1. Day Two: February 25, 2014 8:30-3:00

2. Series Goals Participants will have the opportunity to:  Work collaboratively to:  Deepen their knowledge of the CCSS-M  Understand the DOK of the CCSS-M  Design summative assessments that meet the focus, coherence and rigor of the CCSS-M in their respective content areas to mimic those that students will be expected to take in 2015  Raise student achievement through designing instruction that prepares students for success on the summative assessment

3.  Session One Goals  Develop an understanding of the CCSS-M and how they will be assessed beginning in spring 2015  Understand the components of the SBAC in relation to mathematics assessment  Understand the DOK in the CCSS-M and SBAC requirements  Examine prototype items to use as examples in developing items for your courses  Create at least one performance/task item to pilot in your course prior to Feb. 25

4.   Since the Last Session:  These are the things that I understand ……..  These are the things I am wondering about……..  These are things I would like to know more about……  I believe one of the challenges of accomplishing the goals of this series is…….. Formative Assessment and Questions

5. 5 Standards for Mathematical Practice William McCallum Standards for Mathematical Practice Tucson, April 2011

6. 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.”

7. 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.

10. Cognitive Rigor Matrix

11.  Classroom Experiences Please share what you have worked on in your classroom since we last met in regards to implementing the CCSS-M and/or assessments

12. 15 minutes

13. Initial ALD’s (Math – Grade 11)

14. ITEM OVERVIEW

16.  Smarter Balanced Proto-type Items SAMPLE ITEMS  http://dese.mo.gov/di vimprove/assess/sbac. html http://dese.mo.gov/di vimprove/assess/sbac. html PRACTICE TESTS  http://sbac.portal.airas t.org/Practice_Test/def ault.html http://sbac.portal.airas t.org/Practice_Test/def ault.html

17.   Think of an assessment you already use:  Collaborate on how the mathematics standards (content and practice) are addressed in the course(s)  Where does this fit in the curriculum?  How might you enhance the assessment to meet the rigor of what will be expected of students in 2015?  How will the assessment be used? (Summative at what point? Course(s)?)  Use the template provided for your work  What resources will students need?  Will you need to create a rubric to assess the work? Constructing Items

18. Template

19. https://www.teachingchannel.org/videos/d esigning-rubrics https://www.teachingchannel.org/videos/d esigning-rubrics

20. http://www.livebinders.com/play/play/187117

21.   Tweak your next benchmark assessment to reflect what students may expect to see on the spring 2015 mathematics assessment  Integrate instruction with your partner(s)  How does the math content integrate with the CTE content?  How do we strengthen these connections?  We would like to collect these assessments, so please use the template as a guide for your work Goals for Session 2

23. Share our progress at 2:30!

24.  Session 3 – March Please complete the survey on Moodle before you leave! DO NOT take March 25 off your calendars until you receive an alternate date!

25. Please Provide Feedback BEFORE you leave: 6/24/2016