Planning the Transition from OAKS to Smarter Balanced Overview of Mathematics Content Shift from Oregon to Common Core Standards Jim Leigh and Rachel Aazzerah Mathematics and Science Assessment Specialists Office of Assessment and Information Services Oregon Department of Education Mark Freed Mathematics Education Specialist Office of Educational Innovation and Improvement Oregon Department of Education Oregon Department of Education Office of Assessment and Accountability

Phases of Transition in Oregon 1. Awareness & Understanding Understanding CCSS Content and Organization 2. Transition Comparing CCSS to Oregon Standards, district curricula, and instructional materials 3. Action Implementing CCSS in the classroom Math resource page http://www.ode.state.or.us/search/page/?=3403 CCSS Oregon Home Page and Toolkit http://www.ode.state.or.us/go/commoncore This session focuses on the Transition phase -- Mark Oregon Department of Education

Oregon Department of Education Where are you? Talk to a neighbor about where you and your school are in the transition (1 minute each) Share something interesting (3 minutes) 0-5 Hold up hands: Where are you personally? Mark Oregon Department of Education

Smarter Balanced Math Assessment Charged with assessing the Common Core State Standards, in math Smarter Balanced will assess: The content standards and The Mathematical Practice Standards Items will be written to assess four claims: Concepts and Procedures, Problem Solving, Communicating Reasoning, and Modeling and Data Analysis. Mark Should not think of CCSS as only a list of topics Assessment may include content implied, but not necessarily explicitly stated CCSS Clusters (of standards) are the targets for the assessment Oregon Department of Education

Oregon Department of Education Office of Assessment and Accountability Transition Resources Mathematics Content will shift among the grades due to the change of standards, and new content will be introduced. Tools to help make sense of this transition: Common Core State Standards and Oregon Crosswalk document from ODE website Provides important detail for further study of the CCSS content at each grade Transition from OAKS to Smarter Balanced Assessment document to illustrate movement of current curricular topics and introduction of new content Indicates where materials could be going to, or coming from, to help with collaboration Indicates where new content or pedagogy will surface to help plan further professional development Smarter Balanced documents, as they become available Content Specifications Item Specifications Test Specifications When final documents are available: Chart to explain the overview of new Smarter Assessment for mathematics Samples of items with targets which could be used to assess each of the four mathematics claims Jim Oregon Department of Education Office of Assessment and Accountability

Mathematics and English Language Arts Assessment by Year 2011-2012 2012-2013 2013-2014 2014-2015 OAKS Smarter OAKS Reading based on 2002 ELA Content Standards Writing based on current scoring guide Mathematics based on 2007/2009 Math Content Standards Smarter Balanced Assessment Based on Common Core State Standards adopted by Oregon in 2010 As you no-doubt are aware, the mathematics curriculum will undergo a considerable shift in the grades that address much of the content. Overall, as indicated in the Crosswalk documents, prepared by Oregon mathematics content experts: approximately 56% of the Common Core Content will be assessed at the same grade or later than it is under the 2007/2009 Oregon Content Standards, approximately 34% of the Common Core Content will be assessed at an earlier grade than it is under the 2007/2009 Oregon Content Standards, and approximately 10% of the Common Core Content will be new to Oregon, not currently assessed under the 2007/2009 Oregon Content Standards. Many Oregon districts are already grappling with restructuring their mathematics curriculum to smooth the transition to the Common Core and Smarter Balanced Assessment. To help with this work, ODE is preparing graphic organizers for planning mathematics curriculum shifts from 2007/2009 Content Standards to Common Core State Standards for Mathematics. These documents are designed to help visualize where the content will be assessed following the transition, so collaborative teachers can plan proactively to share and redistribute resources. Other documents will indicate which of the Common Core State Standards represent new content or increased rigor, which could indicate the need for professional development to enact this new curriculum most effectively. These documents will be posted on the ODE web pages this spring, linked from the Test Specifications and Blueprints pages. We will announce the posting through the AA Update and mathematics list serves. Oregon Department of Education Office of Assessment and Accountability

Oregon Department of Education Office of Assessment and Accountability Crosswalk Documents In 2010, ODE provided crosswalks between Oregon’s content standards and the new Common Core State Standards. English Language Arts:  www.ode.state.or.us/search/page/?id=3356 Mathematics:  www.ode.state.or.us/search/page/?id=3211 Based on detailed information from the mathematics crosswalk, ODE has developed documents mapping the “movement” of mathematics content. (http://www.ode.state.or.us/wma/teachlearn/commoncore/transition-from-oaks-to-smarter.pdf The following is an example for grade 5: Oregon Department of Education Office of Assessment and Accountability

Interpreting the Charts OREGON STANDARD Shaded Cells Show Grades in Which Oregon Content Will Be Found in the CCSS with Excellent or Partial Alignment K 1 2 3 4 5 6 7 8 HS OR.5.2.5 Develop fluency with efficient procedures for dividing whole numbers and justify why the procedures work on the basis of place value and number properties. OR.5.2.6 Determine the most appropriate form of the quotient and interpret the remainder in a problem situation. OR.5.3.1 Identify and classify triangles by their angles (acute, right, obtuse) and sides (scalene, isosceles, equilateral). OR.5.3.2 Find and justify relationships among the formulas for the areas of triangles and parallelograms. OR.5.3.3 Describe three-dimensional shapes (triangular and- rectangular prisms, cube, triangular- and square-based pyramids, cylinder, cone, and sphere) by the number of edges, faces, and/or vertices as well as types of faces. OR.5.3.4 Recognize volume as an attribute of three-dimensional space. Content from 5.2.5 will be assessed in grades 4, 5, 6. All content from 5.2.6 moves to grade 4. All content from 5.3.2 moves to grade 6. All content from 5.3.4 remains in grade 5. Oregon Department of Education Office of Assessment and Accountability

Some general suggestions: I. When content is assessed in the same grade: study the CCSS to ensure students engage with all content and rigor by 2013-14. II. When content is to be assessed in later grades: consider teaching the content from the Oregon standard at the current grade and teaching the additional content and rigor from CCSS standards in the higher grade in the same year, in 2013-14, or sooner; then teach only CCSS standards in 2014-15. III. When content is to be assessed in earlier grades: consider teaching CCSS and OR content at both grades in 2012-13, or at least by 2013-14, then only teach CCSS in the earlier grade thereafter. IV. When CCSS content is new to OR, begin integrating into classroom curriculum in 2012-13, reaching full implementation by 2014-15. Enter text in larger font Oregon Department of Education

Oregon Department of Education Office of Assessment and Accountability Scenario II Content at Higher Grade in CCSS (Page 3 of Transition OAKS to Smarter Document) Oregon content standard 5.3.2 will be addressed by Smarter Balanced Assessments in grade 6. Oregon content standard 5.3.2: Find and justify relationships among the formulas for the areas of triangles and parallelograms. Jim, Mark, Rachel Oregon Department of Education Office of Assessment and Accountability

Oregon Department of Education Office of Assessment and Accountability Scenario III Content at Lower Grade in CCSS (Page 4 of Transition OAKS to Smarter Document) Oregon standard 5.2.6 content will be addressed by Smarter Balanced assessment in 4th grade in 2014-2015. Oregon 2007 Content Standard 5.2.6: Determine the most appropriate form of the quotient and interpret the remainder in a problem situation. Jim, Mark, Rachel Oregon Department of Education Office of Assessment and Accountability

Oregon Department of Education Office of Assessment and Accountability Jim Oregon Department of Education Office of Assessment and Accountability

Take a few moments to look over: The Introduction and Part 1 Oregon Department of Education Office of Assessment and Accountability

Oregon Department of Education Office of Assessment and Accountability Reflections: Did you see any patterns in the movement of the content? Did you see anything you didn’t expect? How might your school/department use this information to help with planning for 2014-2015? What additional information will you need to plan your transition to the Smarter Balanced Assessment? Report at end Oregon Department of Education Office of Assessment and Accountability

Transition from OAKS to Smarter “Content Assigned” (Grade 5 Example) Oregon Department of Education Office of Assessment and Accountability

Take a few moments to look over: Part 2 Oregon Department of Education Office of Assessment and Accountability

Oregon Department of Education Office of Assessment and Accountability Reflections: Did you see any patterns in the movement of the content? Did you see anything you didn’t expect? How might your school/department use this information to help with planning for 2014-2015? What additional information will you need to plan your transition to the Smarter Balanced Assessment? Oregon Department of Education Office of Assessment and Accountability

Oregon Department of Education Office of Assessment and Accountability Note that most of the content is actually most like taught now, but not explicit in OR standards Note: Some content may currently be taught, but not assessed; some may be completely new. Oregon Department of Education Office of Assessment and Accountability

Take a few moments to look over: Part 3 Oregon Department of Education Office of Assessment and Accountability

Oregon Department of Education Office of Assessment and Accountability Reflections: Did you see any patterns in the movement of the content? Did you see anything you didn’t expect? How might your school/department use this information to help with planning for 2014-2015? What additional information will you need to plan your transition to the Smarter Balanced Assessment? Keep adding to observations on posters Oregon Department of Education Office of Assessment and Accountability

Digging Into the Details Using the Crosswalk Using details from the Oregon Crosswalk to compare standards: Where content is in same grade: use 5.2.1 Compare cognitive complexity and actual content with the CCSS in grade 5 (5.NBT.6) Look at Target (Cluster) that contains 5.NBT.6 in Crosswalk CCSS to OR – this will shape Smarter Assessment Where content is coming from another grade: From earlier grade: use 4.1.4 Compare cognitive complexity and actual content with the CCSS in grade 5 (5.NBT.3b) Look at Target (Cluster) that contains 5.NBT.3b in Crosswalk CCSS to OR – this will shape Smarter Assessment From later grade: use 6.1.7 Compare cognitive complexity and actual content with the CCSS in grade 5 (5.MD.1) Look at Target (Cluster) that contains 5.MD.1 in Crosswalk CCSS to OR – this will shape Smarter Assessment Mark Oregon Department of Education

Oregon Department of Education Collaborate! Unit lesson plans Unit projects Work Sample Tasks (or Local Performance Assessments) Rachel – what can they take back to their districts – from your experiences Oregon Department of Education

Thank You! Please send additional input, questions, or anecdotes to: Rachel Aazzerah Rachel.Aazzerah@state.or.us Mark Freed Mark.Freed@state.or.us Jim Leigh James.Leigh@state.or.us Oregon Department of Education Office of Assessment and Accountability