1. WELCOME BACK DAY FIVE
March 20, 2013

2. Questions?

3. Curriculum and Instruction
Overview of Sessions
Curriculum and Instruction
Assessment
Session 4: Formative Assessment Tasks
Session 5: SBAC Assessments
Session 6: Planning for Professional Development and Showcase of Work
Session 1: Instructional Shifts
Session 2: Student Goal Setting
Session 3: Tiered Lesson Design

4. Session 4 Formative Assessment Re-engagement MAISA Units
Resource for explicitly planning instruction
Formative assessment task around re-engagement

5. Since Last Time Plan a lesson to teach before March 20:
Focus on the Mathematical Practices
Use a rich mathematical task
Design or use a Re-engagement Formative Assessment Task
Incorporate:
Learning Targets
TTLP – Questioning, Re-engaging students to deepen learning
Differentiate or Tier Instruction
BE PREPARED TO SHARE!

6. At Your Tables: Share the lesson you enacted in your classroom
What was the task
How did you use the concept of re-engagement
How was this the same or different from the instruction you usually provide
What were your self reflections
How did students react
Was there increased learning
How do you know
What will you do to improve the experience for yourself and students next time
15 min
30 min share out

8. Talk at your tables:
Thoughts or discussions since last time
How have you focused on this in your instruction since last time

10. Instruction to Ensure Student Learning
Know the learning progression: Where have students been and where are they going
Have a plan for delivering the instruction: How will I meet the needs of my students and progress their learning?
Formative Assessment: Checkpoints for learning along the way – Instructional adjustments
Summative Assessment: Final assessment of learning – a chance for students to show that they have mastered the content

11. Today’s Goals Participants will have the opportunity to:
explore the design of the SBAC assessment system
consider the design of a balanced assessment system for your districts
Use Summative and Formative in the talk around the goals
Educore ASCD – videos of the MAP resources

12. Smarter Balanced Assessment Consortium
SBAC
Smarter Balanced Assessment Consortium
Short break start by 3:00

13. Feedback from Pilot Sites
Teacher Perspective
Student Perspective

14. BREAK
15 minutes
10:00-10:15

15. Smarter Balanced Assessment Consortium
SBAC
Smarter Balanced Assessment Consortium
Short break start by 3:00

16. A National Consortium of States
28 states representing 44% of K-12 students
21 governing, 7 advisory states
Washington state is fiscal agent
Governing = Votes
Advisory = In both Consortiums/undecided but can participate in work groups
Grey--- PARCC or Not playing
4/22/2018

17. The Coming CCSS Assessments Will Focus Strongly on the Major Work of Each Grade
{Give the following background on the assessment consortia, if needed: In an effort to provide ongoing feedback to teachers during the course of the school year, measure annual student growth, and move beyond narrowly-focused bubble tests, the U.S. Department of Education has awarded two groups of states grants to develop a new generation of tests. The new tests will be aligned to the Common Core State Standards. The tests will assess students' knowledge of mathematics and English Language Arts from third grade through HS. PARCC (The Partnership for Assessment of Readiness for College and Careers) and SBAC (Smarter Balanced Assessment Consortium) are the two assessment consortia.}
Both Smarter Balanced and PARCC are committed to focusing their assessments on the major work of each grade.
{Read quote(s) that is/are meaningful for your audience.}

18. Major Features Spring summative assessment (starting in Spring 2015)
Interim assessment available year round (anticipated availability is school year)
Online, rapid turnaround of results
Computer adaptive summative and interim assessments
Teacher involvement in item development, item review, and test scoring
Item types
Multiple Choice
Short Constructed Response
Extended Constructed Response
Technology Enhanced
Performance Tasks
4/22/2018

19. Summative Assessment Design Grades 3-8 and 11
Selected Response - 22%
Technology-Enhanced Constructed-Response - 41%
Traditional constructed-response – 14%
Performance tasks – 23%
Appendix C of Draft Content Specifications document give examples of item types and goes from pages

20. Smarter Balanced Assessment Consortium Mathematics Content Specifications
Beginning with the basics!
Claims
DOK
Cluster Headings
Targets
Item Types
The content specifications define how the Consortium intends to assess the Common Core State Standards for Mathematics. The content specifications provide a translation between the grade level Common Core State Standards and a content framework that was used to establish item specifications.

21. SBAC Basics: Foundational Beliefs
Assessments should be structured to continuously improve teaching and learning
Assess around learning progressions
Using Computer Adaptive Testing Technology
Creating opportunities for students and teachers to get actionable feedback on student learning throughout the year
Provide curriculum-embedded assessments that offer models of good curriculum and assessment practices
Allowing close examination of student work and moderated teacher scoring as professional development

22. Claims for Mathematics Summative Assessment
Concepts &Procedures “Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.
Claim #2
Problem Solving “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
Communicating and Reasoning “Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.”
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.”
The point of this slide is to raise awareness of the national assessment and ways in which the practices are proposed to be assessed. Pgs and 60
SBAC Content Specifications for the Summative Assessment of the CCSS for Mathematics, Review Draft December 9, 2011

23. Standards for Mathematical Practice
William McCallum
Standards for Mathematical Practice
Tucson, April 2011

24. SBAC Basics: Reporting Categories
“Each claim is a summary statement about the knowledge and skill students will be expected to demonstrate on the assessment related to a particular aspect of the CCSS for mathematics.”
Claim 1:
Concepts and Procedures, ≈ 40%
“Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.”
Claim 2:
Problem Solving
≈ 20%
“Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.”
5 reporting categories
-overall (composite of the 4 claims) and one for each of the 4 claims
More on this later in the talk…..
Claim 3: Communicating Reasoning ≈ 20%
“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.”
Claim 4:
Data Analysis and Modeling ≈ 20%

25. SBAC Basics: Depth of Knowledge (DOK) Measure of Cognitive Rigor
The level of task complexity.
Level 1: Recall and Reproduction
Requires eliciting information such as a fact, definition, term, or a simple procedure, as well as performing a simple algorithm or applying a formula.
Level 2: Basic Skills and Concepts
Requires the engagement of some mental processing beyond a recall of information.
Level 3: Strategic Thinking and Reasoning
Requires reasoning, planning, using evidence, and explanations of thinking.
Level 4: Extended Thinking
Requires complex reasoning, planning, developing, and thinking most likely over an extended period of time.
Smarter Balanced items and tasks will elicit evidence that students have the ability to integrate knowledge and skills across multiple assessment targets and are ready to meet the challenges of college and careers.
{+}
Items and tasks must be constructed at various levels of cognitive rigor. Smarter Balanced has defined four levels of depth of knowledge.
The first level focuses on recall and reproduction of facts and other types of information.
The second level focuses on basic skills and concepts that require cognitive processes that extend beyond the recall of information.
The third level focuses on strategic thinking and reasoning.
The fourth and final level requires extended thinking that includes complex reasoning, planning, development, and cognition that occurs over an extended period of time.
Let’s take a look at a sample item for each of the four levels of depth of knowledge.
The level of complexity of the cognitive demand.

26. DOK Level 1 Example - Grade 8
Select all of the expressions that have a value between 0 and 1.
87 + 8–12 74
7–3 1 3 2 1 3 9 +
This is a grade 8 item that is coded to depth of knowledge level one. This item requires students to recall the rules for exponents to evaluate each expression and select the expression or expressions with a value between zero and one.
(–5)6
(–5)10

27. DOK Level 2 Example - Grade 8
A cylindrical tank has a height of 10 feet and a radius of 4 feet. Jane fills this tank with water at a rate of 8 cubic feet per minute. How many minutes will it take Jane to completely fill the tank without overflowing at this rate?
Round your answer to the nearest minute.
This is a grade 8 item that is coded to depth of knowledge level two. This item requires students to use the formula for the volume of a cylinder, as well as a basic understanding of rate, to calculate the number of minutes Jane will take to fill the water tank.

28. DOK Level 3 Example - Grade 8
The total cost for an order of shirts from a company consists of the cost for each shirt plus a one-time design fee. The cost for each shirt is the same no matter how many shirts are ordered.
The company provides the following examples to customers to help them estimate the total cost for an order of shirts.
50 shirts cost $349.50
500 shirts cost $2370
Part A: Using the examples provided, what is the cost for each shirt, not including the one-time design fee? Explain how you found your answer.
Part B: What is the cost of the one-time design fee? Explain how you found your answer.
This is a grade 8 item that is coded to depth of knowledge level three. This item requires students to perform calculations in order to respond to each part. In addition, students are required to provide an explanation for each answer.

29. DOK Level 4 Example - Grade 8
During the task, the student assumes the role of an architect who is responsible for designing the best plan for a park with area and financial restraints. The student completes tasks in which he/she compares the costs of different bids, determines what facilities should be given priority in the park, and then develops a scale drawing of the best design for the park and an explanation of the choices made. This investigation is done in class using a calculator, an applet to construct the scale drawing, and a spreadsheet.
This is a description for a grade 8 performance task that is coded to depth of knowledge level four. This item requires students to use concepts of geometry, numbers and operations, and statistics to determine the best solution to a problem where all constraints cannot be satisfied at the same time. Additionally, the student must provide justifications to support reasoning. Students are expected to engage with the task for an extended period of time, up to 120 minutes.

30. Cognitive Rigor Matrix
Turn and talk to a partner and discuss where your district is currently with respect to tasks used in instruction and assessment. What implications for change might this imply?
Assessment Targets, derived from Cluster Headings, are assigned Depth of Knowledge
level(s) that students will need to bring to the items or tasks (p. 92).

31. Structure of the CCSSM DOMAIN STANDARD CLUSTER
Number and Operations in Base Ten NBT
Generalize place value understanding for multi-digit whole numbers.
Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.
Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
Use place value understanding to round multi-digit whole numbers to any place.
CLUSTER
STANDARD
The Common Core State Standards for Mathematics are organized into three levels;
{+}
Standards, which define what students should understand and be able to do;
Clusters, which are groups of related standards;
And domains or conceptual categories, which are larger groups of related standards. Standards from different domains may sometimes be closely related.

32. Summative Assessment Targets Claim 1 - Concepts and Procedures
Domain
Grade 4
Operations and Algebraic Thinking - 4.OA
Use the four operations with whole numbers to solve problems.
Gain familiarity with factors and multiples.
Generate and analyze patterns.
Number and Operations in Base 10 – 4.NBT
Generalize place value understanding for multi-digit whole numbers.
Use place value understanding and properties of operations to perform multi-digit arithmetic.
Number and Operations – Fractions – 4.NF
Extend understanding of fraction equivalence and ordering.
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Understand decimal notation for fractions, and compare decimal fractions.
Cluster Headings
Everyone open to grade Content expectations
Cluster Headings become Assessment Targets

33. Summative Assessment Targets Claim 1 - Concepts and Procedures
Grade 4 continued
Measurement and Data
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
Represent and interpret data.
Geometric measurement: understand concepts of angle and measure angles.
Geometry
Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
Under the Measurement and Data domain, there are three targets.
{+}
And a single target falls within the Geometry domain.

34. Summative Assessment Target D Claim 1 - Concepts and Procedures
Grade 4
Operations and Algebraic Thinking
Target D [m]: Generalize place value understanding for multi-digit whole numbers. (DOK 1, 2)
Tasks for this target will require students to compare multi-digit numbers using >, =, and <. Tasks should tap into students’ understanding of place value (e.g., by asking students to give a possible digit for the empty box in 4357 < 43☐9 that would make the inequality true). A smaller number of these tasks will incorporate student understanding of rounding (e.g., explaining why rounding to a certain place would change the symbol < or > to =).
In claims 2-4, students should see contextual problems associated with this target that highlight issues with precision, including problems in Claim 3 that ask students to explain how improper estimation can create unacceptable levels of precision and/or lead to flawed reasoning. (pg )
This is a Claim 1 assessment target for grade four. As described earlier, the standards are grouped into clusters. The assessment targets are organized using the same cluster headings defined in the Common Core State Standards.
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In this example, Target A falls under the domain, Operations and Algebraic Thinking. Depending on the grade level, there may be one or more assessment targets for each domain or conceptual category
Each assessment target is labeled with a letter. This example shows Target A.
Recognizing the design principles of focus and coherence in the standards as a whole, not all content is emphasized equally in the Standards for Mathematical Content. The standards communicate this emphasis through the use of domain names that vary across the grades and through the progressions that point to the major work of each grade. The Mathematics Content Specifications identify assessment targets that point to the “major” work of each grade with an “m” and other assessment targets as “s” for “supporting” and “a” for “additional.” Evidence for Claim 1 will strongly focus on the “major” clusters and take into account ways in which the standards tie “supporting” clusters to the major work of each grade.
Next, a descriptive title of the assessment target is provided. In this example, the title is “Use the four operations with whole numbers to solve problems.”
The depth of knowledge level to which items and tasks that measure the assessment target are to be written is indicated. In this case, items and tasks that measure 4th grade Target A should tap level one and level two depths of knowledge.
Finally, a full description of the assessment target is provided. The description provides details on the mathematical concepts, skills, and knowledge required by the assessment target and describes the types of mathematical content and problems students are expected to work with and complete successfully.
Let’s take a few moments to look briefly at the assessment targets for Claim 1 for each grade level. A full description of each target can be found in the Content Specifications.

35. Claim 1- Concepts and Procedures
Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.
Grade Level
Number of Assessment Targets 3 11 4 12 5 6 10 7 9 8 16
Have participants look at their grade level and make sure they understand
The number of Claim 1 assessment targets varies across grade levels. The assessment targets for each grade level are presented in detail in the Content Specifications and are explored in greater detail in the Grade Level Considerations training modules. For now, note that careful thought went into examining the progression of mathematical knowledge and skills as students progress from early elementary grades through high school and as students develop college and career readiness. This progression informed the development of each grade level assessment target. Also note that for high school, assessment targets are established for grade 11 only and reflect the skills and knowledge students are expected to demonstrate in order to be college and career ready.
To help use assessment targets to inform the development and review of items and tasks, let’s take a closer look at the structure of an assessment target.

36. Cluster Headings RULE!
In the CCSSM the cluster headings usually serve to communicate the larger intent of a group of standards. For example, a cluster heading in Grade 4 reads: “Generalize understanding of place value for multi-digit numbers.”
Individual standards in this cluster pinpoint some signs of success in the endeavor, but the important endeavor itself is stated directly in the cluster heading. In addition, the word generalize signals that there is a multi-grade progression in grades K-3 leading up to this group of standards. (p.28)

37. SBAC Basics: Large Scale Assessment Constraints
On the large scale summative assessment not everything in the CCSSM can have equal priority given time limitations. Cluster headings at each grade level are categorized as Major (m), or as Additional/Supporting (a/s).
About 75% - 80% of the items should come from Major clusters for Claim 1
About 20% - 25% of the items should come from Additional/Supporting clusters for Claim 1

39. Kindergarten

40. Grade 1 Take a 10 minutes to look through the K-5 document
Are there any surprises?
What does this mean for curriculum, instruction, assessment?

41. With Your Table Groups K-8 High School Look across K-8
Pay specific attention to progressions
How does the content build/scaffold?
High School
How do the K-8 major, additional and supporting clusters prepare students for HS Mathematics?
Looking at the HS excerpt----Where are the connections for clusters that are not listed within the “16” for grade 11?
15 minutes and 5 minute discussion

42. SBAC Basics: Large Scale Assessment Constraints
Identifying some standards within “major” clusters and others within “additional/supporting” clusters is not to say that anything in the standards can be neglected. To do so would leave gaps in student preparation for later mathematics. In other words, all content is eligible for and should be encompassed in the assessment. (p.29)
Also high-adaptivity: 3 or more questions, and can cross into neighboring grades

43. LUNCH
11:30-12:15

44. SBAC Mathematics Content Specifications
The content specifications define how the Consortium intends to assess the Common Core State Standards for Mathematics. The content specifications provide a translation between the grade level Common Core State Standards and a content framework that was used to establish item specifications.

45. Content Specifications for the Summative Assessment of CCSSM
Details of the Assessment Specifications are organized around the four Claims that will be used as reporting categories
Claim 1:
Concepts and Procedures, ≈ 40%
Claim 2:
Problem Solving
≈ 20%
Claim 3: Communicating Reasoning ≈ 20%
Claim 4:
Data Analysis and Modeling ≈ 20%

46. Claims for Mathematics Summative Assessment
Concepts &Procedures “Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.
Claim #2
Problem Solving “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
Communicating and Reasoning “Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.”
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.”
The point of this slide is to raise awareness of the national assessment and ways in which the practices are proposed to be assessed. Pgs and 60
SBAC Content Specifications for the Summative Assessment of the CCSS for Mathematics, Review Draft December 9, 2011

47. Standards for Mathematical Practice
William McCallum
Standards for Mathematical Practice
Tucson, April 2011

48. Summative Assessment Target Tables Currently under development by SBAC
Indicates Targets for the summative portion of the Smarter Balanced assessment
Suggests what is taken as evidence of student proficiency for a particular target
Articulates
Content (cluster heading and related standards)
Depth of Knowledge task assignments
Assessment method/Task types

49. Summative Assessment Target Tables
The cluster headings can be viewed as the most effective means of communicating the focus and coherence of the standards. Therefore,
Claim 1:
Concepts and Procedures, ≈ 40%
this content specifications document uses the cluster headings as the targets of assessment for generating evidence for Claim #1. (p.29)

50. Summative Assessment Target Tables for Claims 2, 3, and 4 (≈ 60%)
Assessment Targets for Claims 2, 3, and 4 are not divided into a grade-by- grade description.
A general set of assessment targets applicable across grade levels.
Claim 2:
Problem Solving
≈ 20%
Claim 3: Communicating Reasoning ≈ 20%
Claim 4:
Data Analysis and Modeling ≈ 20%
Now that the assessment targets for Claim 1 have been briefly presented for each grade level, let’s shift our focus to Claims 2 through 4. Unlike the Claim 1 assessment targets, that are drawn from the grade-level Standards for Mathematical Content, the assessment targets for Claims 2, 3 and 4 are drawn from the Standards for Mathematical Practice that are identical across grade levels.
{+}
A general set of assessment targets is provided in the Content Specifications and can be used as guidance for the development of item and task specifications for all grade levels. Let’s look at the assessment targets for Claims 2, 3, and 4.
Pages

51. Summative Assessment Targets Claim 2 – Problem Solving
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.
Apply mathematics to solve well-posed problems arising in everyday life, society, and the workplace
Select and use tools strategically
Interpret results in the context of the situation
Identify important quantities in a practical situation and map their relationships.
Claim 2 focuses on Problem Solving. The purpose of this claim is to elicit evidence that students can solve a range of complex well-posed problems in pure and applied mathematics and can make productive use of knowledge and problem solving strategies. Items and tasks written to assessment targets for this claim will ask students to:
{+}
Apply mathematics to solve well-posed problems arising in everyday life;
select and use tools strategically;
Interpret results in the context of a situation;
And identify important quantities in practical situations and to map their relationships.
Items and tasks written for Claim 2 will provide evidence for several of the Claim 2 assessment targets. Each target should not lead to a separate task: it is in using content from different areas, including work studied in earlier grades, that students demonstrate their problem solving proficiency.”

52. Summative Assessment Targets Claim 3 – Communicating Reason
Claim 3: Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.
Test propositions or conjectures with specific examples.
Construct, autonomously, chains of reasoning that justify or refute propositions or conjectures.
State logical assumptions being used.
Use the technique of breaking an argument into cases.
Distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in the argument—explain what it is.
Base arguments on concrete referents such as objects, drawings, diagrams, and actions.
Determine conditions under which an argument does and does not apply.
Claim 3 focuses on Communicating Reasoning. The purpose of this claim is to elicit evidence that students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. Items and tasks written for this claim will ask students to explain his or her reasoning, justify a conjecture, and assess the validity of a claim.
The Claim 3 targets require students to:
{+}
Test propositions or conjectures;
Construct chains of reasoning that justify or refute propositions or conjectures;
State logical assumptions that are made;
Use techniques of breaking arguments into cases;
Distinguish correct logic and flawed reasoning and explain what it is
Base arguments on concrete referents
And determine conditions under which an argument does and does not apply.
Items and tasks written for Claim 3 will provide evidence for several of the Claim 3 assessment targets. Each target should not lead to a separate task. Tasks generating evidence for Claim 3 in a given grade will draw upon knowledge and skills articulated in the standards in that same grade, with strong emphasis on the major work of the grade.”

53. Summative Assessment Targets Claim 4 – Modeling and Data Analysis
Claim 4: Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.
Apply mathematics to solve problems arising in everyday life, society, and the workplace.
Construct, autonomously, chains of reasoning to justify mathematical models used, interpretations made, and solutions proposed for a complex problem.
State logical assumptions being used.
Interpret results in the context of a situation.
Analyze the adequacy of and make improvement to an existing model or develop a mathematical model of a real phenomenon.
Identify important quantities in a practical situation and map their relationships.
Identify, analyze, and synthesize relevant external resources to pose or solve problems.
Claim 4 focuses on modeling and data analysis. Claim four requires extended response items and performance tasks that elicit evidence that students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems. Items and tasks written for this claim will ask students to investigate problems that have more than one solution pathway, summarize the results within the context of the problem, and evaluate the solution within the context of the problem.
The assessment targets associated with Claim 4 require students to:
{+}
Apply mathematics to solve problems arising in everyday life;
Construct chains of reasoning to justify mathematical models used, interpretations made, and solutions proposed for complex problems;
State logical assumptions that are made;
Interpret results in the context of a situation;
Analyze the adequacy of and make improvements to an existing model or develop a mathematical model of a real phenomenon;
Identify important quantities in a practical situation and map their relationships;
And identify, analyze, and synthesize relevant resources to pose or solve problems.
Items and tasks written for Claim 4 will provide evidence for several of the Claim 4 assessment targets. Each target should not lead to a separate task. Tasks generating evidence for Claim 4 in a given grade will draw upon knowledge and skills articulated in the progression of standards up to that grade, with strong emphasis on the “major” work of the grades.
Now, let’s shift our focus from the claims and assessment targets specified in the Content Specifications to the additional information presented in the Item Specifications.

54. Summative Assessment Targets Tables
As a table group select a grade level and skim through the corresponding Targets for Claim 1.
Orient yourself to the grade level
Cluster headings with standards
DOK
Related requirements in Claims 2 – 4
For large groups, you may want to break up into groups of 4ish.
Skim the document and attend to how the doucemtne is organized around the cluster headings, DOK, and
Read one assessment target and explore related targets in Claims 2 – 4.
Share a feature that may suggest changes at the system and/or classroom level.

55. Achievement Level Descriptors (ALD’s)

56. Achievement Level Descriptors (ALD’s)

57. Initial ALD’s (Math – Grade 4)
CLAIM ONE ONLY!

59. 4/22/2018

60. SAMPLE ITEMS http://dese.mo.gov/divimprove/assess/sbac.html
3:15 – 3:45
Look at each type of item as a grade level
Complete the “notes” sheet
Share out at 3:30

61. Cautions: Implementing the CCSS is...
Not about “gap analysis”
Not about buying a text series
Not a march through the standards
Not about breaking apart each standard
3:45
As decisions are made going forward, there are some cautions worth noting.
A simple gap analysis between what topics we used to teach and where those topics exist in the Common Core is not an adequate approach to take. Such a topical gap analysis rarely addresses what we should not longer include in a curriculum. It does not address the conceptual understanding, fluency and rigor expectations, and most importantly it does not result in the signaling of focus on the major work of the grade.
Another important note is that these standards do not dictate a particular order or scope and sequence. Students should not be marched through these standards one at a time, but rather many of these expectations develop over the course of the year.
The architecture of the standards documents matters a lot. The domains and cluster headings are very purposefully organized to support teaching and learning of the standards. Take every opportunity to build on understanding and develop math proficiency rather than just going over or covering a list of math topics.

62. Welcome to the Career and College Ready Showcase
Session 6 April 23, 2013
Welcome to the Career and College Ready Showcase

63. Plan for Delivering Instruction
This is how I am implementing the Common Core
This what I am doing to help students be Career and College Ready
Each district team should be prepared to share a minute information session regarding the above.

64. Afternoon Presentations: Classroom/Building Instructional Delivery Plan
How is your classroom shifting?
Learning Targets
Tiered Instruction and Lessons
Differentiated instruction-scaffolding, tiered, project menus, selected resources for students and products from students
What strategies do you use to engage students in conversations about mathematics?
Examining student work
Formative Assessment
Re-engagement strategies
Balanced assessments with formative and summative assessments
Creating or Using SBAC Like Assessments

65. Afternoon Presentations: Administrators/Building Leaders Delivery Plan
How are you leading staff in order to:
Develop a deeper understanding of the CCSS-M at each respective grade level
Vertically align curriculum grades K-5
Become familiar with the Depth of Knowledge (DOK) required by the CCSS-M
Understand how DOK impacts instructional planning and delivery to achieve mastery of the content
Develop a curriculum, instruction, assessment plan for the school year and beyond
4/22/2018

66. SUMMER OPPORTUNITIES MATHEMATICS
Common Core Mathematics Leadership
MAISA Train the MCTM

67. K-11 Summer Mathematics Common Core Leadership
5 days in Summer 2013
June 24, 25, 26 AND Aug 22, 23
This is a repeat of the series that was conducted in 6 days during the school year.
Ten teachers from each of Shiawassee and Clinton Counties will have the opportunity to attend, and more if slots are left available from Eaton or Ingham Counties.
The PD will be held at CCRESA and teachers will be paid $100 per day upon completion of all 5 days.
A $50 registration fee will be charged.
These teachers would then be eligible to attend the 4 day sustainability sessions throughout the school year.

68. K-11 MAISA Train the Trainer at MCTM – 3 days in Summer 2013
July 30 - Aug 1 in Traverse City
Teachers interested in taking a leadership role within their districts and county should submit a Professional Learning Grant application through CASM by April 12 to Denise.
These teachers would have all expenses covered in attending the training.
The expectation would be that they then work within a team to provide PD to teachers within the CASM region.
They, or their districts, would be compensated at up to $100 for sub costs incurred (or a $100 teacher stipend for each day up to 5) for providing PD during at regional roll out sessions.
Two teachers from each of the grade bands: K-2; 3-5; 6-8; 9-11 will be selected as a part of the regional team to attend the training in Traverse City all expenses paid through CASM.

69. Please Provide Feedback BEFORE you leave:
QUESTIONS/COMMENTS
Please Provide Feedback BEFORE you leave:
4/22/2018

70. Rich Tasks Resources – www.livebinders.com – Search CASM or GISD
MAISA Units -
Inside Mathematics -
NCSM Great Tasks -
Illustrative Mathematics -
MAP Tasks (6-12) -