Indiana Standards (2014) Instructional Shifts in College and Career Readiness: Strategies that Empower Teaching and Learning.

Indiana Standards (2014) Instructional Shifts in College and Career Readiness: Strategies that Empower Teaching and Learning

Agenda Introductions Where to find the resources
Productive .vs. Unproductive Beliefs Jig-saw the Process Standards – Guide and Facilitate Lesson Planning for Differentiation – Questions Grades 9 – 12 Productive Questioning and Higher Order Thinking Questions. Grades 6 – 8 ISTEP+ Scoring Rubric

Where to find the Resources
Current Standards can be found at: Mathematics Standards and Resources can be found at: Content Framework Development Tools can be found at: Online Communities of Practice can be found at: Curriculum Resources can be found at:

Where to find the Resources
Assessment Resources can be found at: ISTEP+ Resources can be found at: ECA Resources can be found at: WIDA Standards Resources can be found at:

Productive .vs. Unproductive
Beliefs for Teaching and Learning Mathematics Unproductive Beliefs Productive Beliefs Mathematics learning should focus on practicing procedures and memorizing basic number combinations. Mathematics learning should focus on developing understanding of concepts and procedures through problem solving, reasoning, and discourse. Students need only to learn and use the same standard computational algorithms and the same prescribed methods to solve algebraic problems. All students need to have a range of strategies and approaches from which to choose in solving problems, including, but not limited to, general methods, standard algorithms, and procedures. The role of the teacher is to tell students exactly what definitions, formulas, and rules they should know and demonstrate how to use this information to solve mathematics problems. The role of the teacher is to engage students in tasks that promote reasoning and problem solving and facilitate discourse that moves students toward shared understanding of mathematics. Effective Teaching and Learning. (2014). In Principles to Actions : Ensuring mathematical success for all (p. 11). Reston, VA: NCTM.

Productive .vs. Unproductive
Beliefs for Teaching and Learning Mathematics Unproductive Beliefs Productive Beliefs Students can learn to apply mathematics only after they have mastered the basic skills. Students can learn mathematics through exploring and solving contextual and mathematical problems. The role of the student is to memorize information that is presented and then use it to solve routine problems on homework, quizzes, and tests. The role of the student is to be actively involved in making sense of mathematics tasks by using varied strategies and representations, justifying solutions, making connections to prior knowledge or familiar contexts and experiences, and considering the reasoning of others. An effective teacher makes the mathematics easy for students by guiding them step by step through problem solving to ensure that they are not frustrated or confused. An effective teacher provides students with appropriate challenge, encourages perseverance in solving problems, and supports productive struggle in learning mathematics. Effective Teaching and Learning. (2014). In Principles to Actions : Ensuring mathematical success for all (p. 11). Reston, VA: NCTM.

Process Standards Roles for completing and reporting on the
Process Standards worksheet. Drove the furthest to get to the venue – Keywords Lives the closest to the venue – In your own words Newest in education – Teacher should Longest in education – Student should

Process Standards “Look Fors”
PS.1: Make sense of problems and persevere in solving them. Students: Are actively engaged in solving problems Teacher: Provides time for and facilitates the discussion of problem solutions PS.2: Reason abstractly and quantitatively. Students: Use varied representations and approaches when solving problems Teacher: Provides a range of representations of mathematical ideas and problem situations and encourages varied solution paths PS.3: Construct viable arguments and critique the reasoning of others. Students: Understand and use prior learning in constructing arguments Teacher: Provides opportunities for students to listen to or read the conclusions and arguments of others PS.4: Model with mathematics. Students: Apply mathematics learned to problems they solve and reflect on results Teacher: Provides a variety of contexts for students to apply the mathematics learned Adapted from Dr. Skip Fennell (PDF Document) – ACTM Presentation in Little Rock AK – 11/8/2012

Process Standards “Look Fors”
PS.5: Use appropriate tools strategically. Students: Use technological tools to deepen understanding Teacher: Uses appropriate tools (e.g. manipulatives) instructionally to strengthen the development of mathematical understanding PS.6: Attend to precision. Students: Based on a problem Teacher: Emphasizes the importance of mathematical vocabulary and models precise communication. PS.7: Look for and make use of structure. Students: Look for, develop, and generalize arithmetic expressions Teacher: Provides time for applying and discussing properties PS. 8: Look for and express regularity in repeated reasoning. Students: Use repeated applications to generalize properties Teacher: Models and encourages students to look for and discuss regularity in reasoning Adapted from Dr. Skip Fennell (PDF Document) – ACTM Presentation in Little Rock AK – 11/8/2012

Lesson Plan Template Planning Questions - To think about as a teacher while planning Pre-Assessing Questions - For teacher to ask for pre-assessing students. Include higher order thinking questions while pre-assessing Differentiation Questions - How can I adjust this lessons for student’s needs Activity to work on the lesson plan template based on grade level Graphing a linear function Determine pre-assessment questions for your expectations on the lesson. Please make sure some pre-assessment questions are higher order thinking

PROVIDE STUDENT-FRIENDLY TRANSLATION WHERE APPLICABLE
Lesson Plan Template Indiana Academic Standards2014 Lesson Plan Alignment Template Subject(s): ______________________ Period(s): ___________ Grade(s): ______________ Teacher(s): ________________________________________ School: __________________ The lesson plan alignment tool provides examples of the instructional elements that should be included in daily planning and practice for the Indiana Academic Standards. The template is designed as a developmental tool for teachers and those who support teachers. It can also be used to observe a lesson and provide feedback or to guide lesson planning and reflection. LESSON ELEMENT PROVIDE STUDENT-FRIENDLY TRANSLATION WHERE APPLICABLE 1. Grade level Indiana Academic Standard(s) 2014 the lesson targets include: 2. Learning Target(s): 3. Relating the Learning to Students: 4. Assessment Criteria for Success: 5. - Content Area Literacy standards for History /Social Studies, Science, & Technical Subjects: Math Process Standard(s):

Lesson Plan Template 6. Academic Vocabulary:
7. Examples/Activities/Tasks: 8. Resources/Materials: 9. Access and Engagement for All: 10. Differentiation/Accommodations: Indiana Academic Standards Aligned Lesson: Reflection In addition, please choose ONE question below to respond to after you have taught the lesson OR create your own question and respond to it after you have taught the lesson. How did this lesson support 21st Century Skills? How did this lesson reflect academic rigor? How did this lesson cognitively engage students? How did this lesson engage students in collaborative learning and enhance their collaborative learning skills?

Posing Purposeful Questions
Effective teaching of mathematics uses purposeful questions to assess and advance students’ reasoning and sense making about important mathematical ideas and relationships. Four Types of Questions Gathering Information Probing Thinking Making the mathematics visible Encouraging reflection and justification Effective Teaching and Learning. (2014). In Principles to Actions : Ensuring mathematical success for all (p. 35). Reston, VA: NCTM.

Question type Description Examples Gathering information Students recall facts, definitions, or procedures. When you write an equation, what does the equal sign tell you? What is the formula for finding the area of a rectangle? Probing thinking Students explain, elaborate, or clarify their thinking, including articulating the steps in solution methods or the completion of a task. As you drew that number line, what decisions did you make so that you could represent 7 fourths on it? Can you show and explain more about how you used a table to find the answer to the Smartphone Plans task? Effective Teaching and Learning. (2014). In Principles to Actions : Ensuring mathematical success for all (p. 36). Reston, VA: NCTM.

Question type Description Examples Making the mathematics visible Students discuss mathematical structures and make connections among mathematical ideas and relationships. What does your equation have to do with the band concert situation? How does that array relate to multiplication and division? Encouraging reflection and justification Students reveal deeper understanding of their reasoning and actions, including making an argument for the validity of their work. How might you prove that 51 is the solution? How do you know that the sum of two odd numbers will always be even? Effective Teaching and Learning. (2014). In Principles to Actions : Ensuring mathematical success for all (p. 37). Reston, VA: NCTM.

Depth of Knowledge (DOK) Levels

Depth of Knowledge (DOK) Activities

Assessment Update for Educators
ISTEP+: ECAs Now let’s turn our attention to ISTEP+ ECAs.

Assessment Items – General Notes…
Mathematics Icons will not appear on the Spring 2015 Math items, as Mathematical Process Standard 5 requires the use of appropriate tools strategically. The Spring 2015 Math assessment will include items that measure fluency as demonstrated “efficiently” and “accurately” by students. When creating an expression or equation, students must define the variable. Gridded-Response items will appear as part of the pencil-and-paper version for Part 2 in grades 4 – 8. In terms of mathematics assessment, there are 4 important notes. First, icons will no longer appear on the test. In the past, icons were used to direct students to use a reference sheet, or a calculator, or perhaps a ruler. In addressing Mathematical Process Standards 5 on the assessment, which requires students to strategically use appropriate tools, the icons will no longer appear next to particular test questions. That said, students will continue to have access to the math reference sheet. Teachers who worked with us over the summer in designing our new assessment requested that the math reference sheet be divided into individual grade levels. We are now putting the finishing touches on those individual reference sheets, which will be posted on the web in October and are available for classroom use throughout the school year. It is important to note that reference sheets will be available for students beginning in grade 4 this year—so we will post reference sheets for each grade level from 4 through 8. The next math point is about fluency. Our new math standards address fluency, so we will measure how well students efficiently and accurately respond to math items. There will be a fluency section on the test during the Part 2 window. This session will be brief, contain a handful of items, and may include technology-enhanced items, as well as straight computation or number sense problems. Watch for more details regarding the new fluency session coming soon. For the first time ever, students will need to define the variable during the Part 1 test window. Our previous items would say something like “Let p equal the number of parking spaces” and then students would go on to solve the equation or expression. Now, students will need to define the variable first, and there is a blank for students to write their answer. Then, students will solve the equation or expression. One last note I would like to share is about gridded-response items. The Part 2 online test includes multiple-choice and technology-enhanced items. A student who needs to use a paper copy of the test in Part 2, for example a student with a disability, will see multiple-choice and gridded-response items. It is important to note that gridded-response items will begin in grade 4 this year, whereas in the past, gridded-response items appeared on the test in grades 6-8 only. Again, gridded-response items are only a part of the paper version during the Part 2 window. [If someone asks what a gridded-response item is, you can say something like… “When you think about the front of the test booklet, it contains a grid and students bubble information, such as their name, if there is no barcode label. A gridded-response item contains a grid with numbers and symbols, such as a fraction slash or a decimal. Students respond by writing their answer at the top of the grid and by bubbling-in their response. Gridded-response items are designed to record multiple correct answers. For example, if the answer to an item is one-half, a student could bubble one slash two, point five, or zero point five, among other responses.”]

Designing the Spring 2015 ISTEP+ (Grades 3-8)
ISTEP+ Part 1 March Administration – Applied Skills Items (Online voluntary) Paper/Pencil Testing Window: March , 2015 Online Testing Window: March , 2015 ISTEP+ Part 2 April/May Administration (Online required) Paper/Pencil Testing Window (Requires Pre-Approval): April 27 – May 8, 2015 Multiple-Choice and Gridded-Response Items Online Testing Window: April 27 – May 15, 2015 Multiple-Choice and Technology-Enhanced Items As indicated during the plenary session, we have new names for the two assessment windows. ISTEP+ Part 1, which is administered in March, includes Applied Skills items. Online testing for Part 1 continues to be voluntary, and during their September meeting, the State Board of Education approved two additional days for the Spring 2015 online applied skills testing window. For ISTEP+ Part 2, online testing is required, provided the site has the needed equipment and connectivity. Paper/pencil testing is only available in the case of insufficient technology or if required based on an accommodation. The paper/pencil testing window is two weeks in length next spring and includes multiple-choice and gridded-response items. The online testing window is three weeks in length and includes both multiple-choice and technology-enhanced items. Specifications for Spring 2015 online testing will be released this month and will be sent to your Corporation Test Coordinator.

Acuity Assessments: Grades 3-8
English/Language Arts and Mathematics Replace Predictive and Diagnostic paths Aligned to the CCR 2014 Indiana Academic Standards 3 administrations – serve as pretest/diagnostic assessment Acuity assessments are being reinvented to align with our new standards. Acuity Readiness Assessments replace the Predictive and Diagnostic assessments in grades 3-8 and are designed to serve as both a pretest and a diagnostic test, administered three times during the school year. Acuity Readiness Assessments include technology-enhanced items.

Assessment-focused Professional Development: Grades 3-8
September/October – recorded WebEx Sessions Focused on: Use of Instructional and Assessment Guidance Sample open-ended items based on new CCR standards Technology-enhanced item types In addition to today’s professional development, the Office of Student Assessment is providing recorded sessions this fall to assist teachers in implementing standards-based instruction as they prepare students for assessments. Watch for more details regarding upcoming assessment PD sessions.

“Experience College- and Career-Ready Assessment” Tool: Grades 3-8
Release October 1; open through spring Technology-enhanced item types Training for students and educators Engaging and interactive The new Experience College- and Career-Ready Assessment tool, also referred to as “Experience CCRA,” includes all of the technology-enhanced item types students will see on the spring assessment and is designed to be used as an instructional tool, encouraging student/teacher interaction. Experience CCRA for grades 3-8 opens on October 1st and will remain open through the spring. Teachers are encouraged to use Experience CCRA as an instructional tool in the classroom!

Designing the Spring 2015 ISTEP+ End of Course Assessments (ECAs)
Spring 2015 ECAs will include two components: Graduation examination Aligned to IAS (2000 Algebra I, 2006 English 10) Accountability assessment Aligned to CCR IAS (2014 Algebra I and English 10) Watch for additional ECA updates coming later this fall! As indicated during the plenary session, this spring the Algebra I and English 10 ECAs will include two components. The first component is content matched to the graduation examination for students. The second component is for school accountability and consists of content aligned to the new standards. This month, teachers are working with IDOE staff on item specifications that will inform the development of new ECA items. Additional information regarding ECAs will be disseminated through your Corporation Test Coordinator this fall.

Graduation Examination & Accountability Assessment Implementation
Year Grade ECA (IAS 2000 Algebra I, 2006 English 10) (CCR IAS 2014 Algebra I, English 10) Grade 10 Summative Assessment Graduation Examination Accountability Assessment Grade 10 Grade 11 Retest Grade 12 Adults X . The chart on this slide displays high school math and ELA assessments, including the Graduation Examinations and accountability assessments, through multiple years of implementation. There are three assessments displayed on this slide. The first assessment column represents the current graduation examination, based on Algebra I and English 10 standards from 2000 and 2006, respectively. The second assessment column represents the accountability assessment, which—for this year only—is based on the new college- and career-ready 2014 Indiana Academic Standards in Algebra I and English 10. The third and final assessment—the Grade 10 Summative Assessment—is divided into two columns on the table. The first column represents the purpose as a graduation examination; the second column indicates when the assessment will be used for accountability. Notice that the new Grade 10 summative assessment becomes the accountability assessment in and the Graduation Examination beginning in It is important to note that the Grade 10 Summative Assessment will be a “domain-based” test, similar to the old GQE. Educators will assist us in defining the knowledge, skills, and abilities that students must have by the end of grade 10 in order to demonstrate they are on-track to be college- and career-ready by the end of high school. Watch for more information about the Grade 10 Summative Assessment in the months to come. [If they ask whether students in grade 8 and below need to take the ECA, you might want to say something like, “We are currently working with our legal counsel to establish guidance regarding the administration of ECAs to students younger than grade 9 this spring. Watch for details coming in late fall.”] [If they ask about the grade 9 assessment, you might want to say something similar to, “Just like the grade 10 test, the grade 9 accountability assessment will measure the knowledge, skills, and abilities that students must have by the end of grade 9 in order to demonstrate they are on-track to be college- and career-ready.]

Acuity Assessments: ECAs
Acuity for Algebra I and English 10 Continue Predictive forms for the ECAs Assesses Graduation Examination content NEW CCR-aligned items for use by teachers Assesses accountability assessment content Acuity for the graduation examination in Algebra I and English 10 continues to include Predictive assessments. In addition, items aligned to the new standards will be placed in an item bank for teachers to use instructionally.

Assessment-focused Professional Development: ECAs
Late Fall – recorded WebEx Sessions Focused on: Use of Instructional and Assessment Guidance Sample open-ended items based on new CCR standards Technology-enhanced item types Later this fall, the Office of Student Assessment will provide recorded sessions to assist teachers in understanding the expectations of the ECA accountability assessment. Most importantly, Algebra I and English 10 teachers should be teaching the new college- and career-ready 2014 Indiana Academic Standards. Watch for more details regarding upcoming assessment PD sessions.

“Experience College- and Career-Ready Assessment” Tool: ECAs
Release in January Technology-enhanced item types Training for students and educators Engaging and interactive Experience CCRA for ECAs is coming in January. Teachers are encouraged to use Experience CCRA as an instructional tool in the classroom!

Future Assessments: Beginning in 2015-16
Assessment Resolution includes: Summative Assessment (Grades 3-10) Grade 10 ISTEP+ becomes new Graduation Examination Phase-out ECAs (Algebra I, English 10) High School Science Assessment based on Biology I IREAD-3 Alternate assessments (Grades 3-10) Formative assessments (Grades K-10) College- and Career-Readiness Exam (Grade 11) Grade 11, 12 assessments (focused on college and career) . In terms of future assessments, the Education Roundtable and State Board of Education recently passed a resolution outlining the assessments listed on this slide. The NCLB-required high school science assessment will be focused on Biology I content, although it will no longer be an end of course assessment. Stay tuned for more details regarding assessments that will begin in

Assessment Development Journey
Item Specifications; Test Blueprints Item Development; Internal IDOE Item Review Content and Bias/Sensitivity Reviews Blue font = Educator Involvement Revise/Select Items Standards Setting (Cut-Score Setting) Pilot Items/ Administer Operational Test

ECA Development & Implementation
Blue font = Educator Involvement Activity ECA Timeline Specification Review Meetings and Test Blueprint Development September 2014 Passage Review Meetings Item Development September/October 2014 Content and Bias/Sensitivity Review Meetings November 2014 Pilot New ECA Items During Late Winter Testing Window February/March 2015 Form Selection and Build March 2015 Administer Assessment April/May 2015 Standards Setting (Cut-Score Setting) Summer 2015 . This chart outlines the development of ECAs, and all of the activities in blue font involve educators. Cut scores for the college- and career-ready aligned ISTEP+ ECA assessments will be established next summer. In the spring, administrators will be invited to nominate educators to serve on the cut-score setting committee.

Support for Educators: ECAs – Projected Timeline
Test Blueprints Posted Late Fall Instructional and Assessment Guidance Posted Late Fall Acuity CCR-aligned Items Available in October Professional Development (Recorded Sessions): Open-ended items and Technology-Enhanced Items December/January Experience College- and Career-Ready Assessment (Sample technology-enhanced items for use with students, teachers, parents, and others) Early January This chart contains support components for ECAs. Be sure your colleagues are aware of these important resources. Stay tuned for more information!

Instructional and Assessment Guidance
Provides “granular” view of standards Informs curricular and instructional priorities Provides transparency regarding assessments ECA graduation examination ECA accountability assessment The Instructional and Assessment Guidance assists teachers by prioritizing the standards. The Instructional and Assessment Guidance documents for the ECA graduation examination are currently available on the web, and documents for the accountability ECAs will be posted later this fall. +, , –

Sample Instructional and Assessment Guidance 2014-15
Mathematics – Grade 5 Represents standards that may be assessed on ISTEP+ Part 1 and ISTEP+ Part 2. All standards may be assessed on ISTEP+ Part 2. Symbol Content Priority Approximate Instructional Time P+ Critical 50 – 75% P Important 25 – 50% P– Additional 5 – 10% Strand 1 Number Sense Strand 2 Computation Strand 3 Algebraic Thinking Strand 4 Geometry Strand 5 Measurement Strand 6 Data Analysis Strand 7 Mathematical Process 5.NS.1 P *5.C.1 P+ *5.AT.1 5.G.1 *5.M.1 5.DS.1* *PS.1 5.NS.2 5.C.2 *5.AT.2 *5.G.2 5.M.2 5.DS.2 *PS.2 5.NS.3 P– 5.C.3 *5.AT.3 *5.M.3 *PS.3 5.NS.4 5.C.4 *5.AT.4 5.M.4 *PS.4 5.NS.5 5.C.5 *5.AT.5 *5.M.5 *PS.5 5.NS.6 5.C.6 5.AT.6 *5.M.6 *PS.6 5.C.7 5.AT.7 *PS.7 *5.C.8 *5.AT.8 *PS.8 *5.C.9 All of the new standards should be taught, and this sample Instructional and Assessment guidance document displays three priority levels—Critical, Important, and Additional—along with the three priority symbols—check plus, check, and check minus—and the approximate amount of instructional time for each.

Resources for Assessment Guidance
School Test Coordinator (STC) Corporation Test Coordinator (CTC) Office of Student Assessment Telephone: (317) Website: Reach out to your School or Corporation Test Coordinator for information regarding assessments, and contact the Office of Student Assessment if you need assistance.

ISTEP+ Mathematics Update Grades 6-8 , 2014-15

Mathematics Standards (2014)
Dive into the standards Correlation Documents Resource Guides Vertical Articulation Documents The first thing that I want to discuss is the web address shown on this slide. Hopefully, you’re familiar with the resources on this webpage. If not, please visit this site and check out the resources. In particular, make sure to check out the Resource Guides as they contain nice examples to help you interpret the intent of the standards.

Fluency Standards Fluency standards in Grades 2 through Algebra I
Fluency means efficient and accurate Attain fluency by the end of the year Fluency items on ISTEP+ will not allow a calculator A quick note about fluency. Like last year, we have fluency standards in grades 2 thru Algebra I And we’ve defined fluency as efficient and accurate Now, it’s likely that different students will attain fluency at different points in the year, but the goal, in general, is for students to attain true fluency no later than the end of the year. Finally, we will have fluency questions on ISTEP+ and those questions will not allow calculator use unless that is part of the student’s IEP or 504 plan. And it’s likely that the fluency standards will be assessed in their own session. We’re still working on the details of this, but most likely, our May test will include a fluency part … and then two other parts or sessions that would involve multiple-choice and technology-enhanced questions. And each of those parts or sessions will be timed, similar to how our ISTEP+ sessions have been timed in the past.

Mathematical Process Standards
There are 8 Process Standards for Kindergarten through High School. This slide shows the main headings of each Process standard. Please look to the actual standards documents to see the full text of these standards. You’ll notice on this slide that the 8 standards are divided into 3 groups; Reasoning and explaining, Modeling and using tools, and Seeing structure and generalizing. And notice too, that there are two sort of overarching standards; Make sense of problems and persevere in solving them, and Attend to Precision. So, this graphic is just a nice way to think of the Process Standards and maybe make them a bit less overwhelming in terms of initially implementing them into daily lesson plans. The most important thing that I want to mention is just that … that these Process Standards should be taught in connection with math content on a daily basis. Help students develop the Process Standards on a daily basis while connecting them to math content.

MP 2 & 3 Reasoning and Explaining
Students must make sense of quantities and their relationships in problem situations. Provide time for students to think, share, and write about quantities in tasks & how they relate Encourage varied representations to solve tasks Evaluate arguments and work of others Please note the information on these next 3 slides as they contain ideas to consider when implementing the Process Standards into your curriculum and lesson plans.

MP 4 & 5 Modeling and Using Tools
Provide multiple opportunities for students to apply math in real world tasks Help students build their “toolbox” and encourage them to think about using their tools to solve math problems eventually without prompting them to use the tools Pencil and paper, concrete models, ruler, protractor, calculator, spreadsheet, computer algebra system, statistical packs, dynamic geometry software This slide shows some information about the 2nd Process Group, Modeling and Using Tools

MP 7 & 8 Seeing Structure and Generalizing
Encourage not always “attacking” a problem immediately Encourage students to look for patterns and ways to make the task easier or to assist in solving the task Encourage students to look for and build patterns that might lead to further understanding And this slide shows some information about the 3rd Process Group, Seeing Structure and Generalizing

General Assessment Information Mathematics ISTEP+ Gr.3-8
Reference Sheet Separate Ref. Sheet for Gr.4-8 Copy and print for students to use throughout the year No more Ref. icon on the test (MP5) Formulas and conversions are no longer embedded in questions unless the information is needed and not contained in the Ref. Sheet Gr.5: Volume of Right Rectangular Prism = l x w x h or B x h Now, I’d like to discuss some general information about ISTEP+ Mathematics Gr.3-8 Something new with ISTEP+ is that we will have separate Reference Sheets for Grades 4-8… so it’s new to have the Reference Sheets separate per grade but also new to have a Reference Sheet for Grades 4 and 5 It will be important to use the reference sheet throughout the year so that students become familiar with this information. And if it’s not already posted on our website, it will be in the month of September. We encourage you to print the Reference Sheet for your students and use it throughout the year. Something else that will be new is that we will no longer have a Reference Sheet icon on the Assessment to… sort of “clue” students to use the Reference Sheet. The main reason for this relates to Math Process Standard 5 which is to use appropriate tools strategically…we want students to be aware of the various tools they can use to solve problems… and we want them to independently call on these tools when needed. Another note: formulas and conversions will no longer be embedded in ISTEP+ questions unless the information is needed and not contained in the Ref. Sheet And a final note: The formula for Volume of a Right Rectangular Prism which is initially shown on the Grade 5 Ref. Sheet… is shown as BOTH l x w x h and B x h … and this idea of Base times height for solids really continues through the grades as students explore volume of cylinders, cones, and pyramids.

General Assessment Information Continued – Calculator Information
Gr.6-8: calculator allowed on Applied Skills Test and 1 session of the May Test Calculator allowed if in student’s IEP or 504 plan Maximum functionality: scientific calculator Scientific calculator recommended for Gr.6-8 Gr.7-8 gain familiarity with pi button and writing rounded and exact answers Ex: What is the circumference of a circle with a diameter of 4.5 inches? Rounded to hundredths: inches Exact answer: 4.5∏ inches With regard to calculator use, like our previous calculator policy, calculators are allowed in Grades 6-8 on the Applied Skills Assessment and 1 session of the May Test Student’s whose IEP or section 504 plan requires calculator use can still use a calculator as deemed by their IEP or 504 plan Something different with ISTEP+ is that the maximum functionality regarding the type of calculator is a scientific calculator… and really, we recommend a scientific calculator for Grades 6-8, in particular, in Grades 7 and 8 as the pi button will be needed with some of the content in those grades. So, you’ll want to familiarize students with the Pi button and discuss different ways of representing answers that involve pi, such as shown in the example on this slide

General Assessment Information Continued
Applied Skills Items Sample items available in September Rubrics available in September Technology Enhanced Items Practice session available in October Something to be on the look out for is that we will be releasing sample Applied Skills questions in September along with the rubrics that will be used to score the Applied Skills questions. Then, in October, we will be releasing a.. Sort of practice session to familiarize students with the types of Technology Enhanced Items that they will encounter on the actual test. So this is something that we are very excited about and feel like these two things are CAN’T MISS items. Another CAN’T MISS item is our Instructional and Assessment Guidance documents which we’ll dive into now.

Instructional and Assessment Guidance Documents and Blueprints
Mathematics Grades 3-8 First, this is the website where you can access these documents. Let’s go there now. [See script from Content Framework WebEx recording – see below] [Go to website. Show Gr.6 Blueprint – then show Gr.6 Inst. and Assessment Guidance] Let’s first talk about our Test Blueprints and we’ll use Grade 6 Mathematics as an example. You’ll notice the Reporting Categories in the far left column. The middle column provides a brief description of the content assessed in each category, and the far right column shows the approximate percent of the test that comes from each category. So, when I look at the first category, Number Sense and Computation, I know this category will make up about 30-40% of the Math Grade 6 ISTEP+ Assessment. This information can serve as general guidance when thinking about how much time to spend on content throughout the year. Now let’s move on to our Instructional and Assessment Guidance documents which gives even more detailed guidance in this regard. And we’ll stay with Grade 6 Math as the example. There are several key pieces of information on this page. So, let’s take some time to go through them. Let’s start with the table at the top of the page. First, notice the symbols in the far left column; P+, P, and P–. These symbols refer to content priority. So, when you look at the larger table and notice a standard with a P+ next to it, like 6.AF.1 for example,… that means the content in that standard is deemed as critical; next, the standards with a P , like 6.GM.1, … represent content deemed as important; and finally, the P– standards are ones that are deemed as additional. Essentially, this information ranks, or prioritizes the content of each grade. You’ll also notice in the table at the top of the page… to the far right… that we’ve made suggested instructional time allotments for the three different priorities. Our hope, is that this information helps you prioritize content at each grade level and serves as an overall planning guide. Now, let’s read the sentences in between the 2 tables. An asterisk mark represents standards that may be assessed in March and May. So, look at 6.NS.10 in the large table …this standard has an asterisk mark. This means that this standard may be assessed in March and May. So this content, at the very least, must be taught before the March Assessment so that students have an opportunity to learn this material before the test. It’s important to note, however, that you must teach more than just the asterisk standards before the March Assessment. Otherwise, you will NOT have enough time to cover the remaining standards before the May Assessment. Additionally, some of the non-asterisk standards contain knowledge or skills that are needed in order to learn some of the asterisk standards. I’d like to make one more point with regard to this. Let me draw your attention to the last bullet point. The information here provides suggested standards to teach after the March Assessment…these standards, listed in this bullet point will not be assessed on the March Test… and the content in these standards do not serve as pre-knowledge or skills needed to learn the asterisk standards. Let’s jump back to the sentences between the two tables and read the 2nd sentence now. All standards may be assessed in May; this is just a reminder that ALL of the standards may be assessed on ISTEP+. Let me draw your attention now back to the large table. You’ve probably figured this out already, but this table contains all of the standards for this grade level… and it identifies the standards’ priority and whether it has an asterisk. Notice the last strand to the right, Strand 6, Mathematical Process: ALL of the standards in this strand are P+ standards and have an asterisk. That’s because the Process Standards are critical to students learning mathematics and should be developed in students on a regular basis in connection with the content standards.

Grades 6 – 8 Applied Skills
Show all steps needed to solve the problems without showing lengthy computation work. For example: If a problem requires a step of times 4.5, then show: 3.785 • 4.5 = A quick note overall about the Applied Skills Assessment for Grades 6-8 before we dive into each of those grades separately. And that is to teach students to show all steps needed to solve the problems without showing lengthy computation work. I mention this for Grades 6-8 because these students can use a calculator on the Applied Skills Assessment. Obviously, the first part of the 1st bullet point applies to all grades, 3-8, which is to show all steps needed to solve the problems. But look at the example on the screen. If one of the steps to solving a problem is to do times 4.5, then teach students to simply show the process with the answer attained from using the calculator. Now, we want students to mentally think about the approximate product before using a calculator, in this case … possibly thinking that 3.7 and 4.5 are both close to 4, so my answer should be somewhere in the ballpark of 16 … but then use the tool … in this case a calculator to do the actual computation. And here’s an example of work that is correct, but just not necessary on the Applied Skills Assessment. Not necessary nor efficient!

Grade 6 – Applied Skills SOME of the content that may be assessed on the Applied Skills Assessment Rate, ratio, and percent problems Evaluating numerical expressions including evaluating the work of others (MP3) Writing expressions and equations (in 1 or 2 variables) including defining the variables Now on to grade 6. And there are two main things that I want to point out: One, the 2nd bullet point mentions evaluating the work of others. And we will actually be posting sample Applied Skills items in September and one of the items will address what’s mentioned here…. So please be on the look out for those sample items Also, the 3rd bullet point refers to writing expressions and equations including defining the variables. As I mentioned a couple of slides ago, defining variables is new to ISTEP+ … not new to teaching, but new to ISTEP+. In September, you will also see a sample item that addresses defining variables so again, be on the lookout!

Grade 6 Clarifications Division computations: quotients with remainders written as a fraction, mixed number, or decimal, but NOT with “R” to represent the remainder Ex: 15,266/68 could be written as either 224.5, 224 ½, ⁄68, 449⁄2, or equivalent values; but not as 224 R34 Operations with integers is now in Gr.7 Although the difference of #’s on a # line (including negative numbers) is in 6.NS.4 Teach “x” and “•” as multiplication symbols 6.NS.10: Some examples: unit pricing, constant speed, percent problems, conversions within the same measurement system These are some clarifications about particular standards that I’d like to share with you. First, make sure that in Grade 6, when students find quotients with remainders, that the quotient is written as a fraction, mixed number, or decimal. Please see the example on this slide. Next, operations with integers moved to Gr. 7 so be aware of that … although students do need to be able to find the difference of rational #’s on a # line. Next, make sure that you are teaching both the “x” and multiplication dot to represent multiplication Finally, a note about 6.NS.10: please note the examples on this slide. In 6.NS.10, percents are not explicitly mentioned; however, they are part of this standard as a percent is a ratio per 100.

6.NS.10 Example Ed has 8 pieces of candy which represents 40% of all the candy in his home. How many pieces of candy are in Ed’s home? Strategies may include using a double # line diagram, tape diagram, tables of values, & equations 4 8 16 20 And here, I wanted to take a couple of minutes to go through an example that would be aligned to 6.NS.10. [read example] Note the strategies listed that might help students solve ratio and rate problems. I’ll demonstrate now, how a double number line diagram may be used for this problem. A student might start out by drawing 2 horizontal lines… one to represent percentages and one for pieces of candy. It may help then to label 0, 100, and 50 percent on the number line. Then, model the information that’s given in the problem… that 40% is 8 pieces of candy. Students might then double these amounts to show that 80% represents 16 pieces of candy. So, now that we know 16 pieces is 80% of the total amount, we know that we are only 20% away from the total. Now, thinking back to the given information…we can take half of 40% and half of 8 to find out that 20% is 4 pieces of candy. Finally, we know that 80% + 20% equals the total amount, 100%. And so 16 pieces plus 4 pieces gives us the total amount of candy in Ed’s home which is 20. Now, that may have seemed like a long way to do this problem, but it may help some students to visualize what’s going on in this situation and have a deeper understanding of the problem. 0% 20% 40% 50% 80% 100%

Tape Diagram 40% 40% 20% 8 8 4 Draw a “strip of tape”
Cut strip into known percent Build to 100% 8 = .40x 8 8 4 A tape diagram is another strategy, like the double number line diagram, that may help students visualize problems and give them a more conceptual understanding of the problem. Start by sketching a piece of tape Then divide the tape according to the given information – like in the problem on the previous slide, we knew that 8 pieces represented 40% … so divide the tape to show that 40% of it is 8 pieces Then, we can show another 40% … which is another 8 pieces of candy … and that brings us to 80% of the total amount of candy … and also 80% of the tape Then, knowing that 20% of the tape is left to make a full 100%, and knowing that half of 40% is 20% and half of 8 is 4, we know this last part of the tape represents the final 20% which is 4 pieces of candy … thus the full 100% is = 20 pieces of candy. Finally, one last note about ratios, rates, and percents: another excellent strategy to solving these kinds of problems is to model them with equations as this is a very efficient strategy; however, we recommend that students initially use other strategies first to gain a deeper, more conceptual understanding of ratios, rates, and percents before modeling them with equations.

Grade 7 – Applied Skills SOME of the content that may be assessed on the Applied Skills Assessment Rate, ratio, and percent problems Applying the properties of operations to create equivalent linear expressions including evaluating the work of others (MP3) Writing equations (in 1 or 2 variables) including defining the variables Circumference and area of circle problems Volume of cylinder problems Surface Area (including nets) problems Use the Pi button on the calculator Not “use 3.14 for pi” as previously referenced Grade 7 also includes evaluating the work of others and defining variables. Note that circumference and area of circles, volume of cylinders, and surface area including nets is new to ISTEP+ Applied Skills in Grade 7. A final thought on this slide… as I previously mentioned, make sure students practice using the pi button in problems that require it. Also, please note that previously on ISTEP+, we typically said something like, “use 3.14 for Pi”. But we will not be saying that in our questions any longer… one reason is that we want students to use technology when appropriate in mathematics, hence the pi button… the other reason is that saying something like “use 3.14 for Pi” clues students about the problem and we want to avoid that kind of clueing.

Grade 7 Clarifications 7.NS.1: Limit #’s to 200 or less
7.NS.2: Limit square roots to 144 or less 7.NS.3: Very basic introduction of irrational #’s (only include the numbers identified in the standard) 7.C.(1-4): More conceptual in nature – see RG Teach using the pi button and writing rounded and exact answers(7.GM.5-6) What is the circumference of a circle with a diameter of 4.5 inches? Rounded to hundredths: inches Exact answer: 4.5∏ inches Some clarifications and suggested limits for Gr. 7 are noted on this slide. First, I want to point out that for 7.NS.3… part of this standard includes a very basic introduction of irrational #’s … and in this standard we suggest to only include the irrational numbers identified in the standard For 7.C.(1-4) … just know that these standards are more conceptual in nature … and you might want to check out the RG to view the examples as a starting point to interpreting these standards. Finally, note the last bullet point about using the pi button and writing rounded and exact answers which was also noted previously in this presentation

Grade 8 – Applied Skills SOME of the content that may be assessed on the Applied Skills Assessment Writing equations (in 1 or 2 variables) including defining the variables and interpreting the slope and y-int. Justifying linear equations in one variable as having one solution, infinitely many solutions, or no solutions (MP3) Pythagorean Theorem problems Scatter plot problems Grade 8 also includes evaluating the work of others and defining variables. Two other things that I want to mention here is that the Pythagorean Theorem and work with scatter plots may be assessed on the Applied Skills assessment and those are two new pieces of content that may be assessed on the Applied Skills Assessment

Grade 8 Clarifications 8.AF.3: When studying functions, include the terms independent and dependent variables, input and output values, x- and y-values 8.AF.4: Tasks should be qualitative in nature (See RG) 8.AF.5: Includes graphing a linear function, such as, y = -2x - 4 Teach using the pi button and writing answers in terms of pi (8.GM.2) 8.GM.4-5: Tasks do not include coordinate geometry 8.GM.6: Tasks include coordinate geometry 8.DSP.3: Equations should be written using an informal approach – not using technology Here are some clarifications for Grade 8. All of the information here is very important… but there’s actually not much for me to elaborate on … so I won’t spend time reading it all … However, let me touch on the last bullet point about 8.DSP.3: For this standard, when students write equations, the method used should be very informal – NOT using technology as that is something done in Algebra I. It may even be as informal as using a dry spaghetti noodle to place on a coord. grid to determine the slope and y-intercept of the line that best models the data.

Defining Variables Explicit in Standards: 5.AT.8 and 6.AF.3
Implied in Standards: 6.AF.5, 6.AF.10, 7.AF.2, 7.AF.9, 8.AF.1, and 8.AF.6 Example of previous ISTEP+ Item A parking lot has 24 rows. Each row has the same number of parking spaces. The parking lot has a total of 768 parking spaces. Write an equation that can be used to determine the number of parking spaces (p) in each row. We’re almost through with this presentation, but I wanted to spend a bit more time on defining variables. I’ve already mentioned that this is really new to ISTEP+. So, I’ve noted on this slide the standards where defining a variable is mentioned explicitly… and I’ve also noted other standards where it is not explicitly mentioned; however, defining variables is certainly part of those standards. So, let’s look at a previous ISTEP+ question first… and then I’ll show you how the question might look different on the new ISTEP+ [read example] So, as you see in this example, the variable is already defined in the question. Now let me show you this question might look on the new ISTEP+

Defining Variables New ISTEP+ Item aligned to 6.AF.5 and MP.2, 4, and 6 A parking lot has 24 rows. Each row has the same number of parking spaces. The parking lot has a total of 768 parking spaces. Write an equation that can be used to determine the number of parking spaces in each row. Be sure to define the variable in your equation. And this question, by the way, actually aligns to 6.AF.5 and Math Process Standards 2, 4… and 6 in particular which is Attend to Precision and which I’ll talk about more in a few minutes. So, let’s read this question. [read item] Hopefully, you notice the main difference between this question and the previous question … and hopefully this gives you an idea of how defining variables may look on ISTEP+… and as I mentioned earlier, be on the look out for our sample Applied Skills questions which release in September and where you will notice a question similar to this.

Attend to Precision MP.6 Attend to Precision means precision in computations AND communication Precise communication: Let p represent the number of parking spaces in each row Not as precise: p is parking spaces If the answer is 1/3, then leave as 1/3…NOT 0.33 A quick note about Math Process Standard 6, Attend to Precision It’s important to know that precision refers to computations AND communication In thinking about communication… if you think about defining the variable in the example on the previous slide … using precise language, we define the variable as something like, “Let p represent the number of parking spaces in each row” …. a LESS precise way of communicating would be saying something like, “p is parking spaces” When practicing this with students, ask them to think about how a definition of the variable might sound to someone that knows nothing about the situation … and if they just say something like A is apples or p is parking spaces … the person might be wondering if they are talking about what type of apple, red or green, or maybe the number of apples, or the pounds of apples. So, it’s important to model and encourage using precise communication, and this is just ONE example regarding this. Precision also refers to computations…, and we obviously want computations to be precise, and this includes paying close attention to directions and whether the question asks for rounding or not. There may be problems, in particular in the middle school grades, where the answer is a repeating decimal. In those cases, if rounding is not asked for, then students should give precise answers, such as, 1/3 rather than a rounded answer of 33 hundredths.

Assessment Items – General Notes…
Mathematics Icons will not appear on the Spring 2015 Math items, as Mathematical Process Standard 5 requires the use of appropriate tools strategically. The Spring 2015 Math assessment will include items that measure fluency as demonstrated “efficiently” and “accurately” by students. When creating an expression or equation, students must define the variable.

ISTEP+ Part 1 – Applied Skills Sample Items
The following items are samples, designed to use with teachers, as part of professional development; and students, to familiarize them with items aligned to the college- and career-ready 2014 Indiana Academic Standards. These sample items are non-secure and may be used by teachers and students.

Math constructed-response items are worth 2 points.
Math Grade 7 Constructed-Response A student claims that 8x – 2(4 + 3x) is equivalent to 3x. The student’s steps are shown. Expression: 8x – 2(4 + 3x) Step 1: 8x – 8 + 3x Step 2: 8x + 3x – 8 Step 3: 11x – 8 Step 4: 3x Part A Describe ALL errors in the student’s work. ___________________________________________________________ Math constructed-response items are worth 2 points.

Part B If the errors in the student’s work are corrected, what will be the final expression? Show All Work Expression ____________________

Exemplary Response: In Step 1, the student did not apply the distributive property correctly. The student forgot to multiply -2 and 3x. In Step 4, the student should not have subtracted 8 from 11x because they are not like terms. OR Other valid descriptions of the errors AND 2x – 8 Sample Process: 8x – 2(4 + 3x) 8x – 8 – 6x

Math extended-response items are worth 6 points.
Math Grade 6 Extended-Response Math extended-response items are worth 6 points. Lynn is baking 20 cakes. She needs blueberries, strawberries, and some other ingredients for her recipe. -She needs 22 pounds of blueberries. -She needs twice as many pounds of blueberries as she does strawberries. Part A Write an equation that can be used to determine the number of pounds of strawberries Lynn needs. Be sure to define the variable in your equation. Define the variable _________________________________________________________ Equation

Part B Lynn buys the blueberries for $3 per pound and the strawberries for $2 per pound. What is the total cost of the blueberries and strawberries? Show All Work Answer $ ________

Part C In addition to the cost of the berries, Lynn spends $52 on the other ingredients needed to make the 20 cakes. Lynn wants to make $5 for each cake she sells, taking into account the amount she spends on ALL ingredients. For how much should Lynn sell each cake in order to make $5 per cake? Use words, numbers, and/or symbols to justify your answer. ___________________________________________________________

Exemplary Response: p represents the number of pounds of strawberries Lynn needs 2p = 22 OR Other valid equation and definition of the variable AND $88 Lynn should sell each cake for $12.

Sample Process: 2p = 22 P = 22/2 p = 11 22 x $3 = $66 11 x $2 = $22
$66 + $22 = $88 $88 + $52 = $140 $140/20 = $7 per cake $7 + $5 = $12 OR Other valid process

Contact Information Math Assessment Gr.6 – HS: K – 5: Ben Kemp Math College and Career Ready Office Bill Reed In closing, this slide shows contact information.

Indiana Standards (2014) Instructional Shifts in College and Career Readiness: Strategies that Empower Teaching and Learning.

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Indiana Standards (2014) Instructional Shifts in College and Career Readiness: Strategies that Empower Teaching and Learning.

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