Preparing for the MSP Educational Service District 113

Heather Dorsey, Regional Mathematics CoordinatorCheryl Vance, Literacy, Mathematics and Science

Content Specialist

Raise your hand if you are…Teaching 3rd gradeteaching 4th gradeTeaching 5th gradean instructional coachan administrator aligning to the standardsconstructing Formative assessments

ObjectivesExplore the Test and Item Specs through the

lens of MSP itemsShare lessons learnedReview the Performance Level Descriptors

Test Development Guidelines Test & Item Specs Document p.3-7

Directions:p. 3-7 Read over general considerations. Pair up and share important information that

would be helpful to prepare students for the MSP

More Information on the guidelines

Items use language targeted to the previous grade level or lower readability, except for required mathematics terms listed in this document.

Directions with multiple requirements will be

organized with bullets.

Letters used as variables are always italicized.

The responses “All of the above” and “None of the above” will not be used.

Cognitive Complexity

ManipulativesReview the tools allowed and discuss the use

of manipulatives on the MSP with your neighbor

Vocabulary

Test OrganizationThird Grade p. 9

Look at the organization for third gradeDiscuss the page with others at your table

3.5

3rd Grade•What is the exact performance expectation?

•What is the cognitive demand?

•How else can it be assessed?

•Does it need a context?

•What vocabulary do your students need to know for this item?

3.1“The Standard Algorithm” for regrouping

Solve the problem and turn to an elbow buddy, share thoughts and implications for your teaching

3rd Grade•What is the exact performance expectation?

•What is the cognitive demand?

•How else can it be assessed?

•Does it need a context?

•What vocabulary do your students need to know for this item?

3.3

3rd Grade•What is the exact performance expectation?

•What is the cognitive demand?

•How else can it be assessed?

•Does it need a context?

•What vocabulary do your students need to know for this item?

Test OrganizationFourth Grade p.23

Look at the organization for your levelDiscuss the page with others at your table

4.I

4rd Grade•What is the exact performance expectation?

•What is the cognitive demand?

•How else can it be assessed?

•Does it need a context?

•What vocabulary do your students need to know for this item?

4.1“The Standard Algorithm” multiplication

Solve the problem and turn to an elbow buddy, share thoughts and implications for your teaching

4th Grade•What is the exact performance expectation?

•What is the cognitive demand?

•How else can it be assessed?

•Does it need a context?

•What vocabulary do your students need to know for this item?

4.2

4th Grade•What is the exact performance expectation?

•What is the cognitive demand?

•How else can it be assessed?

•Does it need a context?

•What vocabulary do your students need to know for this item?

Test OrganizationFifth Grade p. 36

Look at the organization for your levelDiscuss the page with others at your table

5.3

5th Grade•What is the exact performance expectation?

•What is the cognitive demand?

•How else can it be assessed?

•Does it need a context?

•What vocabulary do your students need to know for this item?

5.1“The Standard Algorithm” for division

Solve the problem and turn to an elbow buddy, share thoughts and implications for your teaching

5th Grade•What is the exact performance expectation?

•What is the cognitive demand?

•How else can it be assessed?

•Does it need a context?

•What vocabulary do your students need to know for this item?

5.5

5th Grade•What is the exact performance expectation?

•What is the cognitive demand?

•How else can it be assessed?

•Does it need a context?

•What vocabulary do your students need to know for this item?

Fill in the bubble for multiple choice

Write the answer on the line for a completion problem

Use words, numbers or pictures for 2 point problems

What did you notice????Important new learningsWhat needs to be shared with others

at your buildingHow will this inform your practice?

Data Displays, Computational Guidelines, Mathematical Symbols, Measurement

Your grade levelReview your grade level PEs and key

vocabulary making note of what is Bold and italicized

Review the stimulus, stem, and prompt rules that are used to craft the items

PLDSelect one of the short answer items from

earlier

List the skills needed to do this item

Find these skills in the PLD bulleted list for the appropriate grade level

Lessons LearnedTalk with a neighbor about what you notice

Alignment Tables in 2011 documentOld WASL items have been aligned to new

PEs

OSPI Common Core Information Sessions Sept. & Oct. 2010 42

Summer 2010 ― Summer

2011

School Year 2011-2012

School Year 2012-2013

School Year 2013-2014

School Year 2014-2015

Phase 1Adopt, Align & Plan1. Provisional adoption (E2SSB 6696)2. Gather input on strategy for implementation

Phase 2Communicate, Develop Process, Resources for Transition &Implementation Phase 3

Transition to Common Core Standards

Phase 4Implementation 1. Spring 2014—pilot the assessment system 2. September 2014-June 2015—full implementation with state-wide assessment system.

Draft Implementation TimelineSummer 2010 to the 2014-2015 School Year

This is the time to consider and plan for transitioning, while continuing to implement our current standards.

It is not the time to stop strong, standards-based instruction…

QuestionsHeather Dorsey hdorsey@esd113.k12.wa.us

Cheryl Vance cvance@esd113.k12.wa.us