1. State Standards Professional Learning Secondary Mathematics Cycle 2 January 13- February 7

2. As you arrive …  Sign in at the back tables.  Sit as a Site.  Coaches and District Support Staff please join site teams where there is space available.  Pick up the handouts.  We will begin at 8:30 a.m. Welcome Teachers! 2

3. Celebrations FUSD Teachers! 3

4. Professional Learning Design for the 2014-2015 Year  Cycle 1: October/November 2014  Classroom Teachers Foundation Lead Teachers- December  Cycle 2: January/February 2015  Classroom Teachers Foundation Lead Teachers- February/March 4

5. Instructional Commitments  Engage students in complex talk, complex tasks and complex text to address reading, writing, listening and speaking standards.  Engage students in Common Core grade level standards.  Engage students in higher levels of thinking reaching levels 2, 3, and 4 using Webb’s Depth of Knowledge (DOK).  Engage students in assessments that are standards- based and SBAC aligned. 5

6. Outcomes for Cycle #2 By the end of the session, participants will…  Build common vocabulary on assessment and create an assessment for use in the next instructional unit in alignment with Smarter Balanced Assessment claims.  Review the additional standards adopted by the state of California and determine implications for instruction.  Identify technology embedded within the State Standards and design classroom opportunities to teach digital literacy 6

7. Layers of Support Students Read, write, and speak grounded in evidence Teachers Commit to planning and implementing new learning that supports reading, writing, and speaking grounded in evidence Coaches Support teachers to plan and implement new learning Leaders Support teachers to take risks with new learning 7

8. Our Norms for Learning and Working Together  Be Present  Arrive On Time  Active Listener  Active Participant—Smile! Enjoy our learning.  Minimize Distractions  Technology at Break  Focus on Topics  Be Aware of the Larger Group’s Needs  Noise Levels  Site Specific Issues We can add/revise to these as needed… 8

9. Today’s Agenda  Welcome/Introduction  Setting Context/Building Background  Assessment Literacy  SBAC Common Vocabulary  Evidence Based Design  Task Models  Digging into the Additional CA Standards  Educational Technology  Digital Literacy  Closure and iACHIEVE Survey  Resource Exploration  Scavenger Hunt 9

10. Setting the Context 10

12. 1. Applying knowledge of the purposes, characteristics, and uses of different types of assessments 2. Collecting and analyzing assessment data from a variety of sources to inform instruction 3. Reviewing data, both individually and with colleagues, to monitor student learning 4. Using assessment data to establish learning goals and to plan, differentiate, and modify instruction 5. Involving all students in self-assessment, goal setting, and monitoring progress 6. Using available technologies to assist in assessment, analysis, and communication of student learning 7. Using assessment information to share timely and comprehensible feedback with students and their families 12 CSTP 5: Assessing Students for Learning

13. FUSD Continuum of Standards 13 H/O

14. Activator: 14 H/O

15. Activator- Assessment Terms  Assessment literacy is a broader topic than what we are focusing on today. 1. Here is a glossary of terms– see how many terms you are familiar with! 2. Use the scale to rate your familiarity with this term. 3. Use the notes column to write down definitions or examples of the terms you know 4. Fill any blank spaces in the notes column as you hear the presentation. 15

16. Assessment Literacy 16

17. The Assessment Challenge How do we get from here......to here? All students leave high school college and career ready Common Core State Standards specify K-12 expectations for college and career readiness...and what can an assessment system do to help? 17

18. Two Dimensions of Assessment  Formative and Summative  Embedded and Transfer of Learning 18

19. Formative or Summative?  Formative  Intention – inform next steps for teaching / learning  During an instructional sequence (lesson, module, unit)  Feedback is descriptive  Not for grading/ accountability  Summative  Intention - determines status of learning  After instructional sequence  Evaluative feedback  Ok for grading / accountability 19

20. Embedded or Transfer of Learning?  Embedded Within the unit/lesson A part of the teaching/ learning  Transfer of learning Can students transfer what is learned through teaching to a new context, without teaching support? 20

21. 21 SUMMATIVE EMBEDDED FORMATIVE EMBEDDED SUMMATIVE TRANSFER OF LEARNING

22. Scope and Sequence Vocabulary  District Key Assignment- A task charging students to engage in content and skills distinguished by a Pre assessment, teacher analysis, a follow up prescribed lesson, and then Post assessment. an assignment is intentionally taught and focused on student achievement. (FUSD Common Assignment includes the above definition for K-12)  Previously known as the Common Assignment  AC analysis, calibrations, and collaboration for planning  Usually used for planning instructional sequence and given approximately 2/3 of the way through a unit. 22

23. Formative Assessment Lessons  Interactive Scope and Sequence  Identify the FAL for Semester 2 23

24. Mini- task FAL End of Unit Mini-task Lesson Lesson Lesson Lesson Lesson Lesson Common Assignment

25. Unit Design One Example Unit Focus Facts – Concepts - Skills Common Key Assignment FAL Mini-Tasks Lessons Activities Assessments Mini-Tasks Lessons Activities Assessments Assignment Mini-Tasks Lessons Activities Assessments Assignment 25

26. What Assessment Type AM I? Checking our Understanding  Determine if the following assessments are :  Formative or Summative  Embedded or a Transfer of Learning  Use the card sort activity to check your understanding  What Assessment Am I? 26

27. Shifts in Summative Assessment  Each state procured their own assessments  Measured proficiency against state, not agreed upon standards  Results often delivered months after the test  Most administered on paper  Common, comparable scores across states measuring college and career readiness  Providing achievement and growth information for educational decisions and professional development  Administered online, with timely results From: To: 27

28. A Balanced Assessment System- Smarter Balanced Common Core State Standards specify K-12 expectations for college and career readiness Common Core State Standards specify K-12 expectations for college and career readiness All students leave high school college and career ready Teachers and schools have information and tools they need to improve teaching and learning Interim assessments Flexible, open, used for actionable feedback Summative assessments Benchmarked to college and career readiness Teacher resources for formative assessment practices to improve instruction 28

29. SMARTER BALANCED Digital Library Resource For Formative Assessment 29

30. Taught Curriculum The Aligned Instructional System Written Curriculum Assessed Curriculum CCSS Content Standards ELA Anchor Standards Mathematical Practices Instructional Shifts Materials/resources Depth of Knowledge In Addition to classroom formative and summative assessments: SMARTER Balanced Assessment Blueprints 30

31. Evidence-Centered Design 31 Traditional Item Development versus Evidence-Centered Design Task Models Claims Assessment Targets Evidence

32. Now it’s your turn 32 Identify standard, create a multiple-choice question, an answer, and three distractors

33. SMARTER Balanced Test Blueprints Components include:  Claim  Content Category (Cluster)  Assessment Target  Item Type  DOK level 33 H/O

34. Understanding the SBAC Blueprints Overarching Claims 3-8 and High School Targets Standards Assessment Claims 34

35. Assessment Claims for Mathematics (not yet released) Total mathematics (Grades 3-8) “Students can demonstrate progress toward college and career readiness in mathematics.” Total mathematics (High School) “Students can demonstrate college and career readiness in mathematics.” 35

36. Claims for Mathematics 36 Claim #1 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 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.

37. SBAC Blueprint- Math 37

38. SBAC Blueprint- Math 38

39. Getting to Know Task Models (Formats)  Selected Response  Multiple Choice  Multiple Answer  Binary Options (T/F)  Constructed Response  Short Response  Extended Response  Performance Task 39

40. Information Processing/ Constructed Response Items Short Answer Increasing Rigor Information Processing/ Constructed Response Items Short Answer Increasing Rigor SBAC-Aligned Performance Task Cognitive Ramp Performance Task/Product Analytic Essay Prompt Quantitative Problem Scoring Rubric Performance Task/Product Analytic Essay Prompt Quantitative Problem Scoring Rubric Cognitive Demand Student Performance Level Item “Stimulus” Text Data Set Analytic Tools “Stimulus” Text Data Set Analytic Tools Low Mid High Annotated Student Work Exemplars Annotated Student Work Exemplars Teacher Directions 40

41. Creating a Common Assessment  Determine whether this assessment is to be embedded or transfer of knowledge  Determine whether this assessment is to be formative or summative  Identify the Standards to be addressed  Identify the range of complexity (DOK)  Determine which item type(s) support the standard(s) to be assessed 41

42. Accountable Community Teamwork Task: From the menu of assessment designs below, each AC creates an assessment for use in the next instructional unit  Formative-embedded  Formative- Transfer of Learning  Summative- Embedded  Summative- Transfer of Learning 42

43. Mini- task FAL End of Unit Mini-task Lesson Lesson Lesson Lesson Lesson Lesson

44. When Creating a Common Assessment: Create questions based on each of the criteria:  Selected Response  Multiple Choice  Multiple Answer  Binary Options (T/F)  Constructed Response  Short Response  Extended Response  Or a Performance Task 44

45. Gallery Walk 45 Walk around the room with your AC and take a look at the work of others Discuss what you observe, take pictures, get contact information.

46. Summarizer: Revisiting the Vocabulary 46 H/O

47. 60 Minutes LUNCH 47

48. Additional CA Standards 48

49. http://www.cde.ca.gov/be/st/ss/documents/ccss mathapr2014.doc

50. Additional CA Standards 50 How are you already addressing the additional standards? H/O

51. Educational Technology 51 Poll Everywhere Poll Everywhere video and model a survey edcite.comedcite.com create an assessment

52. Educational Technology 52  Technology, used effectively, can help all students meet and exceed the rigorous learning goals embedded in the Common Core State Standards  Focus on developing the necessary technology integration skills for mastery of content, development of College and Career Ready skills, and performing well on the Smarter Balanced Assessments  Will promote students who are engaged and empowered to be inquisitive, creative, and resourceful problem-solvers who discover, collaborate and interact in meaningful ways

53. Digital Literacy Instructional Technology  Prerequisite computer skills  Online Assessment Literacy  Common Core standards enhanced and supported by technology Educational Technology: Areas of Focus 53

54. Digital Literacy Instructional Technology  Students are explicitly taught the skill of how to input numbers and create a spreadsheet on the tablet  During a math lesson, students create a spreadsheet to demonstrate understanding of information from a data set pulled from math text Mathematics Example 54

55.  Prerequisite Computer skills  Scope & Sequence  Modules Digital Literacy 55

56. Digital Literacy- Quick Survey  How are you embedding digital literacy skills into your instruction?  Keyboarding Skills?  Linked to writing?  Using classroom tablets? 56

57. Challenges  As a table write down some of your continued challenges.  Listen to the sorting categories. 57

58. Technology Scope & Sequence 58 H/O

59. Embedded in State Standards 59 15 minute read and discussions regarding technology within secondary math standards.

60. Technology Scope & Sequence Resources 60 Coming Soon! H/O

61. Resource Exploration 61 1. Smarter Balanced Blueprints 2. SBAC Digital Library 3. Additional CA Standards 4. Educational Technology Scope & Sequence Use the scavenger hunt to find some of the essential components of the resources listed above. If you finish early, spend the time exploring your favorite resources and determining how to use it. H/O

62. iACHIEVE Survey 62

63. Closure  Report out any interesting resources or features of a resource that your grade level found. 63