CCSS Math and SBAC Assessments: Assessing the Common Core, Grades 9-12
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Training delivered to Grade 9-12 math teachers in Northshore School District, Bothell, WA, 28 January 2014.
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CCSS Math and SBAC Assessments: Assessing the Common Core, Grades 9-12
- 1. Common Core Math and SBAC ing th ssess A Core mon e Com
- 2. Welcome! • Please sit in groups of 4 with people who do not work at your school. • Materials and links for today’s session are available on the new Secondary Math Toolbox: nsd.schoolwires.net/Page/7548
- 3. Presentation Documents Navigating to the presentation documents • nsd.schoolwires.net • Sign In (upper right) • Staff (left) • Secondary Math Toolbox (right menu) • NSD Math Trainings (left menu)
- 4. Topics CCSS ifts in ystem jor Sh • Ma ent S essm C Ass SBA • – CATs laims – C prints st blue – Te sks nd Ta sts a eeds • Te and N tions plica • Im
- 5. Group Norms • Collaboration • Communication • Time • Trust • Engage • Other “yesno” by Florian Seroussi is licensed under CC BY NC-‐SA 2.0
- 6. Questions? • If it is relevant now, please ask! • Use TodaysMeet for backchannel or questions to be answered later. 6
- 7. Our Virtual Parking Lot https://todaysmeet.com/ • NSDmath7-8 • NSDmath9-10 • NSDmath11-12 “My GTI in the parking lot, birds-‐eye view” by jadam is licensed under CC BY A-‐NC-‐SA 2.0
- 8. Spring 2014 State Assessments Reading Mathematics Grade 3 MSP MSP Grade 4 MSP MSP Grade 5 MSP MSP Grade 6 MSP MSP Grade 7 MSP MSP Grade 8 MSP MSP MSP High School HSPE EOC EOC Science Writing MSP MSP MSP MSP= Measurements of Student Progress; HSPE = High School Proficiency Exams; EOC= End of Course exams HSPE
- 9. Spring 2015 State Assessments English/LA Mathematics Grade 3 SBAC SBAC Grade 4 SBAC SBAC Grade 5 SBAC SBAC Grade 6 SBAC SBAC Grade 7 SBAC SBAC Grade 8 SBAC SBAC MSP Grade 10 E/LA EOC Exit Exams EOC SBAC SBAC Grade 11 using SBAC items using SBAC items SBAC=SMARTER Balanced Assessment Consortium EOCs= End of Course exams Science MSP 9
- 10. Math Assessment Requirements Math Assessment Requirements for Certificate of Academic Achievement (CAA) / High School Diploma Class of 2014 Classes of 2015, 2016, 2017, & 2018 Class of 2019 Algebra 1 EOC* -‐OR-‐ Geometry EOC* Algebra 1 EOC* -‐OR-‐ Geometry EOC* -‐OR-‐ Algebra 1 EOC Exit Exam -‐OR-‐ Geometry EOC Exit Exam -‐OR-‐ 11th-‐grade SBAC Math Test 11th-‐grade SBAC Math Test * Math EOCs will not be administered after winter 2015.
- 11. Learning Targets • I can articulate the major shifts in Common Core • I understand the SBAC assessment system • I can articulate SBAC Math Claims • I understand how the shifts influence classroom instruction
- 12. Where are we now? • http://m.socrative.com • If prompted, choose “student” • Enter room 350750
- 14. CCSS-M Major Shifts 1. Focus 2. Coherence 3. Rigor – Procedural skill and fluency – Conceptual understanding – Application http://www.k12.wa.us/CoreStandards/Resources.aspx
- 15. CCSS-M Major Shifts 1. Focus 2. Coherence 3. Rigor – Procedural skill and fluency – Conceptual understanding – Application http://www.k12.wa.us/CoreStandards/Resources.aspx
- 16. 1. 2. 3. 4. CCSS-M Major Shifts Focus Coherence Fluency Deep understanding 5. Application 6. Dual intensity Rigor http://www.k12.wa.us/CoreStandards/Resources.aspx
- 17. Explanation of the Shifts • Quick Explanation of the Shifts – by Kate Gerson, a Senior Fellow with the Regents Research Fund
- 18. Think – Pair - Share • Which shift do you think is going to be the easiest to implement for you or your department? • Which shift do you think is going to be the biggest stretch for you or your department?
- 19. Compass Points W = Worries What do you find worrisome about the idea of of new standards and practices? What’s the downside? E = Excitements What excites you about the new standards and practices? What’s the upside?
- 20. Key Element of the CCSS-M Connected to Issues of Assessment • CCSS Learning Progressions – Within grades – Across grades www.TurnonCCMath.net ime.math.arizona.edu/progressions/
- 21. Traditional U.S. Approach K 12 Number and Opera0ons Measurement and Geometry Algebra and Func0ons Sta0s0cs and Probability
- 22. Focus and Coherence The standards make explicit connections between grade levels Opera0ons and Algebraic Thinking Expressions → and Equa0ons Number and Opera0ons— Base Ten → 1 2 3 4 Algebra The Number → System Number and Opera0ons— Frac0ons K → → 5 6 7 8 High School
- 23. Coherence Within a Grade The standards make explicit connections within a grade level or course Write Expressions A-‐SSE.3 Create Equa0ons F-‐BF.1 A-‐CED.1 Build A Func0on
- 24. Key Element of the CCSS-M Connected to Issues of Assessment • Standards for Mathematical Practice www.corestandards.org/ math/practice
- 25. A1.8 Core Processes: Reasoning, Problem Solving, and Communication
- 26. Key Element of the CCSS-M Connected to Issues of Assessment • Standards for Mathematical Practice www.corestandards.org/ math/practice
- 27. Key Element of the CCSS-M Connected to Issues of Assessment • Cognitive levels tested by the new assessments are dramatically different from previous requirements.
- 28. Depth of Knowledge • Level 1: Recall and Reproduction • Level 2: Basic skills and concepts • Level 3: Strategic thinking and reasoning • Level 4: Extended thinking
- 29. DOK Levels: SBAC vs. EOC • Analysis of SBAC math assessments by Bob Linn & Joan Herman, 2013 – 49% at DOK 3 – 21% at DOK 4 • Analysis of 2012 Algebra EOC – 9% at DOK 3 (4/43 items) – None at DOK 4
- 30. 5 MIN BREAK TIME
- 31. Smarter Balanced… SBAC ASSESSMENT SYSTEM OVERVIEW
- 34. Computer Adaptive Tests “Based on student responses, the computer program adjusts the difficulty of questions throughout the assessment. By adapting to the student as the assessment is taking place, these assessments present an individually tailored set of questions to each student and can quickly identify which skills students have mastered.” – Smarter Balanced
- 35. Student 1 Ability/Difficulty Test Scale Score Q1 ✔ Q2 ✔ Q4 ✔ Student 2 Ability/Difficulty Test Scale Score Q1 ✖ Q3 ✔ Q2 ✖ Q4 ✔ Q3 ✖
- 36. Assessment Reporting Categories SBAC CLAIMS
- 37. What is a Claim? • Claims are broad statements of the assessment system's learning outcomes • Each claim requires evidence that will support interpretations of competence towards achievement of the claims
- 38. Claims for Summative Assessment • At each grade level within mathematics, there is one overall claim encompassing the entire content area and four specific content claims. Overall Math Claim Claim 1 Claim 2 Claim 3 Claim 4 http://www.smarterbalanced.org/wordpress/wp-‐content/uploads/2012/09/Smarter-‐Balanced-‐Mathematics-‐Claims.pdf
- 39. Claims for Summative Assessment • Overall Claim for Grades 3–8 – “Students can demonstrate progress toward college and career readiness in mathematics.” • Overall Claim for Grade 11 – “Students can demonstrate college and career readiness in mathematics.” http://www.smarterbalanced.org/wordpress/wp-‐content/uploads/2012/09/Smarter-‐Balanced-‐Mathematics-‐Claims.pdf
- 40. High-Quality Assessment Criteria Align to College- and Career-Readiness (CCR) standards, by: 1. Focusing strongly on the content most needed for success in later mathematics 2. Assessing a balance of concepts, procedures and applications 3. Connecting practices to content 4. Requiring a range of cognitive demand Source: Council of Chief State School Officers, “States’ Commitment to High-‐Quality Assessments Aligned to College-‐ and Career-‐Readiness” (October 1, 2013),
- 41. Math Claims Claim 1: Concepts and 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 Reasoning Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. Claim 4: Data Analysis and Modeling Students can analyze complex, real-‐world scenarios and can construct and use mathematical models to interpret and solve problems.
- 42. Math Claims Claim 1: Concepts and Students can “do math” and Students cunderstand what they do an “do math" Procedures Students can apply math to Claim 2: Problem Solving novel situations, think and reason mathematically, and Claim 3: Communicating use math and statistics to Reasoning analyze empirical situations, understand them Claim 4: Data Analysis better, and improve and Modeling decisions.
- 43. Reporting Strands Claim 1: Concepts and Procedures Claim 2: Problem Solving Claim 3: Communicating Reasoning Claim 4: Data Analysis and Modeling Scores reported: • Overall math score • Claim 1 • Claim 3 • Claims 2 & 4 combined
- 45. Structure of the CCSS-M Grade Level Standards for Grade 4 CLUSTER HEADING
- 46. Content Emphases by Cluster • Not all content is equal! – Major, Additional, and Supporting Clusters • Grades 6-8 clusters • Algebra I, Geometry, Algebra II clusters
- 48. CAT: Performance Task: 20-‐41 6 items items total • Algebra I, Geometry, Algebra II clusters
- 49. OSPI Major Clusters OSPI Supporting Clusters OSPI Additional Clusters
- 50. More Information • SBAC Preliminary Test Blueprints • SBAC Math Content Specifications
- 51. Not the same ol’ questions… ITEM TYPES
- 52. Item and Task Types • Selected-response • Equation/numeric • Matching table • Extended-constructed response • Technology-enhanced • Performance tasks
- 55. Let’s Take a Look… • With a partner, view the SBAC Practice Test for your grade level. • As you work through the test, record your observations on the Preview Guide.
- 56. Smarter Balanced Practice Test • Open a web browser • Go to http://sbac.portal.airast.org/practice-test/ • Click on • Select your grade level in the dropdown • Click on 56
- 57. Reflection • Share your observations about the SBAC practice assessment. • What changes do you anticipate in classroom practice to prepare students for the SBAC summative assessments?
- 58. BREAK TIME
- 59. Our Virtual Parking Lot https://todaysmeet.com/ • NSDmath9-10 • NSDmath11-12 “My GTI in the parking lot, birds-‐eye view” by jadam is licensed under CC BY A-‐NC-‐SA 2.0
- 60. Putting it all together… PERFORMANCE TASKS
- 61. Performance Tasks • 6 questions that integrate knowledge and skills across Claims 2-4 • Measure capacities such as depth of understanding, research skills, and/or complex analysis • Reflect a real-world task and/or scenario-based problem. • Allow for multiple approaches
- 62. Performance Task Components • Classroom Interaction – Includes setting the context and modeling a process • Performance task – Administered on the computer • Scoring guide – for practice tasks only
- 63. Let’s Take a Look… • With a partner, review the sample Performance Task. • As you work through the test, record your observations on the Preview Guide.
- 64. SBAC Practice Performance Task • Open a web browser • Go to http://sbac.portal.airast.org/practice-test/ • Click on • Select your grade level in the dropdown • Click on 64
- 65. Reflection • Share your observations about the SBAC practice performance task. • What changes do you anticipate in classroom practice to prepare students for the SBAC performance tasks?
- 66. Grade 11 Performance Task Speeding Tickets • Classroom Interaction – Includes setting the context and modeling a process • Performance task • Scoring guide – for practice tasks only
- 67. SmarterBalanced.org • Smarter Balanced Practice Test – Summative Test & Performance Task • Resources and Documentation • Performance Task Classroom Activities and Scoring Guides • Scoring Guides for Practice Test • Calculators • Sample Items
- 68. How do we prepare for the new assessments? IMPLICATIONS AND NEEDS
- 69. “To help young people learn the more complex and analytical skills they need for the 21st century, teachers must learn to teach in ways that develop higher-order thinking and performance.” Darling-Hammond and Richardson, 2009
- 70. Implications for Instruction • The CCSS-M topics of study don’t look radically different • The deep change takes place in: – Teaching deeply, not broadly – How teachers teach the curriculum – What teachers do in the classroom to foster higher-order cognitive skills
- 71. Implementing the Common Core • What do you need in order to do this work? – Teach the content standards – Address the mathematical practices – Implement the shifts – Prepare students for the assessments – Create students who are college and career ready
- 72. Teacher Needs • What do you need in order to do this work? – Grades 9-10 – Grades 11-12
- 73. Next Steps • What is the most important need? • What could be the next step(s) to fill this need?
- 74. Compass Points N = Needs. What do you need in order to do this work? W = Worries What do you find worrisome about the idea of new standards and practices? What’s the downside? E = Excitements What excites you about the new standards and practices? What’s the upside? S = Steps. What could be your next step(s) to fill this need?
- 76. WA Alliance for Better Schools WABS STEM Fellows Program • Develop curriculum with industry and higher ed that brings real world and contextualized learning into classrooms. • Year long paid program – 1 week in August – 2 meetings per month during the school year • Looking for Algebra 2-Chemistry team
- 77. WA Alliance for Better Schools WABS Teacher STEM Externship Program • Summer externship and professional development opportunity for middle and high school teachers • 3-week summer program: PD and externship in the STEM industry • 3 follow-up PD sessions during the 2014-2015 school year
- 78. Topics CCSS ifts in ystem jor Sh • Ma ent S essm C Ass SBA • – CATs laims – C prints st blue – Te sks nd Ta sts a eeds • Te and N tions plica • Im
- 79. Learning Targets • I can articulate the major shifts in Common Core • I understand the SBAC assessment system • I can articulate SBAC Math Claims • I understand how the shifts influence classroom instruction
- 80. Exit Ticket • Complete today’s exit ticket
- 81. Questions or Comments • NSDmath9-10 • NSDmath11-12
- 82. Kim Fergus Joseph Robertson Grades 7-8 Thank you! Erin Moody Bryan Stutz Grades 9-10 Patty Stephens Scott Henning Grades 11-12