rowland unified school district

Aligning RUSD Checkpoints to the Rigor of the Common Core State Standards

Spring, 2013

Brian Huff and Amy Grigsby

Welcome

Introduction: School, grade level

Movie Title AnalogyRelate any movie title or story line to your experience with checkpoints this year.

How do the current checkpoints prepare students to be college and career ready?

• Develop an understanding of the Smarter Balanced Assessment Consortium (SBAC)

• Understand RUSD’s transition plan to SBAC

• Update 2013-2014 Checkpoints to include some components of SBAC

• 27 states representing 43% of K-12 students• 21 governing, 6 advisory states

Smarter Balanced Assessment Consortium (SBAC)

• Turnaround in weeks compared to months todayFaster results

• Fewer questions compared to fixed form tests

• Item difficulty based on student responses

• Larger item banks mean that not all students receive the same questions

• GMAT, GRE, COMPASS (ACT), Measures of Academic Progress (MAP)

Optional Interim assessment system — no stakes

Summative assessment for accountability

Last 12 weeks of year**

DIGITAL LIBRARY of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools.

Scope, sequence, number, and timing of interim assessments locally determined

PERFORMANCE TASKS

•ELA / Literacy• Math

Re-take option available

* Summative and interim assessments for grades 3 – 8 and 11, with additional supporting assessments for grades 9 and 10.** Time windows may be adjusted based on results from the research agenda and final implementation decisions.

English Language Arts/Literacy and Mathematics, Grades 3 – 8 and High School*

Computer Adaptive Assessment and Performance Tasks

INTERIM ASSESSMENT

Computer Adaptive Assessment and Performance Tasks

INTERIM ASSESSMENT

COMPUTER ADAPTIVE

ASSESSMENTELA/Literacy &

Math

Comprehensive Assessment System

Source: ETS – K12 Center

http://sbac.portal.airast.orgSelect blue box = "Training Test"Select "Student"Select "Training Test"Click "Sign In" Select a grade from the drop down menu and then click on "yes"Select either the ELA or Math assessmentClick "SelectClick "Yes, Start My Test"Click "Begin Test Now"

What implications does this have on our teaching?

I Choose C

•Selected-response•Technology Enhanced•Constructed-response•Extended constructed-response•Performance Tasks

Used to cover a broad range of content. Assess defined problems with limited

solutions Should take relatively little time to answer Efficient to score

Current STAR Release Item Grade 5 Mathematics

Grade 5 Mathematics SBAC Release Item

◦ Drag and drop

◦ Graphing tools

◦ Animated prompts

Grade 5 Mathematics SBAC Release Item

◦ Complex thinking skills, comparison and contrast, cause and effect, patterns, conflicting points of view, categorizing, summarizing, interpreting information

◦ Time required is 5 to 10 minutes.

◦ Scored using a rubric

◦ Scoring training and calibration will occur

◦ Assess knowledge and skills not easily accessed with selected response or constructed response (e.g., oral presentations, exhibitions, product development, extended written response).

◦ Students are often asked to justify answers.

◦ Require 10-20 minutes to complete.

◦ Require careful scorer training and calibration.

Grade 5 Mathematics SBAC Release Item

Collections of questions and real-world tasks connected to a single theme or scenario:

◦ A student may be presented with reading material on a given topic, and asked questions about the reading

◦ That may be followed by reading on the same topic, but from a different perspective, with questions on that reading, plus some compare/contrast questions

◦ Finally, the student may be provided additional readings on the same, or an associated topic, and asked to take a position or provide an argument

◦ Each performance task could take place across more than one sitting of 45-60 minutes each

Grade 5 Mathematics

PerformanceTask

New York City Department of Education

Depth of Knowledge Video

As you experience the following performance task,

consider which “Depth of Knowledge” level is reflected in the

tasks.

ELA.08.PT.204.165C2T4

Which DOK level would you assign to the Grade 8 performance task

you just experienced? Why?

What implications do these assessments have for our

instruction?

• Claims• Depth of Knowledge

Overall Claim for Grades 3-8“Students can demonstrate progress toward college and career readiness in English language arts and literacy”

Overall Claim for Grade 11“Students can demonstrate college and career readiness in English language arts and literacy.”

Claim #1-Reading“Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.”

Claim #2-Writing“Students can produce effective and well-grounded writing for a range of purposes and audiences.”

Claim #3-Speaking and Listening“Students can employ effective speaking and listening skills for a range of purposes and audiences.”

Claim #4-Research/Inquiry“Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.”

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.”

Claim #1-Concepts & Procedures“Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.”

Claim #2-Problem Solving“Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.”

Claim #3-Communicating Reasoning“Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others”

Claim #4-Modeling and Data Analysis“Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.”

•A scale of cognitive demand (thinking) to align standards with assessments

•Based on the research of Norman Webb, University of Wisconsin Center for Education Research and the National Institute for Science Education

• Level 1: Recall and Reproduction• Level 2: Skills & Concepts• Level 3: Strategic Thinking• Level 4: Extended Thinking

Four Levels of Cognitive Complexity

• Requires recall of information, such as a fact, definition, term, or performance of a simple process or procedure

• Answering a Level 1 item can involve following a simple,

well-known procedure or formula

• Calculations

• Determine the perimeter or area of rectangles given a drawing or labels

• Includes the engagement of some mental processing beyond recalling or reproducing a response

• Items require students to make some decisions as to how to approach the question or problem

• Actions imply more than one mental or cognitive process/step

• Classify plane and three dimensional figures

• Graphing linear equations

• Solving word problems

• Requires deep understanding exhibited through planning, using evidence, and more demanding cognitive reasoning

• The cognitive demands are complex and abstract

• An assessment item that has more than one possible answer and requires students to justify the response would most likely be a Level 3

• Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answer

• Requires high cognitive demand and is very complex

• Students are expected to make connections, relate ideas within the content or among content areas, and select or devise one approach among many alternatives on how the situation can be solved

• Due to the complexity of cognitive demand, DOK 4 often requires an extended period of time

•Gather, analyze, organize, and interpret information from multiple (print and non print) sources to draft a reasoned report

What comes after the verb is more important than the verb itself.

DOK 1- Describe three characteristics of two quadrilaterals. (Requires simple recall)

DOK 2- Describe the difference between convex and concave polygons. (Requires cognitive processing to determine the differences in the two polygon types)

DOK 3- Describe a model that you might use to represent the relationships that exist within the set of polygons. (Requires deep understanding of polygons and a determination of how best to represent it)

•a taxonomy (Bloom’s)•the same as difficulty•about using “verbs”

What comes after the verb is more important than the verb itself.

“Analyze this sentence to decide if the commas have been used correctly” does not meet the criteria for high cognitive processing.”

The student who has been taught the rule for using commas is merely using the rule.

DOK 1- Describe three characteristics of metamorphic rocks. (Requires simple recall)

DOK 2- Describe the difference between metamorphic and igneous rocks. (Requires cognitive processing to determine the differences in the two rock types)

DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle. (Requires deep understanding of rock cycle and a determination of how best to represent it)

For Example… •Adding is a mental process.• Knowing the rule for adding is the intended

outcome that influences the DOK.•Once someone learns the “rule” of how to add,

4 + 4 is DOK 1 and is also easy.• Adding 4,678,895 + 9,578,885 is still a DOK 1

but may be more “difficult.”

1. Review the tasks available from SBAC

What support will teachers need to implement these tasks next year? Record main ideas from your group discussion.

2. Identify three extended constructed response items to add to Checkpoints 1,2,3 (to be added when you return in September, 2013)

1,400 California school participating in the scientific pilot in Spring 2013. RUSD sites:

Oswalt Elementary, Grades 6 and 7

Santana High School, Grades 10 and 11

Ybarra Elementary, Grades 7 and 8

Impact on instruction – shift from testing what students “know” to what students can “do” with that knowledge.

Impact on test administration – all testing managed by teacher through online dashboard

Impact on technology hardware – smooth pilot with three sites; participating in statewide technology surveys

http://sbac.portal.airast.orgSelect blue box = "Training Test"Select "Student"Select "Training Test"Click "Sign In" Select a grade from the drop down menu and then click on "yes"Select either the ELA or Math assessmentClick "SelectClick "Yes, Start My Test"Click "Begin Test Now"

http://www.smarterbalanced.org

Click on the Blue Envelope

Enter your email address

Select your “role” and “state”

Send a blank email to:

subscribe-sbac@mlist.cde.ca.gov