Welcome to SBAC Claims: ELA College & Career Readiness Welcome to SBAC Claims: ELA Los Angeles Unified School District

Learning Targets Explore the Claims/Targets as a tool to observe instructional practice Investigate instructional implications

Smarter Balanced Claims Claims are broad evidence-based statements about what students know and can do as demonstrated by their performance on the assessments… - Smarter Balanced Assessment Consortium (SBAC) 1 MINUTE Since students will receive a score for each claim, we’ll now spend time gaining a deeper understanding of each of the four claims. Let’s start with this basic definition. Will someone please read this definition aloud to the group? Thank you, Steve. Remember this definition, it’s the answer to one of our essential questions. Claims are groups of test questions that measure similar or related knowledge or skills. ADDITIONAL FACILITATOR INFORMATION Alternate Definition: “Assessment Claims are broad evidence-based statements about what students know and can do as demonstrated by their performance on the assessments. At each grade level within mathematics and ELA/literacy, there is one overall claim encompassing the entire content area and four specific content claims. Students will receive a score on each overall claim and scores for the specific content claims.” http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/11/Smarter-Balanced-Math-ALDs.pdf http://www.smarterbalanced.org/wordpress/wp-content/uploads/2011/12/Math-Content-Specifications.pdf pp. 18-19

ELA Smarter Balanced Claims 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 & Listening Students can employ speaking and listening skills for a range of purposes and audiences. Claim 4 Research & Inquiry Students can engage in research & inquiry to investigate topics, and to analyze, and present information. These are all four ELA claims from SBAC. By creating assessment items that address all 4 claims, this is how SBAC determines progress towards college and career readiness.

Targets “Targets connect the standards to evidence that is collected from the assessment ”- Smarter Balanced Assessment Consortium (SBAC) 1 MINUTE Since students will receive a score for each claim, we’ll now spend time gaining a deeper understanding of each of the four claims. Let’s start with this basic definition. Will someone please read this definition aloud to the group? Thank you, Steve. Remember this definition, it’s the answer to one of our essential questions. Claims are groups of test questions that measure similar or related knowledge or skills. ADDITIONAL FACILITATOR INFORMATION Alternate Definition: “Assessment Claims are broad evidence-based statements about what students know and can do as demonstrated by their performance on the assessments. At each grade level within mathematics and ELA/literacy, there is one overall claim encompassing the entire content area and four specific content claims. Students will receive a score on each overall claim and scores for the specific content claims.” http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/11/Smarter-Balanced-Math-ALDs.pdf http://www.smarterbalanced.org/wordpress/wp-content/uploads/2011/12/Math-Content-Specifications.pdf pp. 18-19

Target Target Claim Target Target ELD Standard Standard Target Evidence of Proficiency Standard Cluster of standards Target Claim Standard Broad statement of the assessment’s learning outcomes Target In the past, the CST tested for mastery of standards. A claim is a broad statement that outlines the outcomes achieved with mastery of the standards within it. A Target(s) exist(s) within each claim to further clarify the knowledge and specific skills that serve as evidence of student learning SBAC will assess the proficiency in hitting targets. Each Target crosses over a cluster of standards that make up the skill(s) of the target. Why Does This Matter? In SBAC, items are no longer written to individual standards. Instead, items are written to Targets: Each Target features a Depth of Knowledge level(s) Each Target features an item type in which the Target may be assessed. Standard Target

Depth of Knowledge (DOK) Mathematics ELA/Literacy DOK3 DOK4 NCLB Assessments <2% 0% 20% 2% SBAC Assessments 49% 21% 43% 25% Source: Yuan & Le (2012); Herman & Linn (2013) from Linda Darling-Hammond, Assembly Hearing, 3.6.13

Depth of Knowledge (DOK) Recall & Reproduction DOK 2 Skills & Concepts / Basic Reasoning DOK 3 Strategic Thinking & Complex Reasoning DOK 4 Extended Thinking Instructor Notes (2 min.) Handout: ELA Matrix Say: SBAC’s goal is to ensure the test items assess the level of rigor called for in the state standards. Some assessment items have multiple steps & questions (e.g., Performance Task). The SBAC designs their assessments items based on DOK Levels. The performance task is tested at a DOK 4 Level which is the highest level of rigor.

Claims, Targets, & Standards Alignment Item Types What 2 pieces of info do you see on the first page Item types and DOK Depth of Knowledge HANDOUT

Claims, Targets, & Standards Alignment Reasoning & Evidence Cluster of Standards Claim 1 Reading HANDOUT

Claims, Targets, & Standards Alignment HANDOUTP

How might you use this document to help you plan instruction? Claims, Targets, & Standards Alignment How might you use this document to help you plan instruction? HANDOUT

Unpacking the standards CCSS.ELA.W 6.1 Write arguments to support claims with clear reasons and relevant evidence. 8 mins Purpose: model unpacking the standards In order to know exactly ‘what students need to know, understand, and be able to do’, it is important to fully unwrap the standard. In the past we’ve used the method of circling the verbs and underlining the concepts. We will continue this process with an added emphasis on categorizing the skills (verbs) and concepts (nouns/noun phrases) within in a table. (You may choose use a Tree Map as it is also intended to classify information). This particular standard has 5 auxiliaries. Have teachers unpack assigned auxiliary as a table team using newspaper print/chart paper. Post charts in the room to create a large representation of the unwrapped standard. Review unwrapped auxiliaries. Ask: What words do you see repeating? What might be the focus of the standards? What might be some mini-lessons and in what order might we teach them? What skills pose the biggest challenge? What formative assessments would help you know if your students are mastering the skills/concepts? Look Fors: No emotion mentioned in standards Logical Facts Details Organizational structure (Mentor text)

Unpacking Skills/Verbs Concepts write *support arguments claims with clear reasons relevant evidence 8 mins Purpose: model unpacking the standards In order to know exactly ‘what students need to know, understand, and be able to do’, it is important to fully unwrap the standard. In the past we’ve used the method of circling the verbs and underlining the concepts. We will continue this process with an added emphasis on categorizing the skills (verbs) and concepts (nouns/noun phrases) within in a table. (You may choose use a Tree Map as it is also intended to classify information). MODEL CHART Have teachers unpack assigned auxiliary as a table team using newspaper print/chart paper. Post charts in the room to create a large representation of the unwrapped standard. Review unwrapped auxiliaries. Ask: What words do you see repeating? What might be the focus of the standards? What might be some mini-lessons and in what order might we teach them? What skills pose the biggest challenge? What formative assessments would help you know if your students are mastering the skills/concepts? Look Fors: No emotion mentioned in standards Logical Facts Details Organizational structure (Mentor text)

Unpacking Table groups Unpack Standards for Claim 1 Target 4. 8 mins Purpose: model unpacking the standards In order to know exactly ‘what students need to know, understand, and be able to do’, it is important to fully unwrap the standard. In the past we’ve used the method of circling the verbs and underlining the concepts. We will continue this process with an added emphasis on categorizing the skills (verbs) and concepts (nouns/noun phrases) within in a table. (You may choose use a Tree Map as it is also intended to classify information). MODEL CHART Have teachers unpack assigned auxiliary as a table team using newspaper print/chart paper. Post charts in the room to create a large representation of the unwrapped standard. Review unwrapped auxiliaries. Ask: What words do you see repeating? What might be the focus of the standards? What might be some mini-lessons and in what order might we teach them? What skills pose the biggest challenge? What formative assessments would help you know if your students are mastering the skills/concepts? Look Fors: No emotion mentioned in standards Logical Facts Details Organizational structure (Mentor text)

Backward Design bundle RL3 Describe characters in a story… RL6 RL9 Compare and contrast the themes, settings and plots… SL1 Engage in collaborative conversations… WS1 Introduce the topic and state an opinion… bundle

Available for grades 3rd-8th, 11th Resources Available for grades 3rd-8th, 11th

Resources Item Specifications 5 mins materials: handouts and posters of create and clarify constructive conversation skills starters and responses. Have participants highlight Part A and the stems for part A in yellow- highlight part B and the stems for part B in green. Participants will work in pairs to review the documents. They will share with their partner what they ‘notice’ and work together to clarify their findings. Item Specifications

Resources 2 mins Make the connection to the phrasing ‘short and long text’.

Self Reflection How will I transfer this information to my staff? What professional development do I have in mind? What are my next steps?

Learning Targets Explore the Claims/Targets as a tool to observe instructional practice Investigate instructional implications