1. Connecting OSAS Math Results to Instruction and Program Evaluation

2. Theory of Action for Assessment Systems
“…full integration of the learning and assessment systems, leading to more informed decision-making and higher-quality instruction, and ultimately to increased numbers of students who are well prepared for college and careers”

3. Translation of the Standards
A visual of how it all lines up

4. “I had the opportunity to observe and contribute to tasks that truly assess students on what educators are teaching… My involvement in this process removes the myth that we are ‘teaching to the test.’ We are in reality, ‘testing to the teaching.’ ”
~ Shannon Callahan,
Mathematics Teacher, Helena, MT

5. Proficiency vs. Performance
Achievement Levels 1-4
State
District
School
Performance
Below -- At/Near -- Above

6. Goal: All students leave high school prepared for post-secondary success in college or career through increased student learning and improved teaching.
ALL STUDENTS!

7. Trend Reports Average Scale Score School vs. State Percent Proficient
Trend reports across years for both Summative tests. For aggregate reports, they include a cohort of students so if a student did not test in one of the selected administrations, that student will be dropped from the trend report. Further details can be found in the ORS user guide.
Percent Proficient
School vs. State

8. School Leaders and Teachers
Summary Performance: state, district, school, teacher, subgroup, test accommodation
Trend: state, district, school, teacher, subgroup, test accommodation, student
Subject Detail: district, school, teacher, roster, subgroup
Claim: district, school, teacher, roster, student
Target: district, school, teacher, roster
You can talk about WHY but more importantly, what will you do next?

9. USDoE’s Office for Civil Rights identified teachers who are not fully prepared to teach math as a major factor in the achievement gap and poor student performance.
San Francisco Unified SD increased funds to train teachers on the Common Core math standards and how to work with families, understanding cultural differences.
John Muir Elementary doubled its math scores in three years. Almost all students are low-income, African-American or Latino.

10. Target Reports

11. Target Reports

14. 5.NBT.A Target C % of CAT
5.NF.A Target E % of CAT
5.NBT.B Target D 10-18% of CAT

15. 5.NBT.A Target C % of CAT
Delimitated by commas, and # counts as 3 items.
“train teachers on the Common Core Standards”

16. 5.NBT.A Target C % of CAT

17. 32/36 = 88% Level 1 and 2

19. Student achievement by claim for this teacher / roster.
Who is advanced?
At/near grade level?
In need of intervention?
You can talk about WHY but more importantly, what will you do next?
Tier 1+
As Teachers:
In August who needs scaffolding and where do you supplement…
Tier 2
You can talk about why.. More importantly WHAT will you do next.
Tier 3

23. 4.NF.A Target F
5.NF.A Target E % of CAT

24. 4.NF.A Target F

25. CCSS Shifts Standards Require Three Shifts in Mathematics
Focus: 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.

26. Thank you!
Questions? Contact me at:

27. Expandable Blueprints:
resources/assessment/Pages/Test-Specifications-and- Blueprints.aspx
Smarter Balanced Item Specifications:
Student Achievement Partners Focus Documents:
by-grade-level
Target Calculator
ulator.xlsm?dl=0

28. Online Reporting System:
oaksportal.org
Mathematics Content Specifications: content/uploads/2015/08/Mathematics-Content- Specifications.pdf
San Francisco United John Muir Elementary: to-raising-math-scores-teacher-training/599874
in-students-lives-from-school-to-home/527354/