GROWTH DURING ASSESSMENT TRANSITION National Center for the Improvement of Educational Assessment CCSSO Waiver Renewal Colloquium December 16th, 2014

GROWTH DURING TRANSITION: TWO DISTINCT CHALLENGES • Challenges to the calculation of student growth. • Challenges to the use of student growth for: • Teacher evaluation • School/District/State evaluation • Other diagnostic purposes

September October November December January February March April May June July August PARCC PBA PARCC EOY Field Testing Field Testing PBA EOY Standard Window Window Setting 2016 Scores & 2015 Scores PBA EOY Data Files Returned Window Window Returned PBA EOY 2017 Scores & Window Window Data Files Returned September October November December January February March April May June July August

September October November December January February March April May June July August Field Testing & Scoring of Preliminary Standard Setting summative and interim items Assessments and Digital Summative Assessment Final Standard Setting Library Available Administration Summative Assessment Administration Summative Assessment Administration September October November December January February March April May June July August

REQUIREMENTS FOR THE USE OF GROWTH • Two distinct challenges: Calculation and Use • Just because we can calculate an SGP doesn’t mean it is defensible to use it for previously existing accountability purposes. • Validating SGP use will require defining the purpose. • Current state uses include: • Teacher evaluation (required by RttT, ESEA waiver, state policy/rule making, ...) • School and District accountability (ESEA waiver, state policy, ...) • Charter school accreditation.

REQUIREMENTS FOR THE USE OF GROWTH • During the assessment transition, a number of challenges confront states using growth for accountability purposes. • Data time span (e.g., two-year growth) not aligned with accountability time span (annual) • Changes in types of growth analyses done for accountability during transition. Criterion-referenced growth not available until year 2 after transition. • Assessment results from different assessments. Depending upon the number of priors used by the state, this will be an ongoing issue for many years. • Missing data due to field testing.

IMPACT ANALYSES • Those using growth during transition should prepare for impact analyses as part of their use of growth data. • Are their floor effects on the assessment for students in your state? • It is likely that there will be increased volatility. How does that impact considerations for accountability purposes. • In Spring 2014 Utah transition to a new assessment.

SGP BIOLOGY EOCT BIOLOGY EARTH_SCIENCE EOCT EARTH_SCIENCE ELA 4 49 ELA 5 50 ELA 6 49 ELA Content Area ELA 7 52 ELA 8 55 ELA 9 50 MATHEMATICS 4 49 MATHEMATICS 5 50 MATHEMATICS 6 49 MATHEMATICS SGP distribution by content, area, year, and grade with student count MATHEMATICS 7 24 MATHEMATICS 8 SCIENCE 4 SCIENCE 5 50 SCIENCE 6 49 SCIENCE SCIENCE 7 52 ● SCIENCE 8 55 YEAR

SGP distribution by content, area, year, and grade with student count ELA MATHEMATICS SCIENCE YEAR SGP ELA 4 ELA 5 ELA 6 MATHEMATICS 4 MATHEMATICS 5 MATHEMATICS 6 SCIENCE 4 SCIENCE 5 SCIENCE 6 Content Area

About this copy

Growth During Assessment Transition — CCSSO, December 16, 2014.

This is an image-based copy of the original Keynote slides; builds and animations are flattened.