gary s. thomas, ed.d. superintendent education support services acpa e-rate and sbac items update...

Gary S. Thomas, Ed.D.Superintendent

Education Support Services

ACPAE-Rate and SBAC Items Update

Photo: Upland Public Library



Agenda• E-Rate Overview• SBAC Items and Tech Update



E-Rate• Can we use E-Rate to pay for all of our

CCSS/SBAC technology needs?



E-Rate• Can we use E-Rate to pay for all of our

CCSS/SBAC technology needs?

• No



E-Rate• What is E-Rate in one sentence or less?

• E-Rate is a Federal program, run under the guidance of the FCC, that reimburses LEAs a percentage of their costs on:– Telecommunications– Telecommunication Services– Internet Access– Internal Connections– Maintenance of Internal Connections



E-Rate• The percentage of reimbursement, up to

90%, depends on your free and reduced lunch population.

• You will hear about P1 and P2. • There are probably two people in your

district that know a lot about E-Rate, someone in your IT department and someone in your Business department.



E-Rate



E-Rate• Moral of this Story:

• Get to know someone in your IT department and someone in your Business department.

• County Expert:Laura Marion

[email protected]



SBAC Item Update• Brief review of SBAC Items• Mining the SBAC website

• But first, a moment of brevity:“I chose c”



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Mathematics

In 1748, Maria Gaetana AgnesiPublished the firstCalculus Textbook that included both Differential andIntegral Calculus



Mathematics Grade Level Standards

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Math Claims

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Claim 1 — Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.

Perform Mathematical Procedures

Claim 2 — Students can solve a range of complex, well-posed problems in pure and applied mathematics, making productive use of knowledge and problem-solving strategies. SMP: 1, 5, 7, 8

Use Problem-Solving Strategies to Solve Complex Problems

Claim 3 — Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. SMP: 3, 6

Construct Viable Arguments

Claim 4 — Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems. SMP: 2, 4, 5

Use Mathematical Models

Examining an Item Through the Lens of Evidence-Centered Design

Use the line buttons to separate the rectangle into 6 equal sections. Then click on the sections to shade the area of the rectangle that represents 2/3 of the area of the whole rectangle.

Task Model:Partition tool is used to divide a given quadrilateral into up to 20 equal sections and to highlight fractions of the quadrilateral that represent halves, thirds, quarters, or fifths.

Assessment Target:Develop understanding of fractions as numbers.

Claim:Students can explain and apply mathematical concepts and carry out mathematical procedures with fluency.

Evidence:Student can create visual representations of fractions that range from one-half to four-fifths.



Mathematics Task Example

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Earlier, we focused on 6th grade Domain: The Number SystemSBAC Item for: Claim 1, Target D, Standard 6.NS.7




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Smarter Balanced Item Formats

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• Selected Response (SR)

– Assessment items where students select from a

given set of response options

• Constructed and Extended Response (CR,ER)

– Assessment items where students produce the

response instead of selecting from a list

• Technology-Enhanced/Technology-Enabled (TE)

– Assessment items that employ technology to elicit a

response from a student.

• Performance Tasks (PT)

– Assessment items where students perform a skill or

create a product



Selected Response (SR)

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Test Item Type Student Evidence Maximum Time Requirement

Selected Response (SR) ELA- Most selected response (SR) items will relate to a stimulus (e.g., a reading passage or audio/visual stimulus).

Mathematics- A series of options from which to choose correct response(s)

Grades 3: 1 – 3 minutes per itemGrades 4-11: 1 – 2 minutes per item

Items scored based on single or multiple answers



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STIMULUS

STEM

OPTIONS

Accessibility Identification

Target-Specific Attributes

Blind or low-vision students may have difficulty with the stimulus.

4th grade Math Selected Response

DOK 2: Skills & Concepts

2 pointsRubric ScoringRequires 4responses



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STEM

OPTIONS

DOK 2: Skills and Concepts

2 pointScoringRequires 5responses

No Accessibility Issues

7th grade Math Selected Response



Constructed Response (CR/ER)

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Test Item Type Student Evidence Maximum time requirement

Constructed Response (CR)short and extended

Items may require test-takers to enter a single word, phrase, sentence, number, or set of numbers

2 to 10 minutes

Items scored on a rubric



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STIMULUS

STEM

RESPONSE

STEM


0.4 (or equivalent)

0.2 (or equivalent)

RESPONSE1 point ScoringRequires 2responses


High School Math Constructed Response



Technology Enhanced (TE)

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Test Item Type Student Evidence Maximum Time requirement

Technology Enhanced (TE) Items will take advantage of drag and drop, hot spot, ‐ ‐drawing, graphing, gridded-response items, and simulation technologies.

Depending on the task, time varies




3rd grade Math Technology Enhanced

STIMULUS

STEM



Students with visual impairments may have accessibility issues.


1 point ScoringRequires 3responses



Performance Task (PT)

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Performance Task (PT)requires analytical thinking, evaluations, and support of students’ own responses across multiple content standards

ELA- Students will produce either a full written text or present a speech

Mathematics- Integrate knowledge and skills to formulate a problem, create model, evaluate data, and interpret results

Grade 3-8: 105 minutes (over 2-3 days)

High School: 120 minutes (over 2-3 days)




11th grade Math Performance Task


Accommodations may be necessary for students who have fine-motor-skill challenges and language-processing challenges.


DOK 3: Strategic Thinking and Reasoning

ç

16 point item Rubric scoring



Literacy

Of the Restoration Playwright and Novelist, Aphra Behn, Virginia Woolf wrote,

“All women together, ought to let flowers fall upon the grave of Aphra Behn, for it was she who earned them the right to speak their minds.”



ELA/ Literacy Progression Example

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ELA/ Literacy Progression Example

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Reading Standard 2:Grade 6 Determine a theme or central idea of a text and 2. how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments

Grade 7 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

Grade 8 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.



ELA Claims

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Claim 1 – Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.

Read and analyze texts

Claim 2 – Students can produce effective and well-grounded writing for a range of purposes and audiences.

Write effectively

Claim 3 – Students can employ effective speaking and listening skills for a range of purposes and audiences.

Speak and listen effectively

Claim 4 – Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.

Do research



ELA Task Example

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Earlier, we focused on 6th grade Reading Standard 2:Determine and analyze the central ideas or themes of a textSBAC Item for: Claim 1, Target 9, Standard 6.RI.2



ELA Task Example

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ELA Task Example

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Selected Response (SR)

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Selected Response (SR) ELA- Most selected response (SR) items will relate to a stimulus (e.g., a reading passage or audio/visual stimulus).

Mathematics- A series of options from which to choose correct response(s)

Grades 3: 1 – 3 minutes per itemGrades 4-11: 1 – 2 minutes per item

Items scored based on single or multiple answers



DOK 2: Skills & Concepts

OPTIONS

10th grade ELA Selected Response

1 pointScoringRequires 4responses

STEM: One of the most significant themes in President Kennedy’s speech is the importance of international collaboration. Click on the highlighted portions of the speech that directly support this conclusion.




Constructed Response (CR/ER)

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Test Item Type Student Evidence Maximum time requirement

Constructed Response (CR)short and extended

Items may require test-takers to enter a single word, phrase, sentence, number, or set of numbers

2 to 10 minutes




4th grade ELA Constructed Response

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Students with visual impairment will need to be provided with audio/Braille/enlarged text versions of independent reading materials.

STIMULUS

STEM


DOK 3: Strategic Thinking and Reasoning

2 point Rubric Scoring



Technology Enhanced (TE)

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Test Item Type Student Evidence Maximum Time requirement

Technology Enhanced (TE) Items will take advantage of drag and drop, hot spot, ‐ ‐drawing, graphing, gridded-response items, and simulation technologies.

Depending on the task, time varies




6th grade ELA Technology Enhanced


Requires students to read grade-level text and either use a mouse or indicated correct response.


STIMULUS

STEM

DOK 2: Recall & Reproduction

Item Prompt: Click on the highlighted word and use the drop-down menu to select the word or phrase that best replaces follows.

Read the sentence below, and then answer the question.

On the day before summer vacation, the 6th grade students packed up their belongings, lined up behind the teacher and follows him to the assembly room.

1 point ScoringRequires 1responses



Performance Task (PT)

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Performance Task (PT)requires analytical thinking, evaluations, and support of students’ own responses across multiple content standards

ELA- Students will produce either a full written text or present a speech

Mathematics- Integrate knowledge and skills to formulate a problem, create model, evaluate data, and interpret results

Grade 3-8: 105 minutes (over 2-3 days)

High School: 120 minutes (over 2-3 days)




9th grade ELA Performance Task


Students with hearing impairments will need to be provided with transcripts of audio materials. Students with visual impairments need to be provided with descriptions of visual materials


DOK 4: Extended Thinking

Rubric Scoring TBD



Go To SBAC Website

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http://www.smarterbalanced.org/



CONCLUSIONLearning in a Technology and Information Rich World



Resources

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Readings from two sites:

http://www.corestandards.org

Download pdf from ELA and/or Math

http://www.cde.ca.gov/re/cc/index.asp

Download pdf from ELA and/or Math

http://www.corestandards.org/

http://www.cde.ca.gov/re/cc/index.asp



Resources

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Site from which we will be working:

http://www.smarterbalanced.org/smarter-balanced-assessments/



gary s. thomas, ed.d. superintendent education support services acpa e-rate and sbac items update...

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