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Essential Skills Transition Planning

Essential Skills Transition Planning. Derek Brown Manager, Assessment of Essential Skills Oregon Department of Education. Objectives. Understand the Smarter Balanced assessment transition timelines and Essential Skills graduation requirements (cohort based)

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Essential Skills Transition Planning

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  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 School Year Cohort/Grade Cohort Year Smarter Balanced Assessment - Operational The following table describes the transition timeline, through the lens of cohorts (or grade groups)

  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) * 280 500 236 (meets) 300 0 0 *Mock Scale 2013-14 Smarter Balanced field test results will be used to establish an equivalent level of rigor to OAKS

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

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

  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@state.or.us 503-947-5841

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