Welcome Principals

• Please sit in groups of 3

2

All students graduate college

and career ready

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)

Digital Library: Formative assessment

tools and practicesfor teachers to improve

instruction

THE SBAC SYSTEM

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

http://bit.ly/ISM92815Math ClaimsLOS ANGELES UNIFIED SCHOOL

DISTRICT

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?

Math PracticeStandards

ContentStandards

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.

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

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.

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?

Review of Information provided in the Summative SBAC Reports

Overall score

Claims score

Discuss with a shoulder partner

• How/where are the math content and math practice standards reflected in the SBAC score report?

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?

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?

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.

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 fluencyClaim #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?

Targets

• Claims are broken down further into targets.

• Some Targets are generic and some targets are grade-level specific.

What’s the connection between Claims and Standards?

#1 – Claim 1 pgs. 28-29, & 33 for MS36 for HSFiroza 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

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

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

Summary of Reading

CLAIM STANDARDS ADDRESSED TARGETS DOK

1 – Concepts and Procedures

Grade level

content standards

Clusters Mostly 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

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 Practices 25%

3 - Communicating Reasoning

Math Practices 25%

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?

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.

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

?

High School Answer Key

• Claim 1

• Claim 2

• Claim 3– Mean

• Claim 4

Middle School Answer Key

• Claim 1 -– Dividing Fractions

• Claim 2– Bee problem

• Claim 3

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?