1. The Essential Skill of Mathematics
Using the Mathematics Problem Solving
Scoring Guide
Intro slide
Refer to Handout: Participants PowerPoint Notes Pages
An Overview
Updated Aug 2011

2. Goals for this workshop
Participants will know:
Requirements for demonstrating proficiency in the Essential Skill of Apply Mathematics
Updated Math Problem Solving Scoring Guide and Traits
Resources and professional
development available
This slide sets goals for the presentation. These are general awareness and introductory knowledge goals.

3. Apply Mathematics Requirements
OAR:
Students who entered high school as 9th graders in will be required to demonstrate proficiency in three essential skills:
read & comprehend a variety of text
write clearly and accurately
apply mathematics
This list shows essential skills required of students who entered grade 9 in the school year is their projected graduation year. Students who graduate before 2014 or who take additional time to meet diploma requirements must still meet these essential skill requirements.

4. Apply mathematics in a variety of settings
This Essential Skill includes all of the following:
Interpret a situation and apply workable mathematical concepts and strategies, using appropriate technologies where applicable.
Produce evidence, such as graphs, data, or mathematical models, to obtain and verify a solution.
Communicate and defend the verified process
These bullets are part of the Essential Skill Definition, which can be found on the ODE website

5. 3 Ways to Demonstrate Proficiency in Mathematics
1. OAKS Mathematics Assessment
Score of 236
2. Other Approved Test Options
ACT or PLAN 19
WorkKeys 5
Compass* 66
Asset* 41
SAT/PSAT
450/45
AP & IB
varies
This and next slide explain 3 ways students can show proficiency in Essential Skill of Mathematics for diploma.
The State Board adopted specific Advanced Placement and International Baccalaureate tests in March These are the tests and scores required to use AP or IB tests to demonstrate proficiency in Apply Mathematics
AP Statistics -- 3
AP Calculus AB -- 3
AP Calculus BC -- 3
IB Mathematics SL -- 4
IB Mathematics HL -- 4
IB Math Studies -- 4
*Intermediate Algebra Test

6. 3. Local Work Samples Mathematics Work Sample scored
using Official State Scoring Guide
Two Mathematics Work Samples Required one each for two of the following: geometry, algebra or statistics
Score: 4 or higher on each of the five traits
This slide explains the third option for demonstrating proficiency in the Essential Skills. Students may complete 2 math work samples in any two of three mathematics strands: geometry, algebra, or statistics. For a work sample to be used to demonstrate proficiency in the Essential Skill of Mathematics, all 5 traits must receive a score of 4 or higher.

7. What is the status of the Mathematics Scoring Guide?
In use since 1988 (minor revisions in 2000)
new version based on Oregon Mathematics Content Standards
aligned to the Common Core State Standards
Adopted by Oregon State Board of Education May 2011
This slide explains the history and recent revision process for the Mathematics Scoring Guide.

8. What is the status of the Mathematics Scoring Guide?
Districts should use the new scoring guide when training teachers for classroom activities and Essential Skills work samples.
This is now the Official Mathematics Scoring Guide and should be used for classroom and Essential Skills scoring.

9. Official Mathematics Scoring Guide Traits
Making sense of the task(MS)
Representing and solving the task(RS)
Communicating Reasoning (CR)
Accuracy (Acc)
Reflecting and evaluating (RE)
Refer to handout: Official Scoring Guide. Oregon scores 5 traits of Mathematics.
Presenter choose: briefly review scoring guide here or review it after PowerPoint presentation.

10. Level of Rigor
Work samples must meet the level of rigor required on the OAKS assessment.
Work samples provide an optional means to demonstrate proficiency not an easier means.
Explanation that work samples require equal rigor but provide a different format to demonstrate proficiency.

11. Simplified Mathematics Scoring Guide
Beginning 1 2 3 4 5
Emerging
Developing
Proficient
Strong 6
Exemplary
This shows the continuum of scores students may achieve. Point out that the Official Scoring Guide contains detailed descriptions of each score level for each trait.

12. Formative Assessment and the Scoring Guide
The Scoring Guide is intended to be more than a final assessment tool.
Both teachers and students can use the Scoring Guide to improve math skills.
Teachers use the Scoring guide to give students feedback during instruction and as formative assessment. When students learn the language and expectations of the scoring guide, their performance often improves.

13. Rumor versus Reality Rumor Reality
Districts do not need to assess math until the class of 2014
Districts must administer one local performance assessment in mathematical problem-solving during high school … (continued)
Many rumors contain inaccurate information. The next series of slides is designed to provide up-to-date information.
Some districts may believe that work samples are only related to the Essential Skills. However, districts are required to provide students to complete at least one mathematics work sample every year in grades 3-8 and once in high school.
The following slide provides the conclusion to this statement.

14. Reality, Continued
Districts should offer students opportunities to demonstrate proficiency in the Essential Skill of Mathematics beginning with students who entered 9th grade in
Continued from previous slide to emphasize that, while all students need at least one opportunity to complete a math problem-solving work sample, some students will need multiple opportunities to demonstrate proficiency in the Essential Skill of Mathematics

15. Rumor versus Reality Rumor Reality
Work Samples must be scored by 2 raters
Only one rater is required
In the case of a borderline passing paper, districts may wish to have more than 1 rater.
The information presented in the Rumor Versus Reality section of the workshop can be found in Appendices L, M, and N of the Test Administration Manual. You can find the TAM on the ODE website at

16. Rumor versus Reality Reality Rumor
Students may not revise after a work sample has been scored
Students may revise and resubmit work samples to be rescored
Revisions must remain the product of the student’s independent efforts
This slide and the next explain what is allowed in student revisions of work samples and teacher feedback.

17. Rumor versus Reality Rumor Reality
Teachers may not provide any feedback
Feedback is allowed using only the Scoring Guide and/or the Official Scoring Form
Emphasize that teachers may provide feedback for revisions by highlighting on the Official Scoring Guide, and/or checking boxes on the Official Scoring Form.

18. Rumor versus Reality Rumor Reality
A student may combine scores from multiple work samples to meet the achievement standard
A student must score a 4 in each required trait for each individual work sample.
It is important to stress that each work sample must “stand on its own.” That is -- each must earn a score of 4 or higher in all traits. Scores cannot be combined from different work samples to meet the proficiency requirement.

19. Rumor versus Reality Rumor Reality
Only trained raters can score work samples
TRUE – raters must be trained to use the scoring guide accurately
Resources for assessing the Essential Skill of Mathematics will be posted as they become available at Mathematics.
Training in using the scoring guide and developing math work samples is available through the Professional Development Cadre of the Oregon Council of Teachers of Mathematics at
ODE will offer “Training of Trainer” WebEx sessions throughout the school year to help local district/school personnel deliver quality training. The training schedule and a calendar may be found at

20. Make sense of problems and persevere in solving them.
“Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution.
They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt.”
Common Core State Standards for Mathematics
The Oregon State Board of Education has adopted the Common Core State Standards (CCSS) for Mathematics and English Language Arts. All Essential Skills resources will be aligned to the CCSS.
This quote from the CCSS provides a clear picture of how mathematically proficient students attack problem solving. The Oregon mathematics problem-solving model and scoring guide support this approach.

21. Resources ODE website: http://ode/state.or.us/go/worksamples
Some resources are available now and additional resources will be posted here in the future
OCTM website:
A variety of resource material is available here and additional assistance with the Essential Skill of Mathematics will be added.
Resources are being developed and will continue to be added to these two websites.

22. Let’s Explore Some Student Work Samples
Move into the student work samples provided in the participants’ packets.
Facilitator option: You may wish to focus on just the first 2 traits from the scoring guide rather than having participants try to understand all 5 in a short time.
Let participants know that additional training sessions will be provided for more in-depth understanding of the scoring guide and development of work samples.