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In the Era of the Common Core Standards Network Meeting, January 11, 2012 Silicon Valley Mathematics Initiative www.svmimac.org Assessment for Learning

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Welcome! Please…. Sign in –Find a table Greet your tablemates

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AGENDA Overview and Norms Preparing for CCSS Assessments – Standards for Mathematical Practice – Four Claims Reflective Write

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Lenses to Consider Today Learner Lens Teacher/Coach Lens

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Norms

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Norms for Professional Learning Communities Working Together to Benefit Our Students-Sharing of Norms Professionals in the Cristo Rey Network……. arrive on time. attend the entire session. listen with an open mind and an intent to understand. demonstrate a positive, professional attitude. participate actively. (Attend to the speaker, task.) limit side conversations during presentations. demonstrate respect and courtesy.

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Remembering our Charge: To prepare for the CCSS Assessments in 2014-2015

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Goals of Assessment We must ensure that tests measure what is of value, not just what is easy to test. If we want students to investigate, explore, and discover, assessment must not measure just mimicry mathematics. Everybody Counts

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1.Make sense of problems and persevere 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.Look for and express regularity in repeated reasoning. Mathematical Practice

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SMARTER – Balance Content Specifications - CCSSM

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Join with your group members. Read your Claim and consider what that Claim looks like and sounds like in the classroom for teachers and for students. Consider what mathematics would highlight your Claim. The presentations will be done in sequential order by Claim Number. A Match! 2 2 A Group! A Group Task 2 2 A Group!

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Place your poster in sequential order on the wall. Be prepared to present your poster and your thinking to the whole group. The presentations will be done in sequential order by Claim Number. A Match! 2 2 A Group! A Group Task 2 2 A Group!

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Break

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Supporting Role of Teacher Leader/Coach

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Engaging More Deeply with the CCSS Assessments

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Goal #1: Create High-Quality Assessments End-of-Year Assessment Innovative, computer- based items Performance-Based Assessment (PBA) Extended tasks Applications of concepts and skills Summative assessment for accountability Formative assessment Early Assessment Early indicator of student knowledge and skills to inform instruction, supports, and PD ELA/Literacy Speaking Listening 16 Flexible Mid-Year Assessment Performance-based Emphasis on hard to measure standards Potentially summative

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Summative Assessment Components: – Performance-Based Assessment (PBA) administered as close to the end of the school year as possible. The ELA/literacy PBA will focus on writing effectively when analyzing text. The mathematics PBA will focus on applying skills, concepts, and understandings to solve multi-step problems requiring abstract reasoning, precision, perseverance, and strategic use of tools – End-of-Year Assessment (EOY) administered after approx. 90% of the school year. The ELA/literacy EOY will focus on reading comprehension. The math EOY will be comprised of innovative, machine-scorable items Formative Assessment Components: – Early Assessment designed to be an indicator of student knowledge and skills so that instruction, supports and professional development can be tailored to meet student needs – Mid-Year Assessment comprised of performance-based items and tasks, with an emphasis on hard-to-measure standards. After study, individual states may consider including as a summative component Goal #1: Create High Quality Assessments 17

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Novice – short items focused on skills and routines Apprentice – medium performance tasks with scaffolding Expert – long tasks with high cognitive load and/or complexity. Types of Tasks in Mathematics

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Claim-Evidence-Warrant A Model for Analyzing Arguments (adapted from the work of Stephen Toulmin) PARCC States

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The Making of the Smarter Balanced Assessments The design elements are: Consider the CCSS and big ideas in mathematics Write a Claim statement about what students can do. Write Evidence stating exactly what student should do (from content standards) Select performance tasks that measure the evidence. Work in Grade Level Groups

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Write an Assessment Claim Consider a big idea at your grade level or course. Write a Claim statement about what students should be able to know and do. For example a fourth grade claim may be: Develop understanding of fraction equivalence, addition and subtraction of fractions, and multiplication of fractions by a whole number.

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Write Evidence Statements from the claim (CCSS language may be used) For example: Student work is characterized by: – demonstrating understanding of fraction equivalence and operations with fractions. – using knowledge of unit fractions to compose from unit fraction, decompose fractions into unit fractions. – using the meaning of fractions and the meaning of multiplication to multiply a fraction by a whole number. – solving problems involving fractions applying knowledge of unit fractions, equivalence and the operations of addition and subtraction

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Claim: Develop understanding of fraction equivalence, addition and subtraction of fractions, and multiplication of fractions by a whole number. Evidence: Student work is characterized by: – demonstrating understanding of fraction equivalence and operations with fractions. – using knowledge of unit fractions to compose from unit fraction, decompose fractions into unit fractions. – using the meaning of fractions and the meaning of multiplication to multiply a fraction by a whole number. – solving problems involving fractions applying knowledge of unit fractions, equivalence and the operations of addition and subtraction

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Next Steps

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What is your biggest challenge? What is going well in your work as a teacher leader? What do you hope is addressed at this meeting? Report Out and Revisit Feedback

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Lunch

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