smarter balanced 101. ccss/goals 2 1.all students college and career ready in literacy and...

Smarter Balanced 101

CCSS/Goals

2

1. All students college and career ready in literacy and mathematics no later than end of high school

2. Encourage a highly literate population of learners, able to think critically and responsibly.

3. Become responsible citizens of the world.

Defining the Common Core State Standards

3

State-led criteria for

literacy and mathematics

Internationally benchmarked

Grounded in research

College and career ready

K–12 Clear and specific

Rigorous

Measured using Next Generation

Assessments

Defining College and Career Ready

What will our students need to:

Know?Do ?

Reading Risk

Mapping State Proficiency Standards onto NAEP Scales, IES August 2011

CA

ProficiencyGrade 4 Reading 2009

ProficientRequired

NAEP Score

California 60% 202

Massachusetts 54% 234

Missouri 47% 229

New Hampshire 74% 211

Oregon 84% 177

Washington 73% 205

Vermont 70% 214

Reading Risk


CA

ProficiencyGrade 8 Reading 2009

ProficientRequired

NAEP Score

California 48% 259

Minnesota 67% 259

Missouri 50% 267

Vermont 69% 259

Oregon 69% 250

Washington 68% 253

Math Risk


CA

ProficiencyGrade 4 Mathematics 2009

ProficientRequired

NAEP Score

California 65% 220


Hawaii 50% 239

New Hampshire 73% 237

New Mexico 77% 224

Washington 52% 243

Missouri 45% 246

Math Risk


CA

ProficiencyGrade 8 Mathematics 2009

ProficientRequired

NAEP Score

California 41% 270


Missouri 47% 287

Hawaii 39% 286

Minnesota 58% 287

Oregon 71% 266

Washington 53% 270

Scholastic Inc. 14

California Reading & Math Rigor Risk

Group NAEP CA State VarianceGrade 4 Reading 25.0% 64.0% 39.0%Grade 8 Reading 24.0% 57.0% 33.0%

Grade 4 Math 34.0% 71.0% 37.0%Grade 8 Math 25.0% 47.0% 22.0%Grade 8 is Algebra

Defining College and Career Ready

Four Keys to College and Career Readiness

Source: https://www.epiconline.org/readiness/solution.dot

Achievement Level DescriptorsPolicy ALDs

• Broad statements that are used by high-level policy makers (e.g., state superintendent).• Set tone and rigor for the assessment and for the other ALDs.

Range ALDs• Describe expectations for student performance at each achievement level.• Specific to a grade and content area. • Used by item writers or test developers.

Threshold ALDs• Describe expectations for student performance at the entry point of an achievement level.• Specific to a grade and content area. • Used by standard setters.

Reporting ALDs• Describes students’ performance at the entry point of an achievement level.• Specific to a grade and content area. • Used by stakeholders.• Not part of this contract.

Smarter Balanced Achievement Levels:Alignment with PARCC & NAEP

Smarter PARCC NAEPLowest Level

Highest Level

1 1 Below Basic2 2 & 3 Basic3 4 Proficient4 5 Advanced

Smarter Balanced — Level 3 is College Content-Ready PARCC—Level 4 is College Ready

College Content Readiness

• Smarter Balanced recognizes that college readiness encompasses a wide array of knowledge, skills, and dispositions only some of which will be measured by Smarter Balanced assessments. As a result, Smarter Balanced narrowed the focus of the “college readiness” definition to “content readiness” in the core areas of ELA/literacy and Mathematics.

ELA Content Readiness Definition

Students who perform at the College Content- Ready level in English Language Arts and Literacy demonstrate reading writing, listening and research skills necessary for introductory courses in a variety of disciplines. They also demonstrate subject area knowledge and skills associated with readiness for entry-level, transferrable, credit-bearing English and composition courses.

Math Content Readiness Definition

Students who perform at the College Content- Ready level in Mathematics and Literacy demonstrate foundational mathematics and quantitative reasoning necessary for introductory courses in a variety of disciplines. They also demonstrate subject area knowledge and skills associated with readiness for entry-level, transferrable, credit-bearing mathematics and statistic courses.

Policy Framework for Grade 11 Achievement Levels

Achievement Level Descriptors

Can be found at: http://www.smarterbalanced.org/achievement-level-descriptors-and-college-readiness/

http://www.smarterbalanced.org/achievement-level-descriptors-and-college-readiness/

http://www.smarterbalanced.org/achievement-level-descriptors-and-college-readiness/

Backward Design

• “To begin with the end in mind means to start with a clear under-standing of your destination. It means you know where you’re going…so the steps you take are always in the right direction.”

Shifts in ELA/Literacy Instruction

1. Building knowledge through content-rich nonfiction

2. Reading, writing, and speaking grounded in evidence from text, both literary and informational

3. Regular practice with complex text and its academic language

Progression Charts

Standard Progression (K-2)

RI.K.7: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

RI.1.7: Use the illustrations and details in a text to descibe its key ideas.

-Minus: with prompting and support

RI.2.7: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Standard Progression (3-5)RI.3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

RI.4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

Standard Progression (6-8)RI.6.7: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

RI.7.7: Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

RI.8.7: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

Standard Progression (9-12)RI.9-10.7: Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.

RI.11-12.7: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Deconstructing the Standards“By studying the wording of the standard to determine precisely what students need to know and to be able to do, educators become acutely aware of what it is they are to teach and later assess.”

--Larry Ainsworth

Literacy Example

• RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

Deconstruction Questions• What is the standard asking

students to do?• What is the standard asking

students to know?• If applicable, how is the student

asked to demonstrate?

1. Awareness2. Comprehension3. Application4. Analysis5. Synthesis6. Evaluation

Knowledge Taxonomy

1. Knowledge in one discipline2. Application within discipline3. Application across disciplines4. Application to real-world

predictable situations5. Application to real-world

unpredictable situations

Application Model

Awareness 1

Comprehension 2

Application 3

1

Knowledge in one

discipline

2

Apply knowledge

in one discipline

A

Acquisition

Students gather and store bits of knowledge/information and are expected to remember or understand this acquired knowledge.

Low-level Knowledge

41

A Quadrant

• name• label• define• select• identify• list• memorize• recite• locate• record

• definition• worksheet• list• quiz• test• workbook• true-false• reproduction• recitation

Verbs Products

42

Awareness 1

Comprehension 2

Application 3

B

Application

3

Apply knowledge

across disciplines

4

Apply to real-world

predictable situation

5

Apply to real-world

unpredictable situation

Students use acquired knowledge to solve problems, design solutions, and complete work.

Low-level Application

43

B Quadrant

• apply• sequence• demonstrate• interview• construct• solve• calculate• dramatize• interpret• illustrate

• scrapbook• summary• interpretation• collection• annotation• explanation• solution• demonstration• outline

Verbs Products

44

Application 3

Analysis 4

Synthesis 5

Evaluation 6

1

Knowledge in one

discipline

2

Apply knowledge

in one discipline

C

Assimilation

Students extend and refine their knowledge so that they can use it automatically and routinely to analyze and solve problems and create solutions.

High-level Knowledge

45

C Quadrant

• sequence• annotate• examine• report• criticize• paraphrase• calculate• expand• summarize• classify• diagram

Verbs Productsessayabstractblueprintinventoryreportplanchartquestionnaireclassificationdiagramdiscussioncollectionannotation

46

3

Apply knowledge

across disciplines

4

Apply to real-world

predictable situation

5

Apply to real-world

unpredictable situation

Application 3

Analysis 4

Synthesis 5

Evaluation 6

D

Adaptation

Students think in complex ways and apply acquired knowledge and skills, even when confronted with perplexing unknowns, to find creative solutions and take action that further develops their skills and knowledge.

High-level Application

47

D Quadrant

• evaluate• validate• justify• rate• referee• infer• rank• dramatize• argue• conclude

• evaluation• newspaper• estimation• trial• editorial• radio program• play• collage• machine• adaptation• poem• debate• new game• invention

Verbs Products

48

The “two-second rule” is used by a driver who wants to maintain a safe following distance at any speed. A driver must count two seconds from when the car in front of him or her passes a fixed point, such as a tree, until the driver passes the same fixed point. Drivers use this rule to determine the minimum distance to follow a car traveling at the same speed. A diagram representing this distance is shown.

As the speed of the cars increases, the minimum following distance also increases. Explain how the “two-second rule” leads to a greater minimum following distance as the speed of the cars increases. As part of your explanation, include the minimum following distances, in feet, for cars traveling at 30 miles per hour and 60 miles per hour.

2 Second Rule

Cognitive Rigor and Depth of Knowledge

• The level of complexity of the cognitive demand. – Level 1: Quad A Recall and Reproduction

• Requires eliciting information such as a fact, definition, term, or a simple procedure, as well as performing a simple algorithm or applying a formula.

– Level 2: Quad B Basic Skills and Concepts• Requires the engagement of some mental processing beyond

a recall of information.

– Level 3: Quad C Strategic Thinking and Reasoning• Requires reasoning, planning, using evidence, and explanations

of thinking.

– Level 4: Quad D Extended Thinking• Requires complex reasoning, planning, developing, and

thinking most likely over an extended period of time.

Depth of Knowledge

51

DOK Level Title of Level Possible Products

1 Recall and Reproduction

Quiz TestLabel ListOutline Highlighting

2 Skills and Concepts IllustrationPresentation InterviewPerformance Journal

3 Short-term Strategic Thinking

Graph ReportChecklist ChartSurvey Database

4 Extended Thinking

Film Story Project PlanNew Game SongNewspaperMedia Product

Hess Cognitive Rigor Matrix

52

Webb’s DOK

Bloom’s Taxonomy

DOK LEVEL 1Recall & Reproduction

DOK LEVEL 2Basic Skills & Concepts

DOK LEVEL 3Strategic Thinking & Reasoning

DOK Level 4Extended Thinking

Remember -recall, locate basic facts, definitions, details, events

Understand -Select appropriate words for use when intended meaning is clearly evident.

-Specify, explain relationships-Summarize-Identify central ideas

-Explain, generalize, or connect ideas using supporting evidence

-Explain how concepts or ideas specifically relate to other content domains or content

Apply -Use language structure or word relationships to determine meaning

-Use context to identify word meanings-Obtain/interpret information using text features

-Use concepts to solve non-routine problems

-Devise an approach among many alternatives to research a novel problem

Analyze -Identify the kind of information contained in a graphic, table, visual, etc.

-Compare literary elements, facts, terms, events-Analyze organization & text structures

-Analyze or interpret author’s craft to critique a text

-Analyze multiple sources or texts-Analyze complex/abstract themes

Evaluate -Cite evidence and develop a logical argument for conjectures based on one text or problem

-Evaluate relevancy, accuracy & completeness of information across texts/sources

Create -Brainstorm ideas, concepts, etc. related to a topic or concept

-Generate hypotheses based on observations or prior knowledge

-Develop a complex model for a situation-Develop an alternative solution

-Synthesize information across multiple sources or texts; articulate new voice or perspective

Handout p. 22

Rigor/Relevance or DOK Level?Grade 8

The total cost for an order of shirts from a company consists of the cost for each shirt plus a one-time design fee. The cost for each shirt is the same no matter how many shirts are ordered.

The company provides the following examples to customers to help them estimate the total cost for an order of shirts.

• 50 shirts cost $349.50

• 500 shirts cost $2370 Part A: Using the examples provided, what is the cost for each shirt, not including the one-time design fee? Explain how you found your answer. Part B: What is the cost of the one-time design fee? Explain how you found your answer.


Select all of the expressions that have a value between 0 and 1.

87 ∙ 8–12

74

7–3

1

3

2

∙1

3

9

(–5)6

(–5)10


A cylindrical tank has a height of 10 feet and a radius of 4 feet. Jane fills this tank with water at a rate of 8 cubic feet per minute. How many minutes will it take Jane to completely fill the tank without overflowing at this rate? Round your answer to the nearest minute.


During the task, the student assumes the role of an architect who is responsible for designing the best plan for a park with area and financial restraints. The student completes tasks in which he/she compares the costs of different bids, determines what facilities should be given priority in the park, and then develops a scale drawing of the best design for the park and an explanation of the choices made. This investigation is done in class using a calculator, an applet to construct the scale drawing, and a spreadsheet.

Assessment Is a Process, Not an Event

Two Views of Assessment

Then Now1. Gatekeeping 1. Nurturing

2. Judging 2. Guiding

3. Right answers 3. Self-reflection

4. Control 4. Information

5. Comparison to others

5. Comparison to task

6. Use with single activities

6. Use over multiple activities

• 26 member states and territories representing 39% of K-12 students

• 23 Governing States, 2 Advisory States, 1 Affiliate Member

A National Consortium of States

Seven Key Principles

1. An integrated system2. Evidence-based approach3. Teacher involvement4. State-led with transparent governance5. Focus: improving teaching and learning6. Actionable information – multiple measures7. Established professional standards

Review of Test TermsFormative: a quick check during an instructional cycle to see whether students understand concepts in order to inform instruction

Summative: a test to determine what a student knows at a particular point in time

Through-Course: assessment embedded in a unit of study

Interim/Benchmark: formal formative assessment given at specific times throughout the year

Performance-Based: assessment through open-ended tasks that involve application and synthesis of skills and concepts

A Balanced Assessment System

Common Core State Standards specify

K-12 expectatio

ns 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

practicesto improve instruction

Assessment System ComponentsSummative Assessment (Computer Adaptive)

• Assesses the full range of Common Core in English language arts and mathematics for students in grades 3–8 and 11 (interim assessments can be used in grades 9 and 10)

• Measures current student achievement and growth across time, showing progress toward college and career readiness

• Can be given once or twice a year (mandatory testing window within the last 12 weeks of the instructional year)

• Includes a variety of question types: selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks

Assessment System Components

• Extended projects demonstrate real-world writing and analytical skills

• May include online research, group projects, presentations

• Require 1-2 class periods to complete

• Included in both interim and summative assessments

• Applicable in all grades being assessed

• Evaluated by teachers using consistent scoring rubrics

The use of performance

measures has been found

to increase the intellectual

challenge in classrooms

and to support higher-quality

teaching.

- Linda Darling-Hammond and Frank Adamson, Stanford University

“

”

Performance Tasks

Assessment System ComponentsInterim Assessment (Computer Adaptive)

• Optional comprehensive and content-cluster assessment to help identify specific needs of each student

• Can be administered throughout the year• Provides clear examples of expected performance on Common Core

standards• Includes a variety of question types: selected response, short

constructed response, extended constructed response, technology enhanced, and performance tasks

• Aligned to and reported on the same scale as the summative assessments

• Fully accessible for instruction and professional development

Few initiatives are

backed by evidence

that they raise

achievement.

Formative

assessment is one

of the few

approaches

proven to make a

difference.- Stephanie Hirsh,

Learning Forward

Assessment System ComponentsFormative Assessment

Practices

• Research-based, on-demand tools and resources for teachers

• Aligned to Common Core, focused on increasing student learning and enabling differentiation of instruction

• Professional development materials include model units of instruction and publicly released assessment items, formative strategies

“

”

Smarter BalancedEvidence-Centered Design

• Identify Claims – Students will be college and career ready

• Determine Targets

• Collect evidence through student assessment which support the claim(s)

69

70

Claim

Target

EvidenceAssessment Results


Target



Target



Evidence-Centered Design

Claims and Targets

71

• Broad statements of the assessment system’s learning outcomes, each of which requires evidence.

• For each Claim, a set of “Assessment Targets” are provided.

Claims

• Ways in which students may be expected to learn and demonstrate their knowledge

• A target represents the prioritized content for summative assessment

Targets

72

Claim #1 ReadingClaim #2 WritingClaim #3 Speaking/ListeningClaim #4 Research

Language embedded in all four major claims.

73

Overall Claim

(3-8 or 9-12)

Informational Texts

Literacy Texts

Relationship Between Claims and Targets

Claim # 2(WRITING)

Claim # 1(Reading)

Target 2

Target 3

Target 4 -7

Target 1

Target 8

Target 9

Target 10-14

Relationship Between Claims, Targets, and Standards

74

Overall Claim

(3-8 or 9-12)

Informational Texts

Literary Texts

Claim # 2(WRITING)

Claim # 1(READING

)

Target 2

Target 3

Target 4

Target 1

Target 8

Target 9

Target 10-14

CCSS RL-1

CCSS RL-3

CCSS RL-4

CCSS RL-2

CCSS L-4CCSS L-5c

CCSS RL-2

CCSS RL-3CCSS RL-6

Claim 1

• Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.

1. Targets 1–7 correspond with literary texts

2. Targets 8–14 correspond with informational texts

3. The assessment targets incorporate the content clusters from the Common Core State Standards

CCSS ELA/Literacy

• Building knowledge through content-rich nonfiction

• Complex Text• Textual evidence

Assessment targets for Literacy

1. Key Details - DOK 1,22. Central Ideas – DOK 23. Word Meaning – DOK 1,24. Reasoning and Evaluation – DOK 3,45. Analysis within or across texts – DOK 3,46. Text stimulus and features – DOK 3,47. Language Use – DOK 2,3

Assessment Targets for Informational Text8. Key details – DOK 1,29. Central Ideas – DOK 210. Word Meaning – DOK 1,211. Reasoning and Evaluation – DOK 3,412. Analysis within or across texts – DOK 2.3 Elem; 3,4

MS and HS13. Text Structures and Features – DOK 2 Elem, 3,4 MS

and HS14. Language Use – DOK 2,3 Elem; 3 MS and HS

Grade 4 Claim 1 Reading

Students read Grandma Ruth

What does Naomi learn about Grandma Ruth? Use details from the text to support your answer.

Type your answer in the space provided

Grade 4 Claim 1

• Read the sentences from the passage. Then answer the question.

• “My grandma pulled the ball out, unwrapped it, and held it out for us to see. The ball was scarred almost beyond recognition. It had dog bite marks, dirt scuffs, and fraying seams. Right in the middle was a big signature in black ink that I had somehow overlooked. It was smudged now and faded, but it still clearly said ‘Babe Ruth.’ I began to shake inside.”

• Click on two phrases from the paragraph that help you understand the meaning of scarred.

Read this part of the text again. “It turns out my mother loved the name Ruth. That’s how I got my name and how my father got these: he let Ty Cobb name me after Babe Ruth.” I tried to swallow but couldn’t. I hoped that she wasn’t going to say what I thought she was going to say. Then she said it. “In this shoebox are the ten baseballs Ty Cobb gave my father. They are signed by some of the most famous ballplayers in history, including one that has one single signature on it: Babe Ruth’s.” My grandma pulled the ball out, unwrapped it, and held it out for us to see. The ball was scarred almost beyond recognition. It had dog bite marks, dirt scuffs, and fraying seams. Right in the middle was a big signature in black ink that I had somehow overlooked. It was smudged now and faded, but it still clearly said “Babe Ruth.” I began to shake inside. But my grandma just looked at the ball and smiled sweetly. She said softly, “Even though it doesn’t look like much, this ball has brought our family a lot of joy in its time. I remember when I was your age, Naomi, I almost rubbed the signature right off from tossing it up and down all the time. You see, I’ve always felt that a baseball should be used for a lot more than looking. My dad, your great-grandfather, used to say the same thing.” Select three sentences that show that Naomi is worried she has done something wrong.

Claim 2

• Students can produce effective and well grounded writing for a range of purpose and audiences.– Targets 1, 3, & 6: Revise/Write Brief Texts (Narrative, Explanatory,

Persuasive)

– Targets 2, 4, & 7: Compose Full Texts including essays and narratives

– Target 5: Use of text features, e.g., headings, subheadings, etc.

– Target 8: Language & Vocabulary Use

– Target 9: Edit/Clarify

– Target 10:Technology

The following is a rough draft of a paragraph that a student is writing for the school newspaper about why there should be a longer school day. The draft needs more details to support the student’s reasons for having a longer school day. Why There Should Be a Longer School Day Schools should have a longer school day for students. First, students could learn more about different subjects if the school day were longer. Also, students could get extra help from teachers. More hours in class each day would also mean more vacations scattered throughout the year!

Now look at the following daily schedule for a school that has switched to a longer school day. 8:00 Morning Announcements8:20 Reading Language Arts9:30 Foreign Language10:30 Morning Recess10:45 Mathematics11:45 Lunch12:45 History1:45 Art or Music2:15 Afternoon Recess2:45 Science3:30 Homework Preparation3:45 After-School Tutoring or Sports Revise the paragraph by adding details from the daily schedule that help support the reasons for having a longer school day.

Claim 3

• Students can employ effective speaking and listening skills for a range of purposes and audiences.

1. Language & Vocabulary Use

2. Clarify Message

3. Plan/Speak/Present

4. Listen/Interpret

Claim 4

• Students can engage in research / inquiry to investigate topics, and to analyze, integrate, and present information.

1. Plan/Research

2. Interpret & Integrate Information (Elem)

Analyze/integrate (6-11)

3. Analyze Information/Sources

4. Use Evidence

5. Language & Vocabulary Use

6. Edit/Clarify

7. Technology

Mathematical Shifts

• Focus strongly where the standards focus • Coherence: Think across grades and link to

major topics within grades

• Rigor: Require conceptual understanding, fluency, and application

Zimba, Jason. Key Instruction Shifts of the Common Core State Standards for Mathematics. www.achievethecore.org

Mathematics Assessment Claims

• Claim 1: Concepts and 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

90

Overall Claim

(3-8 or 9-12)

Relationship Between Claims and Targets K-5

Claim # 1(Concepts and Procedures)

Number and Operations – Base

Ten

Number and Operations -

Fractions

Operations and Algebraic Thinking

Measurement and Data

Geometry

91

Overall Claim(3-8 or 9-12)

How does this help me map?

Claim # 1(Concepts

and Procedure

s)


Ten


Fractions



Geometry

Target A (m)

Target B (m)

Target C (m)

Target D (m)

Target E (a/s)

Target F (m)

Target G (m)

Target H (a/s)

Target (m)

Target J (a/s)

Target K (a/s

Grade Three Claims and Targets

92

Overall Claim(3-8 or 9-12)

How does this help me map?

Claim # 1

(Concepts and

Procedures)


Ten


Fractions



Geometry

Target A (m)

Target B (m)

Target C (m)

Target D (m)

Target E (a/s)

Target F (m)

Target G (m)

Target H (a/s)

Target (m)

Target J (a/s)

Target K (a/s)

Grade Three Claims and Targets

3.OA.1

3 OS.2

3 OA. 3

3.OA.4

3..OA. 5

3.OA.6

3.OA.7

3.OA.8

3.OA.9

Claim 1Concepts and Procedures

Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.

Grade LevelNumber of

Assessment Targets3 11

4 12

5 11

6 10

7 9

8 10

11 16

Grade 3

How has Smarter Balanced used the research and the information in the Publisher’s Criteria?

• Claim 1 (Concepts and Procedures) has 16 targets in high school, which correspond to 16 CCSS-M clusters with relatively high importance for College & Career.

• High school standards that do not appear as a separate target in Claim 1 or on the lists for Claims 2, 3, & 4 (in the following slides) will not be measured on the grade 11 summative assessment.

Source: High School Publishers’ Criteria for Common Core State Standards for Mathematics

Why the Grade 11 test will draw from earlier grades

CSSM, p. 84: “...some of the highest priority content for college and career readiness comes from Grades 6-8. This body of material includes powerfully useful proficiencies such as applying ratio reasoning in real-world and mathematical problems, computing fluently with positive and negative fractions and decimals, and solving real-world and mathematical problems involving angle measure, area, surface area, and volume.”

Assessment TargetsClaim 2 – Problem Solving

A. Apply mathematics to solve well-posed problems arising in everyday life, society, and the workplace

B. Select and use tools strategically

C. Interpret results in the context of the situation

D. Identify important quantities in a practical situation and map their relationships.

Claim 2: Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.

Alignment of the Smarter Balanced Summative Content Specifications

• “Tasks generating evidence for Claim #2 in a given grade will draw upon knowledge and skills articulated in the progression of standards up through that grade, though more complex problem-solving tasks may draw upon knowledge and skills from lower grade levels.”

Claim #2: Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge

and problem solving strategies.

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 HS

3.OA.A3.OA.D3.NBT.A3.NF.A3.MD.A3.MD.B3.MD.C3.MD.D

4.OA.A4.NBT.B4.NF.A4.NF.B4.NF.C4.MD.A4.MD.C

5.NBT.B5.NF.A5.NF.B5.MD.A5.MD.C5.G.A

6.RP.A6.NS.A6.NS.C6.EE.A6.EE.B6.EE.C6.G.A

7.RP.A7.NS.A7.EE.A7.EE.B7.G.A7.G.B

8.EE.B8.EE.C8.F.A8.F.B8.G.A8.G.B8.G.C

N-Q-.AA-SSE.AA-SSE.BA-CED.AA-REI.2A-REI.BA-REI.DF-IF.AF-IF.BF.IF.CF.BF.AA-REI.CG-SRT.CS-ID.C

Claim Two Example

• 3.OA.A Represent and solve problems involving multiplication and division.

• 3.OA.D Solve problems involving the four operations, and identify and explain patterns in arithmetic

Answer: ¾ of a sandwich isLeft for Oscar

Assessment TargetsClaim 3 – Communicating Reason

A. Test propositions or conjectures with specific examples.

B. Construct, autonomously, chains of reasoning that justify or refute propositions or conjectures.

C. State logical assumptions being used.

D. Use the technique of breaking an argument into cases.

E. Distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in the argument—explain what it is.

F. Base arguments on concrete referents such as objects, drawings, diagrams, and actions.

G. Determine conditions under which an argument does and does not apply.

Claim 3: Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.

Claim #3: Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others


3.OA.B3.NF.A3.NF.13.NF.23.NF.33.MD.A3.MD.7

4.OA.34.NBT.A4.NBT.54.NBT.64.NF.A4.NF.14.NF.24.NF.3a4.NF.3b4.NF.3c4.NF4a4.NF.4b4.NF.C4.NF.7

5.NBT.25.NBT.65.NBT.75.NF.15.NF.25.NF.B5.NF.35.NF.45.NF7a5.NF.7b5.MD.C5.MD.5a5.MD.5b5.G.B*5.G.4*

6.RP.A6.RP.36.NS.A6.NS.16.NS.C6.NS.56.NS.66.NS.76.EE.A6.EE.36.EE.46.EE.B6.EE.66.EE.9

7.RP.27.NS.A7.NS.17.NS.27.EE.17.EE.2

8.EE.18.EE.58.EE.68.EE.7a8.EE.7b8.EE.8a8.F.18.F.28.F.38.G.18.G.28.G48.G.58.G.68.G.8

N.RN.A N.RN.BN.RCN.3A-SSE.2A-APR.1A-REI.AA-REI.1A-REI.SA-REI.10A-REI.11F-IF.1F-IF.5F-IF.9G-CO.CG-CO.9G-CO.10G-CO.11A-APR.BA-APR.4A-APR.6A-REI.CF-BF.3F-BF.4aG-CO.AG-CO.BG.SRT.AG.SRT.B

Claim 3 Example

• CCSS.Math.Content.5.NBT.B.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used

http://www.corestandards.org/Math/Content/5/NBT/B/7










Claim 3: Communicating Reasoning Constructed Response (Grades 3 – 5)

A tent is 8 feet by 10 feet. A sleeping bag is 3 feet by 6 feet. A camper says that 4 sleeping bags will fit in the tent because 18 + 18 + 18 + 18 = 72. The tent is 80 square feet, so there is enough space.

a. Is the camper correct? ______________b. Explain.

Claim 3: Communicating ReasoningConstructed Response (Grades 3 – 5)

Multi-Claim EvidenceConstructed Response (Grades 7 – 8)

In a sale, all prices are reduced by 25%.

1. Julie sees a jacket that cost $32 before the sale. How much does it cost in the sale? Show your calculations.

In the second week of the sale, the prices are reduced by 25% of the previous week’s price. In the third week of the sale, the prices are again reduced by 25% of the previous week’s price. In the fourth week of the sale, the prices are again reduced by 25% of the previous week’s price.

2. Julie thinks this will mean that the prices will be reduced to $0 after the four reductions because 4 x 25% = 100%. Explain why Julie is wrong.

3. If Julie is able to buy her jacket after the four reductions, how much will she have to pay? Show your calculations.

4. Julie buys her jacket after the four reductions.What percentage of the original price does she save? Show your calculations.

Assessment TargetsClaim 4 – Modeling and Data Analysis

A. Apply mathematics to solve problems arising in everyday life, society, and the workplace.

B. Construct, autonomously, chains of reasoning to justify mathematical models used, interpretations made, and solutions proposed for a complex problem.

C. State logical assumptions being used.D. Interpret results in the context of a situation.E. Analyze the adequacy of and make improvement to an existing model

or develop a mathematical model of a real phenomenon.F. Identify important quantities in a practical situation and map their

relationships.G. Identify, analyze, and synthesize relevant external resources to pose

or solve problems.

Claim 4: Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.

Claim #4:Students can analyze complex, real-world scenarios and can construct and use

mathematical models to interpret and solve problems.


3.OA.A3.OA.D3.MD.A3.MD.C3.MD.D

4.OA.A4.NF.B4.MD.A4.MD.B4.MD.C

5.NBT.B5.NF.A5.NF.B5.MD.A5.MD.B5.MD.C5.G.A

6.RP.A6.NS.A6.NS.C6.EE.B6.EE.C6.G.A6.SP.A6.SP.B

7.RP.A7.NS.A7.EE.B7.G.A7.G.B7.SP.A7.SP.B7.SP.C

8.EE.38.EE.48.EE.B8.EE.C8.F.B8.G.B8.G.C8.SP.A

N-Q.AA-SSE.BA-CED.AA-REI.AA-REI.BF-IF.BF-IF.CF-BF.AS-ID.AS-ID.BS-IC.1S-IC.BA-REI.CF-LE.AF-LE.BF-TF.5G-GMD.3G-MG

Performance Tasks forEnglish Language Arts and

Mathematics

Performance Tasks

• Measure complex assessment targets• Demonstrate ability to think and reason• Higher-order skills• Produce fully developed writing or speeches• Provide evidence of college and career readiness

Performance Tasks Benefits

• Multiple approaches• Use real world contexts• Common language around learning

General Guidelines forDeveloping Performance Tasks

• Integrate knowledge and skills • Measure understanding, research skills, analysis,

and the ability to provide relevant evidence• Require student to plan, write, revise, and edit • Reflect a real-world task • Demonstrate knowledge and skills • Allow for multiple points of view • Feasible for classroom environment

Combinations of Claims and Targets Measured

• Writing-narrative, research, possibly reading• Writing-informational/explanatory, research, possibly

reading• Writing-argumentative, research, possibly reading• Writing-opinions, research, possibly reading• Speaking, research, reading, listening

General Specifications forPerformance Tasks

• Allowable teacher and peer interactions and group work

• Organization of complex task directions• Vocabulary• Simulated Internet access• Rubrics

Design of Performance Tasks

• Stimulate cognition• Process information• Produce extended response

Design of Performance Tasks

Components of a Performance TaskStimulus

Readings Video clips Audio clips Graphs, charts,

other visuals Research topic/issue/

problem etc.

Information Processing Research questions Comprehension

questions Simulated Internet

search etc.

Product/Performance Essay, report, story,

script Speech with/without

graphics, other media Responses to

embedded constructed response questions.

etc.

Use 1-2 Stimuli for Grade 3. Use up to 5 stimuli for high school. Emphasis on stimuli related to science, history, and social studies.

Test Administration

• Maximum Time Requirements for Performance Tasks

– Grade 3–8: • 125 minutes totalClassroom activity 20 min.Part 1: 35 min.Part 2: 70 min.

– High School: • 140 minutes totalClassroom activity 20 min.Part 1: 35-45 min.Part 2: 75-85 min.

Parts of Performance Task

• Part 1: Student reads research sources and responds to prompts (Claim 1 or 4)

• Part 2: Student plans, writes, and revises his or her full essay (Claim 2) or plans and delivers a speech (Claim 3)

Grade 4 Animal Defenses

1. Task Overview2. Classroom Activity3. Student Task: Part 1 & 24. Task Specifications and Scoring Rubrics

Grade 4 Animal Defenses Performance Task

• Task Overview (20 minutes)• Classroom Activity

– Preparation for Constructed Response Questions– 1. Be introduced to the concept of animal

defenses– Be engaged in a compare and contrast group

activity.– Be reminded of the qualities of an explanatory

article or essay.


• Purpose– Increase students basic understanding of the topic– Increases students ability to answer constructed

response and performance task questions– Preparation for the kind of thinking and writing

they will demonstrate


• Teacher introduces topic with video stimulus ”Animal Defenses”

• Teacher leads whole class discussion (questions provided)

• Students take notes based on their ideas and those expressed by classmates

• Students may refer to notes when they plan, drat and revise a multi-paragraph essay in Part 2


• Question 1 : In the video “Animal Defenses,” what were the animals defending themselves against?

• Question 2: How do these defenses help the animals protect themselves against enemies?


• Teacher explains an explanatory essay:– Explains information clearly– Is well organized and stays on the topic– Provides evidence from the sources to support

your main ideas– Uses clear language that suits your purpose– Follows rules of writing (spelling, capitalization,

punctuation, and grammar)


• Part 1 (35 minutes)• Students read an article and watch a video

about what animals do to defend themselves from danger.

• In Part 2 you will write an article that explains how some animals defend themselves.

Animal Defenses graphic organizer Animal Type of Defense


• Constructed Response Questions1. What does the article “Animal Roll-Ups” tell you about why some

animals curl up? Use detail from the article to support your answer.

2. Think about the armadillo and the hedgehog described in the article “Animal Roll-Ups”. In what way are their defenses similar or different? Explain your answer using details from the article.

3. In the video “Animal Defenses” the puffer fish and the crab were both successful in protecting themselves from the same enemy – the sea otter. Do the puffer fish and the crab have the same type of defense? Explain your answer and include details from the video in your response.


• Part 2 ( 70 minutes)• Assignment

– Your class is preparing a museum display that will include photos of a variety of animals and interesting facts about them. You have been asked to write an article for the museum display explaining about animal defenses.

– Choose one animal from the article and one from the video, explain how each animal protects itself from its enemies, and explain how the two animals’ defenses are similar to or different from one another. Include details from your sources.


• Now begin work– Plan your article– Write your article– Revise and edit for a final draft– Teacher reminds them about a well-written

explanatory article– Word processing and spell check are available – Type your response in the space provided, not

limited to this space


• Task Specifications• Claim – 2. Writing and 4. Research• Targets: Compose full text, language and vocabulary

use, edit/clarify, interpret and integrate information; analyze information/sources

• CCSS – W-8, W-9• DOK 4• Points up to 10• Accommodations• Stimuli

Scoring Information

• How your essay will be scored: The people scoring your essay will be assigning scores for:

– Statement of purpose/focus—how well you clearly state your claim on the topic, maintain your focus, and address the alternate and opposing claims

– Organization—how well your ideas logically flow from the introduction to conclusion using effective transitions, and how well you stay on topic throughout the essay

– Elaboration of evidence—how well you provide evidence from sources about your opinions and elaborate with specific information

– Language and Vocabulary—how well you effectively express ideas using precise language that is appropriate for your audience and purpose

– Conventions—how well you follow the rules of usage, punctuation, capitalization, and spelling

Gift Shop

Anna’s Family

Betsy is an adult (ages 12-64)Grandma is a senior (ages 65 and up)Ray is a child (ages 2-11)Ann is a child (ages 2-11)

The family has $100 to spend at the zoo

1. Use the Zoo Ticket Prices and Anna’s Family list to answer the question.What is the total cost, in dollars, of zoo tickets for Anna’s family?

2. Use the Snack Shop Menu and Anna’s Family list to answer the question.Each person in Anna’s family will buy one food item and one drink. Choose one food and one drink item for each person. Enter the name for the food and drink choices for each member of the family and the total cost of the food and drink for each person.

3. Use the Snack Shop Menu and Anna’s Family list to answer the question.Based on your responses in Part A, what is the total cost, in dollars, of the food and drinks for Anna’s family?

4. Grandma says they will spend the remaining dollars at the gift store.Part AHow much money, in dollars, is remaining after the family buys zoo tickets, food, and drinks? (Remember they started with $100)

5. Use the Gift Store Prices to answer the question.Part BAnna and Ray go into the gift store. Grandma says there are 2 rules for choosing what to buy:Do not buy more than one of any gift.You must buy at least two gifts.In your answer, you must have the following:Tell which gifts Anna and Ray can buyExplain why there is enough money for the gifts your choose.

Calculators on the Smarter Balanced Math Assessments

• Grades 3–5 Calculator Policy – Smarter Balanced summative mathematics

assessments for grades 3–5 do not allow for calculator usage.


• Grades 6–8 Calculator Policy – In grades 6–8, the Smarter Balanced summative mathematics

assessments are divided into two sections: Calculator Available and Calculator Not Available.

– The Smarter Balanced summative mathematics assessment for grade 6 allows an online four-function calculator during the Calculator Available section.

– The Smarter Balanced summative mathematics assessments for grades 7 and 8 allow an online scientific calculator during the Calculator Available section.


• High School Calculator Policy – In high school, the Smarter Balanced summative

mathematics assessments are divided into two sections: Calculator Available and Calculator Not Available.

– The Smarter Balanced summative mathematics

assessments for high school allow online calculators with scientific, regression, and graphing capabilities during the Calculator Available section.

Goals

InstructionAssessment

Assessment Is a Process, Not an Event

Brainstorm

STEP 1

With your elbow partner, brainstorm the different reasons or purposes for assessment.

Share out your ideas at your table.

Come to consensus on the top reasons or purposes.

STEP 2

STEP 3

Assessment Purposes

OF Learning•Provide feedback to parents and schools•Evaluate effectiveness of different programs•Sort and reward students•Evaluate schools

FOR Learning•Hold students accountable for learning•Diagnose, identify, monitor students’ progress•Provide feedback to teachers to improve instruction

Incorporating Formative Assessment

Formative AssessmentFOR Learning

“…a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students' achievement of intended instructional outcomes.”

Formative Assessment for Students and Teachers State Collaborative on Assessment and Student Standards

• A process, not a test• Happens in the classroom on a daily basis• Usually involves conversations between the

teacher and student• Is informal, but is targeted to assist student

learning• Can be student-driven – self-reflective

Formative AssessmentFOR Learning

“When the cook tastes the soup … That’s Formative.

“When the guests taste the soup … That’s Summative!!!”

—Robert Stake, Educational Researcher

Summative vs. Formative

Advantages of Formative Assessment

• Students learn faster• Teachers know what students already know &

adjust instruction• Students are aware of progress• Most powerful moderator in student

achievement• Works for at-risk students

The Formative Assessment Process and the Standards

Helps the teacher understand HOW students can improve in learning so they can be proficient

Formative Assessment Strategies(Black, Wiliam,1998; Sadler, 1998; Stiggins, 2007; Heritage, 2007)

• Pre-assessing students• Sharing Learning goals with students• Co-creating classroom discourse & questioning• Rich & challenging tasks elicit student

response• Identifying gaps

Formative Assessment Activities

• Traffic Light feedback• Gallery Walk• Portfolio• Concept Map• Ticket out the door

Effective Scoring Guides

• Specific, measurable language• Criteria matched to task/objective• “Anchor papers” available for comparison• Reviewed when students begin assignment• Accessed by students during assignment• Used consistently as assessment

−Rubrics−http://rubistar.4teachers.org/

The Feedback Loop

• Student Work

Feedback

• Student work

Feedback• Student

Proficient

Celebrate

International Center for Leadership in Education

Exit Sheet

I think I Got ItThis is what I learned:

This is how your lesson helped:

Still Need More PracticeI’m still struggling with:My biggest question is:

Tomorrow, TomorrowCan I have help with:I could practice by:

Teach Me MoreMini-lesson idea:

This would help me because:

One Minute Response

What I learned today…

What I am unclear/unsure about

Comments…

Smarter Balanced Digital Library

• Your state is part of the Smarter Balanced Consortium, which is designing new summative and interim assessments for member states.

• Smarter Balanced is guided by the belief that the effective use of a balanced assessment system can improve teaching and learning.

• Smarter Balanced is designing a Digital Library to provide resources, tools and professional learning support for educators in your state.

Digital LibraryState Leadership Teams and State Networks of Educators

• Build capacity within the state to support educators in implementing formative assessment practices and the transition to Common Core State Standards.

• Build on existing professional learning networks within the state.

Digital Library Expert Panel• Dr. Lynne Anderson-Inman• Dr. Bridget Dalton• Dr. Linda Darling-Hammond• Dr. Diane Heacox• Dr. Margaret Heritage• Dr. Joan Herman• Dr. John Hill• Dr. Yvette Jackson• Dr. Henry Kepner• Dr. Katherine McKnight• Valerie L. Mills• Dr. David Pearson• Dr. James Popham• Dr. Maria Ruiz-Primo

A Balanced Assessment System

School Year Last 12 weeks of the year*

DIGITAL LIBRARY of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools.

ELA/Literacy and Mathematics, Grades 3-8 and High School

Computer AdaptiveAssessment and

Performance Tasks

Computer AdaptiveAssessment and

Performance Tasks

Scope, sequence, number and timing of interim assessments locally determined

*Time windows may be adjusted based on results from the research agenda and final implementation decisions.

Performance Tasks

• ELA/literacy• Mathematics

Computer Adaptive

Assessment• ELA/literacy• Mathematics

Optional InterimAssessment

Optional InterimAssessment

Re-take option available

Summative Assessment for Accountability

Let’s Peek Under the Hood…The Smarter Balanced Practice Test• Shows item types and tools/features • Now available; Released May 29• Expanded features being released throughout the school

year

Practice Test Link http://sbac.portal.airast.org/Practice_Test/resources.html#scoringGuides

http://sbac.portal.airast.org/Practice_Test/default.html

http://sbac.portal.airast.org/Practice_Test/default.html

http://sbac.portal.airast.org/Practice_Test/resources.html%23scoringGuides

Six Item Types

• Selected Response• Constructed Response• Extended Response• Performance Tasks• Technology-Enabled• Technology-Enhanced

Selected ResponseSingle Response – Multiple Choice

Many experts will tell you that television is bad for you. Yet this is an exaggeration. Many television programs today are specifically geared towards improving physical fitness, making people smarter, or teaching them important things about the world. The days of limited programming with little interaction are gone. Public television and other stations have shows about science, history, and technical topics.

Which sentence should be added to the paragraph to state the author’s main claim?

A. Watching television makes a person healthy. B. Watching television can be a sign of intelligence.

C. Television can be a positive influence on people.

D. Television has more varied programs than ever before.

Selected ResponseMultiple Correct Options

Which of the following statements is a property of a rectangle? Select all that apply.

☐ Contains three sides

☐ Contains four sides

☐ Contains eight sides

☐ Contains two sets of parallel lines

☐ Contains at least one interior angle that is acute

☐ Contains at least one interior angle that is obtuse

☐ All interior angles are right angles

☐ All sides have the same length

☐ All sides are of different length

Constructed ResponseThe table below shows the number of students in each third-grade class at Lincoln School.

There are 105 fourth-grade students at Lincoln School. How many more fourth-grade students than third-grade students are at Lincoln School? Show or explain how you found your answer.

Students in Third-Grade

Class Number of Students

Mrs. Roy 24

Mr. Grant 21

Mr. Harrison 22

Ms. Mack 25

Constructed ResponseExtended Response

Ms. McCrary wants to make a rabbit pen in a section of her lawn. Her plan for the rabbit pen includes the following:

• It will be in the shape of a rectangle.• It will take 24 feet of fence material to make.• Each side will be longer than 1 foot.• The length and width will measure whole feet.

Part ADraw 3 different rectangles that can each represent Ms. McCrary’s rabbit pen. Be sure to use all 24 feet of fence material for each pen.

Use the grid below. Click the places where you want the corners of your rectangle to be. Draw one rectangle at a time. If you make a mistake, click on your rectangle to delete it. Continue as many times as necessary.

Use your keyboard to type the length and width of each rabbit pen you draw. Then type the area of each rabbit pen. Be sure to select the correct unit for each answer.

[Students will input length, width, and area for each rabbit pen. Students will choose unit from drop down menu.]

Pen 1: Length: (feet, square feet) Width: (feet, square feet) Area: (feet, square feet)

Part BMs. McCrary wants her rabbit to have more than 60 square feet of ground area inside the pen. She finds that if she uses the side of her house as one of the sides of the rabbit pen, she can make the rabbit pen larger.

• Draw another rectangular rabbit pen. • Use all 24 feet of fencing for 3 sides of the pen.• Use one side of the house for the other side of the pen. • Make sure the ground area inside the pen is greater than 60 square feet.

Use the grid below. Click the places where you want the corners of your rectangle to be. If you make a mistake, click on your rectangle to delete it.

Pen 2: Length: (feet, square feet) Width: (feet, square feet) Area: (feet, square feet) Pen 3:

Length: (feet, square feet) Width: (feet, square feet) Area: (feet, square feet)

Use your keyboard to type the length and width of each rabbit pen you draw. Then type the area of each rabbit pen. Be sure to select the correct unit for each answer.

Length: (feet, square feet) Width: (feet, square feet) Area: (feet, square feet)

Performance TaskStudent Directions:

Part 1 (35 minutes)Your assignment: You will read a short story and article, watch a video, review research statistics, and then write an argumentative essay about your opinion on virtual schools. Steps you will be following:In order to plan and compose your essay, you will do all of the following: 1. Read a short story and article, watch a

video, and review research statistics.2. Answer three questions about the

sources.3. Plan and write your essay. Directions for beginning:You will now read the sources and watch a video. Take notes, because you may want to refer back to your notes while writing your essay. You can refer back to any of the sources as often as you like.• (short story)• (article 1)• (video)• (research statistics)

QuestionsUse your remaining time to answer the questions below. Your answers to these questions will be scored. Also, they will help you think about the sources you’ve read and viewed, which should help you write your essay. You may click on the appropriate buttons to refer back to the sources when you think it would be helpful. You may also refer to your notes. Answer the questions in the spaces provided below them. 1. Analyze the different opinions

expressed in “The Fun They Had” and the “Virtual High School Interview” video. Use details from the story and the video to support your answer.

2. What do the statistics from “Keeping Pace with K–12 Online Learning” suggest about the current trends of virtual schools in the U.S.? Use details from the charts to support your answer.

3. Explain how the information presented

in the “Virtual High School Interview” video and the article “Virtual Schools Not for Everyone” differs from the information in the research statistics? Support your answers with details from the video and the articles.

Part 2 (85 minutes)You will now have 85 minutes to review your notes and sources, and to plan, draft, and revise your essay. You may also refer to the answers you wrote to the questions in part 1, but you cannot change those answers. Now read your assignment and the information about how your essay will be scored, then begin your work. Your AssignmentYour parents are considering having you attend a virtual high school. Write an argumentative essay explaining why you agree or disagree with this idea. Support your claim with evidence from what you have read and viewed.

Technology-Enabled

Brianna is running for class president. She needs to give a speech to the 4th grade class. Listen to the draft of her speech and then answer the questions that follow.

(Test-takers listen to an audio version of the following speech.)“Hi, My name is Brianna. I am running for class president, and I hope you will vote for me. You know many of my friends said they would. I am involved in many activities, including track and theater. If I am elected, I will hold several fundraisers so that all students in the 4th grade can go on a trip at the end of the year. Also, we can donate a portion of the money to a charity of our choice. If you want a class president who will work hard for you and listen to your needs, please vote for me next week!”

This speech needs to be revised before the student presents it. Which sentence should be omitted to improve the speech.

A. I am running for class president, and I hope you will vote for me.B. You know many of my friends said they would.C. If I am elected, I will hold several fundraisers so that all students in the 4th grade can go on a trip at the end of the year.D. If you want a class president who will work hard for you and listen to your needs, please vote for me next week!”

Selected or Constructed Responses that include Multimedia

Technology-EnhancedBelow is a poem, a sonnet, in which the speaker discusses her feelings about a relationship. Read the poem and answer the question that follows.

Rememberby Christina RossettiRemember me when I am gone away, Gone far away into the silent land; When you can no more hold me by the hand,Nor I half turn to go yet turning stay.Remember me when no more day by day 5 You tell me of our future that you plann'd: Only remember me; you understandIt will be late to counsel then or pray.Yet if you should forget me for a while And afterwards remember, do not grieve: 10 For if the darkness and corruption leave A vestige* of the thoughts that once I had,Better by far you should forget and smile Than that you should remember and be sad.

In the sonnet “Remember,” which two lines reveals a change in the speaker’s message to her subject?

Collects Evidence through a Non-Traditional Response

The value of y is proportional the the value of x. The constant of proportionality for this relationship is 1. On the grid below, graph this proportional relationship.

Technology-EnhancedCollects Evidence through a Non-Traditional Response

Technology Strategy Framework and System Requirements

Operating SystemMinimum Smarter Balanced Requirements for Current Computers

Recommended Smarter Balanced Minimum for New Purchases

Windows

Windows XP (service pack 3)Pentium 233 MHz processor128 MB RAM52 MB hard drive free space

Windows 71 GHz processor1 GB RAM80 GB hard drive or at least 1GB of hard drive space available

Mac OS X

Mac OS X 10.4.4Macintosh computer with Intel x86 or PowerPC G3 (300 MHz) processor, 256 MB RAM, 200 MB hard drive free space

Mac OS X 10.7+1GHz processor1GB RAM80 GB hard drive or at least 1GB of hard drive space available

Linux

Linux(Ubuntu 9-10, Fedora 6)Pentium II or AMD K6-III233 MHz processor64 MB RAM52 MB hard drive free space

Linux (Ubuntu 11.10, Fedora 16)1 GHz processor 1 GB RAM80 GB hard drive or at least 1GB of hard drive space available

iOS iPads 2 running iOS6 iPads 3+ running iOS6

Android Android-based tablets running Android 4.0+ Android-based tablets running Android 4.0+

WindowsWindows-based tablets running Windows 9+ (excluding Windows RT)

Windows-based tablets running Windows 9+ (excluding Windows RT)

Chrome OS Chromebooks running Chrome OS (v19)+ Chromebooks running Chrome OS (v19)+

(February 2013)Hardware and Software Requirements Overview

Minimum Computer RequirementsMinimum requirements represent a low compliance threshold. Districts should attempt to exceed these requirements as many machines operating at these levels could struggle with sufficient on-board memory and processing to run secure browsers as well as other simultaneous running programs accumulated on the device over time.

123

1 The minimum Smarter Balanced requirements are generally equivalent to the minimum requirements of the associated eligible operating system. Users should refer to the minimum requirements of the operating system as a means of resolving any ambiguities in the minimum Smarter Balanced requirements.2 These guidelines do not supersede the minimum requirements of the operating systems.3 All hardware choices should consider the individual needs of students. Some students may need hardware that exceeds these minimum guidelines, and some students may require qualitatively different hardware. Tablets may require the use of a mouse.

Technology Strategy Framework and System RequirementsAdditional Requirements Applicable across Operating Systems

Device RequirementsMinimum Smarter Balanced Requirements for Current Computers

Screen Size10” class or larger1024 x 768 resolution

Headphones / earphonesAvailable to students for use during the English language arts test and for students who require text-to-speech features on the mathematics test

Security

The device must have the administrative tools and capabilities to temporarily disable features, functionalities, and applications that could present a security risk during test administration.

KeyboardsMechanical keyboards must be available unless students use alternative input devices as part of their classroom instruction.

Form Factors

No restriction as long as the device meets the other stated requirements. These forms include desktops, laptops, netbooks, virtual desktops and thin clients, tablets (iPad, Windows, Chromebooks, and Android), and hybrid laptop/tablets.

NetworkMust connect to the Internet with approximately 10–20 Kbps available per student to be tested simultaneously.

Chrome OS Chromebooks running Chrome OS (v19)+

(February 2013)

4

4 The resources (e.g., memory and processors) available to each client need to be equivalent or greater to the requirements for standalone hardware

Minimum Requirements for Other DevicesMinimum requirements represent a low compliance threshold. Ultimately, districts should attempt to exceed these requirements as many machines operating at these levels could struggle with sufficient on-board memory and processing to run secure browsers as well as other simultaneous running programs accumulated on the device over time.

Practice Test ReleasedMay 29, 2013

Smarter Balanced Practice Test

• http://www.smarterbalanced.org/pilot-test/

http://www.smarterbalanced.org/pilot-test/

Resources

1587 Route 146

Rexford, NY 12148

Phone (518) 399-2776

Fax (518) 399-7607

E-mail - [email protected]

www.LeaderEd.com

[email protected]

http://www.LeaderEd.com/

smarter balanced 101. ccss/goals 2 1.all students college and career ready in literacy and...

Documents

proficiency grade

ca slide

college ready slide

career ready slide

generation assessments

naep scales

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