1. Smarter Balanced Assessments Student Reports and Instructional Implications

2. Testing Irregularity Scores are not reliable. Scores were not used for the 2014-2015 NSPF. – Scores are not reflected in school performance ratings. – Scores do not influence teacher evaluations for 2015-2016.

3. To be prepared to engage in dialogue, with parents, regarding student SBAC reports. Participants will: identify talking points when sharing report results with parents. use threshold ALDs to bring meaning to the numbers. Learning Target 1 Success Criteria 1 Conversations with parents and guardians. What do these scores mean?

4. To gain a deeper understanding of the alignment among claims, targets, and standards for instructional conversations with staff. Participants will: Identify connections among claims, targets, and standards. Identify instructional implications after reviewing task models. Success Criteria 2 Learning Target 2 Supporting Teachers 1.What is the thinking behind the questions designed to collect evidence? 2.How do my interpretations and expectations of the standards compare with those of test developers?

5. Reporting Achievement Level Descriptor The student has met the achievement standard and demonstrates progress toward mastery of the knowledge and skills in mathematics needed for likely success in future coursework. Level 4: exceeded Level 3: met Level 2: nearly met Level 1: not met 1

6. Level 4: exceeded Level 3: met Level 2: nearly met Level 1: not met Advanced Partially Proficient Novice Nevada’s Descriptors

7. Proficient

8. Claim 1 Claim 2 and 4 Claim 3 3 Performance Categories (*Aligned to Claims)

9. Claim Level Descriptors 3 Descriptors: Below Standard At/Near Standard Above Standard 4 Levels

10. Claim 1Claim 2Claim 3Claim 4 English Language Arts – ELA

11. Infinite Campus View

12. Role-playing… Partner activity… Take turns playing the role of a principal and a parent. As the principal, review the reported scores with the parent.

13. What was my child able to do and where might we go from here? Meeting with your child’s teacher would be helpful. However, let’s look at the Threshold Achievement Level Descriptors that describe minimum performance required. It’s not everything tested; but, gives us a starting place.

14. Threshold Achievement Level Descriptors (ALDs) 2 Skim and scan threshold ALDs” for mathematics, grade 5. Discuss how these descriptors may help to facilitate BEGINNING conversations with parents/guardians.

15. To be prepared to engage in dialogue, with parents, regarding student SBAC reports. Participants will: identify talking points when sharing report results with parents. use threshold ALDs to bring meaning to the numbers. Learning Target 1 Success Criteria 1 Checking for Understanding… 1.How comfortable do you feel identifying and sharing talking points with parents? 2.How comfortable do you feel sharing threshold ALDs with parents?

16. Conversations with parents… Moving on to instructional leaders supporting teachers.

17. To gain a deeper understanding of the alignment among claims, targets, and standards for instructional conversations with staff. Participants will: Identify connections among claims, targets, and standards. Identify instructional implications after reviewing task models. Success Criteria 2 Learning Target 2 Supporting Teachers 1.What is the thinking behind the questions designed to collect evidence? 2.How do my interpretations and expectations of the standards compare with those of test developers?

18. Evidence Based Design - Claims 3

19. Overall Claim Claim 1 Claim 2 Claim 3 Claim 4 Claim 1: Concepts and Procedures !: Claim 2: Problem Solving Claim 4: Modeling and Data Analysis !: Claim 3: Communicating Reasoning !:

20. 4

21. Yellow Pages

22. Circle all “NF” (Number and Operations – Fractions) standards throughout the document. Circle the claims that are associated with the “NF” standards. ❶ ❷ Yellow Pages

23. ❸ ❹ For Claim 1 only, read the circled targets and corresponding NF standards. For Claim 1 only, circle the targets that align with the NF standards. Yellow Pages

24. What did you notice about the alignment?

25. Understanding Claims Targets Salmon Pages 5

26. Understanding Claims Targets

27. Claim 1 Concepts and Procedures Target A Target B Target C Target D Target E Target F Target G Target H Target I Target J Target K Standards: 5.OA.1; 5.OA.2 Standards: 5.OA.3 Standards: 5.NBT.1,5.NBT.2,5.NBT.3, 5.NBT.4 Standards: 5.NBT.5, 5.NBT.6, 5.NBT.7 Standards: 5.NF.1, 5.NF.2 Standards: 5.NF.3, 5.NF.4,5.NF.5, 5.NF.6, 5.NF.7 Standards: 5.MD.1 Standards: 5.MD.2 Standards: 5MD.3, 5.MD.4, 5.MD.5 Standards: 5.G.1, 5.G.2 Standards: 5.G.3, 5.G.4

29. How did you solve the problem? Using the alignment document, discuss connections this task model has to Claim 1, target(s), and standard(s). ❶ ❷

30. Task Model – Item Specifications 1

31. Mathematical Practices Claims 2,3,and 4

32. Scan Mathematical Practices Claim 2 – Aligned to Mathematical Practices 6 Golden Pages Green Pages

33. Using the alignment document and the mathematical practices document, what connections do you see between Claim 2 targets and MPs 4 and 5?

34. Difference Between Claim 1 and Claim 2 Alignment Between Targets and Standards

35. Claim 2: Skim and Scan the NF Standards in Claim 2 (Pages 6 and 7)

36. Task Model – Claim 2

37. Share how you solved this task. Review and discuss the connections between the mathematical practices and this task. Identify which mathematical practices you utilized when solving and discussing the solution to this task. ❶ ❷ ❸

38. 2 Task Model – Item Specifications

39. Discuss instructional implications. ❶

40. For Claim 3 ties predominantly to MPs 3,6 Read Mathematical Practices 3,6 Read the Targets for Claim 3 (pp. 9-11) Discuss connections between Mathematical Practices and Targets Read the Standards Pink Pages MPs: Golden

41. Task Model – Claim 3

42. Share how you solved this task. Review and discuss the connections between the mathematical practices and this task. Identify which mathematical practices you utilized when solving and discussing the solution to this task. ❶ ❷ ❸

43. 3 Task Model – Item Specifications

44. Discuss instructional implications. ❶

45. For Claim 4 ties to MPs Read Mathematical Practices 2,3,4,5 Read the Targets for Claim 4 Discuss connections between Mathematical Practices and Targets Skim and scan the associated standards Blue Pages MPs: Golden

46. Task Model – Claim 4

47. Share how you solved this task. Review and discuss the connections between the mathematical practices and this task. Identify which mathematical practices you utilized when solving and discussing the solution to this task. ❶ ❷ ❸

48. 4 Task Model – Item Specifications

49. Discuss instructional implications. ❶

50. Lay out all task models for Claims 1,2,3,and 4. Discuss instructional implications.

51. To gain a deeper understanding of the alignment among claims, targets, and standards. Participants will: Identify connections among claims, targets, and standards. Identify instructional implications after reviewing task models. Success Criteria 2 Learning Target 2 Checking for Understanding… 1.How comfortable do you feel in identifying connections among claims, targets, and standards? 2.How comfortable do you feel in identifying instructional implications when looking at item specification task models?

52. Handout – Resource Page http://washoeschools.net/Page/453