[Assessment_Advisory_Committee] input requested by 11/25: classroom activity administration

Wed Nov 25 09:18:32 PST 2015

Brian,

I'm expecting that we would have a relatively small number of students
(option c) and would monitor in-house (exact process TBD).  I can also see
the possible need for some sort of SIS 'flag' option, especially for
districts that use 'b'.  Maybe something at the AIR level would be possible
too?

All or nothing is easier, but not always the best at the student level,
which is one of the main reasons for my position.

On Wed, Nov 25, 2015 at 9:09 AM, Bain, Brian <bbain at ttsd.k12.or.us> wrote:

> Bill, if B, C or a B/C blend is chosen, how will you monitor which
> students received the CA and which didn't in order to best monitor the
> effects?
>
>
>
>
>
> Brian Bain
>
> District Assessment Coordinator
>
> Tigard-Tualatin School District
>
> 6960 SW Sandburg St, Tigard, OR 97223
>
> 503-431-4120 - bbain at ttsd.k12.or.us
>
>
>
> *From:* Assessment_Advisory_Committee [mailto:
> assessment_advisory_committee-bounces at listsmart.osl.state.or.us] *On
> Behalf Of *Bill Stewart
> *Sent:* Wednesday, November 25, 2015 9:06 AM
> *To:* CARTER Holly
> *Cc:* assessment_advisory_committee at listsmart.osl.state.or.us
> *Subject:* Re: [Assessment_Advisory_Committee] input requested by 11/25:
> classroom activity administration
>
>
>
> Holly,
>
>
>
> Thanks for the added information, it helped me a lot…especially the
> indication that PTs found to be inaccessible for all students without the
> classroom activity would not be deployed this year.
>
>
>
> Without the supplemental information, I would have landed on option ‘a’ as
> the only way to effectively maintain equity.  However, given the intent to
> only deploy ‘accessible’ PTs I can now consider options ‘b’ & ‘c’….’d’ is
> (and always was) off the table for me.
>
>
>
> In light of the tremendously varied district, school, classroom and
> student level needs across the state, my ideal preference would be a
> combination of ‘b’ & ‘c’.  Some/many districts may find it most effective
> to make district or school level decisions about using the CA.  However, in
> other cases, it may be essential for schools to deploy the CA for students
> in unique circumstances, even if just a few.  I can’t support placing
> limits on either approach, hence my wish for a combined ‘b & c’ approach.
>
>
>
> One other caveat…I hope that whatever decision is made and implemented,
> that SBAC, AIR and ODE will closely monitor the impact of this change,
> especially at the subgroup level, to be CERTAIN that there are no
> unintended consequences at the student level.  I hope that we can
> receive/review the results of this monitoring at our Fall meeting next year.
>
>
>
> I hope this provides useful feedback for you.
>
>
>
> Happy Thanksgiving…and I’m thankful that you asked for our input!
>
>
>
> Bill
>
>
> Bill Stewart
> 503-805-8680 - c
>
> On Nov 24, 2015, at 8:51 AM, CARTER Holly <holly.carter at state.or.us>
> wrote:
>
>
>
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>
> Hi all,
>
>
>
> To further inform your review of the options before us, attached are some
> talking points that Smarter Balanced put together after the vote to support
> communication about the new flexibility they are offering to states.
>
>
>
> Holly
>
>
>
> *From:* CARTER Holly
> *Sent:* Monday, November 23, 2015 2:14 PM
> *To:* assessment_advisory_committee at listsmart.osl.state.or.us
> *Subject:* input requested by 11/25: classroom activity administration
>
>
>
> To: Assessment Advisory Committee
>
> Subject: Classroom Activity administration
>
>
>
> Background: Last Thursday, the Smarter Balanced consortium formally voted
> to give member states the option whether to continue requiring the
> classroom activity as a precursor to the performance task or whether to
> make the classroom activity optional for schools and districts to
> implement. As we discussed at our meeting last month, the original
> rationale behind requiring the classroom activity was to ensure that all
> students had an opportunity to gain shared contextual information in
> advance of taking the performance task. The rationale behind removing the
> consortium-wide requirement is twofold. First, the consortium engaged in  a
> comprehensive review of the performance tasks to ascertain whether they
> would be accessible to all students without the classroom activity if
> supported by other accessibility supports such as the embedded glossary.
> Second, the consortium has identified removing the classroom activity
> requirement as a way to shorten the amount of time required to administer
> the Smarter Balanced assessments; removal of the 30-minute classroom
> activity for both math and ELA reduces the total testing footprint by 60
> minutes.
>
>
>
> Options: ODE is now seeking your input to decide whether it is in the best
> interest of Oregon’s students to:
>
> 1.      Continue *requiring* administration of the classroom activities
> for all students as a state-level policy
> *Pros:* Maintains consistency with training provided to the field and
> logistical plans already made/underway in schools/districts. Avoids new
> burden that would otherwise be caused by removing accessibility option
> without sufficient time/guidance for schools to ensure appropriate access
> for all students (e.g., assignment of glossaries or other supports to
> compensate for removal of classroom activity).
> *Cons:* Retains a logistical burden on schools to administer the
> classroom activity. Creates a burden on the state to communicate to the
> field why the state is adopting a policy to require a resource that is not
> required by the consortium and increases the testing footprint beyond the
> consortium requirement.
>
>
>
> 2.      Offer the classroom activities but make it *optional* at the
> district or school level whether to require them for all students in the
> school/district
> *Pros:* Potentially reduces testing time and logistical planning for
> those schools/districts who choose not to offer it while still allowing
> schools/districts to make it available if they choose.
> *Cons:* For those schools/districts that choose to administer the
> classroom activity, retains a logistical burden on schools to administer
> the classroom activity and creates a burden on schools/districts to
> communicate to students, parents, etc why the school/district is adopting a
> policy to require a resource that is not required by the consortium or the
> state and increases the testing footprint. Requires revision of TAM and
> training resources to update the field on the change in policy.
>
> 3.      Offer the classroom activity as a *non-embedded designated
> support*, leaving it to the school level to determine which individual
> students would benefit from the classroom activity
> *Pros:* Potentially reduces testing time and logistical planning for many
> students while ensuring that those student who would benefit from the
> classroom activity still have access.
> *Cons:* Puts schools and teachers in a difficult position of having to
> make a choice affecting the fairness and accessibility of the test without
> knowing what background knowledge the PT requires that the classroom
> activity would provide. Creates a logistical burden on schools to
> administer the classroom activity to those students identified to receive
> it as a designated support. Requires revision of TAM , OAM, and training
> resources to update the field on the change in policy and provide guidance
> on appropriately identifying which individual students would benefit from
> the classroom activity.
>
> 4.      *Remove *support of the classroom activity altogether for Oregon
> students
> *Pros:* Reduces testing time and logistical planning for
> schools/districts.
> *Cons:* Requires revision of TAM and training resources to update the
> field on the change in policy. Removes accessibility option without
> sufficient time/guidance for schools to ensure appropriate access for all
> students (e.g., assignment of glossaries or other supports to compensate
> for removal of classroom activity).
>
>
>
> To support timely communication to the field should we adopt a change in
> policy, we are requesting your input by COB this *Wednesday, Nov. 25th*.
> Please reply to holly.carter at state.or.us with your vote (options a, b, c,
> or d) along with your rationale and any suggestion regarding how to
> communicate to the field. *Given the potentially sensitive implications
> this policy could have in our state’s discussion around testing, we also
> respectfully request that you not discuss this potential policy shift with
> others outside of the committee pending a decision and official
> communication by ODE.*
>
>
>
> Thank you as always for your thoughtful and timely and consideration.
>
>
>
> *Holly Carter*
> Interim Director of Assessment
>
> Office of Learning | Inst., Stand., Asmt, &Acc. Unit | Oregon Department
> of Education
>
> Phone: 503.947.5739 | Fax: 503.378.5156 | *holly.carter at state.or.us
>
>
>
>
>
>
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-- 
Bill Stewart
Special Projects
Gladstone SD
stewartw at gladstone.k12.or.us
503-805-8680 - cell
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