1. Core Advocates Monthly Webinar November 2, 2016
Connecting the Criteria for High-Quality Assessments to Standards- and Shifts- Aligned Instruction
Core Advocates Monthly Webinar
November 2, 2016
The webinar will begin shortly. You may wish to download the handouts (check the tab on your webinar control panel) while you wait.

2. Introductions Your hosts from the Field Impact Team
Sandra Alberti, Director
Janelle Fann, Project Manager
Jennie Beltramini, Teacher Engagement Manager
Joanie Funderburk, Manager of Professional Learning
Lynda Nguyen, Team Coordinator
This Month’s Guests
Astrid Fossum, SAP Mathematics Assessment Specialist
Katie Keown, SAP Literacy Assessment Specialist
Kristi Gettelman, Core Advocate & District Mathematics Leader, MPS

3. Who are Core Advocates? Core Advocates are educators who:
Believe in the potential of the CCSS to prepare all students for college and careers;
Are eager to support their colleagues and communities in understanding and advocating for the CCSS and CCSS-aligned instruction;
Understand and embrace the shifts in instruction and assessment required by the CCSS

4. To learn more about Core Advocates…
Contact Jennie Beltramini ) or Joanie Funderburk
Complete this survey to join our database (and mailing lists):
Visit our website:

5. For Tweeters…
Please feel free to tweet during and after the webinar using #coreadvocates
@achievethecore
@JoanieFun,

6. Webinar protocols During the webinar After the webinar
– Accessing Documents
– Questions option
– Polling
After the webinar
– Survey
– Access to recorded webinar

7. Instructional Advocacy – A definition
Grounded in a firm understanding of the Shifts, educators owning, supporting, and promoting the resources, tools, and practices that create learning environments in which students develop college- and career- readiness.

8. Tell us about your successes

9. Goals of the webinar
Participants will recognize the Shifts for ELA and math in high-quality assessments
Participants will reflect on how Shifts-aligned classroom instruction and assessments support student learning and achievement
Participants will learn about tools to ensure that their classroom assessments are high-quality

10. How can the characteristics of high-quality assessments help shape classroom instruction and assessment practices in ELA/Literacy?

11. Question: What words/phrases/sentences do you associate with high-quality, Standards-aligned ELA instruction? Please use the Questions tab on your control panel to respond.

12. High-quality, standards-aligned ELA Instruction
The ELA/Literacy Shifts!
Regular practice with complex text and its academic language
Reading, Writing, and speaking grounded in evidence from text, both literary and informational
Building knowledge through content-rich nonfiction

13. Shift 1: Regular practice with complex text and its academic language
Traditional Science Text
Complex Science Text – Grade 5
Have you ever noticed that bubbles have colors? Look closely, and you can see lots of pretty colors on bubbles. The colors happen when light falls on bubbles. Then the light goes from the bubble to your eyes. Next time you see bubbles, look to at what colors there are. Do you see green or blue? Purple or yellow? Sometimes you can see a rainbow!
Bubbles can also teach us about light. The light from the sun is made up of many different colors. Mixed together, they look white. However, it is possible to separate the different colors of light from each other with a prism. Small drops of water or ice crystals can work like a prism. You have seen this for yourself if you have ever seen a rainbow.
From “Bubblology,” from an online site “Science for Kids”

14. Shift 1: Regular practice with complex text and its academic language
Traditional Item
CCSS-Aligned Item
Read this sentence from paragraph 5.
Bubbles are pretty incredible, but who knew?
What do the words “but who knew?” mean in this sentence?
The ideas are surprising.*
The ideas are familiar.
The ideas are simple.
The ideas are important.
What does “circulate” mean as used in paragraph 2?
Get stronger
Gather together
Break down
Travel around*
Paragraph 2:
Did you ever wonder how the food you eat gets from inside your stomach to inside your muscles? To get to your muscles, the food must first be digested. Then it must pass through a set of membranes into your blood. The nutrients then circulate through your arteries to your muscles, where they pass through another set of membranes into your muscles.
(Grade 5 items based on an article titled “Bubblology,” from an online site “Science for Kids”)
RI.5.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

15. De-contextualized Writing Prompt CCSS-Aligned Writing Prompt
Shift 2: Reading, Writing, and speaking grounded in evidence from text, both literary and informational
Traditional,
De-contextualized Writing Prompt
CCSS-Aligned Writing Prompt
Write a letter to your school principal in which you argue for or against the idea of increasing the number of choices for school lunches.
Write an essay in which you provide an opinion that either Marco Polo told the truth in his book or that Marco Polo made up his stories. Be sure to use information from the texts to support your opinion.
(Grade 5 aligned item based on Who Was Marco Polo? By Joan Holub and Adventures of Marco Polo by Russell Freedman)
W.5.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Also ties to Reading, Language, and other writing standards.

16. Shift 3: Building knowledge through content-rich nonfiction
Traditional Assessment Text
Content-Rich Assessment Text
. . . Lake Baikal is not only the deepest lake in the world; it is unusual in many other ways. It has a lot of biodiversity; more than 1500 species of animals and plants live in the lake, many of which cannot be found living anywhere else in the world. There are especially a lot of snails and shrimp-like animals everywhere in the lake, enjoying its cool temperatures and clean, deep water. Scientists travel from all over the world to study the many life forms living in Lake Baikal.
. . . Scientists have also discovered that Lake Baikal contains a large variety of living things. For example, there are 147 species of snails and 255 species of shrimp-like animals. Many of the plant and animal species in the lake are found nowhere else. A comparison to Lake Tahoe, in Nevada, shows how unusual such biodiversity is: Like Baikal, Tahoe was formed by movement of tectonic plates, but it is a much younger lake and has only 2 native species. Baikal has as many as Many of the species in Baikal have survived from prehistoric times, giving scientists important insights into early life forms.

17. Pre-College- and Career-Ready Features
Implications
(lack of) Text Complexity
Lack of complex texts
Testing “window dressing” and domain specific vocabulary as opposed to Tier 2, academic vocabulary
(lack of) Evidence from the Text
Superficial questions that don’t get to the “heart” of a text
Writing based ONLY on student experience, not texts
Students not required to support answers with evidence from texts
(lack of) Building Knowledge
Even split between literary and informational texts (lack of intentionality around building knowledge from informational texts)
In General
Explicit “Test Prep” time in the window 3 weeks before the assessment
What are your key take-aways from these comparisons of assessment passages and items?
How will your classroom instruction and assessment practices change as you consider your key take-aways?
Please use the Questions tab on your control panel to share your thoughts!

18. Poll:
Which Shift MOST frames the changes you want to make in your classroom instruction and assessment practices?

19. How can the characteristics of high quality assessments help shape classroom instruction and assessment practices in math?

20. Question: What words/phrases/sentences do you associate with high-quality, Standards-aligned mathematics instruction? Please use the Questions tab on your control panel to respond.

21. High-quality, Standards-aligned mathematics instruction
The Math Shifts!
Focus strongly where the standards focus.
Coherence: Think across grades, and link to major topics within grades
Rigor: in major topics pursue: conceptual understanding, procedural skill and fluency, and application, with equal intensity

22. Shift 1: Focus Traditional Summative Assessment (Grade 6)
CCSS-Aligned Summative Assessment (Grade 6)
Source: Student Achievement Partners. For illustrative purposes only.
Domain (with Clusters)
% of Pts
Ratios and Proportional Relationships
(6.RP.A: 18 pts) 18
The Number System
(6.NS.A: 12 pts, 6.NS.B: 7 pts,
6.NS.C: 10 pts) 27
Expressions and Equations (6.EE.A: 13 pts, 6.EE.B: 15 pts, 6.EE.C: 10 pts) 38
Geometry
(6.G.A: 7 pts) 7
Statistics and Probability
(6.SP.A: 4 pts, 6.SP.B: 4 pts) 8
Total
*Green denotes Major Clusters
100
% on Major Work 78
Domain
% of Points
Ratios and Proportional Relationships 20
The Number System
Expressions and Equations
Geometry
Statistics and Probability
Total
100
% on Major Work 53

23. CCSS-Aligned Approach
Shift 1: Focus
Traditional Approach
(Grade 1)
CCSS-Aligned Approach
(1.MD.C.4)

24. Traditional Progressions
Shift 2: Coherence
Traditional Progressions
(Perimeter and Area)
Grade 3:
Grade 4:
Grade 5:
Grade 6:
Write the area of the shape.
Determine the area of the shape in square units.
Find the perimeter of the figure.
Select the rectangle with an area of 24 square units and a perimeter of 20 units.

25. CCSS-Aligned Progressions (Area and Surface Area)
Shift 2: Coherence
CCSS-Aligned Progressions
(Area and Surface Area)
3.MD.C.6:
4.MD.A.3:
5.NF.B.4b:
6.G.A,
6.RP.A.3:
Find the area of each colored figure.
Karl’s rectangular vegetable garden is 20 feet by 45 feet, and Makenna’s is 25 feet by 40 feet. Whose garden is larger in area? How much larger is that garden?
An aerial photo of farmland shows the dimensions of a field in fractions of a mile. Create a model to show the area, in square miles, of a field that is 3/4 mile by 1/3 mile.
Alexis needs to paint the four exterior walls of a large rectangular barn. The length of the barn is 80 feet, the width is 50 feet, and the height is 30 feet. The paint costs $28 per gallon, and each gallon covers 420 square feet. How much will it cost Alexis to paint the barn? Explain your work.

26. Shift 3: Rigor Traditional Approach
to Conceptual Understanding (Grade 2)
CCSS-Aligned Approach
to Conceptual Understanding (2.NBT.A)
Source: Achieve the Core.

27. Shift 3: Rigor Traditional Approach
to Procedural Skill and Fluency (Grade 3)
CCSS-Aligned Approach
to Procedural Skill and Fluency (3.OA.C.7)
Source Achieve the Core: division-within-100

28. to Application (Grade 2) CCSS-Aligned Approach
Shift 3: Rigor
Traditional Approach
to Application (Grade 2)
CCSS-Aligned Approach
to Application (2.OA.A.1)

29. Pre-College- and Career-Ready Features
Implications
(lack of) Focus
Equal attention content across broad domains
(lack of) Coherence
repetitive content
content not progressing across grade bands
inconsistency of representations
topics in isolation
(lack of) Rigor
emphasis on procedures and answer-getting
superficial questions that don’t get to the “heart” of application and modeling
In General:
Explicit “Test Prep” time in the window 3 weeks before the assessment
What are your key take-aways from these comparisons of assessment items and tasks?
How will your classroom instruction and assessment practices change as you consider your key take-aways?
Please use the Questions tab on your control panel to share your thoughts!
Question:
We’ve just looked at old assessment passages and questions. What would your examples be for old classroom practice vs. shifts aligned classroom practice?
Please use the Questions tab on your control panel to respond.

30. Poll:
Which Shift MOST frames the changes you want to make in your classroom instruction and assessment practices?

31. Where can I find tools to help me ensure that my classroom instruction and assessments are aligned to the Shifts and the characteristics of high-quality assessments?

32. Guest Core Advocate:
Kristi Gettelman District Math Leader, Milwaukee Public Schools

33. What ready-made assessments are available to me?
Tool
Potential Uses
Achieve the Core Mini-Assessments (ELA and Math)
Expose your students to high-quality assessment
Expose your students to a variety of item types
SMARTER Practice Tests
Expose your students to high quality assessment
PARCC Practice Tests

34. Achieve the Core Mini-Assessments

35. What tools are available to help me evaluate or create high-quality, standards- and shifts- aligned assessments?
Tool
Potential Uses
Assessment Evaluation Tool (AET)
Evaluate an assessment or assessment system to determine if it is worthy of your students time and attention
Item Quality Checklists
Determine if an individual test passage (ELA) or item (ELA and math) aligns to the Shifts and major features of the CCSS
Guide for individual item creation
The Shifts in Assessment PowerPoint (ELA and Math)
Professional development regarding aligned assessment
The Item Alignment Modules (ELA and Math)
Professional development regarding alignment of assessments to the standards and the Criteria

36. Assessment Evaluation Tool
Evaluate an assessment or assessment system to determine if it is worthy of your students’ time and attention
Use as a guide to create standards aligned assessments

37. Poll: Instructional Advocacy- Which tool are you most likely to check out next?

38. Tell us about your successes

39. Your Questions

40. Please join us again next month!
December Core Advocate Webinar: Using In Common to Integrate Content Understanding and Writing
Join us on Wednesday, December 7th, 2016
7:00 - 8:00 pm EST
Register Here:

41. Thank You!