1. Shift Happens Or does it? Leadership Summit Thursday, November 10
8:00-9:30 a.m.

3. Triple Track Agenda What is my own learning?
How can I facilitate learning for my team?
How can I use this learning to support students in classrooms?

4. Professional resource tool
Smile amazon v. amazon.com

5. We test too much; we should be assessing continuously.

6. Michael Jr.: Know Your Why

7. Effective instruction utilizes a cyclic process.
Analyze
Plan
Deliver
Reflect
Assess
Anticipate Misconceptions
Informal Assessment

8. What are the biggest shifts for students in the California State Standards?

9. What does the student need to know to master the content?
How will the student have to show that they have mastered the content?

10. Student production emphasis from ELA framework

11. What instructional shifts must educators make?

12. Professional Learning Communities (PLC)
Delivering curriculum v. designing instruction
Mastery grading

14. Basic tools many educators are overloaded by tools available
Need easy to use coherent tool set

15. Interim Assessment Blueprints SBAC Interim Assessment Blueprints
Basic Tool: The blueprints tell you the claim and DOK level. Two important notes: the reading interims should also be used with the writing portions. You can give an interim multiple times so the writing could be used with narrative and informative text. However, the blueprints do not give you the item types or the standards.

16. Riverside County Office of Education
Tool #2 Riverside County Office of Education alignments of SBAC claims, targets/standards by grade level.

17. Riverside County Office of Education
This alignment includes item types and standards. You’ll notice that most items are DOK levels 1 and 2. A quick cheat is that levels 3 and 4 are those that involve multiple sources or multiple perspectives.

18. Riverside County Office of Education
Item types are very important. Think about classroom observations. Most responses are short answer. However, on the SBAC assessment, students are held accountable for processing information in a multitude of formats very few of which are short answer. Also, they tell you the computer skills needed on this interim. For example,here the students must be able to select and reorder text.

19. SBAC scoring guides will show you what the item type looks like on the grade level assessment.

20. Great 3: HotText

21. Grade 6: Hot Text

22. Delivering Curriculum
After delivering the first unit of instruction according to the teacher’s guide, this is what the lessons looked like aligned to our standards-based document aligned to the interim assessment for Read Literary Text.
Tool #3 Curriculum Resources

23. What do you notice? What are the implications for focused instruction?

24. At the end of unit 2, teachers are about 1/3 of the way through the school year. At this time, we would schedule the interim assessment as a benchmark. What does delivering instruction look like?

25. This table shows what delivering curriculum looks like after unit 2
This table shows what delivering curriculum looks like after unit 2. What do you notice? What are your expectations for student success on the interim? What are the implications for the SBAC?

26. After Unit 5

28. So what does designing instruction look like?
Focusing on the “best” text to teacher the targets.
These text provide begin with the clearest content to explicitly teach a standard.
Planning for lessons that are not included in the curriculum.
Implementing different strategies to engage multiple learners.
Using the text to design integrated and designated ELD.
Also aligning lesson to the writing interims.

29. After you have aligned the standards with the interim, you are going to end up with a document like this. This one aligns all three grades 3, 4, and 5 so that you can see how closely they are aligned. Notice that there are only three differences between the grade levels. Grade 4 is assessed on RL6 and RL 9. And grade 3 is assessed on RL7. Given these similarities, what conclusions can you draw for teaching literary texts across grades K-5?

30. SBAC Interim Assessment http://www. smarterbalanced

31. SBAC Interim Assessment http://www. smarterbalanced
What commonalities do you see? Claim the same, targets the same, questions

32. SBAC Interim Assessment http://www. smarterbalanced
What commonalities do you see? Claim the same, targets the same, questions

40. Grade 6

43. So how do we know a student has “mastered” the grade level standard?
Vicki Gibson has organized the standards so that each grade level can easily identify mastery.

44. Key Ideas and Ideas
Grade K With prompting and support, ask and answer questions about key details in a text Grade 1 Ask and answer questions about key details in a text Grade 2 Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text

45. Key Ideas and Ideas
Grade K With prompting and support, ask and answer questions about key details in a text Grade 1 Ask and answer questions about key details in a text Grade 2 Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text

46. What does it look like at my grade level?

47. ELA Summary Tool #1: Interim Assessments
Tool #2: Riverside County Office of Education: claims, target, standards, DOK and item types
Tool #3: Align to your team’s curricular resources
Tool #4: Mastery Learning: Ex. CCSS long sheets (Gibson)
Tool #5: California Framework
Tool #6: Scoring Guides to examples of item types
Now that we understand the standards to be taught, we can look at resources.

48. Protocol: Give One Get One

49. Objectives
Math Fluency Strategies
Math Practice Skills

50. smarterbalance.org development and design

51. Math Interim Assessments
Grade 3
Numbers and Operations in Base 10
Operations and Algebraic Thinking
Fractions
Measurement and Data
Mathematics Performance Task
Grade 4
Numbers and Operations in Base Ten
Grade 5

52. Mathematical Claims: Concepts and Procedures Problem Solving
Communicating Reasoning
Modeling and Data Analysis

54. Key Shifts in the Standards http://www. corestandards
Focus
In grades K–2: Concepts, skills, and problem solving related to addition and subtraction
In grades 3–5: Concepts, skills, and problem solving related to multiplication and division of whole numbers and fractionsIn grades K–2: Concepts, skills, and problem solving related to addition and subtraction
In grades 3–5: Concepts, skills, and problem solving related to multiplication and division of whole numbers and fractions
Coherence
Rigor

55. Key Shifts in the Standards http://www. corestandards
Focus
Coherence
Learning is carefully connected across grades so that students can build new understanding onto foundations built in previous years. For example, in 4th grade, students must “apply and extend previous understandings of multiplication to multiply a fraction by a whole number” (Standard 4.NF.4). This extends to 5th grade, when students are expected to build on that skill to “apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction” (Standard 5.NF.4). Each standard is not a new event, but an extension of previous learning.
Rigor

56. Key Shifts in the Standards http://www. corestandards
Focus
Coherence
Rigor
Pursue conceptual understanding, procedural skills and fluency, and application with equal intensity
Conceptual understanding: The standards call for conceptual understanding of key concepts, such as place value and ratios.
Procedural skills and fluency: The standards call for speed and accuracy in calculation. Students must practice core functions, such as single-digit multiplication, in order to have access to more complex concepts and procedures.
Application: The standards call for students to use math in situations that require mathematical knowledge. Correctly applying mathematical knowledge depends on students having a solid conceptual understanding and procedural fluency.

57. Math Fluency by Grade Level

60. Building Math Fluency Bedtime Math http://bedtimemath.org
Khan Academy: Math Missions (Grades 2+)
Illustrative Mathematics Fluency Model

61. So many books, so little time…
Summary of educational books: