1. For Elementary Schools

2.  The structure of the new assessment  How does it inform instruction?  What the data tells us  Where are we now?  How do we get there?  Models, vocabulary and scoping  Resources  Questions

3.  Everybody is working hard  We are very effective in math instruction when measured by the ISAT  The Common Core and the Smarter Balance Assessment represent a fundamental shift in math instruction and assessment  We are not going to get this right tomorrow  There is no magic switch!

5. Standard Goal Objective

6.  ISAT items test the objective level  It is about “facts”  For example, here is the objective  4.M.3.1.1 Write a division problem using a bracket (⌐) and/or the division symbol (÷). (300.01.a)

7. And here is the assessment item

8. Domain Cluster Standards Operations and Algebraic Thinking 3.OA Represent and solve problems involving multiplication and division. 1.Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. 2. Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. 3. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 4. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8× ? = 48, 5 = ÷ 3, 6 × 6 = ?.

9.  Assesses at the cluster level based on 4 claims  Math Claim 1: Concepts and Procedures (40%)  Math Claim 2: Problem Solving  Math Claim 3: Communicating Reasoning  Math Claim 4: Modeling and Data Analysis

10.  I’m going to show you a comparison of math SBAC and ISAT released items  I’m intentionally sequencing from 3rd to 5 th grade  As we do that please view each item and look for differences in the depth of understanding and the format of the questions  Ask the question “Could my students do that?”

36.  Simply stated ISAT is about facts  SBAC is about deep understanding and application to solve real world problems  ISAT administered in grades 3-8, 9 and 10  SBAC will be administered in grades 3-8 and 11

37.  Idaho cannot set its own cut scores for the Smarter Balanced Assessment (SBAC)  The cut scores will be set by the coalition  All participating states will have the same cut score  The cut scores will be internationally benchmarked

38.  Traditional math and the ISAT asks:  Can you solve the math problem?  Do you know the rules and procedures?  It’s about the math

39.  CCSSM and SBAC asks:  Given a real world scenario  Can you describe it mathematically  Reach into your math tool kit  Select and flexibly use the correct tools to solve it.  It’s about the mathematical practices

40.  I’d like you to work with a partner or your team to examine the Claim 4 item you have for your grade level (K-3 use the 3 rd Grade item)  Please identify the math involved for each question within the item  Please identify the skills (math and non-math) to successfully complete this item  What would instruction look like to prepare a student for this item?  How would you scope that instruction?

41.  Thoughts?  Comments?  We have been teaching math for a lot of years  How well would our current or past students perform on these tasks?  Can we use these tasks to inform our instruction?

42.  Two years of outcome data K-7  Raw Problem 80 – 90 %  Context 56 – 58 %  Two Step 34 – 36 %  Several thousand diagnostic data points  Two major issues at all grade levels  Number sense  “Understanding” (context)  The wall  Fractions

43.  Focus your instruction on specific grade level objectives  The performance standards in the bold box on your unit maps  Mastery at Grade Level  If it is not on the curriculum document don’t do it  Manipulatives and models  Carefully scoped and explicit connections

44. Building an understanding of decomposing by 10’s & 1’s

45.  Common Vocabulary  1 hour or more of math a day  Consider a 40 / 20 split with leveling  Make sure students practice problem solving  Context, Context, Context!  Test format should not be a surprise  Vertical collaboration

46.  Shared Drive Tour