Essential Skills Transition Planning

1
Essential Skills Transition Planning

• Derek Brown
• Manager, Assessment of Essential Skills
• Oregon Department of Education

2
Objectives

• Understand the Smarter Balanced assessment
  transition timelines and Essential Skills
  graduation requirements (cohort based)
• Discuss key activities associated with the
  transition, and the impact on Essential Skills
  graduation requirements
• Review Oregon Administrative Rule (OAR) language
  which helps inform how students will be able to
  meet Essential Skills graduation requirements
  through the transition

3
Overview

• Essential Skills graduation requirements are
  applied based on when students first enter high
  school
• Multiple assessment options, including OAKS,
  other standardized tests (OSTs), and work samples
• 2014-2015 will be the first operational year for
  the Smarter Balanced assessment

4
Cohort Impact

• The following table describes the transition
  timeline, through the lens of cohorts (or grade
  groups)

School Year
11-12 12-13 13-14 14-15 15-16 16-17 17-18 18-19 19-20
3 4 5 6 7 8 9 10 11
4 5 6 7 8 9 10 11 12
5 6 7 8 9 10 11 12  
6 7 8 9 10 11 12    
7 8 9 10 11 12      
8 9 10 11 12        
9 10 11 12          
10 11 12            
Cohort/Grade
Cohort Year Smarter Balanced Assessment -
Operational
5
Essential Skills OAR(581-22-0615)

• Students may demonstrate proficiency in the
  Essential Skills using assessment options adopted
  in their 9th through 12th grade years
• Students may use achievement standards adopted in
  their 9th through 12th grade years that are equal
  to or lower than the achievement standards
  approved as of March 1st of the students 8th
  grade year
• These elements of the Essential Skills OAR help
  us answer several important questions regarding
  how the transition will impact students

6
Common Questions(Prior Evidence)

• Will students be able to use Essential Skills
  evidence collected prior to the transition to
  Smarter Balanced?
• Yes, so long as it comes from the approved list
  of assessment options
• Students that meet requirements via OAKS, OSTs or
  work samples this school year (or next year)
  would be able to use that evidence at the time
  they graduate
• Please note that districts do not necessarily
  offer each one of the approved assessment options

7
Common Questions(Available Assessment Options)

• Which assessment options will be available to
  students through the transition?
• The current list of approved assessment options
  will be available through the transition
• OAKS (ELA and Math) will be replaced by the
  Smarter Balanced assessment in 2014-15

8
Current and Future Landscapes

• Moving forward, high school students will still
  have three functional assessment options for
  demonstrating proficiency in the Essential Skills

9
OAKS to Smarter Balanced(Equivalent Levels of
Rigor)

• 2013-14 Smarter Balanced field test results will
  be used to establish an equivalent level of rigor
  to OAKS

280
500
236 (meets)
300
0
0
Mock Scale
10
OAKS to Smarter Balanced(Equivalent Levels of
Rigor)

• Smarter Balanced will set achievement standards
  in late Summer 2014
• Results may reveal a discrepancy in the level of
  achievement defined as meets
• State Board will make final decision regarding
  achievement level required for students to meet
  Essential Skills graduation requirements (late
  Summer/Fall 2014)

280
500
320 (meets)
236 (meets)
300
0
0
Mock Scale
11
OAKS to Smarter Balanced(Equivalent Levels of
Rigor)

• Remember per OAR 581-22-0615, raising the
  achievement level(s) required for students to
  meet Essential Skills graduation requirements
  means students must be given adequate notice
  (defined as March 1st of the 8th grade year)

280
500
320 (meets)
236 (meets)
300
0
0
Mock Scale
12
Work Samples(Official State Scoring Guide
Alignment)

• Study to determine whether or not current
  Official State Scoring Guides require revision
  (timeline Spring 2013)
• Alignment considerations will include
• Claims broad statements of the assessment
  systems learning outcomes
• Targets assessment expectations that explain
  what evidence is required to show mastery of both
  content and practices
• Rubrics assessment tools used to judge the
  quality of student performance relative to a set
  of process standards as they solve problems
  aligned to grade-level content standards
• Achievement Level Descriptors short
  descriptions of what students know and are able
  to do as represented by the achievement standards

13
Any Questions?

• Contact Information
• Derek Brown
• Manager, Assessment of Essential Skills
• derek.brown_at_state.or.us
• 503-947-5841