1. SBAC Claims > Targets > CCSSm Standards Understanding the assessment scheme Module 3, 22 October 2015

2. Your LP starts like this:

3. Assessment & Curriculum Development “Backward Planning” 1.Develop learning targets; 2.Develop assessments; 3.Develop instructional activities; 4.Consider quality and equity issues. Wiggins, G., McTighe, J. (2005). Understanding by Design. Association for Supervision and Curriculum Development. Alexandria, Va.

4. 1.Develop learning targets; 2.Develop assessments;2.Develop assessments; 3.Develop instructional activities; 4.Consider quality and equity issues. a.Develop statements of evidence; b.Develop appropriate opportunities for students to provide evidence; c.Develop useful scoring guides ( => feedback); d.Help students use the feedback to facilitate further learning. Assessment & Curriculum Development “Backward Planning”

5. Claims > Targets > Standards http://k12.wa.us/Mathematics/Resources.aspxhttp://k12.wa.us/Mathematics/Resources.aspx scroll down to find “Smarter Balanced Claims.”

6. Claims > Targets > Standards http://www.rcoe.us/educational-services/files/2014/09/SBAC-Claims-Targets-Standard-Alignment-High-School-Math.pdf

7. Mathematical Practices vs SBAC Claims Mathematical Practice # 1 Make sense of problems and persevere in solving them. Mathematical Practice # 2 Reason abstractly and quantitatively. Mathematical Practice # 3 Construct viable arguments and critique the reasoning of others. Mathematical Practice # 4 Model with mathematics. Mathematical Practice # 5 Use appropriate tools strategically. Mathematical Practice # 6 Attend to precision. Mathematical Practice # 7 Look for and make use of structure. Mathematical Practice # 8 Look for and express regularity in repeated reasoning. Claim #1 – Concepts & Procedures Explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency. Claim #2 – Problem Solving 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 Clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. Claim #4 – Modeling and Data Analysis Analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.

8. http://www.k12.wa.us/Mathematics/pubdocs/WhatisaClaimVideo.mp4 Claim 1: Concepts & Procedures Claim 2: Problem Solving Claim 3: Communicating Reasoning Claim 4: Modeling and Data Analysis

9. Claim 1: Concepts & Procedures

11. Claim 2: Problem Solving 7.RP.A.2 Recognize and represent proportional relationships between quantities. 8.G.C.9 Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.

12. Claim 3: Communicating Reasoning Construct viable arguments … … and critique the reasoning of others

13. Claim 4: Modeling and Data Analysis Mathematical modeling is the bridge between school mathematics and the real world. While claim 2 items are well-posed, claim 4 items are often “messy.” http://www.k12.wa.us/Mathematics/Resources.aspx

14. Now that you know something about the claims and their relationship to the test, …  Which claim covers ground that is most familiar to teachers?  Which claim covers ground that is least familiar?  What do you need to do in order to help your teachers develop what they need to help their students meet claims 0 - 4?

15. Now that you know something about the claims and their relationship to the test, …  In the final hour of this module, work in interest groups to draft and then upload a document that you could take back to your district that would tell teachers what they need to know about SBAC claims and targets as they relate to the Common Core math standards. OR create a plan for steps you want to take with your teachers in order to guide them in their learning about Claims > Targets > Standards.