ESCN – Principal Meeting Secondary Mathematics January 21, 2015

Agenda 1 SBAC Claims and Math Practice Standards 2 Smarter Balance Assessments, Reports, and Data 3 Instructional Tools that Support 4 Supporting Classroom Instruction

Opening Activity What Math Practices are you seeing in math classrooms? HANDOUT # 1 Using the Looks-Fors document read the phrases for MP 1, 3, 4 and 6. Place a check in the box for any of the behaviors you commonly see in the math classrooms.

Why are Math Practice Standards Important?

WHAT ARE CLAIMS? Understanding the Smarter Balance Math Summative Assessment

OVERALL CLAIM for SBAC “Students can demonstrate college and career readiness in mathematics.” Concepts & Procedures Claim 1 Problem Solving Claim 2 Communicating Reasoning Claim 3 Modeling & Data Analysis Claim 4 Using your look for document, is there a connection to the Math Practices?

SBAC Claims for the Summative Assessment Claim 1 - Concepts & Procedures “Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.” (Targets broken down by grade level content clusters) Claim 2 – Problem Solving “Students can solve a range of well posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.” (Targets aligned with practice standards MP1, MP5, MP7, and MP8) Claim 3 – Communicating Reasoning “Students can clearly and precisely construct viable arguments to support their own reasoning and critique the reasoning of others.” (Targets aligned to practice standards MP3 & MP6) Claim 4 – Modeling and Data Analysis “Students can analyze complex, real world scenarios and can construct and use mathematical models to interpret and solve problems.” (Targets aligned to practice standards MP2, MP4 & MP5)

SMARTER BALANCE ASSESSMENTS

End-of-Year Accountability Assessments English Language Arts (ELA) & Mathematics –A Computer Adaptive portion –A Performance Task portion Year-to-year growth scale

Overall Claim for Grades 3-8 Overall ELA/Literacy Score Reading Writing Listening Research/Inquiry Individual Score Reports for Grades 3-8 and 11 Overall Mathematics Score Concepts & Procedures Problem Solving/Modeling & Data Analysis Communicating Reasoning Student Scores for ELA/LiteracyStudent Scores for Mathematics Claim 1 Claim 2 & 4 Claim 3

What is Reported? Overall scale score with error bands A raw score Achievement Level per content area Level 4 – Thorough Understanding Level 3 – Adequate Understanding Level 2 – Partial Understanding Level 1 – Minimal Understanding Claim score reporting Below Grade Level At or Near Grade Level Above Grade Level

Report Walkthrough Review what is currently available Individual STUDENT Report List of Students in a GRADE Compare Schools in a DISTRICT

Let’s take a closer look. Error Band Claim Score Overall Raw Score Claim 1 Claim 3 Claim 2 & 4

Overall Score At /Near Grade Level Below Grade Level Error Band Above Grade Level

School District Single School

Purpose of Claim Score Levels Claim score levels indicate student behaviors (a.k.a. Math Practices) Claim score levels allows measuring growth of the overarching standards K-12 (comparing Math Practices year to year)

Summary of SBAC True or False SBAC assessment tests skill level not ability. Teachers should not focus on using Math Practices and they can just teach Content Standards. Scores will not be provided by Target or Content Standards.

How it’s all connected

SUPPORTING THE CLASSROOM

Instructional Tools that Support Understanding the LAUSD Curriculum Map Handout # 2 provides the instructions to find all secondary mathematics curriculum maps This provides teachers with the following: –Content Standards –Instructional Strategies –Resources beyond the textbook –And more! HANDOUT # 2

Using the Look-For Tools HANDOUT # 1, Improves implementation of Math Practices & CCSS-M Improves implementation of Math Practices & CCSS-M Look-For DocumentTeacher Self-Assessment MatrixObservation & Feedback Closing the Gap for Instruction (Supporting Resources) Observation & Feedback

What would you do? Step 1 In groups, read the scenario provided

What would you do? Step 2 Determine which Math Practice(s) it matches using Handout # 1

What would you do? Step 3 On the Closing the Gap form (Handout # 5) highlight column A, B, or C for selected MP(s) Crawling Walking Running

What would you do? Step 4 Highlight the number(s) of the actions you would recommend in that column

Next steps

A look at what ESCN Secondary Math can do for you

Make Up Textbook Training for 6 th & 7 th Grade Mathematics 2-Day Training Jan 31 & Feb 7 Location: Patrick Henry MS Sign up at –lz.lausd.net

Accelerated Pathways for High School Mathematics Training to discuss how student can accelerate in CCSS Two dates available: –Feb 3, 8:30 – 9:30am –Feb 4, 4 – 5pm Location: ESCN

La Donna Oduwole Jaspreet Sandha Susan Sim-Kim Amy Aviv Karima Fuentes