Transcript EAGLE CCSS-Aligned Items - Louisiana Department of Education

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
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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
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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
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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.
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Three Ways LDOE Impacts Assessment
1. Accountability policy
2. Statewide assessment content
3. Teacher access to high quality assessment
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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 .
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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 .
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EAGLE
EAGLE provides teachers:
1. Access to CCSS-aligned items
2. Ability to create their own assessments
3. Analyze various data to drive instruction
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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
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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.
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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
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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?
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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?
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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
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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
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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)
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Questions Worth Answering
• Read and review the rest of the items for the set.
• What makes these questions worth answering?
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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?
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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
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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
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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?
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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
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EAGLE – Fall 2012
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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
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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.
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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”
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Naming a Test
The test name is used to view/edit
schedules and see reports.
Consider adding a date/time/unit
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Test Name in Scheduling
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Test Name in Reports
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Rename a Test
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Clone a Test
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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.
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EAGLE Classroom Reports
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Report by GLE Showing
Each Student’s Performance
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Analysis of Test Questions Report
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Instructional Needs by GLE Report
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Self-Assessment Student
Worksheet Report
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Student Report by Test
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10-Minute Break
Did someone
say “break”???