical organization Strong details Appropriate use of language

Rich topic/idea development Careful and/or subtle organization Effective/rich use of language

Evidence and Content Accuracy: writing includes academic vocabulary and characteristics of the animal or habitat with details

Little or no evidence is included and/orcontent is inaccurate

Use of evidence and content is limited or weak

Use of evidence and content is included but is basic and simplistic

Use of evidence and accurate content is relevant and adequate

Use of evidence and accurate content is logical and appropriate

A sophisticated selection of and inclusion of evidence and accurate content contribute to an outstanding submission

Artwork; identifies special characteristics of the animal or habitat, to an appropriate level of detail

Artwork does not contribute to the content of the exhibit

Artwork demonstrates a limited connection to the content (describing a habitat)

Artwork is basically connected to the content and contributes to the overall understanding

Artwork is connected to the content of the exhibit and contributes to its quality

Artwork contributes to the overall content of the exhibit and provides details

Artwork adds greatly to the content of exhibit providing new insights or understandings

New York State and New York City examples

Portfolio (DESE Approved from Hudson PS)

Connecticut: Specific tasks (Excellent for the Arts, Music)

PARCC question and task prototypes http://www.parcconline.org/samples/item-task-prototypes

Purpose Discuss possible assessments Consider what you need to accomplish this year using Schedule and Checklist

Use Quality Tracking Tool on one assessment to understand how it supports your district, school, department

Look at Educator Alignment tool to consider the “singletons” that may need to be addressed in your district, school, department

Product Email or hard copy to Beth Pratt with minutes of your group’s meeting that may consider or be working on Assessments that you are working on Next steps What you need to be successful

1. Measure growth

2. Employ a common administration procedure 

3. Use a common scoring process

4. Translate these assessments to an Impact Rating

5. Assure comparability of assessments (rigor, validity).

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