1. Alternative Education (AED) August 20, 2014

2. Outcomes Further understand Depth of Knowledge (DOK) and Rigor Understand how the SBAC assessments will measure student understanding

3. Turn & Talk… Think about the knowledge & skills that best prepared you for college, post- secondary training, work, or life after high school?

4. DEPTH OF KNOWLEDGE (DOK)

5. Name the capital of California.

6. Name the capitals of three other states.

7. Compare and contrast two state capitals from your list.

8. Evaluate the location of Sacramento as your state capital.

9. Theorize possible impacts of moving your state capital to San Francisco.

10. Metacognition What was your level of engagement as the questions progressed? What was the difference in your thinking as the questions progressed?

11. TOM TORLAKSON State Superintendent of Public Instruction Common Core Big Ideas Depth of Knowledge (DOKs) 11 MathematicsELA/Literacy DOK3DOK4DOK3DOK4 Current Assessments <2% 0% 20% 2% New SBAC Assessments 49% 21% 43% 25% Yuan & Le (2012); Herman & Linn (2013) from Linda Darling-Hammond, Assembly Hearing, 3.6.13 70%68%

12. Rigor of the Standards Revised Bloom’s Taxonomy and Webb’s Depth of Knowledge (DOK)

13. DOK is about complexity—not difficulty! The intended student learning outcome determines the DOK level. What mental processing must occur? While verbs may appear to point to a DOK level, it is what comes after the verb that is the best indicator of the rigor/DOK level.

14. DOK is about complexity—not difficulty! Describe the information contained in graphics or data tables in the text; or the rule for rounding a number. Describe how the two characters are alike and different. Describe the data or text evidence that supports your solution, reasoning, or conclusions. Describe varying perspectives on global climate change using supporting scientific evidence, and identify the most significant effects it might have on the planet in 100 yrs.

15. Webb’s Depth-of-Knowledge Levels DOK-1 – Recall & Reproduction - Recall of a fact, term, principle, concept, or perform a routine procedure. DOK-2 - Basic Application of Skills/Concepts - Use of information, conceptual knowledge, select appropriate procedures for a task, two or more steps with decision points along the way, routine problems, organize/display data, interpret/use simple graphs.

16. Webb’s Depth-of-Knowledge Levels DOK-3 - Strategic Thinking - Requires reasoning, developing a plan or sequence of steps to approach problem; requires some decision making and justification ; abstract, complex, or non-routine; often more than one possible answer or approach. DOK-4 - Extended Thinking - An original investigation or application to real world; requires time to research, problem solve, and process multiple conditions of the problem or task; non- routine manipulations, across disciplines/content areas/multiple sources.

17. The Hess Cognitive Rigor Matrix integrates Bloom + Webb Different states/schools/teachers use different models to describe cognitive rigor. Each addresses something different. Bloom – What type of thinking (verbs) is needed to complete a task? Webb – How deeply do you have to understand the content to successfully interact with it? How complex is the content?

18. “UGs” Evaluate Recall, locate basic facts, definitions, details and events Select appropriate word when intended meaning is clear DOK LEVEL 1 Recall and Reproduction Understand DOK LEVEL 3 Reasoning DOK 2 Skills and Concepts DOK 4 Extended Thinking Create Use context to find meaning Obtain and use information in text features Explain relationships Summarize Central ideas AnalyzeApply Use language structure or word relationships (synonyms/anto-nyms) Remember Analyze or interpret author’s craft (e.g., literary devices, viewpoint, or potential bias) to critique a text Use concepts to solve non-routine problems and justify solutions with evidence Explain, generalize or connect ideas using supporting evidence (quote, text, evidence, data, etc.) Compare literary elements, facts, terms and events. Analyze format, organization & text structures Identify information in a graphic, table, visual, etc. Cite evidence and develop a logical argument for conjectures based on one text or problem. Synthesize information across multiple sources Articulate a new voice, theme, perspective. Evaluate relevancy, accuracy and completeness of information Analyze multiple sources or texts Analyze complex abstract themes. Devise an approach among alternatives to research a novel problem Explain how concepts relate to other content domains Develop a complex model or approach for a given situation Develop an alternative solution Generate conjectures or hypotheses based on observations or prior knowledge Brainstorm ideas, concepts, problems, or perspectives related to a topic Bloom’s Taxonomy + Webb’s DOK = the Hess CRM 18

19. 2. The DOK Matrix Instructional Paths Each standard has an assigned Depth of Knowledge. The DOK determines the cognitive level of instruction. Recall, locate basic facts, definitions, details, events Select appropriate words for use when intended meaning is clearly evident. DOK 1 Recall and Reproduction Remember Understand DOK 2 Skills and Concepts Apply Use language structure, word relationships to determine meaning Explain relationships Summarize State central idea Use context for word meanings Use information using text features DOK 3 Reasoning and Thinking Analyze Analyze or interpret author’s craft (e.g., literary devices, viewpoint, or potential bias) to critique a text Explain, generalize or connect ideas using supporting evidence (quote, text, evidence) Compare literary elements, facts, terms and events Analyze format, organization and text structures Identify the kind of information contained in a graphic, table, visual, etc. Cite evidence and develop a logical argument for conjectures based on one text or problem Evaluate Use concepts to solve non-routine problems and justify DOK 4 Extended Thinking Synthesize across multiple sources/ texts Articulate a new voice, theme, or perspective Evaluate relevancy, accuracy and completeness of information across texts or sources Analyze multiple sources or multiple text Analyze complex abstract themes Devise an approach among many alternatives to research a novel problem -Explain how concepts or ideas specifically relate to other content domains. Develop a complex model or approach for a given situation Develop an alternative solution Generate conjectures or hypotheses based on observations or prior knowledge -Brainstorm ideas, concepts, problems, or perspectives related to a topic or concept. Create Instruction & Assessment Decisions… 19 Selected Response Constructed Response Performance Tasks

20. Assessment: What We Know Assessments will begin in 2014-15. California is a governing state in the Smarter Balanced Assessment Consortium (www.smarterbalanced.org)www.smarterbalanced.org Assessments will include: Selected Response (computer adaptive) rubric scored Constructed Response rubric scored Extended Response rubric scored Performance Task rubric scored Technology Enhanced

21. Formats and Components of Selected Response Items Traditional Selected Response Item Key and Distractor Analysis Which number is both a factor of 100 and a multiple of 5? A. 4 B. 40 C. 50 D. 500 Which number is both a factor of 100 and a multiple of 5? A. 4 B. 40 C. 50 D. 500 A. 4 B. 40 C. 50 D. 500 OPTIONS: Possible answers the students must select from Which number is both a factor of 100 and a multiple of 5? STEM Statement of the question A.Did not consider criteria of “multiple of 5” B.Did not consider criteria of “factor of 100” C.Correct D.Multiplied 100 and 5 KEY RATIONALE DISTRACTOR

22. Non-Traditional Selected Response

23. Lizards are fascinating creatures. There are over 3,000 known species, including monitors, skinks, geckos, chameleons, and iguanas, and they vary greatly in appearance. The largest lizard, the Komodo dragon, can grow over ten feet long, and the smallest, the Jaragua lizard, can fit on a dime. Skinks usually have smooth scales like snakes, iguanas have mohawk-like crests running down their backs, and the moloch is covered with spikes from head to tail. Lizards vary in color from shades of gray and brown to bright red or green, spotted or striped. Most have four legs but some are legless and easily confused with snakes (Hint: if it has external eardrums and eyelids it’s a lizard). Geckos can walk up walls. Chameleons not only change color but also have prehensile tails, similar to those of monkeys, that wrap around branches and their eyes can move in different directions. What is the best way to revise the highlighted sentence to match the language and style of the paragraph? A.Geckos are able to adhere to flush surfaces because setae on their footpads facilitate van der Waals forces between the setae structures and the surface. B.Geckos are awesome because they have sticky toes that allow them to climb windows like Spiderman. C.Geckos have the remarkable ability to walk up walls thanks to tiny hair-like structures on their toes that cling to smooth surfaces. D.Geckos scurry up walls like tiny dancers gliding effortlessly across a stage, their movements as natural as a well-rehearsed ballet. Traditional Selected Response Items STIMULUS STEM OPTIONS 23

24. Non – Traditional Selected Response Items Read the passage and then answer the question. The National Aeronautics and Space Administration (NASA) leads research in space exploration and aeronautics. NASA Gives Public New Internet Tool To Explore The Solar System PASADENA, Calif. – NASA is giving the public the power to journey through the solar system using a new interactive Web-based tool. The "Eyes on the Solar System" interface combines video game technology and NASA data to create an environment for users to ride along with agency spacecraft and explore the cosmos. Screen graphics and information such as planet locations and spacecraft maneuvers use actual space mission data. "This is the first time the public has been able to see the entire solar system and our missions moving together in real-time," said Jim Green, director of NASA's Planetary Science Division at the agency's Headquarters in Washington. "It demonstrates NASA's continued commitment to share our science with everyone." The virtual environment uses the Unity game engine to display models of planets, moons, asteroids, comets and spacecraft as they move through our solar system. With keyboard and mouse controls, users cruise through space to explore anything that catches their interest. A free browser plug-in, available at the site, is required to run the Web application. "You are now free to move about the solar system," said Blaine Baggett, executive manager in the Office of Communication and Education at NASA's Jet Propulsion Laboratory (JPL) in Pasadena, Calif. "See what NASA's spacecraft see – and where they are right now – all without leaving your computer." Users may experience missions in real-time, and "Eyes on the Solar System" also allows them to travel through time. The tool is populated with NASA data dating back to 1950 and projected to 2050. The playback rate can be sped up or slowed down. When NASA's Juno spacecraft launched on Aug. 5, 2011, users could look ahead to see the mission's five-year journey to Jupiter in a matter of seconds. Point of view can be switched from faraway to close-up to right "on board" spacecraft. Dozens of controls on a series of pop-up menus allow users to fully customize what they see, and video and audio tutorials explain how to use the tool's many options. Users may choose from 2-D or 3-D modes, with the latter simply requiring a pair of red-cyan glasses to see. "By basing our visualization primarily on mission data, this tool will help both NASA and the public better understand complex space science missions," said Kevin Hussey, manager of Visualization Technology Applications and Development at JPL, whose team developed "Eyes on the Solar System." "Eyes on the Solar System" is in beta release. It has been demonstrated at science conferences, in classrooms and at the 2011 South by Southwest Interactive Conference in Austin, Texas. Designers are updating "Eyes on the Solar System" to include NASA science missions launching during the coming months, including GRAIL to the moon and the Mars Science Laboratory Curiosity rover. Select the two highlighted sentences that show that NASA makes predictions about the data space missions will generate before the missions occur. 24

25. A teacher asked her students to use estimation to decide if the sum of the problem below is closer to 4,000 or 5,000. 496 + 1,404 + 2,605 + 489 = One student replied that she thinks the sum is closer to 4,000. She used the estimation shown below to support her reasoning. Is the student’s reasoning correct? In the space below, use numbers and words to explain why or why not. If the student’s reasoning is not correct, explain how she should have estimated. A teacher asked her students to use estimation to decide if the sum of the problem below is closer to 4,000 or 5,000. 496 + 1,404 + 2,605 + 489 = One student replied that she thinks the sum is closer to 4,000. She used the estimation shown below to support her reasoning. Is the student’s reasoning correct? In the space below, use numbers and words to explain why or why not. If the student’s reasoning is not correct, explain how she should have estimated. Components of a Constructed Response Item STEM STIMULI

26. Constructed Response Geometry

27. Strategic Thinking

28. Sample Extended Response

29. Extended Thinking

30. AED Collaboration Task For next Wednesday, August 27 th, please identify 1 assignment, task, and/or project that you’ve used with students or will use this year for each of the 4 DOK levels. – See handout 30

31. Depth + Thinking Level 1 Recall & Reproduction Level 2 Skills & Concepts Level 3 Strategic Thinking Level 4 Extended Thinking Remember - Recall, locate basic facts, details, events Understand - Select appropriate words to use when intended meaning is clearly evident - Specify, explain relationships - summarize – identify main ideas - Explain, generalize, or connect ideas using supporting evidence (quote, example…) - Explain how concepts or ideas specifically relate to other content domains or concepts Apply - Use language structure (pre/suffix) or word relationships (synonym/antonym) to determine meaning – Use context to identify meaning of word - Obtain and interpret information using text features - Use concepts to solve non-routine problems - Devise an approach among many alternatives to research a novel problem Analyze - Identify whether information is contained in a graph, table, text feature, etc. – Compare literary elements, terms, facts, events – analyze format, organization, & text structures - Analyze or interpret author’s craft (literary devices, viewpoint, or potential bias) to critique a text – Analyze multiple sources - Analyze complex/abstract themes Evaluate – Cite evidence and develop a logical argument for conjectures - Evaluate relevancy, accuracy, & completeness of information Create - Brainstorm ideas about a topic - Generate conjectures based on observations or prior knowledge - Synthesize information within one source or text - Synthesize information across multiple sources or texts The Hess Cognitive Rigor Matrix Applies Webb’s DOK to Bloom’s Cognitive Process Dimensions

32. Today’s Breakout Sessions CTE/ROP: Palo Alto Room ELA/History: Saratoga Room Mathematics: Cupertino Room Science: Evergreen Room 32

33. Thank You! Melissa Christie Melissa_Christie@sccoe.orgMelissa_Christie@sccoe.org Cecilio Dimas Cecilio_Dimas@sccoe.orgCecilio_Dimas@sccoe.org 33