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Smarter Balanced

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OAKS Transition

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As my colleague Jason Zimba likes to say, you don’t teach standards you teach mathematics. Bill McCallum

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Mathematical Practices 1.Making sense of problems and persevering in solving them 2.Reason abstractly and quantitatively 3.Construct viable arguments and critique the reasoning of others 4.Model with mathematics 5.Use appropriate tools strategically 6.Attend to precision 7.Look for and make use of structure 8.Looking for and expressing regularity in repeated reasoning

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Smarter Balanced Claims Claim 1 – Concepts and Procedures Apply, Explain and Interpret with Precision and Fluency Claim 2 – Problem Solving Solve Complex Problems Claim 3 – Communicating Reasoning Construct Viable Arguments and Critique the Reasoning of Others Claim 4 – Modeling and Data Analysis Analyze Real World Scenarios and Construct Mathematical Models to Interpret and Solve Problems

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Smarter Balanced Assessment System PERFORMANCE TASKS Reading Writing Math END OF YEAR ADAPTIVE ASSESSMENT English Language Arts and Mathematics, Grades 3–8 and High School Computer Adaptive Assessment and Performance Tasks BEGINNING OF YEAR END OF YEAR INTERIM ASSESSMENT Formative Assessments

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Smarter Balanced Practice Tests

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Performance Tasks

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Smarter Balanced Estimated Times

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Low Score Cut Score Cut Score Cut Score High Score

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College Content Readiness Norm Referenced vs. Criterion Referenced Grade 12 Expectations Multiple Measures of Content Readiness 71% of Colleges offered an average of 2.5 remedial math courses (Business Higher Education Forum, 2005)

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bryan.toller@state.or.us mark.freed@state.or.us 503-947-5832 503-947-5610

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