HOW IT ALL FITS TOGETHER 1. Early Connections Planning Phase 2. District Strategic Plan

THE CCSS IMPLEMENTATION PLAN  Identification of ELA, Math and Science Masters Teachers Ongoing professional development – Cognitive Coaching Unpacking Standards, Understanding shifts in assessments, Exposure to new technologies PD in CCSS recommended best practices and content Classroom Teacher Support Development of Action Plans (IGPs)  MTs developing assessment aligned to standards (DCAs and Benchmarks) 100% Implementation in K-2 and High School and 3-8 new strategies and partial implementation Classrooms implementing newly required strategies (Inquiry, Research, Project-based, Writing appealed to logic and reason, Big 6) Continued PD and teacher support concentrating on unpacking new standards Merger of MTs and DIT and identification of SITs  Full implementation of Common Core State Standards Continued student-centered instruction using newly required strategies Continue PD and teacher support (MTs, DIT, SIT) DCAs, Benchmarks, and SC Bridge Test

ASSESSMENT PLAN  District Level DCAs Common Assessments, Common Units, and Authentic Projects Instructional Shifts (TAP, MSP PD, District PD) Testing for understanding and reasoning not just a “right” answer aligned to instruction that allows students to communicate and collaborate and reflect on their thinking and understanding MAP testing – adaptive test Backwards design – focused instruction Item Analyses – mastery, reteach, additional support

State Assessments PASS - SC Academic State Standards Smarter Balanced Pilot Tests – HES and WHHS SC Bridge - ONLY content common to SC Academic Standards and CCSS for ELA and Math – Multiple Choice CCSS – Field Testing Smarter Balanced Adaptive Tests – SR, CR, PT

SMARTER BALANCED ASSESSMENT

BLUEPRINTS  Read Blueprints from the horse’s mouth at content/uploads/2011/12/Smarter-Balanced-Preliminary-Test- Blueprints.pdf content/uploads/2011/12/Smarter-Balanced-Preliminary-Test- Blueprints.pdf  Probably one performance task but additional “Extended Constructed Response” items

DATA REPORTS  Student-level Overall Claim 1: concepts and procedures Claims 2 and 4: problem-solving/modeling/data analysis Claim 3: communicating and reasoning

PILOT TESTS SPRING 2013  Info sent to superintendents and DTCs in December  “Volunteer” component that is open to all schools in Smarter Balanced states and will ensure that all schools have the opportunity to experience the basic functionality of the system  “Scientific” component that targets a representative sample of schools and yields critical data about the items developed to date as well as about how the system is functioning

SC’S PART OF SBAC’S FORMATIVE ASSESSMENT  Contractor due to be selected by December 2012  Will contain a digital library  Will contain Formative Resources  Will contain lesson modules  Will contain info on how to collect and use info about student success

FORMATIVE TIMELINE  December 2012 – Contractor on board  January 2013 – State Leadership Teams SLT 5-8 per state  February 2013 – State Network of Educators SNE 50 to 150 per state Receive stipend from contractor Two-year commitment

STATE NETWORK OF EDUCATORS  Web-based review and feedback Digital library Application Inventory of currently available resources Educator training materials ID and recommend additional resources Disseminate web-based educator training

PILOT TESTING  DRC (Data Recognition Corporation) will contact each District DTC.  Deadline for volunteer schools/classes is January 2013

THE NEW ASSESSMENT

“TESTING GROUP SCALES BACK PERFORMANCE ITEMS” BY: CATHERINE GEWERTZ from: Education Week November 29, 2012

INCLUSION REVISIONS: One Test Each for  ELA Scores in reading, writing, listening, research  Math Scores in concepts & procedures communicating reasoning problem solving/modeling/data analysis

TIME FOR PT ASSESSMENT  Grades 3-57 hours  Grades /2 hours  Grade 118 1/2 hours

COMPUTER-ADAPTIVE TEST ITEMS  Multiple-choice  Constructed-response  Technology-enhanced  Performance Task

TESTING PURPOSE  EOC/Summative Assessment: measures the results of instruction  Interim/Formative Assessments: provides data to guide instruction

PLANS TO ASSIST TEACHERS  Thousands of test items and tasks in an online “bank” teachers can draw from to custom-design tests on specific standards (Formative, Benchmark)  A bank of “formative” tools and strategies to help teachers judge and monitor students’ learning along and along

DEPTH OF KNOWLEDGE

WHERE DID D.O.K. COME FROM? The Depth of Knowledge (DOK) conceptual framework forms the basis for development of Common Core Assessments.

DEPTH OF KNOWLEDGE (DOK)  Insures that the intent of the standard and the level of student demonstration required by that standard match the assessment items  Provides a cognitive processing ceiling (highest level students can be assessed) for item development  Developed by Norman Webb, University of Wisconsin  Scale of 1-4.

DOK LEVEL ONE Level One is the most basic level, essentially the “definition” stage. As the levels increase, students must demonstrate increasingly complex mental strategies. Higher levels of DOK require that students solve problems in new and creative ways, and allow for multiple solutions to solve those problems.

LEVELS OF DOK  LEVEL ONE - RECALL Recall of a fact, information, or procedure  LEVEL TWO – SKILL/CONCEPT Use information or conceptual knowledge  LEVEL THREE – STRATEGIC THINKING Reasoning, developing a plan  LEVEL FOUR – EXTENDED THINKING Requires an investigation, collection of data and analysis of results

DEPTH OF KNOWLEDGE  Bloom’s taxonomy level of difficulty is determined by the verb. DOK’s level of cognitive demand is determined by the context of how the verb is used and the depth of thinking required. NOT  The Depth of Knowledge is NOT determined by the verb, but the context in which the verb is used and the depth of thinking required.  What comes after the verb is more important that the verb itself. Copyright ©2010 Commonwealth of Pennsylvania 31

SAME VERB – THREE DIFFERENT LEVELS DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle. (requires deep understanding of rock cycle and a determination of how best to represent it) DOK 2- Describe the difference between metamorphic and igneous rocks. (requires cognitive processing to determine the differences in the two rock types) DOK 1- Describe three characteristics of metamorphic rocks. (simple recall)

DOK IS ABOUT COMPLEXITY… The assessment question determines the level of cognitive demand, not the student work.

1.Make sense of problems and persevere in solving them. 2.Reason abstractly and quantitatively. 3.Construct viable arguments and critique the reasoning of others. 4.Model with mathematics. 5.Use appropriate tools strategically. 6.Attend to precision. 7.Look for an make use of structure. 8.Look for and express regularity in repeated reasoning. Standards for Mathematical Practice

QUESTIONS