2. Welcome Principals Please sit in groups of 3

3. 2 All students graduate college and career ready Standards set expectations on path to college and career readiness Standards set expectations on path to college and career readiness Teachers and schools have information and tools to improve teaching and learning Interim assessments Flexible, open, used for actionable feedback Summative assessments benchmarked to college and career readiness (Grades 3-8 and 11) Summative assessments benchmarked to college and career readiness (Grades 3-8 and 11) Digital Library: Formative assessment tools and practices for teachers to improve instruction Digital Library: Formative assessment tools and practices for teachers to improve instruction

4. Assessment Cycles by Purpose 3 Adapted from Herman and Heritage (2007) California Department of Education (2014) English Language Arts/English Language Development Framework for California Public Schools: Kindergarten Through Grade Twelve Large-scale Summative Formative Assessment Process Interim/Benchmark

5. http://bit.ly/ISM92815 Math Claims

6. Essential Questions What are Smarter Balanced Assessment Claims? How are claims and standards related? What are the implications for teaching and learning and for your work as an administrator?

7. Math Practice Standards Content Standards Common Core Mathematics Standards California Common Core State Standards Together, these standards address both “habits of mind” that students should develop to foster mathematical understanding and expertise, skills, and knowledge—what students need to know and be able to do.

8. The Language of the Content Standards Domains are larger groups of related standards. Standards define what students should understand and be able to do. Clusters are groups of related standards. High School Standards have Conceptual Categories instead of domains

9. K-12 Math Practice Standards OVERARCHING HABITS OF MIND REASONING & EXPLAINING MODELING & USING TOOLS SEEING STRUCTURE & GENERALIZING 1. Make sense of problems and persevere in solving them. 6. Attend to precision (of language and calculations) 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

10. True or False? The SBAC individual student report and the school report for the summative assessment, provide us with a breakdown of how students did on each standard?

11. Overall scoreClaims score

12. Discuss with a shoulder partner How/where are the math content and math practice standards reflected in the SBAC score report?

13. 2 very related systems each with their own language CCSS – Domains and Conceptual Categories, Clusters, Standards, Math Practices SBAC - Claims and Targets. How are they related?

14. What are Claims? Claims are 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. (SBAC) They answer the question - what are we assessing?

15. SBAC’s Overall Claims – the big goals of the assessment Grade 11: Students can demonstrate college and career readiness in math. Grades 3-8: Students can demonstrate progress toward college and career readiness in math.

16. Evidence used to determine college and career readiness/progress Claim #1 Concepts & Procedures: students can explain and apply math concepts, and interpret and carry out math procedures with precision and fluency Claim #2 Problem Solving: students can solve a range of well-posed problems in pure and applied math, making productive use of knowledge and problem solving strategies Claim #3 Communicating Reasoning: can students clearly and precisely construct viable arguments and critique the reasoning of others? Claim #4 Modeling and Data Analysis: can students analyze complex real-world scenarios and construct and use mathematical models to interpret and solve problems?

17. Targets Claims are broken down further into targets. Some Targets are generic and some targets are grade-level specific.

18. What’s the connection between Claims and Standards? #1 – Claim 1 pgs. 28-29, & 33 for MS 36 for HS Firoza will model #2 – Claim 2 pgs. 45-47 #3 – Claim 3 pgs. 51-55 #4 – Claim 4 pgs. Bottom of 58-63 For each claim, read the section titled Assessment Targets

19. As you read look for and record 1) Which set of standards is the CLAIM aligned with – content standards or the math practices 2) What are the targets? Provide an example. Which math practices are aligned. 3) What is the range of DOK for this claim 4) What types of tasks will students be asked to do

20. Claim 1 pg 28-29, 33 or 36 Which Standards: Content Standards Targets are: Cluster Headings Types of problems: Carry out procedures and show understanding of concepts. DOK: Mostly 1 and 2

21. Summary of Reading CLAIM STANDARDS ADDRESSED TARGETSDOK 1 – Concepts and Procedures Grade level content standards ClustersMostly 1 and 2 2 and 4 – Problem Solving and Modeling with Math Math Practices Acts of problem- solving and modeling Mostly 2- 4 3 - Communicating Reasoning Math Practices Acts of Reasoning Mostly 2- 4

22. How are the claims weighed? CLAIM STANDARDS ADDRESSED % WEIGHT on OVERALL SCORE 1 – Concepts and Procedures Grade level content standards 50% 2 and 4 – Problem Solving and Modeling with Math Math Practices25% 3 - Communicating Reasoning Math Practices25%

23. Quickwrite: What are the Implications for your work? Consider 2 areas: – Your work in leading the department/ILT? – Look fors as you do classroom observations?

24. Are you seeing balance 50/50 balance in your classrooms? As you walk classrooms over the next 2 weeks. Use Note Taking Guide to record the types of problems students are working on. Categorize them by claim.

25. Claim It! Sorting Activity  In groups of 2, match each Smarter Balanced assessment item to one of the claims.  If the item assesses claim 1, identify the cluster and determine if it’s a major or additional/supporting cluster  If the item assesses claim 2, 3, or 4, identify how the question connects to the math practice. Claim 4 Claim 3 Claim 2 Claim 1 ? ?

26. High School Answer Key Claim 1 Claim 2 Claim 3 – Mean Claim 4

27. Middle School Answer Key Claim 1 - – Dividing Fractions Claim 2 – Bee problem Claim 3

28. Essential Questions What are Smarter Balanced Assessment Claims? How are claims and standards related? What are the implications for teaching and learning and for your work as an administrator?