SMARTER Balanced update/information Tom Thompson and Jennell Ives Oregon Department of Education Common Core State Standards CTE Academic.

SMARTER Balanced update/information

Tom Thompson and Jennell Ives

Oregon Department of Education

Common Core State Standards

Oregon Department of Education

Why Focus on CTE?

Above Average Scores

Robust and Relevant

Majority of Students

Oregon Department of Education

Today’s CTE

Oregon Department of Education

CTE Resources for SMARTER

Context

Application of Knowledge

Critical ThinkingIntegration

Relevance

Oregon Department of Education

SMARTER Balanced Goal

To ensure that all students leave high school prepared for postsecondary success in college or a career through increased student learning and improved teaching.

Oregon Department of Education

SMARTER Balanced:Seven Key Principles

1. An integrated system

2. Actionable information – multiple measures

3. State-led with transparent governance

Oregon Department of Education

SMARTER Balanced:Seven Key Principles

4. Evidence-based approach

5. Teacher involvement

6. Focus: improving teaching and learning

7. Established professional standards

Oregon Department of Education

Shifts for the Common Assessment

Image from: tpo.tepapa.govt.nz

Oregon Department of Education

Types of Questions

Selected Response (multiple choice)

Constructed Response (short answer)

Technology Enhanced (cool computer tools)

Extended Response (structure problem solving – graded by people)

Performance Task (multiday projects – graded by people)

Oregon Department of Education

Literacy Summative Assessments

80% will be informational writing or writing arguments with supporting evidence.

80% will be informational writing or writing arguments with supporting evidence.

70% of reading will be informational texts, and may include technical texts

70% of reading will be informational texts, and may include technical texts

Oregon Department of Education

Mathematical Practices

Make sense of problems and persevere in solving them.Make sense of problems and persevere in solving them.

Construct viable arguments and critique the reasoning of others.Construct viable arguments and critique the reasoning of others.

Model with mathematics.Model with mathematics.

Use appropriate tools strategicallyUse appropriate tools strategically

Oregon Department of Education

Literacy Claims

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

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

Students can produce effective and well-grounded writing for a range of purposes and audiences.

Students can produce effective and well-grounded writing for a range of purposes and audiences.

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

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

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

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

effective range of purposes and audiences.

effective range of purposes and audiences.

informational texts.

informational texts.

effective speaking

effective speaking

engage in research / to investigate integrate,

engage in research / to investigate integrate,

Oregon Department of Education

Math Claims

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

Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.Students can solve a range of complex, well-posed problems in pure and applied mathematics, making productive use of knowledge and problem-solving strategies.

Students can solve a range of complex, well-posed problems in pure and applied mathematics, making productive use of knowledge and problem-solving strategies.Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.

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

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

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

MATH STANDARDS apply

mathematical interpret

apply mathematical

interpret

range of complex, applied mathematics, making productive

problem-solving strategies.

range of complex, applied mathematics, making productive

problem-solving strategies.

construct construct

analyze complex, real-world

construct and use mathematical models to interpret and solve problems.

analyze complex, real-world

construct and use mathematical models to interpret and solve problems.

Oregon Department of Education

CTE is in the Claims

Oregon Department of Education

Improving Instruction

Focus on InstructionFocus on InstructionFocus on what students can doFocus on what students can do

Oregon Department of Education

TEACHERS PARTICIPATE IN

TEACHERS BENEFIT FROM

Teacher Involvement

• Test item development• Test scoring• Formative tool

development• Professional development

cadres

• Professional development• Formative tools and

processes• Data from summative and

interim assessments

Oregon Department of Education

Dan Meyer: Math in Action

http://www.ted.com/talks/dan_meyer_math_curriculum_makeover.html

Go to 6.35 mins

Go to 6.35 mins

Oregon Department of Education

CTE Literacy Task

Your 65-year old grandfather, who lives 500 miles away from you, has just returned from an appointment with his nurse practitioner where he received an initial diagnosis of Diabetes II. Because you are a nursing student, your grandmother has asked you for advice and help in seeking treatment for your grandfather and she thinks that he will listen to you. Also, your grandfather is clueless about any health or diet-related issue, not tech savvy and not good at asking for help so you will have to be very thoughtful in how you deliver your assistance.

First, prepare yourself by creating a 1-page summary of your research answering the following questions.

Should your grandfather continue treatment with the nurse practitioner or consult an endocrinologist? What lifestyle changes should your grandfather make tomorrow? What are the long-term consequences if he does not take your advice?

Then, develop a detailed plan in the form of bulleted talking points for sharing these issues with your grandfather.

Last, post a compelling 3-5 minute video to You Tube that your grandfather can watch that will share this information with him.

Oregon Department of Education

CTE Math Task

Scenario: You own a bakery and would like to start selling spice cakes using your grandmother’s secret recipe. Her recipe makes two round 9” layers in a 2” deep cake pan. You would like to offer the cake for sale in a variety of sizes. The ingredients to prepare the original two-layer cake cost $14.00. Generally, products in your bakery are priced assuming 40% food costs.

Create a graph or equation you could use to determine the selling price for a variety of single layer round cake sizes.

Create a price list that would help your sales staff produce quotes on single layer rounds that are 8, 10, and 14 inches in diameter.

Create a 1-page explanation of how you arrived at your final price list and the graph or equation to convince your business accountant that this will be a profitable product.

Oregon Department of Education

Task(s):

Performance Task EvaluationRating: How rigorously does the task meet the criteria? (0, 1, 2)1. Measure capacities such as depth of

understanding, research skills and/or complex analysis with relevant evidence

ClaimsClaim #1 - Students can explain and apply

mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.

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.

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

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

Oregon Department of Education

W

ork in pairs/groups to analyze one of

these sample performance tasks.

S

tart by evaluating the claims then move

on to performance task criteria.

Instructions

Oregon Department of Education

Strategies: Preparing for SMARTER

Create partnerships between ELA/Math instructors and CTE teachers

Start with the claims

Look at aligning student tasks with SMARTER

Train teachers on using performance type tasks as formative assessments

Thank You

Tom Thompson and Jennell Ives

The CTE brand logo, brand-positioning, theme, and brand extensions are the property of NASDCTEc

The CTE brand logo, brand-positioning, theme, and brand extensions are the property of NASDCTEc

Oregon Department of Education

Resources and Links

Sample CTE Math Performance Tasks from Achieve

http://www.achieve.org/ccss-cte-

classroom-tasks

Report on the involvement of CTE in implementation of the CCSS

http://www.achieve.org/files/CCSS-

CTE-BridgingtheDivide.pdf

CTE / CCSS from the Oregon Department of Education

http://www.ode.state.or.us/search/

page/?id=3517

Examples of Oregon CTE Teacher Lessons (High Desert ESD)

http://www.cteliteracylessons.com/

http://www.ctemathlessons.com/

Overview of Content Area Literacy Strategies (login as guest)

http://ctelit.orvsd.org/

Literacy Depth of Knowledge Rubric for Student Tasks (Page 16-17)

http://tinyurl.com/chfepge