state standards professional learning secondary mathematics cycle 2 january 13- february 7
TRANSCRIPT
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!
3
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
4
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.
5
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
6
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
7
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…
8
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
9
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
13
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.
15
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?
17
Two Dimensions of Assessment
Formative and Summative
Embedded and Transfer of Learning
18
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
19
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?
20
21
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.
22
Formative Assessment Lessons
Interactive Scope and Sequence Identify the FAL for Semester 2
23
Mini-Mini-tasktask
FALFAL
End of UnitEnd of Unit
Mini-taskMini-taskLessonLesson
LessonLessonLessonLesson
LessonLessonLessonLesson
LessonLesson
Common Assignment
Unit DesignOne Example
25
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?
26
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:
27
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
28
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
30
Evidence-Centered Design
31
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
33
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
34
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.”
35
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
39
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
40
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
41
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
42
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
44
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
46
H/OH/O
60 Minutes
LUNCH
47
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
53
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?
56
Challenges
As a table write down some of your continued challenges.
Listen to the sorting categories.
57
Technology Scope & Sequence
58
H/OH/O
Embedded in State Standards
59
15 minute read and discussions regarding technology within secondary math standards.
Technology Scope & Sequence Resources
60
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.
63