Colorado Assessment Update
Colorado Department of Education
February 2015
Overview
 Colorado Measures of Academic Success
 PARCC-Developed English Language Arts and Mathematics
 Colorado-Developed Science and Social Studies
 Colorado READ Act
 Kindergarten School Readiness Assessments
Colorado Measures of
Academic Success (CMAS)
Christina Wirth-Hawkins, PhD
Director of Assessment Development
Spring 2015 Summative Assessment
Calendar
Assessment
Grade
PARCC Performance3-8, High School
Based Assessment (PBA)
4 and 7 (Social
CMAS and CoAlt: Science
Studies)
and Social Studies
5 and 8 (Science)
CoAlt: DLM English
3-11
language arts and math
PARCC End-of-Year
3-8, High School
Assessment (EOY)
ACCESS for ELLs®
Reading, Writing,
K-12
Speaking and Listening
CO ACT
Grade 11
11
Window
3/09/15 to 4/03/15
Early Window
3/02/15 to 4/03/15
4/13/15 to 5/01/15
4/13/15 to 5/15/15
(recommended)
4/27/15 to 5/22/15
1/12/15 to 2/13/15
Initial Test Date
4/28/15
Make-up Test Date
5/12/15
4/20/15 to 5/15/15
Administration Overview
 PARCC English Language Arts and Mathematics


Performance Based Assessment (PBA)
End-of-Year Assessment (EOY)
Content Area
Grades
English Language Arts 3-11
Mathematics
3-8, three high school assessments
• Pathway 1: Algebra I, Geometry, Algebra II;
• Pathway 2: Integrated/Math I, Integrated/Math II,
Integrated/Math III
 Science and Social Studies

Elementary and Middle School (one window)
Content Area
Grades
Science
5 and 8
Social Studies
4 and 7
6
Secondary Math Options
2014-2015
 New high school mathematics assessment system
increases flexibility:
 High school mathematics standards are not grade specific
Grade
Assessment Options
Additional Flexibility Pilot
Options*
7
7th grade assessment
Algebra I/Integrated I
8
8th grade assessment or Algebra I/Integrated I
Geometry
Integrated II (Math II)
9
Algebra I/Integrated I or Geometry/Integrated II
Algebra II
Integrated III (Math III)
10
Algebra I/Integrated I or Geometry/Integrated II or
Algebra II/Integrated III
-
11
Geometry/Integrated II or Algebra II/Integrated III
-
12
Algebra II/Integrated III
-
*Available to districts participating in pilot
Test Claims, Structure and
Timing
Colorado Measures of Academic Success:
English Language Arts – Mathematics - Science - Social Studies
ELA/Literacy Claims
Master Claim: Students are on-track or ready for
college and careers in ELA
Major Claim: Reading Complex
Text
Major Claim: Writing
Students read and comprehend a
range of sufficiently complex
texts independently.
Vocabulary
Interpretati
on and Use
Reading
Informational
Text
Students write effectively when using
and/or analyzing sources.
Reading
Literature
Written
Expression
.
Research
Conventions and
Knowledge of
Language
Mathematics Claims
Master Claim: Students are on-track or ready for
college and careers in mathematics
Solve problems
involving the major
content for their grade
level with connections to
practices
Solve problems
involving the additional
and supporting content
for their grade level with
connections to practices
Solve real world
problems engaging
particularly in the
modeling practice
Express mathematical
reasoning by
constructing
mathematical arguments
and critiques
Demonstrate fluency in
areas set forth in the
Standards for Content in
grades 3-6
CMAS Science and Social Studies Performance
Levels and Policy Claims
Distinguished Students performing at this level demonstrate a distinguished command of the
concepts, skills, and practices embodied by the Colorado Academic Standards
Command
Strong
Command
for Science or Social Studies assessed at their grade level. They are
academically well prepared to engage successfully in further studies in this
content area.
Students performing at this level demonstrate a strong command of the
concepts, skills, and practices embodied by the Colorado Academic Standards
for Science or Social Studies assessed at their grade level. They are
academically prepared to engage successfully in further studies in this content
area.
Moderate
Command
Students performing at this level demonstrate a moderate command of the
concepts, skills, and practices embodied by the Colorado Academic Standards
for Science or Social Studies assessed at their grade level. They will likely need
academic support to engage successfully in further studies in this content area.
Limited
Command
Students performing at this level demonstrate a limited command of the
concepts, skills, and practices embodied by the Colorado Academic Standards
for Science or Social Studies assessed at their grade level. They will likely need
extensive academic support to engage successfully in further studies in this
content area.
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State Level 2014
CMAS Performance Level Results
 Social Studies: Approximately 15% of students scored at the
Distinguished or Strong Command level
 Science: Approximately 30% of students scored at the
Distinguished or Strong Command level
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PARCC Design
Component Content Area
PBA - ELA
# of
Sessions
2-3
Task Type
Task Description
Research simulation For each task, students will read one or
Literary analysis
more texts, answer several short
Narrative
vocabulary questions, and write an
essay that requires them to draw
evidence from the text(s)
PBA – Math
2
Short and
extended-response
questions
Questions focus on conceptual
knowledge and skills, and the
mathematical practices of reasoning
and modeling
EOY – ELA
2
4-5 literary and
informational texts
Short-answer and vocabulary
questions will be associated with each
text
EOY - Math
2
Primarily short
answer and
selected response
questions
Focused on conceptual knowledge,
skills, and understandings
Guidelines for Administration
Time
Task
Time to be Allotted
for an Administration
Preparing for testing (includes reading
instructions to students and answering questions)
10 minutes (recommended)
Distributing test materials
5 minutes (recommended)
PARCC English language Arts and Mathematics Unit testing
time
Science and Social Studies Section testing time
Completing end-of-unit activities, including closing units,
collecting test materials, and administering a student survey
(after EOY)
14
60-90 minutes*
80 minutes
5–15 minutes
(recommended)
*For PARCC, depending on unit and subject—refer to Unit Guidelines and
Schedule table in the Test Coordinator Manual for each Unit Time.
Testing Time
 Windows versus used days
 Student versus school
2014-2015 State Testing Time
Grade(s)
3
SY 2014-2015
Approximate Maximum
Total Time (min)
Content Area
Reading/Writing (English language arts)
285
Mathematics
300
Total
4 and 5
Reading/Writing (English language arts)
300
Mathematics
300
Social Studies or Science
240
Total
6
840 (14 hours)
Reading/Writing (English language arts)
345
Mathematics
305
Total
7 and 8
585 (<10 hours)
650 (<11 hours)
Reading/Writing (English language arts)
345
Mathematics
305
Social Studies or Science
240
Total
890 (<15 hours)
2014-2015 State Testing Time (Continued)
Grade(s)
7 and 8
Content Area
Approximate Maximum
Total Time (min)
Reading/Writing (English language
arts)
345
Mathematics
Social Studies or Science
Total
9 and 10
Reading/Writing (English language
arts)
345
Mathematics
Total
11
ACT
Reading/Writing (English language
arts)
320
665 (11 hours)
175
345
Mathematics
Total
12
305
240
890 (<15 hours)
Science
Social Studies
Total
320
840 minutes (14 hours)
210
210
420 minutes (7 hours)
State Readiness for Spring
Administration
Colorado Measures of Academic Success:
English Language Arts – Mathematics - Science - Social Studies
Challenges from Spring 2014
Administration
 Device, operating system, browser and test engine
interactions
 New item types and tools
 Software updates
 Bandwidth
Feedback from Districts and School
Surveys
How did your experience with CMAS change from the Spring 2014
administration to this fall’s administration?
District level:
 “ The ‘unknown’ wasn’t there. I can better train teachers on giving the test


in the fall because of the experience in spring. I called Pearson less because
I knew the tricks on making the assessment work.”
“ There was an improvement in the directions to students when they log out
of a section and the entire test.”
“We had fewer technology issues this fall.”
School Level:
 “ Technology was refined second time”
 “ The testing took too much school time”
 “Logistics much better”
 “ The experience with technology and the overall administration was great!”
 “Very well overall. We experienced a few technical difficulties
(mostly related to the Internet), but the test was successfully
administered.”
Improvements from Spring 2014
Previous Administration
Improve TestNav Exit Process
Streamline Process for Accommodation and Special
Form Assignment
Provide infrastructure trial resources that will allow
districts to sufficiently test environments
Refine PearsonAccess reporting features and status
indicators
Closely align PearsonAccess training and operational
sites
Spring 2015 Capacity
 We know that schools can assess online; however, depending on
number of devices:
 Multiple groups for each grade level
 Technology directed to assessment
 To reduce technology burden, CDE offered two paper assessment
options for Spring 2015:
 Mathematics option – districts selected paper or online
administration mode for all grade levels
 Grade 3 English language arts option – based on their instructional
approach, districts selected paper or online administration mode
 Concerns from some in the field about 3rd grade students’ readiness for
extensive online writing.
 Next year’s paper-based forms availability will be determined
after this administration
Online Test Engine and Assessment
Management System
 Online Test Engine: TestNav8
 Same engine for English Language Arts, Math, Science and Social
Studies
 Streamlined student experience and technology preparation
 Assessment Management System
 Science and Social Studies: PearsonAccess (Classic)
 PARCC English Language Arts and Math: PearsonAccessnext
 Colorado will move all content areas to PearsonAccessnext as soon
as possible
District and School
Readiness
Colorado Measures of Academic Success:
English Language Arts – Mathematics - Science - Social Studies
Preparation Activities
 District Assessment Coordinators
 Statewide Regional trainings (8)
 Webinars
 Weekly Virtual Office Hours
 District Technology Coordinators
 District visits
 Webinars
 Technical support website/checklists
 Online Support Group
 Weekly Virtual Office Hours
 Technology Updates
Technology and Communication
 Pay attention to technology updates distributed to District
Technology and Assessment Coordinators
 Verify testing environments prior to testing window through
SystemCheck tool and Infrastructure Trial
 After verification, freeze test environment so that automatic
updates are no longer accepted
 Develop district and school communication plans
PearsonAccess User Accounts
• User Roles - PearsonAccessnext users must be assigned roles.
• Permissions - Each User Role contains a set of permissions
that determine which tasks a specific User Role can perform in
PearsonAccessnext. Permissions are bundled into User Roles.
• Access to personally identifiable information is restricted to
limited user roles.
27
Student Readiness
Colorado Measures of Academic Success:
English Language Arts – Mathematics - Science - Social Studies
Feedback from Student Surveys
 PARCC Field Test Feedback:
 PBA: 5,089 responses
 EOY: 5,372 responses
How many questions asked you about things you have not
learned in school this year? (Most to all of them)
Component
ELA
Math
PBA
12%
38%
EOY
17%
28.5%
How difficult was this test? (Harder than school work)
Component
ELA
Math
PBA
23.3%
65.1%
EOY
25.9%
56.3%
How to Prepare Students for the
CMAS Assessments
Teach the Colorado Academic Standards!
 The Assessments are designed to measure the standards
 Students who master the standards should perform well on the
assessments
Assessment Frameworks
Reporting
Category
1
Colorado Academic Standards
Summative Assessment Framework
Social Studies Grade 4
History
1. Organize and sequence events to understand the concepts
of chronology and cause and effect in the history of
Colorado
a) Construct a timeline of events showing the relationship of
events in Colorado history with events in United States and
world history (DOK 1‐2)
b) Analyze primary source historical accounts related to
Colorado history to understand cause‐and‐effect
relationships (DOC 2‐3)
c) Explain the cause‐and‐effect relationships in the interactions
among people and cultures that have lived in or migrated to
Colorado (DOK 1‐ 2)
d) Identify and describe how major political and cultural groups
have affected the development of the region (DOK 1‐2)
% of
Score
Points
25%
Points
19
PARCC Informational Guides
 http://www.parcconline.org/mathematics-test-documents
Student Readiness
• Many resources are available to expose students to the test engine and
item types:
• TestNav 8 Tutorial (~30 minutes)
• Student Tutorials (~30 minutes)
•
• Equation Editor
• Text to Speech – available for both ELA* and Math
• Graphing Calculator
• Printable Paper-Based Student Tutorials
• Online Student Tutorials
Practice Tools https://sites.google.com/a/aurorak12.org/parcc/math/3rd--5th
• Sample Items
• Practice Tests (~60 minutes)/ePATs
*ELA/L requires unique accommodation
33
Sample Items
Colorado Measures of Academic Success:
English Language Arts – Mathematics - Science - Social Studies
CSAP/TCAP: Grade 4 Math
PARCC: Grade 4 Math
Ava and Mia are comparing the fractions 3/2 and 5/6.
Part A:
Ava created this number line to graph 3/2.
Select the correct point on the number line to represent 3/2.
Mia created this number line to graph 5/6.
Select the correct point on the number line to represent 5/6.
PARCC: Grade 4 Math
Part B:
Is 3/2 greater or less than 5/6? Explain how you know.
Part C:
Write a fraction that is between 3/2 and 5/6.
Explain how you know your fraction is between 3/2 and 5/6.
CSAP/TCAP Writing – Grade 10
Think about how you learned a skill or technique. This skill may
be playing an instrument, drawing a picture, fixing a car, playing
a sport, or any other skill. Write a well-developed paragraph to
explain to a beginner the steps needed to learn this skill.
CSAP/TCAP Reading – Grade 10
Read this sentence from the story.
My grandma doesn’t know about the stack, but she tells me
anyone can do one thing every day.
Tell how this statement relates to the main idea of the story. Use
two details from the story to support your response.
PARCC English language Arts PBA –
Grade 10
You have read two passages … Write an essay in which you
analyze the different approaches the authors take to develop
these characters. In your essay, be sure to discuss how each
author makes use of such elements as:
 the main characters’ interactions with other characters,
 the presentation of the main characters’ thoughts, and
 the strong feelings each character experiences at the end of each
passage
Use specific evidence from both passages to support your analysis.
http://www.parcconline.org/take-the-test
Next Steps
Colorado Measures of Academic Success:
English Language Arts – Mathematics - Science - Social Studies
Next Steps: Setting Cut Scores
New Content Standards
New Assessments
(Development Cycle)
New Performance Standards
(cut scores)
PARCC English Language Arts and
Mathematics Next Steps
Score
Report
Design
Performance
Level Standard
Setting
Release
Test
Results
2015
SPRING
First Full
Scale PARCC
Assessment
SUMMER
College & Career
Readiness
Determination
FALL
Diagnostic
Assessments &
Formative Tools
Optional
Resources
Science and Social Studies
Resources
 Assessment Frameworks
http://www.cde.state.co.us/assessment/newassess-sum
 Sample Items and Practice Testing Environments
www.pearsonaccess.com/co
(available under the ePAT tab)
 Communication Resources
http://www.cde.state.co.us/assessment/resources
PARCC Resources
 Model Content Frameworks
http://www.parcconline.org/parcc-model-content-frameworks
 College and Career Readiness Determination (CCRD)
http://www.parcconline.org/CCRD
 Performance Level Descriptors
http://www.parcconline.org/plds
 Sample Items
http://www.parcconline.org/samples/item-task-prototypes
 Communication Resources
http://www.cde.state.co.us/assessment/resources
Colorado READ Act
Dian Prestwich, PhD
Assistant Director, Office of Literacy
Supporting K-3
Literacy Development
The Colorado READ Act focuses on early literacy development
for all students (K-3) and especially for students at risk of not
achieving third grade reading proficiency.
Three key components to supporting literacy development are:
 Early identification of students at risk
 Intervention support and ongoing monitoring of progress
 Professional development for teachers and administrators
48
READ Act Requirements
 Assessments
 Development of READ Plans
 READ Plan Implementation
 Advancement of Students with Significant Reading
Deficiencies
 District Reporting Requirements
 Accountability and Improvement Planning
49
Assessments

The READ Act requires teachers to assess the literacy development of
students in K-3.
 In March 2013, the State Board of Education approved interim assessments
for use in measuring reading competency skill levels for children in K-3.
 Features of Interim Assessments
 Serve as screening tools for early identification
 Measure foundational skills of early literacy
 Offer progress monitoring throughout year
 Note: The READ interim assessment may be used in place of
the literacy portion of the School Readiness assessment.
50
Approved Interim Assessments
English Literacy Assessments
Spanish Literacy Assessments
aimsweb
Dynamic Indicators of Basic Early Literacy
Skills Next (DIBELS Next)
Indicadores Dinámicos del Éxito en la
Lectura (IDEL)
Formative Assessment System for
Teachers (FAST)
i Ready
ISIP ER, Istation
ISIP ER Spanish, Istation
Phonological Awareness Literacy
Screening (PALS)
Phonological Awareness Literacy
Screening Español
STAR Early Learning
NOTE: DRA2 and DIBELS 6th Edition may be used until July 1, 2016.
51
Determining a Significant Reading
Deficiency (SRD)
Within 30 days, SCREEN all K-3 students with approved interim
assessment. Is the score within the SRD cut off?
If YES, within another 30 days, follow up with a progress
monitoring probe from the same interim assessment.
Ask: Does the second test substantiate the first test score?
If YES, confirmation of SRD occurs and then:
 follow up with an approved diagnostic assessment
 Use interim and diagnostic results to create a READ Plan in
collaboration with all stakeholders including family members
52
Determining a Significant Reading
Deficiency (SRD)
Within 30 days, SCREEN all K-3 students with approved interim
assessment. Is the score within the SRD cut off?
If YES, within another 30 days, follow up with a progress
monitoring probe from the same interim assessment.
Ask: Does the second test substantiate the first test score?
If NO, there is no confirmation of SRD. That means either:
 Student is at grade level, OR
 Student is not identified as SRD, but is also not at grade level
 For this student, monitor progress through RtI process
53
Determining a Significant Reading
Deficiency (SRD)
Within 30 days, SCREEN all K-3 students with approved interim
assessment. Is the score within the SRD cut off?
If NO, there is no confirmation of SRD. That means either:
 Student is at grade level and requires only effective universal/core
instruction and monitoring of progress OR
 Student is not identified as SRD, but is also not at grade level
 For this student, monitor progress through RtI process
54
Flexibility Options for
Implementation of
Kindergarten School
Readiness
Assessments
Sharon Triolo-Moloney
Director of Early Learning and School Readiness
Overview of School Readiness
within CAP4K - 2008
 Requirements of State Board of Education
Define “School Readiness”
Adopt one or more assessments aligned with
definition of school readiness
Overview of School Readiness
within CAP4K
 Requirements of local education providers in
School Readiness Legislation:
By fall of 2013*, ensure all children in publicly
funded preschool or kindergarten receive an
Individual School Readiness Plan.
Individual School Readiness Plans are
informed by approved assessment systems.
*CDE Board voted to allow phase in, required for all children in 2015.
57
Assessment Approval Process
 Per statute, tools must be able to inform
instruction and intervention needs as researchbased, reliable, and nationally recognized instruments for
measuring school readiness (Section 22-7-1004 (2)(a)
C.R.S.)
 Statute addresses the ready child and ready school
component
 Assessment Review committee used this guidance when
reviewing possible assessment tools
58
Intent of School Readiness
Assessment
School readiness assessments…
 Guide the development of Individual School Readiness
Plans for students.
 Provide real-time information to teachers that inform
instruction and intervention.
School readiness assessment information WILL NOT be
used to:
 Deny a student admission or progression to kindergarten
or first grade
Nature of School Readiness
Assessment
It is:
 Observation Based, Over-Time, Contextual
 Routine school and classroom activities
 Teachers target opportunities to observe children
 Teachers Record Observations
It is NOT:
 Formal “Pull-Out”, Standardized, Paper-Pencil
 Worksheet-based
 Child is required to “perform”
60
School Readiness
Assessment Options
Kindergarten Only
Four Assessment Options*:
 Teaching Strategies GOLD (TS GOLD) full tool
 TS GOLD Survey
 Desired Results Developmental Profile:
Kindergarten (DRDP-K)
 Riverside Early Assessment of Learning (REAL)
*Decisions were made in response to feedback from the field and approved by
State Board of Education Fall 2014
Required Domains for School
Readiness Assessment
All approved assessment systems measure the
minimum required domains in statute:
 Physical well-being /Motor development domain
 Social /Emotional development domain
 Language /Comprehension development domain
 Cognition/General Knowledge development domain
 Academic Literacy domain
 Academic Math domain
Optional domains include the Arts, Social Studies, Science
and Technology, and English Language Acquisition
62
CDE Implementation Support
 Subscription Reimbursement Assistance
 Race to the Top Early Learning Challenge Fund RFP
 Technical Assistance and Training for Kindergarten School
Readiness Implementation
 Teachers
 Administrators
 School Readiness Plan Templates
 School readiness plan template samples
 Reports in tools to support many district needs
 School Readiness Guidance
 Website: Guidance documents, technical assistance
Teaching Strategies GOLD
64
65
66
Contacts
 Daryl Gagliano; [email protected] 303-866-6971
 Amy Cameron; [email protected] 303-866-6185
 Emily Kielmeyer; [email protected] 720-822-0640
 Lauren Augusta; [email protected]
 Sharon Triolo-Moloney; [email protected]
303-866-6781
67
Presenter Contact Information
Program
Presenter
Email Address
CDE Unit
CMAS
[email protected]
Christina
Wirth-Hawkins
Assessment
Colorado
Read Act
Dian Prestwich [email protected]
Office of Literacy
School
Readiness
Sharon TrioloMoloney
Early Learning and
School Readiness
[email protected]