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

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Presentation on theme: "Got Skills?. As my colleague Jason Zimba likes to say, you don’t teach standards you teach mathematics. Bill McCallum."— Presentation transcript:

1 Got Skills?

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

4 Mathematical Practices Hunt Institute Video https://www.youtube.com/watch?v=9pKcO9E4Flw

5 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

6 Critique the Reasoning of Others Success at the Core Video development/featured-video.aspx?v=42

7 Construct Viable Arguments Success at the Core Video development/featured-video.aspx?v=30

8 Assessment System Annually State Summative Assessments 2-4 Times per year People, Practices & Perceptions End of Unit Benchmark Common Assessments 1-4 Times a Month Formative Common Assessments Daily Formative Classroom Assessments

9 OAKS Transition

10 Science OAKS Current 2009 Oregon Science Standards Assessed through 2014/2015 Next Generation Science Standards Potential adoption early 2014

11 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

12 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

13 Calibrate Smarter Balanced to OAKS Option 1 Set achievement level on Smarter Balanced that represents equivalent rigor on OAKS Option 2 Accept the “meets” level set by Smarter Balanced. Students must receive adequate notice.

14 Accountability Essential Skills Smarter Balanced Targeting Up Smarter Balanced Testing Opportunities

15 Calculator Policy Grades 3-5 No Calculator Grades 6-8 Calculator Available and Not Available Four Function Calculator Grade 6 Scientific Calculator Grade 7 and 8 High School Calculator Available and Not Available Graphing Calculator with Scientific and Regression

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17 Smarter Balanced Estimated Times

18 Smarter Balanced Practice Tests

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20 Performance Tasks

21 Assessment System Annually State Summative Assessments 2-4 Times per year People, Practices & Perceptions End of Unit Benchmark Common Assessments 1-4 Times a Month Formative Common Assessments Daily Formative Classroom Assessments

22 Local Performance Assessment Work Sample for Essential Skills

23 Work Sample Administration Product of an Individual Student Work Supervised by an Authorized Adult Scored using Official Math Scoring Guide Feedback Raters must be Well Trained

24 Work Samples to Assess Essential Skills Designing Good Tasks Tied to Standards Tied to Curriculum and Instruction Thought Provoking Not Immediately Solvable Clearly Worded Scored on all Dimensions of the Scoring Guide

25 Official Scoring Guide Making Sense of the ProblemRepresenting and Solving the ProblemCommunicating ReasoningAccuracyReflecting and Evaluating

26 Mr. Gerard’s Oil Tank Mr. Gerard bought a house that contained an empty heating oil tank with the dimensions shown in the drawing. The left and right arcs of the tank are perfect semi-circles. If heating oil costs $3.50 per gallon, how much would it cost Mr. Gerard to fill this tank? (There are 231 cubic inches in a gallon.)

27 Making Sense of the Task Representing and Solving the Task Communicating and Reasoning AccuracyReflecting and Evaluating Score the First Anchor Paper Paper #A7

28 Making Sense of the Task Representing and Solving the Task Communicating and Reasoning AccuracyReflecting and Evaluating Score the Second Anchor Paper Paper #A8

29 Making Sense of the Task Representing and Solving the Task Communicating and Reasoning AccuracyReflecting and Evaluating Score the Third Anchor Paper Paper #A18

30 Making Sense of the Task Representing and Solving the Task Communicating and Reasoning AccuracyReflecting and Evaluating Score the Fourth Anchor Paper Paper #A23

31 Designing Tasks I am sitting on my boat reviewing state math problems and I really need a break! I decide to go paddle boarding. After I am 30 meters from the boat, I turn on my wrist GPS unit to track my progress so I can log it in my exercise journal when I am done. After 3 minutes of steady paddling (no falling in the water, stopping to admire the pretty fish or having a speed boat go by and knock me over with its wake) I am 69 meters from the boat. At this rate, how far will I be from the boat in 15 minutes?

32 Designing Tasks Read through and refine I AM SITTING ON MY BOAT REVIEWING STATE MATH PROBLEMS AND I REALLY NEED A BREAK! TOO MANY WORDS… Not important to the task – not something kids (or you) can relate to

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34 More Concise Wording I decide to go paddle boarding. Joan is paddle boarding. She is 30 meters from the shore. After I am 30 meters from the boat, I decide to turn on my wrist GPS unit. AFTER 3 MORE MINUTES OF STEADY PADDLING,( NO FALLING IN THE WATER OR STOPPING TO ADMIRE THE PRETTY FISHES) I AM JOAN IS A TOTAL OF 69 METERS FROM SHORE

35 Clarify the Question How far will Joan be from shore after 15 more minutes of paddling?

36 Refine the Problem Find the Solution Tied to grade level standards Are there multiple possible approaches or entry points to the problem? Rich task to elicit scores in all process dimensions Could you use different numbers? Ask colleagues to work the problem

37 Pony Rides Ben and Sarah own lots of ponies and often take them to fairs and other gatherings and sell pony rides. They have found that when they charge $6.00 per ride, they average 310 riders a day. Ben has been perfectly satisfied traveling around the countryside and bringing in that daily average revenue of $ Sarah, however, wants to bring in more money. She says that if they charge $12 per ride, their daily revenue will be $ Ben doesn’t agree. He says…

38 Making Sense of the Task Representing and Solving the Task Communicating and Reasoning AccuracyReflecting and Evaluating Score the First Anchor Paper Paper #M3HS_6

39 Making Sense of the Task Representing and Solving the Task Communicating and Reasoning AccuracyReflecting and Evaluating Score the Second Anchor Paper Paper #M3HS_8

40 Making Sense of the Task Representing and Solving the Task Communicating and Reasoning AccuracyReflecting and Evaluating Score the Third Anchor Paper Paper #M3HS_10

41 Making Sense of the Task Representing and Solving the Task Communicating and Reasoning AccuracyReflecting and Evaluating Score the Fourth Anchor Paper Paper #M3HS_12

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44 Design and Collaboration State ESD District Building Level Teams Classroom Teachers

45 Work Sample Network

46 Got Skills? What has been your Essential Skills implementation strategy to date and what remains to be done?

47 Resources Videos Successatthecore.com Hunt Institute

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