Arkansas Department of Education ACT ASPIRE SCORES Student

Arkansas Department of Education ACT ASPIRE SCORES Student Assessment Hope Allen and Jimmy Blevins Summer 2016

2016 -2017 Timeline Milestone Reports available in the ACT Aspire Portal Date July 1 ACT Aspire Portal Rollover September 23 ACT Aspire Periodic Assessments October 3 Available ACT Aspire Spring 2017 April 10 – May Assessment Window* 12 *Commissioner’s Memo LS-16 -059: http: //adecm. arkansas. gov/View. Approved. Memo. aspx? Id=1832

How do I access my scores? • The ACT Aspire Portal beginning July 1, 2016 • https: //www. actaspire. org/

Performance Levels Level In Need of Support Close Ready Exceeding

Score Interpretation Guide Note: You must download for the full version.

Understanding Your ACT Aspire Results Note: You must download for the full version. Good resource for parents !!! Available in Spanish.

May 24, 2016 7 Updated URL for Main ACT Webpage Bookmark the new ACT for Arkansas landing page URL in your favorite browser! http: //www. act. org/content/act/en/products-and-services/state-anddistrict-solutions/arkansas. html

May 24, 2016 8 ACT Aspire Summative Reports Resources • ACT and ACT Aspire for Arkansas • Avocet – for Arkansas • ACT Aspire Landing Page • Training and Manuals > View Calendar of Events • Register for Live Webinars • Avocet and Training Management System > Visit TMS • Reporting and Data Usage • ADE - Student Assessment Live. Binder >ACT Aspire > Reporting Resources • ADE - ACT Aspire Reporting Live. Binder – can be found in the Reporting Resources tab of the Aspire Live. Binder

Live Webinars on ACT Aspire ® Summative Reports Meredith Townley Learning@ACT. org 1. 888. 826. 1956 http: //actaspire. pearson. com/

Name some factors that contribute to student success. 10

Student Success Academic Achievement Goals Academic Behaviors 11

Student Success Academic Achievement Goals Academic Behaviors 12

ACT Aspire Summative Reports

ACT Aspire Summative Reports Current Progress Report Skill Proficiency Report Supplemental Scores Report Proficiency Summary Report Subject Proficiency Report 15

ACT Aspire Portal 1 Report Formats 2 Role of Grouping 16

! Format of Reports Static PDF Dynamic HTML • Does not change • Available only from year to year • Always available online* • Screenshot can be pasted into Word * Summative Only: ACT Aspire plans to make the Skill and Subject Level Proficiency Reports available in HTML and PDF format. 17

Static PDF: Unaffected by Rollover Current Progress Report Skill Proficiency Report S D Supplemental Scores Report Proficiency Summary Report Subject Proficiency Report 18

Dynamic HTML: Affected by Rollover Current Progress Report Skill Proficiency Report Subject Proficiency Report S D Supplemental Scores Report Proficiency Summary Report ALL Educator reports are affected by the rollover! 19

Grouping of Students ! 20

What groups do you need? • Some are already established in the portal • Homeroom • Math Based on Triand • Science • English • DTC or BTC can set up groups now through September 23 rd • Groups you may want to create • IEP • 504 • ELL • Teacher class period

Grouping of Students ! 22

Individual Score Reports Current Progress Report Skill Proficiency Report Supplemental Scores Report Proficiency Summary Report Subject Proficiency Report 23

Current Progress I E S D 24

Individual Student Report (ISR)

Individual Student Report (ISR)

Individual Student Report (ISR)

Individual Student Report (ISR)

Individual Student Report (ISR)

Individual Student Report (ISR)

Individual Student Report (ISR)

Individual Student Report (ISR)

Current Progress Report Skill Proficiency Report Supplemental Scores Report Proficiency Summary Report Subject Proficiency Report 33

Supplemental Scores I E S D 34

Individual Student Report (ISR)

Individual Student Report (ISR)

Individual Student Report (ISR)

Individual Student Report (ISR)

Individual Student Report (ISR)

Individual Student Report (ISR)

Current Progress Report Skill Proficiency Report Supplemental Scores Report Proficiency Summary Report Subject Proficiency Report 41

Proficiency Summary E 42

QUESTIONS

Current Progress Report Skill Proficiency Report Supplemental Scores Report Proficiency Summary Report Subject Proficiency Report 44

Subject Proficiency Student Grade-Level Demographic 45

Subject Proficiency by Student E 46

Subject Proficiency by Student E 47

Subject Proficiency by Student E 48

Subject Proficiency by Student E 49

Subject Proficiency by Student E 50

Subject Proficiency by Student E 51

Subject Proficiency by Student E 52

Subject Proficiency by Student E 53

Within what group(s) at your school do you think you might analyze the Subject Proficiency Report? 54

Subject Proficiency by Grade Level S D 55

Subject Proficiency by Grade Level S D 56

Subject Proficiency by Grade Level S D 57

Subject Proficiency by Grade Level S D 58

Subject Proficiency by Grade Level S D Pay close attention to the legend for the green bar. (National, District, School) 59

Subject Proficiency by Demographic S D 60

Subject Proficiency by Demographic S D Always note the green bar in the legend. 61

What question might an administrator ask/look for when looking at the Subject Proficiency by Grade Level or by Demographic? 62

Current Progress Report Skill Proficiency Report Subject Proficiency Report Supplemental Scores Report CCR Proficiency Summary Report Not available after Aspire Rollover 64

Skill Proficiency Reports E S 65

But Wait……. Let’s take a look at reporting categories before we look at skill proficiency reports

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9 Mathematics Reporting Categories 5 Content Domains 4 Additional Categories 69

5 Content Domains Grades 3– 5 Numbers & Operations in Base 10 Numbers & Operations —Fractions Operations & Algebraic Thinking Geometry Measurement & Data Grades 6– 7 Grade 8 Number & Quantity The Number System Algebra Expressions & Equations Ratios & Proportional Relationships EHS Functions Geometry Statistics & Probability 70

9 Mathematics Reporting Categories 5 Content Domains § § 4 Grade-level Progress Foundation Modeling Justification & Explanation Additional Categories 71

EHS Grade-Level Progress 8 7 Concepts new to the grade level 6 5 4 3 2 1 K 72

? Is learning discrete at each grade level 73

Foundation 6 5 4 3 2 1 K 74

Modeling Using appropriate mathematics in real-world situations (problem solving) 6 5 75

Justification & Explanation Creating mathematical arguments to justify responses (evidence based question – constructed response) 6 5 76

Skill Proficiency by Teacher E 77

Skill Proficiency by Teacher E 78

Skill Proficiency by Teacher E 79

Skill Proficiency by Teacher E 80

Skill Proficiency by Teacher E 81

Skill Proficiency by Teacher E 82

Skill Proficiency by Teacher E 83

Skill Proficiency by Group S 84

Skill Proficiency by Group S What does the green box represent in this report? 85

Skill Proficiency Reports T S What questions might you ask when looking at the Skill Proficiency Report? 86

Curriculum Instruction Intervention 87

Data Clues Patterns across students or teachers Curriculum Instruction Intervention 88

What are some patterns across students or teachers that may indicate a curricular issue? 89

Data Clues Curriculum Patterns isolated to particular classes or schools Instruction Intervention 90

What are some patterns that may indicate an instructional issue? 91

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Webb’s Depth of Knowledge 1 2 3 4 Recall Skill/Concept Strategic Thinking Extended Thinking 94

Webb’s Depth of Knowledge 95

DOK Level 3 across ELA Subjects 28– 37% 24– 48% 100% 96

DOK Level 3 across STEM Subjects 48– 62% 25– 40% 97

How does knowing the percentage of questions at each DOK level affect your instruction? 98

Data Clues Curriculum Needs limited to individual students Instruction Intervention 99

Curriculum Instruction Intervention 100

Current Progress Report Skill Proficiency Report Supplemental Scores Report Proficiency Summary Report Subject Proficiency Report 101

May 24, 2016 102 ACT Aspire Summative Reports Resources • ACT and ACT Aspire for Arkansas • Avocet – for Arkansas • ACT Aspire Landing Page • Training and Manuals > View Calendar of Events • Register for Live Webinars • Avocet and Training Management System > Visit TMS • Reporting and Data Usage • ADE Assessment Unit Live. Binder >ACT Aspire > Reporting Resources • ADE - ACT Aspire Reporting Live. Binder

Upcoming Training in September • Commissioner’s Memo LS-16 -090 • http: //adecm. arkansas. gov/View. Approved. Memo. aspx? I d=1944 • 3 hour training specific to reports • Districts are encouraged to bring a team

QUESTIONS

ACADEMIC IMPROVEMENT PLAN

Academic Improvement Plan (AIP) • Pursuant to Arkansas Code § 6 -15 -2009 the State Board of Education shall make its determination of the requisite scale score of student performance. • Students performing below this passing level would require an Academic Improvement Plan.

What is an Academic Improvement Plan? • A plan detailing supplemental or intervention and remedial instruction, or both, in deficient academic areas for any student who does not score at the passing level on the state-mandated assessments. • Schools make determinations about how to deliver interventions that are appropriate for the student.

Requirements Student’s Current Grade Scores Used AIP(s) Required 2 1 st Grade IOWA Math/ELA 3 2 nd Grade IOWA Math/ELA 4 3 rd Grade Aspire Math/ELA 5 4 th Grade Aspire Math/ELA 6 5 th Grade Aspire Math/ELA/Science 7 6 th Grade Aspire Math/ELA 8 7 th Grade Aspire Math/ELA/Science 9 8 th Grade Aspire Math/ELA 10 9 th Grade Aspire Math/ELA 11 10 th Grade Aspire Math/ELA/Science 12 NONE

Performance Levels Level In Need of Support AIP Assigned Close Ready No AIP Assigned Exceeding

Common Misconceptions • Schools must obtain every signature • Schools must demonstrate an effort to have these plans signed by the student’s parent/guardian. Have plan in place to show you tried to get them signed and document when these efforts were made. • Schools should obtain the majority of signatures. • Remediation is the same for every student • False, remediation is reflective of a student’s needs. Some students may exit an AIP very quickly, some will be involved in remediation for the entirety of the year. • RTI and Remediation are two separate concepts/programs • False, RTI is the process you use to get students on grade level. Remediation is the activities that make up your RTI process. They are not two separate programs.

Common Misconceptions • Remediation cannot take place during the school day • False, remediation can take place during core classroom instruction. The first line of defense in remediation is core classroom instruction that helps address areas of deficiency in that student’s learning. • Remediation must last the entire year • False, the school determines the length, activities included in and the exit criteria of the AIP. The plan is to helps students in their areas of deficiency once they show competency in these areas they may be exited.

Levels of RTI Majority of your In Need of Support students with some Close Mixture of Close and In Need of Support students Majority of your Close students

Possible Interventions Within the Classroom Outside of the Classroom • Quality Core Instruction • Pull out • Small group instruction • Tutoring • Co-teaching • Peer Learning • Cooperative Learning • Individualize Instruction • Scaffold Assignments • Adaptive computer-based remediation • Auxiliary staff provide individual instruction • Parent Volunteers • After- and before- school programs • Supplemental Online programs • Summer School

What interventions to do you already have? • What is happening within the classroom? • What programs are available outside of the classroom? • What interventions would you like to develop in your school? • How could you utilize non-core instruction teachers? • How could you use auxiliary staff? • What support systems do you have in place? • What interventions meet the individual needs of the student?

Performance Levels for ACT Aspire Page 5 of Report Interpretation Guide

Mark – 4 th grade student • Scored a 415 (Close) in 3 rd grade math • Reading on grade level • Scoring 80 to 90% on interim and classroom assessments • Completes classwork on grade level • Has shown, through classwork, he has understanding of concepts from last year

What do we do for Mark? • Draft an AIP • Finalize AIP with parent • Ensure Mark has access to quality core classroom instruction • Mark may be exited from the AIP based on current performance or once the school deems appropriate

Maria – 10 th grade student • Scored 425 (middle of Close) on 9 th grade math • Scores consistently poor on assessments • Completes classwork to a high standard • Has completed Algebra 1 and currently enrolled in Geometry

What can we do for Maria? • Draft an AIP • Finalize AIP with parent • Ensure Maria has access to quality core classroom instruction • Assign tutoring outside of class, etc. • Maria may be exited once she shows improved confidence and demonstrates proficiency on assessments

Grayson – 6 th grade student • Scored 410 (In Need of Support) on 5 th grade Science • Shows understanding in class when able to work collaboratively • Struggles with constructed response questions • Has trouble formalizing thought process to explain his work

What can we do for Grayson? • Draft an AIP • Finalize AIP with parent • Ensure Grayson has access to quality core classroom instruction • Schedule Grayson into a remediation period focusing on constructed response and formalizing his thought processes • Grayson may be exited once he shows improved confidence and demonstrates ability to independently answer constructed response items

Mia – 4 th grade student • Scored 410 (In Need of Support) on 4 th grade ELA • Shows understanding in class • Was absent during her reading test and was unable to complete a make-up • Shows to be reading and comprehending on a 6 th grade level through local assessment

What can we do for Mia? • Draft an AIP • Finalize AIP with parent • Ensure Mia has access to quality core classroom instruction • Exit Mia immediately from the AIP

ARKANSAS STUDENT INTERVENTION SYSTEM (ASIS)

Arkansas Student Intervention System (ASIS) Allows educators to create Academic Improvement Plans and Intensive Reading Interventions for students. Educators can also generate Student Academic Reports (SAR) for students and enter/import local assessments. Benefits/Features • Free for all districts • Web-based (Educators can access from anywhere with internet access) • Easy, convenient way to create/edit interventions for students • Customizable interventions depending on student needs • Print to PDF (includes signature line for parent/guardians) • Batch Printing • Archived Interventions • Integrates with Student. GPS • Import local assessment data from Student. GPS

Arkansas Student Intervention System (ASIS)

Intensive Reading Intervention (IRI)

Academic Improvement Plan (AIP) AIPs can be created for any student in the following areas: • • • Literacy Mathematics Science Document Intervention History

Assessments/Evaluations

Student Academic Report (SAR) Educators can generate a SAR for any student at anytime throughout the year. • Student Demographic Information • Assessments • Grades • Attendance & Tardies • Discipline

Archived Interventions & Local Assessments

Batch Printing • • Academic Improvement Plans Intensive Reading Interventions Local Assessments Email Notifications • • • District School Classroom

How to Access ASIS http: //adeasis. arkansas. gov

Additional Information https: //adedata. arkansas. gov/asis

Remember • Interventions are to meet the needs of the child • All remediation is not equal • Teachers determine the need for the individual student • Teachers determine the type of intervention • Teachers, Parents and Administrators collaborate to develop the AIP • Teachers determine the intensity, rigor and length of interventions • Students exit (complete) AIP when they demonstrate there is no longer a need for intervention • The length of the AIP will vary based on the needs of the child.

Discussion • Who is responsible for AIPs in your district? • What support does this person(s) need in order to make AIPs a part of student success not just compliance? • Are you currently using the ASIS system? If yes, what has been your experience? If no, what is keeping you from using the system? • Share what remediation activities you have used in your district. Include elementary, middle and high school.

ASSESSMENT INVENTORY

“It is essential to ensure that every assessment is used for an important purpose and leads to actions intended to improve student learning. ” Student Assessment Inventory for School Districts, 4. 0 Achieve, 2014 http: //www. achieve. org/files/Achieve. Student. Assessment. Inventory. pdf

ADE Requirements • Are schools required to have an interim assessment program? • No, there is not a state requirement for schools to have an interim program. • Which program is the best program to use? • There are many programs that offer valid and reliable results. A school must identify the purpose before choosing a program.

Assessments • All assessments are designed for an intended purpose. • Assessments provide the data that drives instruction. • “As assessment data are gathered, the teacher is able to plan instruction that responds to learners’ specific needs. ” Reutzel and Cooter (2011)

• What do you want to accomplish by using class time to give an interim assessment? • Do all classes have the same need? • Does the assessment support your overall academic program? • How do you currently/intend to use the data? • Could the money being spent on an interim program be better spent on improving teacher knowledge in their content?

Diagnostic • Assesses a student’s strengths, weaknesses, knowledge, and skills prior to instruction

Formative • Assesses a student’s performance during instruction, and occurs regularly throughout the instruction process • “…a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve student acheivement of intended instructional outcomes” Formative Assessment for Students and Teacher SCASS 2016

Interim • Evaluates student performance at periodic intervals, frequently at the end of a grading period. • Can predict student performance on end-of-year summative tests. • May be teacher made or purchased from a vendor. • Adaptive, cumulative, growth measure

Question Should I give more than one type of interim assessment? • Depending on your purpose, you may consider different programs. It is recommended to make the best use of instructional time by focusing on quality teaching of the standards. Any assessment given should provide data that is used to guide this instruction and make decisions about student learning.

Bottom Line • Districts must identify the purpose for which they are assessing and find/develop a product that meets that need. • Use your assessment data to determine areas of weakness in teacher content knowledge. Focus energies and resources on improving teacher knowledge and core classroom instruction strategies.

Student Assessment Inventory for School Districts Context setting, assessment scenarios, and communications

Session Goals u Provide an opportunity for district leaders to work together to reflect on their local assessment context. u Map stakeholders critical to the success of the assessment inventory process and how that might influence the makeup of the assessment inventory team. u Address common “problems of practice” in local assessment systems. u Identify common and district-specific needs and next steps for support in assessment inventory planning and use. 149

Why is an assessment inventory needed and what is it designed to do? u There are legitimate concerns from parents and the public about the amount and frequency of testing. u The volume of testing goes well beyond those required by states, and the layers of state, district, and school assessment do not always add up to a cohesive, aligned, informative whole. u The Student Assessment Inventory for School Districts is designed to assist district leaders in taking stock of their assessments and assessment strategy. u The assessment inventory is designed to spur action to address these valid concerns. 150

What is the Student Assessment Inventory for School Districts? u The objective is to determine the minimum testing necessary to serve essential diagnostic, instructional and accountability purposes. u Taking stock and then taking action requires significant district commitment. u The inventory tool is only one element of a thoughtful longer process that both engages productively with concerns about testing and leads to real changes in testing practice. u The inventory is not a one-time event. Districts should regularly reexamine their assessments in light of changing district needs and improvements in available assessments. u The inventory and related resources are free to use and adapt. 151

District context and stakeholders

Identify and map your stakeholders u Identifying those stakeholders who are most critical in your district to the assessment inventory process. u Determining the current level of support and criticality of support for each stakeholder. 153

Stakeholders recommended to be part of a leadership team and/or consulted during the process District leaders should ensure that they have the necessary district and school staff involved in an inventory leadership team and/or consulted during the process. Districts should think about the role of the following stakeholders: u District Assessment Director/Coordinator u Assistant Superintendent for Curriculum and Instruction u District financial staff u School board members u Data Coaches or other role that works with school-based staff around data u School leaders including principals, instructional coaches, and lead teachers u Teachers u School counselors u Parents u Students Given that assessment decisions have often been made in silos, it is particularly important that the team crosses offices and responsibilities to ensure a holistic approach 155

Assessment scenarios

Scenario 1: Two assessments used for similar purposes For the past five years, schools in Harbor School District have been administering two different vendor-developed reading assessments to all students in grades 3 -5. Each assessment yields similar information on student performance. Harbor School District’s leadership team for its assessment inventory process has identified these as redundant, and is trying to determine which assessment will be continued and which will be eliminated. What criteria might you use to determine which assessment will be continued or eliminated? 157

Scenario 2: Teacher-developed, district-wide assessments not aligned to current standards Ten years ago, teachers in City School District developed common district -wide benchmark assessments in English language arts and mathematics for grades 3 -8. These assessments are given three times a year to all students, and internal studies showed that they helped predict later performance on statewide summative assessments. Three years ago the state adopted new content standards and a new statewide summative assessment, and the benchmark assessments are no longer aligned to current standards. How would you approach the process of developing options to address this situation? Who would be involved and what role would they play? 158

Scenario 3: No assessments identified for elimination or adjustment The Forest School District launched a process to analyze the array of assessments administered. The team’s initial feedback signals that despite the outcry from parents about the volume of testing, there aren’t any assessments they would recommend eliminating or changing. The group provides a rationale for each assessment. What would you recommend the superintendent consider as a next step? 159

Assessment scenarios debrief u Was this exercise helpful in thinking through potential assessment scenarios that might arise in your district? u What other types of assessment scenarios might you have to address in your district? 160

Next steps and remaining questions u Beginning with the end in mind, when would you like to u u have a new system of assessments in place? Working backwards from that point, when would recommendations or policy changes have to be made? Continue working backwards to identify key milestones required to complete the inventory process. Some of these key milestones might include completion of basic assessment information, completion of user feedback (e. g. , from surveys, interviews, focus groups, forums, etc. ), analysis of the inventory information and feedback, and recommendations. What will be your immediate next step? Are there any questions that have not been addressed? 161

Assessment in your district • List all assessments that are given in your district or building. Source: 162

Complete Assessment Inventory

Additional related resources • For more information and resources: www. achieve. org/assessmentinventory u Student Assessment Inventory for School Districts u Student Assessment Inventory overview u Sample teacher, parent, and student focus group and survey materials u Student Achievement Partners assessment evaluation tools 164

Questions • Development and Implementation of AIPs • Elbert Harvey - 501 -682 - 5891 • Dr. Richard Wilde - 501 -682 - 5891 • Hope Allen – 501 -682 -4558 • Interpretation of Data • Jimmy Blevins – 501 -682 -5752 • ASIS - Creation of AIPs • Holly Glover – 501 -683 -4230