Got Skills?

Got Skills?

Assessment System

AnnuallyState Summative

Assessments

2-4 Times per yearPeople, Practices & Perceptions

End of UnitBenchmark Common Assessments

1-4 Times a MonthFormative Common Assessments

DailyFormative Classroom Assessments

OAKS Transition

Science OAKS

Current 2009 Oregon Science StandardsAssessed through 2014/2015

Next Generation Science StandardsPotential adoption early 2014

Smarter Balanced Assessment System

PERFORMANCETASKS

• Reading• Writing• Math

END OF YEARADAPTIVE

ASSESSMENT

English Language Arts and Mathematics, Grades 3–8 and High School

Computer AdaptiveAssessment andPerformance Tasks

BEGINNING OF YEAR

END OF YEAR

INTERIM ASSESSMENT INTERIM ASSESSMENT

Formative Assessments

Smarter Balanced ClaimsClaim 1 – Concepts and Procedures

Apply, Explain and Interpret with Precision and Fluency

Claim 2 – Problem Solving Solve Complex Problems

Claim 3 – Communicating Reasoning Construct Viable Arguments and Critique the Reasoning of Others

Claim 4 – Modeling and Data Analysis Analyze Real World Scenarios and Construct Mathematical Models to Interpret and Solve Problems

Calibrate Smarter Balanced to OAKS

Option 1Set achievement level on Smarter Balanced that represents equivalent rigor on OAKS

Option 2Accept the “meets” level set by Smarter Balanced. Students must receive adequate notice.

Accountability

Essential Skills

Smarter Balanced Targeting Up

Smarter Balanced Testing Opportunities

Calculator PolicyGrades 3-5

No Calculator

Grades 6-8Calculator Available and Not AvailableFour Function Calculator Grade 6Scientific Calculator Grade 7 and 8

High SchoolCalculator Available and Not AvailableGraphing Calculator with Scientific and Regression

Smarter Balanced Estimated Times

Smarter Balanced Practice Tests

Smarter Balanced Practice Tests

Performance Tasks

Assessment System

AnnuallyState Summative

Assessments

2-4 Times per yearPeople, Practices & Perceptions

End of UnitBenchmark Common Assessments

1-4 Times a MonthFormative Common Assessments

DailyFormative Classroom Assessments

Local Performance Assessment

Work Sample for Essential Skills

Work Sample Administration

Product of an Individual Student Work

Supervised by an Authorized Adult

Scored using Official Math Scoring Guide

Feedback

Raters must be Well Trained

Work Samples to Assess Essential Skills

Designing Good TasksTied to StandardsTied to Curriculum and InstructionThought ProvokingNot Immediately SolvableClearly WordedScored on all Dimensions of the Scoring Guide

Official Scoring GuideMaking Sense of the Problem

Representing and Solving the Problem

Communicating Reasoning

Accuracy

Reflecting and Evaluating

Mr. Gerard’s Oil TankMr. Gerard bought a house that contained an empty heating oil tank with the dimensions shown in the drawing. The left and right arcs of the tank are perfect semi-circles. If heating oil costs $3.50 per gallon, how much would it cost Mr. Gerard to fill this tank? (There are 231 cubic inches in a gallon.)

Making Sense of the Task

Representing and Solving the

Task

Communicating and Reasoning

Accuracy Reflecting and Evaluating

5 4 5 4 4

Score the First Anchor Paper

Making Sense of the Task

Representing and Solving the

Task

Communicating and Reasoning

Accuracy Reflecting and Evaluating

4 4 4 4 1

Score the Second Anchor Paper

Making Sense of the Task

Representing and Solving the

Task

Communicating and Reasoning

Accuracy Reflecting and Evaluating

5 4 5 4 1

Score the Third Anchor Paper

Making Sense of the Task

Representing and Solving the

Task

Communicating and Reasoning

Accuracy Reflecting and Evaluating

3 3 2 4 1

Score the Fourth Anchor Paper

Designing Tasks

I am sitting on my boat reviewing state math problems and I really need a break! I decide to go paddle boarding. After I am 30 meters from the boat, I turn on my wrist GPS unit to track my progress so I can log it in my exercise journal when I am done. After 3 minutes of steady paddling (no falling in the water, stopping to admire the pretty fish or having a speed boat go by and knock me over with its wake) I am 69 meters from the boat. At this rate, how far will I be from the boat in 15 minutes?

Designing TasksRead through and refineI AM SITTING ON MY BOAT REVIEWING STATE MATH PROBLEMS AND I REALLY NEED A BREAK!

TOO MANY WORDS…

Not important to the task – not something kids (or you) can relate to

More Concise WordingI decide to go paddle boarding.Joan is paddle boarding. She is 30 meters from the shore.

After I am 30 meters from the boat, I decide to turn on my wrist GPS unit.

AFTER 3 MORE MINUTES OF STEADY PADDLING,( NO FALLING IN THE WATER OR STOPPING TO ADMIRE THE PRETTY FISHES)

I AM JOAN IS A TOTAL OF 69 METERS FROM SHORE

Clarify the Question

How far will Joan be from shore after 15 more minutes of paddling?

Refine the Problem

Find the SolutionTied to grade level standardsAre there multiple possible approaches or entry

points to the problem?Rich task to elicit scores in all process dimensionsCould you use different numbers?Ask colleagues to work the problem

Pony RidesBen and Sarah own lots of ponies and often take them to fairs and other gatherings and sell pony rides. They have found that when they charge $6.00 per ride, they average 310 riders a day. Ben has been perfectly satisfied traveling around the countryside and bringing in that daily average revenue of $1860.00. Sarah, however, wants to bring in more money. She says that if they charge $12 per ride, their daily revenue will be $3720.00. Ben doesn’t agree. He says…

Making Sense of the Task

Representing and Solving the

Task

Communicating and Reasoning

Accuracy Reflecting and Evaluating

5 6 5 5 6

Score the First Anchor Paper

Making Sense of the Task

Representing and Solving the

Task

Communicating and Reasoning

Accuracy Reflecting and Evaluating

3 4 4 3 2

Score the Second Anchor Paper

Making Sense of the Task

Representing and Solving the

Task

Communicating and Reasoning

Accuracy Reflecting and Evaluating

3 3 3 2 2

Score the Third Anchor Paper

Making Sense of the Task

Representing and Solving the

Task

Communicating and Reasoning

Accuracy Reflecting and Evaluating

3 4 5 3 3

Score the Fourth Anchor Paper

Making Sense of the Task

Representing and Solving the

Task

Communicating and Reasoning

Accuracy Reflecting and Evaluating

6 6 5 6 6

Score the Fifth Anchor Paper

Making Sense of the Task

Representing and Solving the

Task

Communicating and Reasoning

Accuracy Reflecting and Evaluating

3 3 4 3 3

Score the Sixth Anchor Paper

Making Sense of the Task

Representing and Solving the

Task

Communicating and Reasoning

Accuracy Reflecting and Evaluating

5 4 4 4 2

Score the Seventh Anchor Paper

Design and Collaboration

State

ESD

District

Building Level Teams

Classroom Teachers

Work Sample Network

Assessment System

AnnuallyState Summative

Assessments

2-4 Times per yearPeople, Practices & Perceptions

End of UnitBenchmark Common Assessments

1-4 Times a MonthFormative Common Assessments

DailyFormative Classroom Assessments

MPStandards

As my colleague Jason Zimba likes to say, you don’t teach

standards you teach mathematics.

Bill McCallum

Mathematical Practices

Hunt Institute Video

http://youtu.be/m1rxkW8ucAI

Mathematical Practices

1. Making sense of problems and persevering in solving them2. Reason abstractly and quantitatively3. Construct viable arguments and critique the reasoning of

others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Looking for and expressing regularity in repeated

reasoning

Construct Viable Arguments

Economics Teacher

http://youtu.be/dxPVyieptwA

Construct Viable Arguments

Never Say Anything a Kid Can Say!

My definition of a good teacher has changed from “one who explains things so well that students understand” to “one who gets the students to explain things so well that they can be understood.”

Critique the Reasoning of Others

Success at the Core Video

http://successatthecore.com/teacher-development/featured-video.aspx?v=40

Construct Viable Arguments

Success at the Core Video

http://successatthecore.com/teacher-development/featured-video.aspx?v=30

Critique the Reasoning of Others

Success at the Core Video

http://successatthecore.com/teacher-development/featured-video.aspx?v=42

Got Skills?What has been your Essential Skills implementation strategy to date and what remains to be done?

ResourcesArticle

http://courses.edtechleaders.org/documents/patterns/neversay.pdf

VideosSuccessatthecore.comHunt Institute

SBAC Accommodations Manualhttp://www.smarterbalanced.org/wordpress/ wp‒content/

uploads/2013/09/SmarterBalanc ed_Guidelines_091113.pdf

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