June 25, 2013

 Overview of Sessions  Session 1: Instructional Shifts  Session 2: Assessment of the CCSS-M  Session 3: Student Goal Setting  Session 4: Formative Assessment through the Lens of Re-engagement  Session 5: Tiered Lesson Design

Today’s Goals Participants will have the opportunity to:  explore the design of the SBAC assessment system  consider the design of a balanced assessment system for your districts

S marter B alanced A ssessment C onsortium

 Feedback from Pilot Sites Teacher Perspective Student Perspective

15 minutes

S marter B alanced A ssessment C onsortium

7/5/2016 A National Consortium of States  28 states representing 44% of K-12 students  21 governing, 7 advisory states  Washington state is fiscal agent

12 The Coming CCSS Assessments Will Focus Strongly on the Major Work of Each Grade

 Major Features 7/5/2016  Spring summative assessment (starting in Spring 2015)  Interim assessment available year round (anticipated availability is school year)  Online, rapid turnaround of results  Computer adaptive summative and interim assessments  Teacher involvement in item development, item review, and test scoring  Item types  Multiple Choice  Short Constructed Response  Extended Constructed Response  Technology Enhanced  Performance Tasks

 Summative Assessment Design Grades 3-8 and 11  Selected Response - 22%  Technology-Enhanced Constructed-Response - 41%  Traditional constructed-response – 14%  Performance tasks – 23%

Smarter Balanced Assessment Consortium Mathematics Content Specifications Beginning with the basics!  Claims  DOK  Cluster Headings  Targets  Item Types

SBAC Basics: Foundational Beliefs Assessments should be structured to continuously improve teaching and learning ■ Assess around learning progressions ■ Using Computer Adaptive Testing Technology ■ Creating opportunities for students and teachers to get actionable feedback on student learning throughout the year ■ Provide curriculum-embedded assessments that offer models of good curriculum and assessment practices ■ Allowing close examination of student work and moderated teacher scoring as professional development

SBAC Content Specifications for the Summative Assessment of the CCSS for Mathematics, Review Draft December 9, 2011 Claims for Mathematics Summative Assessment 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 and 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.”

18 Standards for Mathematical Practice William McCallum Standards for Mathematical Practice Tucson, April 2011

19 SBAC Basics: Reporting Categories “Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.” Claim 1: Concepts and Procedures, ≈ 40% “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 2: Problem Solving ≈ 20% “Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.” Claim 3: Communicating Reasoning ≈ 20% “Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.” Claim 4: Data Analysis and Modeling ≈ 20% “Each claim is a summary statement about the knowledge and skill students will be expected to demonstrate on the assessment related to a particular aspect of the CCSS for mathematics.”

SBAC Basics: Depth of Knowledge (DOK) Measure of Cognitive Rigor The level of task complexity. Level 1: Recall and Reproduction  Requires eliciting information such as a fact, definition, term, or a simple procedure, as well as performing a simple algorithm or applying a formula. Level 2: Basic Skills and Concepts  Requires the engagement of some mental processing beyond a recall of information. Level 3: Strategic Thinking and Reasoning  Requires reasoning, planning, using evidence, and explanations of thinking. Level 4: Extended Thinking  Requires complex reasoning, planning, developing, and thinking most likely over an extended period of time.

 DOK Level 1 Example - Grade 8 Select all of the expressions that have a value between 0 and – – (–5) 6 (–5) 10

DOK Level 2 Example - Grade 8 A cylindrical tank has a height of 10 feet and a radius of 4 feet. Jane fills this tank with water at a rate of 8 cubic feet per minute. How many minutes will it take Jane to completely fill the tank without overflowing at this rate? Round your answer to the nearest minute. A cylindrical tank has a height of 10 feet and a radius of 4 feet. Jane fills this tank with water at a rate of 8 cubic feet per minute. How many minutes will it take Jane to completely fill the tank without overflowing at this rate? Round your answer to the nearest minute.

DOK Level 3 Example - Grade 8 The total cost for an order of shirts from a company consists of the cost for each shirt plus a one-time design fee. The cost for each shirt is the same no matter how many shirts are ordered. The company provides the following examples to customers to help them estimate the total cost for an order of shirts. 50 shirts cost $ shirts cost $2370 Part A: Using the examples provided, what is the cost for each shirt, not including the one-time design fee? Explain how you found your answer. Part B: What is the cost of the one-time design fee? Explain how you found your answer. The total cost for an order of shirts from a company consists of the cost for each shirt plus a one-time design fee. The cost for each shirt is the same no matter how many shirts are ordered. The company provides the following examples to customers to help them estimate the total cost for an order of shirts. 50 shirts cost $ shirts cost $2370 Part A: Using the examples provided, what is the cost for each shirt, not including the one-time design fee? Explain how you found your answer. Part B: What is the cost of the one-time design fee? Explain how you found your answer.

DOK Level 4 Example - Grade 8 During the task, the student assumes the role of an architect who is responsible for designing the best plan for a park with area and financial restraints. The student completes tasks in which he/she compares the costs of different bids, determines what facilities should be given priority in the park, and then develops a scale drawing of the best design for the park and an explanation of the choices made. This investigation is done in class using a calculator, an applet to construct the scale drawing, and a spreadsheet.

Cognitive Rigor Matrix

Structure of the CCSSM STANDARD Number and Operations in Base Ten 4.NBT Generalize place value understanding for multi-digit whole numbers. 1.Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. 2.Read and write multi-digit whole numbers using base- ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. 3.Use place value understanding to round multi-digit whole numbers to any place. DOMAIN CLUSTER

Summative Assessment Targets Claim 1 - Concepts and Procedures Grade 4 Operations and Algebraic Thinking - 4.OA A. Use the four operations with whole numbers to solve problems. B. Gain familiarity with factors and multiples. C. Generate and analyze patterns. Number and Operations in Base 10 – 4.NBT D. Generalize place value understanding for multi-digit whole numbers. E. Use place value understanding and properties of operations to perform multi-digit arithmetic. Number and Operations – Fractions – 4.NF F. Extend understanding of fraction equivalence and ordering. G. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. H. Understand decimal notation for fractions, and compare decimal fractions. Domain Cluster Headings Cluster Headings become Assessment Targets

 Summative Assessment Targets Claim 1 - Concepts and Procedures Grade 4 continued Measurement and Data I. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. J. Represent and interpret data. K. Geometric measurement: understand concepts of angle and measure angles. Geometry L. Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Summative Assessment Target D Claim 1 - Concepts and Procedures Grade 4 Operations and Algebraic Thinking Target D [m]: Generalize place value understanding for multi-digit whole numbers. (DOK 1, 2) Tasks for this target will require students to compare multi-digit numbers using >, =, and to =). In claims 2-4, students should see contextual problems associated with this target that highlight issues with precision, including problems in Claim 3 that ask students to explain how improper estimation can create unacceptable levels of precision and/or lead to flawed reasoning. (pg )

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

Cluster Headings RULE !  In the CCSSM the cluster headings usually serve to communicate the larger intent of a group of standards. For example, a cluster heading in Grade 4 reads: “Generalize understanding of place value for multi-digit numbers.” Individual standards in this cluster pinpoint some signs of success in the endeavor, but the important endeavor itself is stated directly in the cluster heading. In addition, the word generalize signals that there is a multi-grade progression in grades K-3 leading up to this group of standards. (p.28)

SBAC Basics: Large Scale Assessment Constraints On the large scale summative assessment not everything in the CCSSM can have equal priority given time limitations. Cluster headings at each grade level are categorized as Major (m), or as Additional/Supporting (a/s).  About 75% - 80% of the items should come from Major clusters for Claim 1  About 20% - 25% of the items should come from Additional/Supporting clusters for Claim 1

 Kindergarten

 Grade 1

 With Your Table Groups  K-8  Look across K-8  Pay specific attention to progressions  How does the content build/scaffold?  High School  How do the K-8 major, additional and supporting clusters prepare students for HS Mathematics?

SBAC Basics: Large Scale Assessment Constraints  Identifying some standards within “major” clusters and others within “additional/supporting” clusters is not to say that anything in the standards can be neglected. To do so would leave gaps in student preparation for later mathematics. In other words, all content is eligible for and should be encompassed in the assessment. (p.29)

SBAC Mathematics Content Specifications Specifications.pdf

Content Specifications for the Summative Assessment of CCSSM  Details of the Assessment Specifications are organized around the four Claims that will be used as reporting categories Claim 1: Concepts and Procedures, ≈ 40% Claim 2: Problem Solving ≈ 20% Claim 3: Communicating Reasoning ≈ 20% Claim 4: Data Analysis and Modeling ≈ 20%

SBAC Content Specifications for the Summative Assessment of the CCSS for Mathematics, Review Draft December 9, 2011 Claims for Mathematics Summative Assessment 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 and 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.”

42 Standards for Mathematical Practice William McCallum Standards for Mathematical Practice Tucson, April 2011

Summative Assessment Target Tables Currently under development by SBAC  Indicates Targets for the summative portion of the Smarter Balanced assessment  Suggests what is taken as evidence of student proficiency for a particular target  Articulates  Content (cluster heading and related standards)  Depth of Knowledge task assignments  Assessment method/Task types

Summative Assessment Target Tables The cluster headings can be viewed as the most effective means of communicating the focus and coherence of the standards. Therefore, Claim 1: Concepts and Procedures, ≈ 40% this content specifications document uses the cluster headings as the targets of assessment for generating evidence for Claim #1. (p.29)

Summative Assessment Target Tables for Claims 2, 3, and 4 (≈ 60%)  Assessment Targets for Claims 2, 3, and 4 are not divided into a grade-by- grade description.  A general set of assessment targets applicable across grade levels. Claim 2: Problem Solving ≈ 20% Claim 3: Communicating Reasoning ≈ 20% Claim 4: Data Analysis and Modeling ≈ 20% Pages

Summative Assessment Targets Claim 2 – Problem Solving A.Apply mathematics to solve well-posed problems arising in everyday life, society, and the workplace B.Select and use tools strategically C.Interpret results in the context of the situation D.Identify important quantities in a practical situation and map their relationships. 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.

Summative Assessment Targets Claim 3 – Communicating Reason A.Test propositions or conjectures with specific examples. B.Construct, autonomously, chains of reasoning that justify or refute propositions or conjectures. C.State logical assumptions being used. D.Use the technique of breaking an argument into cases. E.Distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in the argument—explain what it is. F.Base arguments on concrete referents such as objects, drawings, diagrams, and actions. G.Determine conditions under which an argument does and does not apply. Claim 3: Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.

Summative Assessment Targets Claim 4 – Modeling and Data Analysis A.Apply mathematics to solve problems arising in everyday life, society, and the workplace. B.Construct, autonomously, chains of reasoning to justify mathematical models used, interpretations made, and solutions proposed for a complex problem. C.State logical assumptions being used. D.Interpret results in the context of a situation. E.Analyze the adequacy of and make improvement to an existing model or develop a mathematical model of a real phenomenon. F.Identify important quantities in a practical situation and map their relationships. G.Identify, analyze, and synthesize relevant external resources to pose or solve problems. Claim 4: Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.

49 Summative Assessment Targets Tables  Orient yourself to the grade level  Cluster headings with standards  DOK  Related requirements in Claims 2 – 4 As a table group select a grade level and skim through the corresponding Targets for Claim 1.  Read one assessment target and explore related targets in Claims 2 – 4.  Share a feature that may suggest changes at the system and/or classroom level.

 Achievement Level Descriptors (ALD’s)

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 Initial ALD’s (Math – Grade 4) CLAIM ONE ONLY!

7/5/2016

 Smarter Balanced Proto-type Items SAMPLE ITEMS  vimprove/assess/sbac. html vimprove/assess/sbac. html PRACTICE TESTS  t.org/Practice_Test/def ault.html t.org/Practice_Test/def ault.html

Please Provide Feedback BEFORE you leave: 7/5/2016

  Resources –  – Search CASM or GISD  MAISA Units -  Inside Mathematics - content-standards content-standards  NCSM Great Tasks  Illustrative Mathematics  MAP Tasks (6-12) Rich Tasks