Get Smarter!

OAKS Transition

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.

Accountability Essential Skills Smarter Balanced Targeting Up Smarter Balanced Testing Opportunities

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

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

Technology Stylus Not Required Desktop, Laptop or Tablet Readiness Tools

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

Smarter Balanced Field Test Voluntary Participation Math or ELA Double Test Waiver

Smarter Balanced Estimated Times

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

Smarter Balanced Task Structure Multiple Choice, single correct response Multiple Choice, multiple correct response Matching Tables, T/F and Y/N variations Hot Text Equation/Numeric Drag and Drop, Hot Spot Graphing Text

Scoring Multiple Choice Correct/Incorrect 1 pt. Multiple Correct and Matching All Correct 2 pts., At least ½ Correct 1 pt. Possible “Disqualifiers” O pts. Equation Items Correct 2 pts.; Error in Numbers, Operations or Solutions 1 pt.

Scoring Cont. Numeric Items Scored Correct/Incorrect 1 pt. Graphing Items Single Requirement Correct/Incorrect 1 pt. Multiple Requirement Correct 2 pts. at least ½ Correct 1 pt. Constructed Response and Performance Tasks Task Specific Rubric

Smarter Balanced Practice Tests

Performance Tasks

Scoring Question 1 Full credit response (2 points) includes 72, 42, 54, and 50 Partial credit response (1 point) includes 72 for week 1, and all other bars 1 of the true value No credit response (0 points) includes none of the features of full or partial response

Scoring Question 2 Full credit response (1 point) includes 218 or a total sum that is correct based on the student’s responses No credit response (0 points) includes none of the features of a full credit response

Scoring Question 3 Full credit response (2 points) includes 50, 60, 80, and 25 or four correct responses based on question 1 Partial credit response (1 point) includes 2 or 3 correct entries or 2 or 3 entries that are correct based on question 1 No credit response (0 points) none of the features of a full or partial response

Scoring Question 4 Full credit response (2 points) includes: Student creates a graph that, when combined with the scale, shows 50 cups for week 1, 60 cups for week 2, 80 cups for week 3, and 25 cups for week 4 Or a graph that when combined with the selected scale correctly represents all 4 weeks from the table in question 3 Partial credit (1 point) student correctly represents 2 or 3 weeks from the table No credit response none of the full or partial features

Scoring Question 4 Cont. Partial Credit response (1 point) includes a graph that, when combined with the scale, shows 2 or 3 of the following: 50 cups for week 1, 60 cups for week 2, 80 cups for week 3

Expectations of the Common Core Hunt Institute Video 4 min.

Focus Grade Focus Areas in Support of Rich Instruction and Expectation of Fluency and Conceptual Understanding K – 2Addition and Subtraction – concepts, skills and problem solving and place value 3 – 5Multiplication and division of whole numbers and fractions – concepts, skills, and problem solving 6Ratios and proportional reasoning; early expressions and equations 7Ratios and proportional reasoning; arithmetic of rational numbers 8Linear algebra and linear functions

Coherence Think Across Grades Major Topics Within Grades

Rigor Conceptual Understanding Procedural Skill Application

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

Critique the Reasoning of Others Success at the Core Video 4 min.

How is homework assessed in your classroom? How has hb 2220 influenced your homework policies?

How do you facilitate a safe environment for student presentations? What do you do if a student has incorrect information?

Critique the Reasoning of Others Success at the Core video 4 min

Common Core State Standards What has been your CCSS implementation strategy to date and what remains to be done?

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

Local Performance Assessment Work Sample for Essential Skills

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

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

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

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.)

Score the First Anchor Paper Making Sense of the Task Representing and Solving the Task Communicating and Reasoning AccuracyReflecting and Evaluating 54544

Score the Second Anchor Paper Making Sense of the Task Representing and Solving the Task Communicating and Reasoning AccuracyReflecting and Evaluating 44441

Score the Third Anchor Paper Making Sense of the Task Representing and Solving the Task Communicating and Reasoning AccuracyReflecting and Evaluating 54541

Score the Fourth Anchor Paper Making Sense of the Task Representing and Solving the Task Communicating and Reasoning AccuracyReflecting and Evaluating 33241

Design and Collaboration State ESD District Building Level Teams Classroom Teachers

Work Sample Network

Resources Videos Successatthecore.com Hunt Institute