SMARTER Balanced update/information Tom Thompson and Jennell Ives Oregon Department of Education Common Core State Standards CTE Academic

Oregon Department of Education Why Focus on CTE? Above Average Scores Robust and Relevant Majority of Students

Oregon Department of Education Today’s CTE

Oregon Department of Education CTE Resources for SMARTER Context Application of Knowledge Critical Thinking Integration Relevance

Oregon Department of Education SMARTER Balanced Goal To ensure that all students leave high school prepared for postsecondary success in college or a career through increased student learning and improved teaching.

Oregon Department of Education SMARTER Balanced: Seven Key Principles 1.An integrated system 2.Actionable information – multiple measures 3.State-led with transparent governance

Oregon Department of Education SMARTER Balanced: Seven Key Principles 4.Evidence-based approach 5.Teacher involvement 6.Focus: improving teaching and learning 7.Established professional standards

Oregon Department of Education Shifts for the Common Assessment Image from: tpo.tepapa.govt.nz

Oregon Department of Education Types of Questions Selected Response (multiple choice) Constructed Response (short answer) Technology Enhanced (cool computer tools) Extended Response (structure problem solving – graded by people) Performance Task (multiday projects – graded by people)

Oregon Department of Education Literacy Summative Assessments 80% will be informational writing or writing arguments with supporting evidence. 70% of reading will be informational texts, and may include technical texts

Oregon Department of Education Mathematical Practices Make sense of problems and persevere in solving them. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically

Oregon Department of Education Literacy Claims LITERACY STANDARDS Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Students can produce effective and well- grounded writing for a range of purposes and audiences. Students can employ effective speaking and listening skills for a range of purposes and audiences. Students can engage in research / inquiry to investigate topics, and to analyze, integrate, and present information. effective range of purposes and audiences. informational texts. informational texts. effective speaking engage in research / to investigate integrate, engage in research / to investigate integrate,

Oregon Department of Education Math Claims Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency. Students can solve a range of complex, well- posed problems in pure and applied mathematics, making productive use of knowledge and problem-solving strategies. Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems. MATH STANDARDS apply mathematical interpret apply mathematical interpret range of complex, applied mathematics, making productive problem-solving strategies. range of complex, applied mathematics, making productive problem-solving strategies. construct analyze complex, real-world construct and use mathematical models to interpret and solve problems. analyze complex, real-world construct and use mathematical models to interpret and solve problems.

Oregon Department of Education CTE is in the Claims

Oregon Department of Education Improving Instruction Focus on Instruction Focus on what students can do

Oregon Department of Education TEACHERS PARTICIPATE IN TEACHERS BENEFIT FROM Teacher Involvement Test item development Test scoring Formative tool development Professional development cadres Professional development Formative tools and processes Data from summative and interim assessments

Oregon Department of Education Dan Meyer: Math in Action _curriculum_makeover.html Go to 6.35 mins

Oregon Department of Education CTE Literacy Task Your 65-year old grandfather, who lives 500 miles away from you, has just returned from an appointment with his nurse practitioner where he received an initial diagnosis of Diabetes II. Because you are a nursing student, your grandmother has asked you for advice and help in seeking treatment for your grandfather and she thinks that he will listen to you. Also, your grandfather is clueless about any health or diet-related issue, not tech savvy and not good at asking for help so you will have to be very thoughtful in how you deliver your assistance. First, prepare yourself by creating a 1-page summary of your research answering the following questions. Should your grandfather continue treatment with the nurse practitioner or consult an endocrinologist? What lifestyle changes should your grandfather make tomorrow? What are the long-term consequences if he does not take your advice? Then, develop a detailed plan in the form of bulleted talking points for sharing these issues with your grandfather. Last, post a compelling 3-5 minute video to You Tube that your grandfather can watch that will share this information with him.

Oregon Department of Education CTE Math Task Scenario: You own a bakery and would like to start selling spice cakes using your grandmother’s secret recipe. Her recipe makes two round 9” layers in a 2” deep cake pan. You would like to offer the cake for sale in a variety of sizes. The ingredients to prepare the original two-layer cake cost $ Generally, products in your bakery are priced assuming 40% food costs. Create a graph or equation you could use to determine the selling price for a variety of single layer round cake sizes. Create a price list that would help your sales staff produce quotes on single layer rounds that are 8, 10, and 14 inches in diameter. Create a 1-page explanation of how you arrived at your final price list and the graph or equation to convince your business accountant that this will be a profitable product.

Oregon Department of Education Task(s): Performance Task EvaluationRating: How rigorously does the task meet the criteria? (0, 1, 2) 1.Measure capacities such as depth of understanding, research skills and/or complex analysis with relevant evidence              Claims Claim #1 - Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.              Claim #2 - Students can solve a range of complex, well-posed problems in pure and applied mathematics, making productive use of knowledge and problem-solving strategies.              Claim #3 - Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.              Claim #4 - Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.             

Oregon Department of Education Work in pairs/groups to analyze one of these sample performance tasks. Start by evaluating the claims then move on to performance task criteria. Instructions

Oregon Department of Education Strategies: Preparing for SMARTER  Create partnerships between ELA/Math instructors and CTE teachers  Start with the claims  Look at aligning student tasks with SMARTER  Train teachers on using performance type tasks as formative assessments

Thank You Tom Thompson Tom Thompson and Jennell IvesJennell Ives The CTE brand logo, brand-positioning, theme, and brand extensions are the property of NASDCTEc

Oregon Department of Education Resources and Links Sample CTE Math Performance Tasks from Achieve Report on the involvement of CTE in implementation of the CCSS CTE / CCSS from the Oregon Department of Education Examples of Oregon CTE Teacher Lessons (High Desert ESD) Overview of Content Area Literacy Strategies (login as guest) Literacy Depth of Knowledge Rubric for Student Tasks (Page 16-17)