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Common Core Math and SBAC

ing th
ssess
A

Core
mon
e Com
Welcome!
•  Please sit in groups of 4 with
people who do not work at your
school.
•  Materials and links for today’s
sessi...
Presentation Documents
Navigating to the presentation
documents
•  nsd.schoolwires.net
•  Sign In (upper right)
•  Staff (...
Topics
CCSS
ifts in
ystem
jor Sh
•  Ma
ent S
essm
C Ass
  SBA
•
– CATs
laims
–  C
prints
st blue
– Te
sks

nd Ta
sts a
eed...
Group Norms
•  Collaboration
•  Communication
•  Time
•  Trust
•  Engage
•  Other

“yesno”	
  by	
  Florian	
  Seroussi	
 ...
Questions?

•  If it is relevant now, please ask!
•  Use TodaysMeet for backchannel or
questions to be answered later.

6	...
Our Virtual Parking Lot
https://todaysmeet.com/
•  NSDmath7-8
•  NSDmath9-10
•  NSDmath11-12

“My	
  GTI	
  in	
  the	
  p...
Spring 2014 State Assessments
Reading	
  

Mathematics	
  

Grade	
  3	
  

MSP	
  

MSP	
  

Grade	
  4	
  

MSP	
  

MSP...
Spring 2015 State Assessments
English/LA	
  

Mathematics	
  

Grade	
  3	
  

SBAC	
  	
  	
  

SBAC	
  

Grade	
  4	
  
...
Math Assessment Requirements
Math	
  Assessment	
  Requirements	
  for	
  Certificate	
  of	
  Academic	
  
Achievement	
  ...
Learning Targets
•  I can articulate the major shifts in
Common Core
•  I understand the SBAC assessment
system
•  I can a...
Where are we now?
•  http://m.socrative.com
•  If prompted, choose “student”
•  Enter room 350750
CCSS Mathematics

MAJOR SHIFTS
CCSS-M Major Shifts

1.  Focus
2.  Coherence
3.  Rigor

– Procedural skill
and fluency
– Conceptual
understanding
– Applic...
CCSS-M Major Shifts

1.  Focus
2.  Coherence
3.  Rigor

– Procedural skill
and fluency
– Conceptual
understanding
– Applic...
1. 
2. 
3. 
4. 

CCSS-M Major Shifts

Focus
Coherence
Fluency
Deep
understanding
5.  Application
6.  Dual intensity

Rigor...
Explanation of the Shifts
•  Quick Explanation of the Shifts
–  by Kate Gerson, a Senior Fellow with the
Regents Research ...
Think – Pair - Share
•  Which shift do you think is going to
be the easiest to implement for you
or your department?
•  Wh...
Compass Points

W	
  =	
  Worries	
  	
  
What	
  do	
  you	
  find	
  
worrisome	
  about	
  the	
  
idea	
  of	
  of	
  n...
Key Element of the CCSS-M
Connected to Issues of Assessment
•  CCSS Learning
Progressions
– Within grades
– Across grades
...
Traditional U.S. Approach
K	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
 ...
Focus and Coherence

The standards make explicit connections between grade levels
Opera0ons	
  and	
  Algebraic	
  
Thinki...
Coherence Within a Grade

The standards make explicit connections within a grade level or course

Write	
  Expressions

A-...
Key Element of the CCSS-M
Connected to Issues of Assessment
•  Standards for
Mathematical
Practice

www.corestandards.org/...
A1.8 Core Processes: Reasoning,
Problem Solving, and Communication
Key Element of the CCSS-M
Connected to Issues of Assessment
•  Standards for
Mathematical
Practice

www.corestandards.org/...
Key Element of the CCSS-M
Connected to Issues of Assessment
•  Cognitive levels tested by the new
assessments are dramatic...
Depth of Knowledge
•  Level 1: Recall and
Reproduction
•  Level 2: Basic skills
and concepts
•  Level 3: Strategic
thinkin...
DOK Levels: SBAC vs. EOC
•  Analysis of SBAC math assessments
by Bob Linn & Joan Herman, 2013
– 49% at DOK 3
– 21% at DOK ...
5 MIN BREAK TIME
Smarter Balanced…

SBAC ASSESSMENT
SYSTEM OVERVIEW
CATs…

COMPUTER ADAPTIVE
TESTS
Computer Adaptive Tests
“Based on student responses, the
computer program adjusts the difficulty
of questions throughout t...
Student	
  1	
  

Ability/Difficulty	
  

Test	
  Scale	
  Score	
  

Q1	
  ✔
Q2	
  ✔
Q4	
  ✔

Student	
  2	
  

Ability/Diffi...
Assessment Reporting Categories

SBAC CLAIMS
What is a Claim?
•  Claims are broad statements of the
assessment system's learning
outcomes
•  Each claim requires eviden...
Claims for Summative Assessment
•  At each grade level within
mathematics, there is one overall
claim encompassing the ent...
Claims for Summative Assessment
•  Overall Claim for Grades 3–8
– “Students can demonstrate
progress toward college and
ca...
High-Quality Assessment Criteria
Align to College- and Career-Readiness
(CCR) standards, by:
1.  Focusing strongly on the ...
Math Claims
Claim	
  1:	
  Concepts	
  and	
  
Procedures	
  

Students	
  can	
  explain	
  and	
  apply	
  
mathematical...
Math Claims
Claim	
  1:	
  Concepts	
  and	
   Students	
  can	
  “do	
  math”	
  and	
  
Students	
  cunderstand	
  what	...
Reporting Strands
Claim	
  1:	
  Concepts	
  and	
  
Procedures	
  
Claim	
  2:	
  Problem	
  Solving	
  
Claim	
  3:	
  C...
FRAMEWORKS AND
BLUEPRINTS
Structure of the CCSS-M
Grade Level Standards for Grade 4

CLUSTER HEADING
Content Emphases by Cluster
•  Not all content is equal!
– Major, Additional, and Supporting
Clusters

•  Grades 6-8 clust...
Major, Supporting, Additional
CAT:	
  	
  
Performance	
  Task:	
  
20-­‐41	
  6	
  items	
  
items	
  
total	
  

•  Algebra I, Geometry, Algebra II cl...
OSPI	
  Major	
  
Clusters	
  

OSPI	
  
Supporting	
  
Clusters	
  

OSPI	
  
Additional	
  
Clusters	
  
More Information
•  SBAC Preliminary Test Blueprints
•  SBAC Math Content Specifications
Not the same ol’ questions…

ITEM TYPES
Item and Task Types
•  Selected-response
•  Equation/numeric
•  Matching table
•  Extended-constructed
response
•  Technol...
Selected Response
Selected Response
Let’s Take a Look…
•  With a partner, view the SBAC
Practice Test for your grade level.
•  As you work through the test, r...
Smarter Balanced Practice Test
•  Open a web browser
•  Go to
http://sbac.portal.airast.org/practice-test/
•  Click on

• ...
Reflection
•  Share your observations about the
SBAC practice assessment.
•  What changes do you anticipate in
classroom p...
BREAK TIME
Our Virtual Parking Lot
https://todaysmeet.com/
•  NSDmath9-10
•  NSDmath11-12

“My	
  GTI	
  in	
  the	
  parking	
  lot,...
Putting it all together…

PERFORMANCE TASKS
Performance Tasks
•  6 questions that integrate knowledge
and skills across Claims 2-4
•  Measure capacities such as depth...
Performance Task Components
•  Classroom Interaction
– Includes setting the context and
modeling a process

•  Performance...
Let’s Take a Look…
•  With a partner, review the sample
Performance Task.
•  As you work through the test, record
your obs...
SBAC Practice Performance Task
•  Open a web browser
•  Go to
http://sbac.portal.airast.org/practice-test/
•  Click on

• ...
Reflection
•  Share your observations about the
SBAC practice performance task.
•  What changes do you anticipate in
class...
Grade 11 Performance Task
Speeding Tickets
•  Classroom Interaction
– Includes setting the
context and modeling
a process
...
SmarterBalanced.org
•  Smarter Balanced Practice Test
– Summative Test & Performance Task

•  Resources and Documentation
...
How do we prepare for the new assessments?

IMPLICATIONS AND NEEDS
“To help young people learn the more
complex and analytical skills they need
for the 21st century, teachers must
learn to ...
Implications for Instruction
•  The CCSS-M topics of study don’t
look radically different
•  The deep change takes place i...
Implementing the Common Core
•  What do you need in order to do this
work?
– Teach the content standards
– Address the mat...
Teacher Needs
•  What do you need in order to do this
work?
– Grades 9-10
– Grades 11-12
Next Steps
•  What is the most important need?
•  What could be the next step(s) to fill
this need?
Compass Points
N	
  =	
  Needs.	
  What	
  do	
  you	
  need	
  
in	
  order	
  to	
  do	
  this	
  work?	
  
	
  
W	
  =	...
That’s a wrap…

WRAP-UP
WA Alliance for Better Schools
WABS STEM Fellows Program
•  Develop curriculum with industry and
higher ed that brings rea...
WA Alliance for Better Schools
WABS Teacher STEM Externship Program
•  Summer externship and professional
development oppo...
Topics
CCSS
ifts in
ystem
jor Sh
•  Ma
ent S
essm
C Ass
  SBA
•
– CATs
laims
–  C
prints
st blue
– Te
sks

nd Ta
sts a
eed...
Learning Targets
•  I can articulate the major shifts in
Common Core
•  I understand the SBAC assessment
system
•  I can a...
Exit Ticket

•  Complete today’s exit ticket
Questions or Comments
•  NSDmath9-10
•  NSDmath11-12
Kim Fergus
Joseph Robertson
Grades 7-8

Thank	
  you!	
  

Erin Moody
Bryan Stutz
Grades 9-10
Patty Stephens
Scott Henning...
CCSS Math and SBAC Assessments: Assessing the Common Core, Grades 9-12
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CCSS Math and SBAC Assessments: Assessing the Common Core, Grades 9-12

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Training delivered to Grade 9-12 math teachers in Northshore School District, Bothell, WA, 28 January 2014.

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CCSS Math and SBAC Assessments: Assessing the Common Core, Grades 9-12

  1. 1. Common Core Math and SBAC ing th ssess A Core mon e Com
  2. 2. Welcome! •  Please sit in groups of 4 with people who do not work at your school. •  Materials and links for today’s session are available on the new Secondary Math Toolbox: nsd.schoolwires.net/Page/7548
  3. 3. Presentation Documents Navigating to the presentation documents •  nsd.schoolwires.net •  Sign In (upper right) •  Staff (left) •  Secondary Math Toolbox (right menu) •  NSD Math Trainings (left menu)
  4. 4. Topics CCSS ifts in ystem jor Sh •  Ma ent S essm C Ass   SBA • – CATs laims –  C prints st blue – Te sks nd Ta sts a eeds •  Te and N tions plica •  Im
  5. 5. Group Norms •  Collaboration •  Communication •  Time •  Trust •  Engage •  Other “yesno”  by  Florian  Seroussi  is  licensed  under  CC  BY  NC-­‐SA  2.0    
  6. 6. Questions? •  If it is relevant now, please ask! •  Use TodaysMeet for backchannel or questions to be answered later. 6  
  7. 7. Our Virtual Parking Lot https://todaysmeet.com/ •  NSDmath7-8 •  NSDmath9-10 •  NSDmath11-12 “My  GTI  in  the  parking  lot,  birds-­‐eye  view”  by  jadam  is  licensed  under  CC  BY  A-­‐NC-­‐SA  2.0    
  8. 8. Spring 2014 State Assessments Reading   Mathematics   Grade  3   MSP   MSP   Grade  4   MSP   MSP   Grade  5   MSP   MSP   Grade  6   MSP   MSP   Grade  7   MSP   MSP   Grade  8   MSP   MSP   MSP   High  School   HSPE   EOC   EOC     Science   Writing   MSP   MSP   MSP   MSP=  Measurements  of  Student  Progress;         HSPE  =  High  School  Proficiency  Exams;         EOC=  End  of  Course  exams   HSPE  
  9. 9. Spring 2015 State Assessments English/LA   Mathematics   Grade  3   SBAC       SBAC   Grade  4   SBAC   SBAC   Grade  5   SBAC   SBAC   Grade  6   SBAC   SBAC   Grade  7   SBAC   SBAC   Grade  8   SBAC   SBAC   MSP   Grade  10   E/LA     EOC  Exit  Exams     EOC   SBAC   SBAC   Grade  11   using  SBAC  items   using  SBAC  items   SBAC=SMARTER  Balanced  Assessment  Consortium   EOCs=  End  of  Course  exams   Science   MSP   9  
  10. 10. Math Assessment Requirements Math  Assessment  Requirements  for  Certificate  of  Academic   Achievement  (CAA)  /  High  School  Diploma   Class  of  2014   Classes  of  2015,  2016,     2017,  &  2018   Class  of  2019   Algebra  1  EOC*   -­‐OR-­‐   Geometry  EOC*   Algebra  1  EOC*   -­‐OR-­‐   Geometry  EOC*   -­‐OR-­‐   Algebra  1  EOC  Exit  Exam   -­‐OR-­‐   Geometry  EOC  Exit  Exam   -­‐OR-­‐   11th-­‐grade  SBAC  Math  Test   11th-­‐grade   SBAC  Math     Test     *  Math  EOCs  will  not  be  administered  after  winter  2015.  
  11. 11. Learning Targets •  I can articulate the major shifts in Common Core •  I understand the SBAC assessment system •  I can articulate SBAC Math Claims •  I understand how the shifts influence classroom instruction
  12. 12. Where are we now? •  http://m.socrative.com •  If prompted, choose “student” •  Enter room 350750
  13. 13. CCSS Mathematics MAJOR SHIFTS
  14. 14. CCSS-M Major Shifts 1.  Focus 2.  Coherence 3.  Rigor – Procedural skill and fluency – Conceptual understanding – Application http://www.k12.wa.us/CoreStandards/Resources.aspx  
  15. 15. CCSS-M Major Shifts 1.  Focus 2.  Coherence 3.  Rigor – Procedural skill and fluency – Conceptual understanding – Application http://www.k12.wa.us/CoreStandards/Resources.aspx  
  16. 16. 1.  2.  3.  4.  CCSS-M Major Shifts Focus Coherence Fluency Deep understanding 5.  Application 6.  Dual intensity Rigor http://www.k12.wa.us/CoreStandards/Resources.aspx  
  17. 17. Explanation of the Shifts •  Quick Explanation of the Shifts –  by Kate Gerson, a Senior Fellow with the Regents Research Fund
  18. 18. Think – Pair - Share •  Which shift do you think is going to be the easiest to implement for you or your department? •  Which shift do you think is going to be the biggest stretch for you or your department?
  19. 19. Compass Points W  =  Worries     What  do  you  find   worrisome  about  the   idea  of  of  new   standards  and   practices?  What’s  the   downside?   E  =    Excitements     What  excites  you  about   the  new  standards  and   practices?  What’s  the   upside?  
  20. 20. Key Element of the CCSS-M Connected to Issues of Assessment •  CCSS Learning Progressions – Within grades – Across grades www.TurnonCCMath.net     ime.math.arizona.edu/progressions/        
  21. 21. Traditional U.S. Approach K                                                                                                                                                                                          12   Number  and   Opera0ons   Measurement   and  Geometry   Algebra  and   Func0ons   Sta0s0cs  and   Probability  
  22. 22. Focus and Coherence The standards make explicit connections between grade levels Opera0ons  and  Algebraic   Thinking   Expressions   →   and   Equa0ons   Number  and  Opera0ons— Base  Ten   →   1   2   3   4   Algebra   The  Number   →   System   Number  and   Opera0ons— Frac0ons   K   →   →   5   6   7   8   High  School  
  23. 23. Coherence Within a Grade The standards make explicit connections within a grade level or course Write  Expressions A-­‐SSE.3   Create  Equa0ons F-­‐BF.1   A-­‐CED.1   Build  A  Func0on
  24. 24. Key Element of the CCSS-M Connected to Issues of Assessment •  Standards for Mathematical Practice www.corestandards.org/ math/practice    
  25. 25. A1.8 Core Processes: Reasoning, Problem Solving, and Communication
  26. 26. Key Element of the CCSS-M Connected to Issues of Assessment •  Standards for Mathematical Practice www.corestandards.org/ math/practice    
  27. 27. Key Element of the CCSS-M Connected to Issues of Assessment •  Cognitive levels tested by the new assessments are dramatically different from previous requirements.
  28. 28. Depth of Knowledge •  Level 1: Recall and Reproduction •  Level 2: Basic skills and concepts •  Level 3: Strategic thinking and reasoning •  Level 4: Extended thinking
  29. 29. DOK Levels: SBAC vs. EOC •  Analysis of SBAC math assessments by Bob Linn & Joan Herman, 2013 – 49% at DOK 3 – 21% at DOK 4 •  Analysis of 2012 Algebra EOC – 9% at DOK 3 (4/43 items) – None at DOK 4
  30. 30. 5 MIN BREAK TIME
  31. 31. Smarter Balanced… SBAC ASSESSMENT SYSTEM OVERVIEW
  32. 32. CATs… COMPUTER ADAPTIVE TESTS
  33. 33. Computer Adaptive Tests “Based on student responses, the computer program adjusts the difficulty of questions throughout the assessment. By adapting to the student as the assessment is taking place, these assessments present an individually tailored set of questions to each student and can quickly identify which skills students have mastered.” – Smarter Balanced 
  34. 34. Student  1   Ability/Difficulty   Test  Scale  Score   Q1  ✔ Q2  ✔ Q4  ✔ Student  2   Ability/Difficulty   Test  Scale  Score   Q1  ✖   Q3  ✔ Q2   ✖   Q4  ✔ Q3  ✖  
  35. 35. Assessment Reporting Categories SBAC CLAIMS
  36. 36. What is a Claim? •  Claims are broad statements of the assessment system's learning outcomes •  Each claim requires evidence that will support interpretations of competence towards achievement of the claims
  37. 37. Claims for Summative Assessment •  At each grade level within mathematics, there is one overall claim encompassing the entire content area and four specific content claims. Overall  Math  Claim   Claim  1   Claim  2   Claim  3   Claim  4   http://www.smarterbalanced.org/wordpress/wp-­‐content/uploads/2012/09/Smarter-­‐Balanced-­‐Mathematics-­‐Claims.pdf    
  38. 38. Claims for Summative Assessment •  Overall Claim for Grades 3–8 – “Students can demonstrate progress toward college and career readiness in mathematics.” •  Overall Claim for Grade 11 – “Students can demonstrate college and career readiness in mathematics.” http://www.smarterbalanced.org/wordpress/wp-­‐content/uploads/2012/09/Smarter-­‐Balanced-­‐Mathematics-­‐Claims.pdf    
  39. 39. High-Quality Assessment Criteria Align to College- and Career-Readiness (CCR) standards, by: 1.  Focusing strongly on the content most needed for success in later mathematics 2.  Assessing a balance of concepts, procedures and applications 3.  Connecting practices to content 4.  Requiring a range of cognitive demand Source:  Council  of  Chief  State  School  Officers,  “States’  Commitment  to  High-­‐Quality  Assessments  Aligned  to  College-­‐  and  Career-­‐Readiness”  (October  1,  2013),    
  40. 40. Math 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:  Data  Analysis   and  Modeling   Students  can  analyze  complex,  real-­‐world   scenarios  and  can  construct  and  use   mathematical  models  to  interpret  and  solve   problems.  
  41. 41. Math Claims Claim  1:  Concepts  and   Students  can  “do  math”  and   Students  cunderstand  what  they  do   an  “do  math"   Procedures   Students  can  apply  math  to   Claim  2:  Problem  Solving   novel  situations,  think  and   reason  mathematically,  and   Claim  3:  Communicating   use  math  and  statistics  to   Reasoning   analyze  empirical   situations,  understand  them   Claim  4:  Data  Analysis   better,  and  improve   and  Modeling   decisions.    
  42. 42. Reporting Strands Claim  1:  Concepts  and   Procedures   Claim  2:  Problem  Solving   Claim  3:  Communicating   Reasoning   Claim  4:  Data  Analysis   and  Modeling   Scores reported: •  Overall math score •  Claim 1 •  Claim 3 •  Claims 2 & 4 combined
  43. 43. FRAMEWORKS AND BLUEPRINTS
  44. 44. Structure of the CCSS-M Grade Level Standards for Grade 4 CLUSTER HEADING
  45. 45. Content Emphases by Cluster •  Not all content is equal! – Major, Additional, and Supporting Clusters •  Grades 6-8 clusters •  Algebra I, Geometry, Algebra II clusters
  46. 46. Major, Supporting, Additional
  47. 47. CAT:     Performance  Task:   20-­‐41  6  items   items   total   •  Algebra I, Geometry, Algebra II clusters
  48. 48. OSPI  Major   Clusters   OSPI   Supporting   Clusters   OSPI   Additional   Clusters  
  49. 49. More Information •  SBAC Preliminary Test Blueprints •  SBAC Math Content Specifications
  50. 50. Not the same ol’ questions… ITEM TYPES
  51. 51. Item and Task Types •  Selected-response •  Equation/numeric •  Matching table •  Extended-constructed response •  Technology-enhanced •  Performance tasks
  52. 52. Selected Response
  53. 53. Selected Response
  54. 54. Let’s Take a Look… •  With a partner, view the SBAC Practice Test for your grade level. •  As you work through the test, record your observations on the Preview Guide.
  55. 55. Smarter Balanced Practice Test •  Open a web browser •  Go to http://sbac.portal.airast.org/practice-test/ •  Click on •  Select your grade level in the dropdown •  Click on 56  
  56. 56. Reflection •  Share your observations about the SBAC practice assessment. •  What changes do you anticipate in classroom practice to prepare students for the SBAC summative assessments?
  57. 57. BREAK TIME
  58. 58. Our Virtual Parking Lot https://todaysmeet.com/ •  NSDmath9-10 •  NSDmath11-12 “My  GTI  in  the  parking  lot,  birds-­‐eye  view”  by  jadam  is  licensed  under  CC  BY  A-­‐NC-­‐SA  2.0    
  59. 59. Putting it all together… PERFORMANCE TASKS
  60. 60. Performance Tasks •  6 questions that integrate knowledge and skills across Claims 2-4 •  Measure capacities such as depth of understanding, research skills, and/or complex analysis •  Reflect a real-world task and/or scenario-based problem. •  Allow for multiple approaches
  61. 61. Performance Task Components •  Classroom Interaction – Includes setting the context and modeling a process •  Performance task – Administered on the computer •  Scoring guide – for practice tasks only
  62. 62. Let’s Take a Look… •  With a partner, review the sample Performance Task. •  As you work through the test, record your observations on the Preview Guide.
  63. 63. SBAC Practice Performance Task •  Open a web browser •  Go to http://sbac.portal.airast.org/practice-test/ •  Click on •  Select your grade level in the dropdown •  Click on 64  
  64. 64. Reflection •  Share your observations about the SBAC practice performance task. •  What changes do you anticipate in classroom practice to prepare students for the SBAC performance tasks?
  65. 65. Grade 11 Performance Task Speeding Tickets •  Classroom Interaction – Includes setting the context and modeling a process •  Performance task •  Scoring guide – for practice tasks only
  66. 66. SmarterBalanced.org •  Smarter Balanced Practice Test – Summative Test & Performance Task •  Resources and Documentation •  Performance Task Classroom Activities and Scoring Guides •  Scoring Guides for Practice Test •  Calculators •  Sample Items
  67. 67. How do we prepare for the new assessments? IMPLICATIONS AND NEEDS
  68. 68. “To help young people learn the more complex and analytical skills they need for the 21st century, teachers must learn to teach in ways that develop higher-order thinking and performance.” Darling-Hammond and Richardson, 2009
  69. 69. Implications for Instruction •  The CCSS-M topics of study don’t look radically different •  The deep change takes place in: – Teaching deeply, not broadly – How teachers teach the curriculum – What teachers do in the classroom to foster higher-order cognitive skills
  70. 70. Implementing the Common Core •  What do you need in order to do this work? – Teach the content standards – Address the mathematical practices – Implement the shifts – Prepare students for the assessments – Create students who are college and career ready
  71. 71. Teacher Needs •  What do you need in order to do this work? – Grades 9-10 – Grades 11-12
  72. 72. Next Steps •  What is the most important need? •  What could be the next step(s) to fill this need?
  73. 73. Compass Points N  =  Needs.  What  do  you  need   in  order  to  do  this  work?     W  =  Worries     What  do  you  find   worrisome  about  the   idea  of  new  standards   and  practices?  What’s   the  downside?   E  =    Excitements   What  excites  you  about   the  new  standards  and   practices?  What’s  the   upside?   S  =  Steps.  What  could  be  your  next   step(s)  to  fill  this  need?      
  74. 74. That’s a wrap… WRAP-UP
  75. 75. WA Alliance for Better Schools WABS STEM Fellows Program •  Develop curriculum with industry and higher ed that brings real world and contextualized learning into classrooms. •  Year long paid program – 1 week in August – 2 meetings per month during the school year •  Looking for Algebra 2-Chemistry team
  76. 76. WA Alliance for Better Schools WABS Teacher STEM Externship Program •  Summer externship and professional development opportunity for middle and high school teachers •  3-week summer program: PD and externship in the STEM industry •  3 follow-up PD sessions during the 2014-2015 school year
  77. 77. Topics CCSS ifts in ystem jor Sh •  Ma ent S essm C Ass   SBA • – CATs laims –  C prints st blue – Te sks nd Ta sts a eeds •  Te and N tions plica •  Im
  78. 78. Learning Targets •  I can articulate the major shifts in Common Core •  I understand the SBAC assessment system •  I can articulate SBAC Math Claims •  I understand how the shifts influence classroom instruction
  79. 79. Exit Ticket •  Complete today’s exit ticket
  80. 80. Questions or Comments •  NSDmath9-10 •  NSDmath11-12
  81. 81. Kim Fergus Joseph Robertson Grades 7-8 Thank  you!   Erin Moody Bryan Stutz Grades 9-10 Patty Stephens Scott Henning Grades 11-12

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