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Common Core Math and SBAC
Assessing the Common Core
Welcome!
• Please sit in groups of 4 with people who do not work at your school.
• Materials and links for today’s session are available on the new Secondary Math Toolbox: nsd.schoolwires.net/Page/7548
Presentation Documents
Navigating to the presentation documents • nsd.schoolwires.net • Sign In (upper right) • Staff (left) • Secondary Math Toolbox (right menu) • NSD Math Trainings (left menu)
Topics
• Major Shifts in CCSS
• SBAC Assessment System
– CATs
– Claims
– Test blueprints
• Tests and Tasks
• Implications and Needs
Group Norms • Collaboration • Communication • Time • Trust • Engage • Other
“yesno” by Florian Seroussi is licensed under CC BY NC-‐SA 2.0
Questions?
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• If it is relevant now, please ask! • Use TodaysMeet for backchannel or
questions to be answered later.
Our Virtual Parking Lot
https://todaysmeet.com/ • NSDmath7-8 • NSDmath9-10 • NSDmath11-12
“My GTI in the parking lot, birds-‐eye view” by jadam is licensed under CC BY A-‐NC-‐SA 2.0
Spring 2014 State Assessments Reading Mathematics Science Writing
Grade 3 MSP MSP
Grade 4 MSP MSP MSP
Grade 5 MSP MSP MSP
Grade 6 MSP MSP
Grade 7 MSP MSP MSP
Grade 8 MSP MSP MSP
High School HSPE EOC EOC HSPE
MSP= Measurements of Student Progress; HSPE = High School Proficiency Exams; EOC= End of Course exams
English/LA Mathematics Science
Grade 3 SBAC SBAC
Grade 4 SBAC SBAC
Grade 5 SBAC SBAC MSP
Grade 6 SBAC SBAC
Grade 7 SBAC SBAC
Grade 8 SBAC SBAC MSP
Grade 10 E/LA using SBAC items
EOC Exit Exams using SBAC items
EOC
Grade 11 SBAC SBAC SBAC=SMARTER Balanced Assessment Consortium EOCs= End of Course exams
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Spring 2015 State Assessments
Math Assessment Requirements Math Assessment Requirements for Certificate of Academic Achievement (CAA) / High School Diploma
Class of 2014 Classes of 2015, 2016, 2017, & 2018
Class of 2019
Algebra 1 EOC* -‐OR-‐ Geometry EOC*
Algebra 1 EOC* -‐OR-‐ Geometry EOC* -‐OR-‐ Algebra 1 EOC Exit Exam -‐OR-‐ Geometry EOC Exit Exam -‐OR-‐ 11th-‐grade SBAC Math Test
11th-‐grade SBAC Math Test
* Math EOCs will not be administered after winter 2015.
Learning Targets
• I can articulate the major shifts in Common Core
• I understand the SBAC assessment system
• I can articulate SBAC Math Claims • I understand how the shifts influence
classroom instruction
Where are we now?
• http://m.socrative.com • If prompted, choose “student” • Enter room 350750
MAJOR SHIFTS CCSS Mathematics
CCSS-M Major Shifts
http://www.k12.wa.us/CoreStandards/Resources.aspx
1. Focus 2. Coherence 3. Rigor
– Procedural skill and fluency
– Conceptual understanding
– Application
CCSS-M Major Shifts
http://www.k12.wa.us/CoreStandards/Resources.aspx
1. Focus 2. Coherence 3. Rigor
– Procedural skill and fluency
– Conceptual understanding
– Application
CCSS-M Major Shifts
http://www.k12.wa.us/CoreStandards/Resources.aspx
1. Focus 2. Coherence 3. Fluency 4. Deep
understanding 5. Application 6. Dual intensity
Rigor
Explanation of the Shifts
• Quick Explanation of the Shifts – by Kate Gerson, a Senior Fellow with the
Regents Research Fund
Think – Pair - Share
• Which shift do you think is going to be the easiest to implement for you or your department?
• Which shift do you think is going to be the biggest stretch for you or your department?
Compass Points
W = Worries What do you find worrisome about the idea of of new standards and practices? What’s the downside?
E = Excitements What excites you about the new standards and practices? What’s the upside?
Key Element of the CCSS-M Connected to Issues of Assessment • CCSS Learning
Progressions – Within grades – Across grades
www.TurnonCCMath.net ime.math.arizona.edu/progressions/
K 12
Number and Opera0ons
Measurement and Geometry
Algebra and Func0ons
Sta0s0cs and Probability
Traditional U.S. Approach
Focus and Coherence
Opera0ons and Algebraic Thinking
Expressions and Equa0ons
Algebra
→ →
Number and Opera0ons—Base Ten
→
The Number System
→
Number and Opera0ons—Frac0ons
→
K 1 2 3 4 5 6 7 8 High School
The standards make explicit connections between grade levels
The standards make explicit connections within a grade level or course
Coherence Within a Grade
Create Equa0ons
Build A Func0on
Write Expressions A-‐SSE.3
A-‐CED.1 F-‐BF.1
Key Element of the CCSS-M Connected to Issues of Assessment • Standards for
Mathematical Practice
www.corestandards.org/math/practice
A1.8 Core Processes: Reasoning, Problem Solving, and Communication
Key Element of the CCSS-M Connected to Issues of Assessment • Standards for
Mathematical Practice
www.corestandards.org/math/practice
Key Element of the CCSS-M Connected to Issues of Assessment • Cognitive levels tested by the new
assessments are dramatically different from previous requirements.
Depth of Knowledge • Level 1: Recall and
Reproduction • Level 2: Basic skills
and concepts • Level 3: Strategic
thinking and reasoning
• Level 4: Extended thinking
DOK Levels: SBAC vs. EOC
• Analysis of SBAC math assessments by Bob Linn & Joan Herman, 2013 – 49% at DOK 3 – 21% at DOK 4
• Analysis of 2012 Algebra EOC – 9% at DOK 3 (4/43 items) – None at DOK 4
5 MIN BREAK TIME
SBAC ASSESSMENT SYSTEM OVERVIEW
Smarter Balanced…
COMPUTER ADAPTIVE TESTS
CATs…
Computer Adaptive Tests “Based on student responses, the computer program adjusts the difficulty of questions throughout the assessment. By adapting to the student as the assessment is taking place, these assessments present an individually tailored set of questions to each student and can quickly identify which skills students have mastered.”
– Smarter Balanced
Student 1 Ability/Difficulty
Q1 ✔Q2 ✔
Q3 ✖ Q4 ✔
Test Scale Score
Student 2 Ability/Difficulty
Q1 ✖
Q2 ✖ Q3 ✔
Q4 ✔
Test Scale Score
SBAC CLAIMS Assessment Reporting Categories
• Claims are broad statements of the assessment system's learning outcomes
• Each claim requires evidence that will support interpretations of competence towards achievement of the claims
What is a Claim?
Claims for Summative Assessment • At each grade level within
mathematics, there is one overall claim encompassing the entire content area and four specific content claims.
http://www.smarterbalanced.org/wordpress/wp-‐content/uploads/2012/09/Smarter-‐Balanced-‐Mathematics-‐Claims.pdf
Claim 1 Claim 2 Claim 3 Claim 4
Overall Math Claim
Claims for Summative Assessment • Overall Claim for Grades 3–8
– “Students can demonstrate progress toward college and career readiness in mathematics.”
• Overall Claim for Grade 11 – “Students can demonstrate
college and career readiness in mathematics.”
http://www.smarterbalanced.org/wordpress/wp-‐content/uploads/2012/09/Smarter-‐Balanced-‐Mathematics-‐Claims.pdf
High-Quality Assessment Criteria Align to College- and Career-Readiness (CCR) standards, by: 1. Focusing strongly on the content most
needed for success in later mathematics
2. Assessing a balance of concepts, procedures and applications
3. Connecting practices to content 4. Requiring a range of cognitive
demand Source: Council of Chief State School Officers, “States’ Commitment to High-‐Quality Assessments Aligned to College-‐ and Career-‐Readiness” (October 1, 2013),
Math Claims Claim 1: Concepts and
Procedures
Claim 2: Problem Solving
Claim 3: Communicating Reasoning
Claim 4: Data Analysis and Modeling
Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency. Students can solve a range of complex well-‐posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.
Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.
Students can analyze complex, real-‐world scenarios and can construct and use mathematical models to interpret and solve problems.
Students can “do math"
Students can apply math to novel situations, think and reason mathematically, and use math and statistics to analyze empirical situations, understand them better, and improve decisions.
Math Claims Claim 1: Concepts and
Procedures
Claim 2: Problem Solving
Claim 3: Communicating Reasoning
Claim 4: Data Analysis and Modeling
Students can “do math” and understand what they do
Reporting Strands Claim 1: Concepts and
Procedures
Claim 2: Problem Solving
Claim 3: Communicating Reasoning
Claim 4: Data Analysis and Modeling
Scores reported: • Overall math
score • Claim 1 • Claim 3 • Claims 2 & 4
combined
FRAMEWORKS AND BLUEPRINTS
Structure of the CCSS-M Grade Level Standards for Grade 4
CLUSTER HEADING
Content Emphases by Cluster
• Not all content is equal! – Major, Additional, and Supporting
Clusters
• Grades 6-8 clusters • Algebra I, Geometry, Algebra II
clusters
Major, Supporting, Additional
Performance Task: 6 items
• Algebra I, Geometry, Algebra II clusters
CAT: 20-‐41 items
total
OSPI Major Clusters
OSPI Supporting Clusters
OSPI Additional Clusters
More Information
• SBAC Preliminary Test Blueprints • SBAC Math Content Specifications
ITEM TYPES Not the same ol’ questions…
Item and Task Types
• Selected-response • Equation/numeric • Matching table • Extended-constructed
response • Technology-enhanced • Performance tasks
Selected Response
Selected Response
Let’s Take a Look…
• With a partner, view the SBAC Practice Test for your grade level.
• As you work through the test, record your observations on the Preview Guide.
Smarter Balanced Practice Test
• Open a web browser • Go to
http://sbac.portal.airast.org/practice-test/ • Click on
• Select your grade level in the dropdown • Click on
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Reflection
• Share your observations about the SBAC practice assessment.
• What changes do you anticipate in classroom practice to prepare students for the SBAC summative assessments?
BREAK TIME
Our Virtual Parking Lot
https://todaysmeet.com/ • NSDmath9-10 • NSDmath11-12
“My GTI in the parking lot, birds-‐eye view” by jadam is licensed under CC BY A-‐NC-‐SA 2.0
PERFORMANCE TASKS Putting it all together…
Performance Tasks
• 6 questions that integrate knowledge and skills across Claims 2-4
• Measure capacities such as depth of understanding, research skills, and/or complex analysis
• Reflect a real-world task and/or scenario-based problem.
• Allow for multiple approaches
Performance Task Components
• Classroom Interaction – Includes setting the context and
modeling a process
• Performance task – Administered on the computer
• Scoring guide – for practice tasks only
Let’s Take a Look…
• With a partner, review the sample Performance Task.
• As you work through the test, record your observations on the Preview Guide.
SBAC Practice Performance Task • Open a web browser • Go to
http://sbac.portal.airast.org/practice-test/ • Click on
• Select your grade level in the dropdown • Click on
64
Reflection
• Share your observations about the SBAC practice performance task.
• What changes do you anticipate in classroom practice to prepare students for the SBAC performance tasks?
Grade 11 Performance Task
Speeding Tickets
• Classroom Interaction – Includes setting the
context and modeling a process
• Performance task • Scoring guide
– for practice tasks only
SmarterBalanced.org
• Smarter Balanced Practice Test – Summative Test & Performance Task
• Resources and Documentation • Performance Task Classroom Activities and
Scoring Guides • Scoring Guides for Practice Test • Calculators
• Sample Items
IMPLICATIONS AND NEEDS How do we prepare for the new assessments?
“To help young people learn the more complex and analytical skills they need for the 21st century, teachers must learn to teach in ways that develop higher-order thinking and performance.”
Darling-Hammond and Richardson, 2009
Implications for Instruction
• The CCSS-M topics of study don’t look radically different
• The deep change takes place in: – Teaching deeply, not broadly – How teachers teach the curriculum – What teachers do in the classroom to
foster higher-order cognitive skills
Implementing the Common Core
• What do you need in order to do this work? – Teach the content standards – Address the mathematical practices – Implement the shifts – Prepare students for the assessments – Create students who are college
and career ready
Teacher Needs
• What do you need in order to do this work? – Grades 9-10 – Grades 11-12
Next Steps
• What is the most important need? • What could be the next step(s) to fill
this need?
Compass Points N = Needs. What do you need
in order to do this work?
S = Steps. What could be your next step(s) to fill this need?
W = Worries What do you find worrisome about the idea of new standards and practices? What’s the downside?
E = Excitements What excites you about the new standards and practices? What’s the upside?
WRAP-UP That’s a wrap…
WA Alliance for Better Schools
WABS STEM Fellows Program • Develop curriculum with industry and
higher ed that brings real world and contextualized learning into classrooms.
• Year long paid program – 1 week in August – 2 meetings per month during the school
year
• Looking for Algebra 2-Chemistry team
WA Alliance for Better Schools
WABS Teacher STEM Externship Program • Summer externship and professional
development opportunity for middle and high school teachers
• 3-week summer program: PD and externship in the STEM industry
• 3 follow-up PD sessions during the 2014-2015 school year
Topics
• Major Shifts in CCSS
• SBAC Assessment System
– CATs
– Claims
– Test blueprints
• Tests and Tasks
• Implications and Needs
Learning Targets
• I can articulate the major shifts in Common Core
• I understand the SBAC assessment system
• I can articulate SBAC Math Claims • I understand how the shifts influence
classroom instruction
Exit Ticket
• Complete today’s exit ticket
Questions or Comments
• NSDmath9-10 • NSDmath11-12
Thank you!
Kim Fergus Joseph Robertson
Grades 7-8
Erin Moody Bryan Stutz Grades 9-10
Patty Stephens Scott Henning Grades 11-12