►
Description
Katrina Miller, Education Industry Consultant at SAS and Priscilla Rodriguez, Vice President- College Readiness Assessments and Trevor Packer, Senior Vice President- AP and Instruction at College Board provide an update on how schools, students, and testing organizations are adapting to remote learning and assessment during the COVID-19 pandemic. May 8, 2020.
A
Good
afternoon,
everyone
welcome
to
the
national
conference
of
state
legislatures
virtual
meeting
on
the
issue
of
assessments
measuring
student
learning.
When
schools
are
closed,
we
know
this
has
been
a
challenge
that
we've
talked
about
a
little
bit,
but
we
have
some
experts
here
who
are
going
to
provide
some
answers
for
you
and
then
we're
also
going
to
have
another
virtual
meeting
that
will
disclose
later
to
be
focused
more
on
the
assessments
for
the
fall.
So
right
now
we're
trying
to
give
you
an
update
on.
A
A
So
just
a
few
reminders
about
protocol
for
today's
virtual
meeting.
We
ask
that
you
please
meet
your
phone
and
that
you
add
your
full
name
to
your
title.
That
really
helps
us
know
who's
on
the
virtual
meeting,
so
that
we
can
make
sure
it's
as
secure
as
possible
and
also
add
your
state.
That
really
again
helps
us
to
know
which
states
are
represented,
and
in
case
we
are
confused
about
who
you
are
for
our
own
records.
A
Should
my
video
camera
be
on
or
off,
we
would
love
it
if
you
return
our
new
video
cameras,
we'd
like
to
see
you
all
and
make
this
as
close
to
an
in-person
meeting
as
possible.
So
if
you
would,
please
share
your
video
that
really
helps
us
as
well
just
a
reminder
that
the
meetings
are
recorded
and
they
are
archived
and
the
slides
and
other
resource
materials
are
also
shared
on
that
website
as
well.
A
So
just
a
quick
overview
of
today's
agenda,
we
are
going
to
have
a
little
bit
of
chatter
in
the
chat
box.
This
has
been
kind
of
fun
where
we
pose
a
question
to
you
and
we
ask
you
all
to
respond,
then
we're
going
to
have
katrina
miller
from
sas
join
us
to
talk
about
the
impact
that
it
missing.
Our
summative
assessments
does
or
does
not
have
on
our
accountability
system.
Should
you
be
worried?
A
Is
there
anything
you
need
to
be
doing
as
a
state
policy
maker
to
be
thinking
about
that
and
kind
of
in
just
an
overview
of
of
how
states
are
thinking
about
that?
We're
going
to
do
some
polling
questions
and
then
we're
going
to
have
priscilla
rodriguez
and
trevor
packer
from
college
board.
Join
us
they'll
be
discussing
the
plans
for
the
ap
exams
that
were
to
be
going
on
for
the
high
school
students
this
spring
and
also
the
plans
for
psat
and
sata
exams
as
well.
A
We
know
that
parents
and
students
and
policy
makers
have
a
lot
of
questions
about
when
will
those
be
held?
How
what's
the
game
plan
for
that?
How
does
that
impact
students,
especially
those
students,
planning,
to
go
to
college
very
soon,
and
then
we
will
definitely
have
plenty
of
time
for
questions
as
well
and
then,
at
the
end
of
the
meeting
I'll
share
with
you,
the
upcoming
meetings
that
we
have
planned.
A
So
quick
chatter
in
the
chat
box,
please
tap
into
the
chat
box,
what
state
you're
from
and
also
what
are
your
top.
What
is
your
top
concern
about
the
loss
of
opportunity
for
assessments
this
spring?
This
will
help
us
know
what
you're
thinking,
what
your
questions
are.
Maybe
we
can
answer
some
of
them
during
this
webinar,
and
maybe
we
can
get
additional
information
to
you.
So
we're
going
to
ask
you
to
take
a
little
bit
of
time
to
share
with
us
your
your
thinking
around
this.
A
A
A
A
As
you
know,
most
states
have
suspended,
received
waivers
from
the
us
department
of
education
to
suspend
their
summative
assessments
this
spring.
So
those
are
those
annual
statewide
assessments,
the
measured
student
growth
and
they're,
often
used
or
not
often,
they
are
used
to
help.
Policy
makers
and
school
leaders
understand
the
progress
that
students
made
during
this
school
year
and
it
is
a
big
part
of
our
state
accountability
systems.
A
We
also
know
that
there
are
district
or
school
specific
summative
assessments
that
are
still
going
on
so,
for
example,
my
daughters
just
took
their
end
of
year.
I
ready
assessments,
those
of
course
aren't
statewide.
They
aren't
even
district-wide,
but
those
are
summative
assessments
that
can
give
teachers
right
now,
an
understanding
of
where
students
are
so
that
that
can
help
inform
the
teachers
for
next
year
as
well.
So
just
a
little
reminder
about
where
we
are
at
with
assessments
and
a
little
bit
of
reminder
about
the
terminology.
A
B
So
one
of
the
things
that
we
have
at
sas
is
a
student
growth
model,
and
michelle,
were
you
talking?
Sorry,
okay,
good
one
thing
we
have
at
sas
is
a
student
growth
model
and
we
use
that
in
six
states
currently
statewide.
We
use
it
in
a
lot
of
states
in
large
districts,
but
six
states
have
it
statewide
and
we've
been
in
really
in-depth
conversations
with
many
of
those
states
about
this
specific
topic.
You
know,
and
generally
when
you
use
a
growth
model,
you
use
that
assessment
to
see.
B
Okay,
the
students
have
learned
this
much
in
this
year
and
they're
meeting
growth
measure
or
they're,
not
so
we're
seeing
are
they
growing
to
their
potential
and
reaching
the
benchmarks
that
we've
set
for
them
and
without
the
spring
assessment
we
may
not
be
able
to
do
that.
So
what
can
we
do
in
the
interim
and
how
do
we
really
assess
what
we're
calling
the
coveted
slide?
How
much
learning
is
truly
lost?
B
Are
those
achievement
gaps
exacerbated
from
this
cancellation
of
school
and
closing
of
schools
in
this
at
the
end
of
this
year,
and
what
impact
does
virtual
and
online
learning
had
for
students,
and
has
it
been
disparate
to
some
students
learn
more
in
that
area
and
all
of
those
conversations
are
continuing
to
happen
now.
Obviously,
to
answer
any
of
those
we're
going
to
need
some
type
of
assessments.
B
Now
one
caveat
about
that,
is
that
in
giving
that
assessment
in
the
fall,
they
would
remove
any
accountability.
They
would
remove
any
evaluation
components
attached
to
that.
It
would
purely
be
about
learning
where
students
are
learning
where
the
gaps
are
and
helping
teachers,
design
interventions
and
supports
to
help
students
learn.
B
So
that's
what
we're
seeing
right
now
around
the
assessments,
but
there
are
a
lot
of
ways
that
we
can
go
about.
Doing
that.
That
slide.
That
you
had
from
nwa
was
great
michelle,
because
there
are
assessments
that
are
being
given.
It
may
not
be
the
summative
assessment,
but
some
of
those
interim
assessments
like
ireti
can
be
used
to
measure
growth
and
make
sure
they're
still
growing,
so
some
states
are
considering
either,
if
they're
already
giving
that
or
giving
that
and
then
measuring
growth
on
that
and
we're
seeing
that
move.
B
But
one
of
the
things
that
we're
recommending
to
states
is
to
consider
now
what
data
you're
going
to
need
in
the
future
to
make
sure
kids
are
learning,
so
we've
put
together
a
two-page
policy
brief
to
kind
of
look
at
those
questions
that
states
could
be
considering
now
so
one.
If
you
want
to
measure
the
covet
slide,
you're
going
to
need
to
have
data
for
the
what
students
are
doing
now.
When
did
schools
close
for
each
district
for
each
school,
it
may
be
different
across
your
state.
B
What
options
were
available
to
students?
Were
they
given
packets
of
learning
materials?
Was
it
just
review
of
material
they've
already
learned?
Were
they
progressing
further
in
new
material?
Were
they
giving
online
options?
Were
those
online
options
asynchronous
or
synchronous?
Were
they
doing
it
together
with
their
teacher
in
front
of
them,
interacting
on
a
zoom
call
or
was
a
video
posted
where
they
could
access
it
at
any
time,
were
they
doing
labs
online
where
they
could
get
in
and
interact
with
other
students
and
actually
have
dialogue
and
create
things
together?
B
B
Afterwards,
it's
going
to
give
you
these
types
of
questions
and
prompts
to
start
asking
your
department
of
education
and
your
individual
school
districts
to
say
what
data
are
you
collecting
and
if
we're
not
doing
it
now,
it's
may
8th
we're
a
month
or
two
behind,
but
let's
get
on
it
and
let's
put
some
plans
in
place
to
collect
that
data.
So
we
know
the
gaps
that
students
are
going
to
face
in
the
fall.
That's
going
to
be
critically
important
in
measuring
the
learning
loss,
but
also
in
measuring
what
programs
can
work.
B
So
the
exciting
thing
about
this
opportunity-
and
we
all
know
that
winston
churchill
famously
said.
Never
let
a
good
crisis
go
to
waste.
Is
that
we're
trying
a
lot
of
new
innovative
things
out
of
desperation,
honestly
we're
trying
to
get
in
there
and
help
students
learn
in
this
pandemic?
And
while
this
is
going
on
in
a
virtual
way
that
we
may
not
have
tried
before,
what
we
need
to
know
is
what
works
and
what
works
for
what
students.
B
B
You
put
him
in
a
classroom
full
of
kids
and
he's
not
paying
a
bit
of
attention
to
what
the
teacher's
saying,
no
matter
how
engaging
she
is
he's
watching
this
other
kid
tap
his
foot
on
the
ground.
An
online
learning
option
may
be
great
for
them
they
can
really
focus
and
narrow
their
vision
and
focus
on
what's
in
front
of
them.
How
do
we
measure
that?
How
do
we
know
if
these
programs
are
working
or
not?
B
We
need
to
know
these
things
so
that
when
we
come
back
to
school
and
we're
trying
to
address
these
learning
gaps,
we
can
implement
those
programs
for
the
right
students.
So
if
we
have
programs
that
are
working
really
well
for
students,
we
can
put
that
program
in
place.
Do
some
interventions.
If
we
have
programs
that
aren't
working
really
well
mate,
maybe
asynchronous
learning
isn't
doing
the
job
for
anyone
we
can
remove
those
from
the
classroom.
B
This
is
going
to
give
us
a
wealth
of
new
information
for
us
to
really
implement
some
new
strategies
and
techniques
to
reach
all
of
our
students
and
hopefully
achieve
that
achievement
gap
that
we
or
close
that
achievement
gap
that
we
have
right
now.
These
are
things
that
we
can
tackle
and
that
we
can
learn
from
in
this
pandemic.
B
But
again
the
number
one
thing
we
need
to
be
concerned
about
right
now,
other
than
giving
the
online
options
and
the
virtual
opportunities
is
collecting
the
data
around
it,
so
that
we
can
measure
it
going
forward
in
order
to
do
that.
We're
going
to
have
to
have
a
really
robust
student
growth
measure.
So
the
second
aspect
of
that
paper
is
what
can
we
do,
knowing
the
data
that
we
have
now
so
the
different
student
growth
models
that
are
available
exist
on
a
spectrum
of
complexity.
B
These
more
complex
measures
like
value-added
measures
or
student
growth
percentiles
are
going
to
be
incredibly
important
for
states
to
have
implemented
already
next
year.
The
reason
for
that
is
we're
going
to
have
some
gaps
in
testing
we're
going
to
have
some
movement
of
students
across
district
lines
with
the
economy
collapsing.
Essentially,
students
are
going
to
be
in
different
schools,
we're
going
to
see
a
lot
of
movement
that
mobility
is
generally
in
our
most
vulnerable
student
populations
and
we're
going
to
see
that
again
this
year.
B
For
instance,
excuse
me
if
you
have
a
seventh
grader
right
now
and
they
were
going
into
eighth
grade
and
they
didn't
take
that
seventh
grade
test.
A
more
simplistic
growth
model
may
not
be
able
to
account
for
changes
in
testing
for
the
seventh
to
ninth
grade
year.
If
they
miss
that
eighth
grade
test,
a
more
complex
growth
model
will
because
they
can
go
across
different
types
of
tests
and
still
calculate
growth.
B
B
So
when
you
see
those
differences,
you're
going
to
be
able
to
know
okay,
this
is
the
learning
loss
that
we
experienced
because
of
no
covet
19,
but
also
this
is
our
new
reality.
So
how
do
we
help
them
meet
that
new
reality
or
even
exceed
it?
If
you
have
again
that
seventh
grader
and
now
we're
projecting
to
that
ninth
grade
test
and
they're
not
likely
to
make
proficiency
because
of
the
coven
19
slide
now,
we
know
we
can
implement
some
interventions
to
help
that
student
get
back
on
track.
B
So
these
are
some
of
the
things
that
we're
really
concerned
about
and
we're
talking
to
our
states
about
that
we're
already
working
with
of
what
data
are
you
collecting?
How
are
we
adjusting
models
to
accommodate
the
mobility
of
students
to
accommodate
the
changes
in
testing
cycles
or
the
changes
in
tests
themselves?
You
may
decide
to
implement
a
new
test
in
the
next
year.
B
All
of
these
things
are
things
that
we're
planning
for
now
to
make
sure
that
we're
ready
to
meet
students
needs
when
they
come
back
in
the
fall
and
because
we're
gonna
have
to
hit
the
ground
running
as
educators
and
as
policy
makers
to
make
sure
that
the
kids
that
we
have
in
front
of
us,
we
know
where
they
are,
and
we
know
where
we
can
take
them.
So
those
are
the
considerations
I
would
give
to
you
as
policy
makers
to
talk
about
in
your
legislation
to
talk
about
with
your
department
of
education
start
asking
them.
B
What
data
are
we
collecting?
How
are
we
going
to
measure
what
they've
learned
or
the
learning
that
they've
lost?
How
are
we
going
to
know
what
programs
are
most
effective
and
how
are
we
going
to
move
forward
with
our
accountability
system?
Knowing
there
may
be
some
gap
years,
do
we
have
a
robust
enough
modeling
technique
to
make
this
happen
in
accountability
and
evaluation
moving
forward?
B
A
Thank
you,
katrina.
That
was
super
helpful,
a
lot
of
information
packed
into
that
very
short
time
and,
as
katrina
said
michelle,
we
will
have
that
paper
posted
and
then
we
will
also
be
sure
to
have
katrina's
contact
information
there
too.
In
case
you
have
any
additional
questions
so
right
now,
let
us
know
what
questions
you
have
for
katrina.
I
know
for
sure
that
there
is
one.
A
B
Sure
so
it's
odd
being
on
the
phone
with
a
testing
vendor,
because
I'm
about
to
say
something
from
a
policy
perspective.
My
background
is
in
policy
working
at
the
state
level,
so
I'm
all
about
saving
money
and
utilizing
our
contracts
to
the
fullest.
What
we're
hearing
from
a
lot
of
states
is,
you
know:
we've
already
paid
the
testing
vendor
for
the
spring
assessment
for
most
of
the
work
they've
developed
the
questions
we've
developed
the
protocols.
B
B
A
B
Is
a
wonderful
question
and
we
have
a
great
example
for
that
and-
and
I
don't
we-
I
can
actually
share
this
example.
So
in
2015
in
tennessee
they
had
a
snafu
with
their
testing
vendor,
where
they
weren't
able
to
give
the
three
through
a
three
through
eight
tests
that
year
the
summative
assessment.
So
they
actually
canceled
the
tests
for
the
entire
year,
because
we
use
a
value-added
model
at
sas
and
we
are
their
value-added
vendor.
B
We
were
able
to
look
back
through
five
years
of
testing
history
and
then
the
next
year
of
tests
of
the
2016
test
and
provide
a
stable
growth
measure.
We
didn't
have
the
2015
data,
but
for
the
majority
of
students
we
were
able
to
use
their
previous
testing
history
and
provide
a
growth
measure
in
2016..
B
So
the
complexity
of
the
growth
model
being
able
to
use
a
student's,
complete
testing
history
and
not
just
the
previous
year
and
also
adjust
for
missing
years
and
gap
years
and
testing
data
allowed
us
to
continue
with
that
growth
model
for
years
going.
And
if
you
have
really
specific
in-depth
questions
about
that
and
how
we
modeled
that
I'm
happy
to
set
you
up
with
our
statisticians,
who
actually
worked
in
tennessee
on
that.
A
B
All
great
questions,
so
the
states
where
we're
currently
statewide
are
ohio,
pennsylvania,
north
carolina
tennessee,
the
four
of
those
we've
been
there
over
a
decade,
michigan,
texas
and
florida
florida.
We
don't
provide
the
analytics.
We
do
the
visualization,
but
we
do
statewide
data
and
we
use
statewide
data
and
all
of
those,
and
we
provide
student
projections
in
all
of
those.
B
So,
for
instance,
when
we
look
at
a
seventh
grader
we're
going
back
all
the
way
to
the
third
grade
using
that
student's,
full
testing
history.
We
know
that
reading
impacts
math.
If
a
student
can't
read
it's
hard
for
them
to
access
the
curriculum
in
math,
so
we
actually
use
reading
scores
to
do
our
value-added
measure
for
math.
B
If
you
have
a
simplistic
model,
such
as
value
tables,
you're.
Looking
at
the
seventh
grade
math
score
compared
to
the
sixth
grade
math
score,
they
may
have
had
a
bad
day
that
seventh
grade
year
and
it's
not
truly
telling
you
how
that
student
is
learning
and
how
that
student
functions
over
time.
They
may
not
have
eaten
breakfast
there's
a
lot
that
goes
in.
We
know
that
tests
have
a
lot
of
measurement
error
around
them
for
a
single
test.
A
more
robust
model
counts
for
that
measurement
error.
B
We
do
have
disaggregated
data
to
address
equity,
so
we
can
actually
look
at
the
effectiveness
of
teachers
is
measured
by
value-added
or
other
indicators
of
teachers
such
as
demographic
information
years
of
experience,
schooling
and
compare
that
to
different
student
groups.
So
groups
of
low-income
students,
students
of
color
and
for
our
states
we
have
a
dashboard
that
lets
them
look
at
that
it
actually
measures
equity
gaps
within
a
school
by
subject
and
grade,
or
you
can
aggregate
it
up.
So
we're
able
to
look
at
that
type
of
data
again.
A
Great,
thank
you
all
right.
I
have
a
couple
of
quick
polling
questions
for
you
all
we'd
love
to
know
your
feedback
on
these
questions.
Have
you
been
involved
in
discussions
in
your
state
about
how
accountability
systems
will
adapt
as
a
result
of
the
cancelled
assessments?
You
can
choose
yes
or
no,
and
are
you
aware
of
how
your
state
will
adapt
its
assessments
related
to
high
school
ap
courses
or
the
college
ready
assessments
like
the
s.a.t
and.
A
A
Thank
you.
This
is
super
helpful
looks
like
a
little
over.
Half
of
you
have
not
necessarily
been
involved
in
the
discussions
around
your
accountability
system,
the
impact
of
the
missed
assessments,
and
most
of
you
are
not
aware
of
how
your
state
will
be
adapting
those
important
high
school
assessments
that
will
be
going
on.
A
Okay,
I'm
going
to
go
ahead
and
close
out
this
poll,
and
now
we
are
going
to
ask
priscilla
rodriguez
to
join
us
from
college
board.
Thank
you
so
much
for
joining
us.
We
really
appreciate
you
taking
the
time
to
speak
with
us.
Priscilla
is
going
to
be
talking
with
us
about
the
s.a.t
and
the
psat
and
all
the
planning
that
goes
into
those
students
preparing
for
the
sat
and
what's
happening
with
those
exams
and
what
can
parents,
students
and
policy
makers
expect
right
now
in
this
space.
C
Thank
you
michelle
thanks
for
having
me
as
luck,
has
it
the
second
you
turned
to
me
and
I
had
muted
myself.
We
had
a
knock
at
the
door.
So
if
my
dog
barks,
I
apologize,
he's
been
silent
all
day,
but
this
is
how
these
things
go.
So
again,
thanks
for
having
me,
I'm
really
really
happy
to
be
here.
Obviously,
things
are
moving
incredibly
quickly.
They're
changing
fast
and
states
have
been
disrupted.
C
I
think
in
unprecedented
ways
and
of
course
so
have
students
and
families,
and
so
I
really
would
just
love
to
take
this
opportunity
to
share
with
you
all
what
our
plans
are.
We
are
much
like
you
working
on
kind
of
multiple
scenarios,
not
knowing
how
things
will
play
out
and
how
the
next
few
months
will
go.
But
do
you
want
to
share
that
so
that
it
can
help
you
all
make
plans
and-
and
you
know,
convey
to
constituents
and
families
what
they
what
they
can
expect.
C
So
I
will
start
by
kind
of
stepping
back
and
and
reading
you
all
into
kind
of
where
we
are
right
now
relative
to
where
we'd
normally
be,
and
I
just
had
to
check
my
phone.
It
is
may
may
of
a
normal
testing
year
if
you
will
and
kind
of
try
to
paint
a
picture
for
you
of
where
we
are
relative
to
where
we'd
normally
be,
and
then,
very
importantly,
where
we
plan
to
go
into
the
new
school
year.
C
So
in
a
normal
testing
year,
we'd
be
you
know,
wrapping
up
a
school
year,
we
would
have
had
about
a
million
more
juniors.
Take
the
s.a.t
than
currently
have
this
year
because
of
the
disruption
with
covid
in
the
form
of
school
closures
for
our
school
day
model
and
then,
through
our
weekend
or
saturday.
The
kind
of
traditional
testing
model
that
most
of
you
all
probably
engaged
with.
That's
how
I
took
the
test
as
well.
C
So
that's
a
big
gap,
I'm
stating
the
obvious
and
one
that
is
weighing
on
us
and
driving
us
really
really
hard
to.
As
I
said,
plan
on
multiple
scenarios,
multiple
tracks,
what
we
can
do
for
those
million
students
to
make
sure
that,
should
they
still
want
the
opportunity
to
take
the
sat
that
they
will
get
that
opportunity
as
soon
as
it
is
safe
to
do
so,
and
so,
as
I
reference
this-
and
you
always
may
well
know
this,
but
we
administer
the
sat
in
in
two
ways.
C
C
It
can
be
with
individual
districts
in
a
state
that
doesn't
have
a
statewide
partnership
with
us
and
it
can
even
happen
at
individual
schools
who
say
we
want
to
provide
the
sat
for
you
know
all
of
our
juniors
typically-
and
this
is
testing
that
happens
in
the
school
day
in
their
school
building
for
all
students
in
the
grade
that
the
partnership
covers
usually
juniors
and
is
9
out
of
10
times
more
than
that
free
of
charge
to
the
student.
It's
a
huge
access
play.
C
It's
a
way
to
bring
the
sat
and
all
of
the
opportunities
that
the
sat
unlocks
by
way
of
college
admissions
college
scholarships
to
the
student
to
their
local
school
during
the
day,
as
I
said,
nearly
all
the
time
free
of
charge
to
them
and
it's
a
program.
We're
really
proud
of
that
has
seen
tremendous
growth
in
the
decades
since
we
launched
it.
C
They
were
scheduled
to
test
later
in
march
or
in
april,
and
so
on
that
front,
we've
been
working
really
really
closely
with
those
state
partners
and
our
districts
to
share
with
them
our
plans
and
our
commitment
to
make
those
testing
opportunities
possible
as
soon
as
it's
safe
for
students
and
the
educators
who
help
administer
these
tests
for
them.
So
I'd
like
to
share
a
little
bit
there
just
again
in
case
it's
of
interest,
so
we
currently
have
13
states
that
use
the
sat
for
their
statewide
accountability.
C
Some
of
them
were
scheduled
to
test
on
the
early
side,
as
I
mentioned,
and
were
able
to
get
it
done,
which
is
great,
but
the
majority
were
not
the
vast
majority.
I
should
say
we're
not
so
we've
been
talking
really
closely
with
them
and
all,
but
one
of
those
states
have
already
said
whether,
in
a
public
press
release
or
very
openly
to
us
and
and
in
documents
publicly
available
that
they
will
be
moving
the
testing
opportunity
for
the
sat
that
students
missed
this
spring
to
the
fall.
C
I
should
say
if
and
when
schools
reopen.
So
that
is
that's
gratifying.
That's
giving
the
students
who
miss
their
opportunity
this
spring
an
opportunity
in
the
fall
again.
The
accountability
portion
of
it
has
been
waived
so
will
not
be
for
accountability
purposes,
but
it
still
can
be
used
for
college
admissions.
Scholarships
placement
once
they
get
to
a
higher
ed
campus.
C
So
all
the
valuable
reasons
that
students
take
the
sat
are
will
still
be
in
place,
and
we
have
many
many
district
partnerships
again
where
they're
not
covered
by
a
statewide
partnership
with
us,
and
we
have
received
very
positive
feedback
from
districts
that
they
intend
to
do
the
same.
They
have
to
work
a
bit
more
on
the
funding
front
to
to
make
sure
that
they
can
do
that,
but
we've
gotten
great
great
initial
feedback
from
them
that
they
want
to
do
everything
they
can
to
be
able
to
provide
the
sat
in
the
fall.
C
So
to
that
end,
assuming
schools
reopen
in
the
fall,
which
we
obviously
all
hope
they
do.
For
many
many
reasons:
we've
added
an
sat
administration
in
the
fall
so
we'll
have
more
frequent
testing
opportunities
available
for
sat
school
day
than
we
ever
have
in
the
fall
and
again
to
kind
of
create
all
that
bandwidth
that
we
need,
but
even
more
importantly,
to
give
school
states
districts
flexibility
to
choose
from
a
few
more
dates
when
they'll
be
able
to
do
that.
C
C
So
I'll
jump
into
that,
and
then
michelle
will
let
you
know
if
there's
time
for
questions,
but
in
the
what
would
be
very
unfortunate
and
we
hope
very
unlikely
event
that
schools
are
not
reopening
as
planned
in
august
or
september
as
they
normally
do,
and
or
if
it's
not
safe
for
students
to
gather
in
our
traditional
weekend
model
where
they
go
to
test
centers.
Usually
a
high
school
on
a
saturday.
Take
the
sat.
C
C
I
heard
I
think
it
was
you
michelle
and
trevor
chit
chatting
as
we
were
getting
ready
about
how
much
ap
is
done,
which
has
just
been
phenomenal
to
communicate
to
students,
families,
educators,
the
new
approach
and
what
to
expect
believe
me
we'll
be
doing
the
same,
so
there
will
be
so
much
more
to
come,
but
I
do
want
to
convey
the
massive
organizational
commitment
that
is
being
made
to
be
ready
for
a
digital
at
home
s.a.t.
Should
it
be
needed.
So
I
think
with
that.
A
Thank
you.
That
is
really
important
and
good
information.
I
know
a
lot
of
people
have
questions
about
that.
It's
such
a
tradition
for
students
to
be
taking
those
assessments
at
a
certain
time,
and
you
know
they
get
mentally
geared
up
for
it
and
the
schools
get
mentally
geared
up
for
it,
and
it's
just
just
an
indication
of
how
everything
is
so
different
this
year.
I
do
have
one
question
for
you
priscilla:
how
is
this
affecting
college
admissions?
C
So
it's
a
great
question,
and
so
I
think
you
all
likely
well
know
we're
not
a
not-for-profit
membership
organization,
so
our
membership
is
actually
comprised
of
higher
ed
institutions
as
well
as
k-12.
That
has
enabled
incredible,
real-time
and
transparent
conversations
between
us
and
them
about
our
plans.
What
we're
seeing
what
we're
committed
to
and
all
that
they
are
having
to
do
so.
C
The
the
headline
there
is
that
many
institutions
of
higher
ed
have
announced
temporary
what
they
call
generally
test
optional
policy
for
students
in
the
class
of
2021,
so
for
the
application
cycle
that
will
kick
off.
This
fall,
given,
obviously
just
the
disruption
and
the
unknowns
about
students
ability
to
test.
I
want
to
say
I
feel
responsible
for
saying
that
we
fully
support
that
flexibility
in
this
time
of
disruption
for
students.
We
view
our
role
and-
and
I
lead
our
sat
division
so
I'll
speak
for
myself.
C
I
view
our
role,
our
responsibility
to
be
here
for
students
when
they're
ready
and
if
they
want
us,
and
that
is
about
those
commitments
to
adding
school
day
opportunities,
weekend
opportunities
and
an
at
home
sat
if
needed.
That's
our
responsibility,
but
higher
ed
has
to
meet
students
where
they
are
and
provide
really
unprecedented
flexibility,
given
the
conditions
and
we're
fully
supportive
about
that.
A
Great,
thank
you
we're
getting
lots
of
questions
and
definitely
understanding
more
than
ever.
There's
such
a
connection
between
k-12
and
higher
ed
and
those
transition
pieces
are
so
critical
and
we
know
that
everything
that's
happening
at
each
level
is
really
impacting
the
other
in
a
really
profound
way.
Right
now,
so
thank
you.
We're
gonna,
move
straight
to
trevor
trevor
packer
is
also
from
college
board
and
he's
going
to
be
sharing
with
us.
D
Hey
thanks
so
much
for
having
me
michelle.
So
in
march,
3.4
million
students
all
around
the
country
had
been
registered
for
ap
exams
and
schools
began
to
close,
and
our
immediate
priority
at
the
ap
program
was
to
find
a
way
to
help.
Students
continue
to
learn,
so
they
would
be
ready
for
their
next
academic
experiences
in
the
fall.
A
D
In
place
free
daily
youtube
classes
for
every
ap
course
for
students
to
access
both
in
real
time,
they
were
taught,
but
each
class
is
taught
by
two
of
the
best
ap
teachers
in
the
country
and
they're
also
recorded
so.
Students
who
couldn't
tune
in
live
will
be
able
to
tune
in
any
time
we've
been
thrilled
with
the
reception
to
these
they've
reached
students
all
around
the
world,
not
just
in
the
united
states
and
millions
and
millions
of
hours
of
instruction
have
been
delivered
for
free
to
ap
students
everywhere.
A
D
In
fact
that
we
will
extend
this
service
and
continue
to
provide
it
for
the
future,
so
that
if
schools
aren't
in
session
this
fall
or
if
they
are
in
session,
this
fall
and
a
student
is
simply
sick.
One
day
and
misses
the
day
about
michelangelo
in
apr
history
or
misses
the
day
about
cellular
transfers
in
ap
biology,
they
can
still
go
to
youtube
and
and
and
have
that
class
that
they
might
have
missed.
It
will
help
teachers
help
students
stay
caught
up
so.
D
D
That
was
really
the
most
important
thing
for
us,
regardless
of
whether
or
not
a
student
takes
an
ap
test,
we
wanted
them
to
still
keep
learning
to
make
the
most
of
their
senior
year,
but
it
got
to
be
march
16th
the
day
we
would
normally
start
shipping
out
5
million
ap
exams
in
their
shrink,
wrap
to
18
000
high
schools
across
the
country
and
the
night
before
march
15th
we
decided
we
can't
do
that,
there's
simply
no
way.
We
think
enough.
D
Schools
will
be
back
in
session
in
may
first
to
go
ahead
and
start
shipping,
millions
of
boxes
of
exams
to
closed
and
dark
buildings.
So
we
have
two
choices.
We
could
simply
cancel
ap
testing
for
all
students
this
year
or
we
could
find
a
way
to
meet
ap
students
where
they
are,
which
means
primarily
in
their
homes,
without
a
proctor
they're
with
them.
D
How
do
you
do
that?
How?
How
can
we
do
this?
We
we
needed
some
guidance,
so
we
didn't
know
what
the
right
thing
to
do
would
be,
and
we
simply
knew
it
would
take
a
massive
financial
investment
for
us
if
we
decided
to
come
up
with
a
new
way
of
ap
testing
on
the
fly,
so
we
surveyed
ap
students
and
ap
teachers,
a
representative
sample
nationwide,
responded
91
said:
please
don't
cancel
these
exams
91
that
felt
big
to
us.
D
A
D
That
my
family
is
more
afraid
than
ever
of
how
to
afford
college.
I
need
this
credit,
so
we
felt
these
students
to
trust
this.
All
year
long
3.4
million
students
saying
I
will
take
a
harder
class
in
high
school,
because
I
know
that
if
I
do
that
work
I'll
be
able
to
earn
college
credit,
and
we
thought
we
could
not
betray
that
trust.
We
needed
to
find
a
way
to
meet
students
where
they
are.
D
A
D
We
thought
we
needed
to
solve
for
several
things.
If
we're
going
to
do
ap
tests
in
students,
homes,
the
first
of
them
is
what
about
the
digital
divide.
There
are
some
people
that
say
the
digital
divide
doesn't
exist
anymore.
Everyone
has
a
smartphone,
but
we're
not
so
sure
of
that,
and
so
we
felt
we
had
to
solve
for
that.
First
really
to
be
able
to
meet
ap
students
where
they
are.
D
We
needed
a
solution
for
students
that
don't
have
a
device
or
that
don't
have
wi-fi
that
don't
have
connectivity
in
their
homes,
so
we
quickly
bought
about
10,
000,
chromebooks
and
tablets
and
set
up
a
process
for
any
student
in
the
country.
Who
does
not
have
we
had
to
limit
this
to
u.s
students?
We
couldn't
go
international
here,
but
for
u.s
students,
if
they
didn't
have
a
device
and
they
still
wanted
to
earn
that
college
credit,
they
could
fill
out
a
form.
D
By
april
24th
we
took
a
hundred
college
board
staff
off
of
their
full-time
jobs
and
put
them
in
a
new
role.
Spending
these
past
the
past
month
contacting
these
students
figuring
out
how
to
help
them
getting
a
device
in
the
mail
to
them
and
shipping
them
the
device.
So
we
provisioned
thousands
of
devices
at
this
point
to
enable
low-income
students
or
other
students
without
technology
in
their
homes,
to
be
able
to
start
to
be
able
to
take
their
ap
tests
beginning
on
monday.
D
D
They
can
be
taken
on
a
laptop,
a
desktop,
a
smartphone
or
a
tablet,
and
colleges
have
been
entirely
supportive
of
this.
As
usual
across
the
country,
from
the
university
of
california
system
to
university
of
texas
system,
the
university
of
wisconsin
system,
the
state
systems
have
across
the
board
said.
Yes,
of
course,
we'll
continue
to
give
credit,
even
though
the
exam
is
shorter.
This
year
we
get
it
after
all,
they're
giving
credit
for
dual
enrollment
classes,
which
which
don't
have
these
end
of
course
exams.
So
colleges
are
not
not
worried
about
this.
D
D
D
D
I
can
tell
you
that
we
will
be
routing
every
student's
response
through
plagiarism
checks,
we'll
also
be
giving
a
copy
of
their
responses
to
their
teachers.
So
just
in
case
the
teachers
are
at
all
worried
about
cheating.
The
teachers
can
look
at
the
student's
response
themselves,
because
it's
very
hard
for
a
student
to
be
mediocre
all
year
long
and
then
suddenly
write
like
marcel
proust
on
on
ap
test
day.
So
so
the
security
is
strong
and
we're
confident
that
that
will
work
well.
D
In
addition,
students
will
be
providing
a
typing
sample
before
they're
able
to
view
the
first
question
and-
and
you
can,
you
can
draw
conclusions
you'd
like
from
that
process,
so
this
all
begins.
On
monday,
we've
provided
a
lot
of
communications
to
help.
Students
understand
this,
but
things
will
go
wrong
just
as
when
students
are
testing
in
their
high
school,
someone
will
pull
a
fire
alarm
and
the
kids
have
to
evacuate
or
someone
will
get
sick
in
the
middle
of
the
classroom,
and
students
have
to
stop
the
exam.
That's
for
sure
going
to
happen.
D
In
students
homes,
the
student
might
get
sick.
A
student
might
be
interrupted
by
a
screaming
sibling,
making
it
impossible
for
her
to
speak
german
and
perform
that
task
on
the
exam.
So
things
will
happen
and
we've
made
it
very,
very
easy
if
any
student
is
disrupted,
while
testing,
if
they're
disrupted,
because
their
their
battery
dies
and
they
forgot
to
plug
their
phone
in
or
their
computer
in,
if
they're
interrupted,
if
they
have
a
wi-fi
outage,
they
can
automatically
request
a
makeup
test
in
june
and
we'll
provide
them
with
a
second
opportunity
for
college
credit.
D
A
D
Can
be
used
for
ap
professional
development
to
train
more
ap
teachers
to
pay
for
ap
students,
exam
fees,
it's
through
two
of
the
designated
categories
in
the
cares
act,
k-12
funding,
the
governor's
fund
or
the
sea
funds
that
are
distributed
by
formula
to
each
state.
So
michelle
I'll
hand
it
back
to
you.
D
A
D
In
addition
to
providing
devices
for
students
like
a
laptop
or
a
tablet,
we'd
have
to
solve
for
students
who
have
a
device,
but
they
don't
have
enough
connectivity.
So
in
some
cases
we
provided
mifi
devices
and
things
like
that
to
enable
them
to
get
that
level
of
streaming
that
they
would
want.
Students
don't
need
to
keyboard
their
exams,
they
can
handwrite
their
exams
as
well
and
as.
A
Kids
are
really
tech
savvy
these
days,
and
I
think
that
the
teachers
are
the
ones
trying
to
put
these
these
pieces
in
places
and
the
kids
are
like
yeah
yeah.
We
already
know
how
to
do
some
of
this
stuff,
so
that's
really
helpful.
Thank
you.
If
anyone
else
has
additional
questions
for
either
one
of
the
college
board
experts,
please
go
ahead
and
type
that
into
the
chat
box.
B
B
We
also
working
with
some
large
districts
around
kind
of
similar
to
what
early
warning
systems
were
five
and
ten
years
ago,
but
kind
of
looking
at
where
students
are,
and
that
gives
some
some
real-time
indicators
if
there
might
be
issues
around
the
growth
model.
In
particular,
the
social
emotional
component
is
where
the
longitudinal
data
comes
in.
When
you
have
multiple
years
of
a
growth
measure,
you
kind
of
get
a
sense
of
where
that
student
is
in
assessments,
but
for
a
social,
emotional
assessment.
B
We
don't
have
anything
particular
around
that
there
are
some
really
great
organizations
that
are
doing
some
work
on
that.
I
would
encourage
you
one
of
the
ones
that
I've
been
most
fascinated
with.
Is
the
bar
center
b-a-r-r
and
they're
doing
some
really
neat
work
around
teacher
groups
within
schools
to
really
be
aware
of?
B
What's
going
on
with
students,
that's
changing
the
outlook,
but
as
far
as
sas,
you
know
we're
really
a
data
company,
so
we're
limited
to
what
data
is
there
and
there's
not
a
great
a
huge
amount
of
assessments
or
data
heavy
techniques
around
social,
emotional
learning?
We
did
do
some
work
with
kind
of
seeing
hot
spots
around
teen
suicides
looking
at
twitter,
not
identifying
individual
students
but
kind
of
looking
at
cinnamon
analysis
and
natural
language
processing
to
understand
some
of
that.
B
A
Space,
thank
you,
so
I'm
going
to
share
the
results
of
the
earlier
poll
that
we
had
so,
as
you
can
see
like
I
said
about
45-55
split
up
about
those
of
you.
Who've
been
involved
in
discussions
about
how
the
lack
of
assessments
is
impacting
your
assessment
system,
and
then
it
looks
like
about
not
quite
a
third
of
you
have
been
involved
in
discussions
or
are
aware
of
the
plan.
So
hopefully
this
discussion
with
college
board
was
helpful
for
you
to
to
understand,
what's
happening
with
both
ap
and
sat.
B
A
For
you
all,
the
virtual
meeting
series,
as
you
can
see,
we've
got
quite
a
few
still
planned
ahead,
ranging
from
this
issue
of
social,
emotional
learning
and
student
mental
health.
The
impact
on
the
teacher
workforce
plans
to
reopen
how
is
this
affecting
early
learning?
What
are
other
countries
doing?
How
are
they
thinking
every
opening
and
what
were
the
lessons
learned
from
those
countries
that
we
might
be
thinking
about
and
then
a
really
interesting
conversation
around
evidence-based
policy
making?
A
We
know,
as
you
are
going
into
this
summer
and
into
the
next
legislative
session
you're
going
to
have
to
be
making
some
difficult
decisions
about
what
to
cut
out
of
your
budget
and
ncsl
is
launching
a
brand
new
center
based
on
evidence-based
policy
making.
So
we're
going
to
have
the
director
of
the
center
join
us
and
talk
about
the
role
that
that
plays
in
making
the
decisions
that
you
have
coming
up,
but
I
do
want
to
really
highlight
the
meetings
that
we
have
for
next
week.
A
The
first
one
is
focused
on
this
whole
notion
of
higher
ed
being
in
crisis
right
now.
What
do
we
know
is
the
situation.
What
do
we
know
about?
What's
going
to
be
coming
up
and
then,
on
friday
we
will
be
focused
on
distance
learning
in
higher
ed,
and
this
is
a
new
and
innovative
model
that
some
universities
have
been
learning
and
some
are
having
to
pivot
to
right
now
in
a
really
quick
way,
and
so
we're
going
to
have
some
experts
talk
to
us
about
what
distance
learning
looks
like
in
the
higher
ed
realm.
A
This
will
be
posted
there
as
well,
and
then
we
will
continue
to
add
to
that
so
that
we
have
a
really
robust
library
of
resources
and
information
for
you
by
the
end
of
june
and
then
just
to
let
you
know
by
the
end
of
june,
we're
planning
to
pivot
more
to
in-depth
meetings
on
specific
topics.
So
some
of
those
in-person
virtual
meetings
that
we
are
planning
to
hold
on
early
learning
or
our
meeting,
we
usually
do
for
ed
chairs
or
for
legislative
staff,
we're
planning
to
pivot,
to
that.
A
So
more
information
and
details
about
that,
but
just
wanted
to
give
you
a
little
bit
of
information
about
our
thinking
about
how
we're
going
to
continue
to
deliver
content
to
all
of
you
throughout
the
summer
and
fall.
Thank
you
to
our
speakers
who
joined
us
today.
We
really
appreciate
you
sharing
your
expertise.
Thank
you
to
all
of
us
who
have
joined
us
and
have
a
good
weekend.
Thank.