state standards professional learning secondary mathematics cycle 2 january 13- february 7

State Standards

Professional Learning

Secondary MathematicsCycle 2

January 13- February 7

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

CelebrationsFUSD Teachers!

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Professional Learning Design for the 2014-2015 Year

Cycle 1: October/November 2014Classroom Teachers

Foundation Lead Teachers- December

Cycle 2:January/February 2015Classroom Teachers

Foundation Lead Teachers- February/March

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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.

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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

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Layers of Support

Students Read, write, and speak grounded in evidence

TeachersCommit to planning and implementing new learning that supports reading, writing, and speaking grounded in evidence

CoachesSupport teachers to plan and implement new learning

Leaders Support teachers to take risks with new learning

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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…

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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

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Setting the Context10

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

12CSTP 5: Assessing Students for Learning

FUSD Continuum of Standards

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H/OH/O

Activator: 14

H/OH/O

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.

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Assessment Literacy16

The Assessment Challenge

How do we get from here... ...to here?

All studentsleave high school

college and career ready

All studentsleave high school

college and career ready

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

...and what can an assessment system do

to help?

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Two Dimensions of Assessment

Formative and Summative

Embedded and Transfer of Learning

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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

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Embedded or Transfer of Learning?

Embedded Within the

unit/lessonA part of the

teaching/ learning

Transfer of learning Can students

transfer what is learned through teaching to a new context, without teaching support?

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SUMMATIVEEMBEDDED

FORMATIVEEMBEDDED

SUMMATIVETRANSFER OF

LEARNING

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.

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Formative Assessment Lessons

Interactive Scope and Sequence Identify the FAL for Semester 2

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Mini-Mini-tasktask

FALFAL

End of UnitEnd of Unit

Mini-taskMini-taskLessonLesson

LessonLessonLessonLesson

LessonLessonLessonLesson

LessonLesson

Common Assignment

Unit DesignOne Example

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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?

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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:

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A Balanced Assessment System- Smarter

Balanced

Common Core State Standards specify

K-12 expectatio

ns for college and

career readiness

Common Core State Standards specify

K-12 expectatio

ns for college and

career readiness

All students

leave high

school college

and career ready

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

practicesto improve instruction

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SMARTER BALANCED Digital Library Resource

For Formative Assessment29

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

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Evidence-Centered Design

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Traditional Item Development

Traditional Item Development

versus Evidence-Centered Design

Evidence-Centered Design

Now it’s your turn32

Identify standard, create a multiple-choice question,

an answer, and three distractors

SMARTER Balanced Test Blueprints

Components include: Claim Content Category (Cluster) Assessment Target Item Type DOK level

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H/OH/O

Understanding the SBAC BlueprintsOverarching Claims 3-8 and High

School Overarching Claims 3-8 and High

School

TargetsTargets

StandardsStandards

Assessment Claims

Assessment Claims

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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.”

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Claims for Mathematics36

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.

SBAC Blueprint- Math37

SBAC Blueprint- Math38

Getting to Know Task Models (Formats)

Selected Response Multiple Choice Multiple Answer Binary Options (T/F)

Constructed Response Short Response Extended Response

Performance Task

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Information Processing/Constructed Response Items•Short Answer•Increasing Rigor

Information Processing/Constructed Response Items•Short Answer•Increasing Rigor

SBAC-AlignedPerformance Task

Cognitive Ramp

Cognitive Ramp

PerformanceTask/Product•Analytic Essay Prompt•Quantitative Problem

•Scoring Rubric

PerformanceTask/Product•Analytic Essay Prompt•Quantitative Problem

•Scoring Rubric

Cognitive Demand

Student Performance Level

ItemItem

ItemItem

ItemItem

“Stimulus”•Text

•Data Set•Analytic Tools

“Stimulus”•Text

•Data Set•Analytic Tools

Low

Mid

High

Annotated Student

Work Exemplars

Annotated Student

Work Exemplars

Teacher Direction

s

Teacher Direction

s

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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

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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

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Mini-Mini-tasktask

FALFAL

End of UnitEnd of Unit

Mini-taskMini-taskLessonLesson

LessonLessonLessonLesson

LessonLessonLessonLesson

LessonLesson

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

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Gallery Walk45

Walk around the room with your AC and take a look at the work of others

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.

Summarizer: Revisiting the Vocabulary

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H/OH/O

60 Minutes

LUNCH

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Additional CA Standards48

http://www.cde.ca.gov/be/st/ss/documents/ccssmathapr2014.doc

Additional CA Standards50

How are you already addressing the additional standards?

H/OH/O

Educational Technology51

Poll Everywhere video and model a surveyedcite.com create an assessment

Educational Technology52

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

Digital Literacy Instructional Technology

Prerequisite computer skills

Online Assessment Literacy

Common Core standards enhanced and supported by technology

Educational Technology: Areas of Focus

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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 Example54

Prerequisite Computer skills Scope & Sequence Modules

Digital Literacy55

Digital Literacy- Quick Survey

How are you embedding digital literacy skills into your instruction? Keyboarding Skills? Linked to writing? Using classroom tablets?

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Challenges

As a table write down some of your continued challenges.

Listen to the sorting categories.

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Technology Scope & Sequence

58

H/OH/O

Embedded in State Standards

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15 minute read and discussions regarding technology within secondary math standards.

Technology Scope & Sequence Resources

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Coming Soon!

H/OH/O

Resource Exploration 61

1. Smarter Balanced Blueprints2. SBAC Digital Library

3. Additional CA Standards4. 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/OH/O

iACHIEVE Survey62

Closure

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

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