ccss math and sbac assessments: assessing the common core, grades 7-8

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

“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.  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

7.6 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

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

5 MIN BREAK TIME

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




Students can “do math” and understand what they do

Reporting Strands Claim 1: Concepts and

Procedures




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

•  Grades 6-8 clusters

CAT: 28-‐37 items

total

Performance Task: 6 items

OSPI Major

Clusters

OSPI Supporting

and 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

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/NSDmath7-8

“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

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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 7 Performance Task

Food baskets


modeling a process

•  Performance task •  Scoring guide

– for practice tasks only

Grade 8 Performance Task

Heart beats


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

Our Needs

•  What do you need in order to do this work? – Grades 7-8

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

•  NSDmath7-8

Thank you!

Kim Fergus Joseph Robertson

Grades 7-8

Erin Moody Bryan Stutz Grades 9-10

Patty Stephens Scott Henning Grades 11-12

ccss math and sbac assessments: assessing the common core, grades 7-8

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