HLPUSD Common Core State Standards for Mathematics Parent Meetingdsoohoo
The document provides an introduction to the Common Core State Standards for mathematics. It discusses that 44 states have adopted the new standards to ensure students are prepared for college and careers. The standards focus on mathematical content and practices. They will be fully implemented in California by 2015. The new Smarter Balanced tests will assess students in grades 3-8 and 11 starting in 2014-2015 and test a range of math skills using computer-adaptive technology. Parents can help their children by knowing struggle is normal, praising the process, and guiding them to learning resources.
This document summarizes NWEA's Assessment Summit held in South Carolina in March 2013. It discusses NWEA's ongoing process of aligning its Measures of Academic Progress (MAP) assessments to the Common Core State Standards, including the release of new aligned test versions and technology-enhanced item types. It also addresses how the transition to Common Core may impact data reports and the use of MAP assessments for teacher evaluation.
The Common Core State Standards were developed by the National Governors Association and the Council of Chief State School Officers to provide consistent, clear educational standards across states. They are designed to ensure students are prepared for college and careers. The standards focus on developing critical thinking, problem solving, research, and writing skills. Assessments will be administered throughout the school year via the Partnership for Assessment of Readiness for College and Careers to provide feedback on student progress. States adopting the Common Core Standards will work together on common assessments and performance standards.
This document provides information about PSAT 8/9 results and resources for using Khan Academy for test preparation. It outlines how educators can access student score reports and view benchmark data. It also demonstrates how students can link their College Board and Khan Academy accounts to access personalized practice recommendations and full-length practice tests on Khan Academy. Teachers are encouraged to have students link these accounts and explore Khan Academy tools to support instruction before the next PSAT 8/9 administration.
Here is an complete Powerpoint about Examview and Examview cloud. Over 11,000 textbooks include , usually on CD, a set of questions generated with Examview. Using Examview for creating assessments will allow you to create high quality questions for delivery in a number of ways. It will also allows you to make use of the thounsands of question generated with Examview that are already avaiable.
I am an authorized consultant for eInstruction by Turning Technologies.
I would be glad to provide additional information and prices on Examview or any of the products offered by eITT.
Thanks
Bill McIntosh
Phone : 843-442-8888
Email : WKMcIntosh@Comcast.net
Who has the crystal ball for moving forward with Digital Assessment?Denise Whitelock
The document discusses various perspectives on digital assessment including students, awarding bodies, teachers, researchers, software developers, and disrupters. It addresses key issues for each group such as students' feelings about assessment, the challenge of e-assessment for awarding bodies, feedback systems designed by teachers, research on praise and mindsets, the SAFeSEA automated feedback tool, and drivers for disruption from commercial companies.
OECD Reviews of Evaluation and Assessment in Education: SWEDEN - Stockholm – ...EduSkills OECD
The document summarizes an OECD review of evaluation and assessment frameworks in Sweden. It finds that Sweden has a well-established approach built on trust and school autonomy, but could better integrate components like student assessment, teacher appraisal, and school and system evaluation. It recommends Sweden develop a strategic framework, increase the reliability of national assessments, strengthen teacher appraisal and its link to school evaluation, and improve system monitoring by mobilizing existing data.
HLPUSD Common Core State Standards for Mathematics Parent Meetingdsoohoo
The document provides an introduction to the Common Core State Standards for mathematics. It discusses that 44 states have adopted the new standards to ensure students are prepared for college and careers. The standards focus on mathematical content and practices. They will be fully implemented in California by 2015. The new Smarter Balanced tests will assess students in grades 3-8 and 11 starting in 2014-2015 and test a range of math skills using computer-adaptive technology. Parents can help their children by knowing struggle is normal, praising the process, and guiding them to learning resources.
This document summarizes NWEA's Assessment Summit held in South Carolina in March 2013. It discusses NWEA's ongoing process of aligning its Measures of Academic Progress (MAP) assessments to the Common Core State Standards, including the release of new aligned test versions and technology-enhanced item types. It also addresses how the transition to Common Core may impact data reports and the use of MAP assessments for teacher evaluation.
The Common Core State Standards were developed by the National Governors Association and the Council of Chief State School Officers to provide consistent, clear educational standards across states. They are designed to ensure students are prepared for college and careers. The standards focus on developing critical thinking, problem solving, research, and writing skills. Assessments will be administered throughout the school year via the Partnership for Assessment of Readiness for College and Careers to provide feedback on student progress. States adopting the Common Core Standards will work together on common assessments and performance standards.
This document provides information about PSAT 8/9 results and resources for using Khan Academy for test preparation. It outlines how educators can access student score reports and view benchmark data. It also demonstrates how students can link their College Board and Khan Academy accounts to access personalized practice recommendations and full-length practice tests on Khan Academy. Teachers are encouraged to have students link these accounts and explore Khan Academy tools to support instruction before the next PSAT 8/9 administration.
Here is an complete Powerpoint about Examview and Examview cloud. Over 11,000 textbooks include , usually on CD, a set of questions generated with Examview. Using Examview for creating assessments will allow you to create high quality questions for delivery in a number of ways. It will also allows you to make use of the thounsands of question generated with Examview that are already avaiable.
I am an authorized consultant for eInstruction by Turning Technologies.
I would be glad to provide additional information and prices on Examview or any of the products offered by eITT.
Thanks
Bill McIntosh
Phone : 843-442-8888
Email : WKMcIntosh@Comcast.net
Who has the crystal ball for moving forward with Digital Assessment?Denise Whitelock
The document discusses various perspectives on digital assessment including students, awarding bodies, teachers, researchers, software developers, and disrupters. It addresses key issues for each group such as students' feelings about assessment, the challenge of e-assessment for awarding bodies, feedback systems designed by teachers, research on praise and mindsets, the SAFeSEA automated feedback tool, and drivers for disruption from commercial companies.
OECD Reviews of Evaluation and Assessment in Education: SWEDEN - Stockholm – ...EduSkills OECD
The document summarizes an OECD review of evaluation and assessment frameworks in Sweden. It finds that Sweden has a well-established approach built on trust and school autonomy, but could better integrate components like student assessment, teacher appraisal, and school and system evaluation. It recommends Sweden develop a strategic framework, increase the reliability of national assessments, strengthen teacher appraisal and its link to school evaluation, and improve system monitoring by mobilizing existing data.
Join us for a timely and necessary workshop to prepare teachers for for upcoming CAASPP.
Teachers will walk away with:
A slew of resources to reference beyond the workshop time itself
Experience practicing with the performance tasks (as your students will be doing)
Management tips for the performance tasks
An understanding of what is necessary to prepare for and manage testing in the classroom
Connections made through collaborative conversations about the skills needed for you and your students to walk into the CAASPP prepared
Key questions for mathematics teachers - and how PISA can answer themEduSkills OECD
Ten Questions for Mathematics Teachers… and how PISA can help answer them aims to change that.
This report delves into topics such as, “How much should I encourage my students to be responsible for their own learning in mathematics?” or “As a mathematics teacher, how important is the relationship I have with my students?”. It gives teachers timely and relevant data and analyses that can help them
reflect on their teaching strategies and how students learn.
Contents
Introduction: A teacher’s guide to mathematics teaching and learning
Question 1: How much should I direct student learning in my mathematics classes?
Question 2: Are some mathematics teaching methods more effective than others?
Question 3: As a mathematics teacher, how important is the relationship I have with my students?
Question 4: What do we know about memorisation and learning mathematics?
Question 5: Can I help my students learn how to learn mathematics?
Question 6: Should I encourage students to use their creativity in mathematics?
Question 7: Do students’ backgrounds influence how they learn mathematics?
Question 8: Should my teaching emphasise mathematical concepts or how those concepts are applied in the real world?
Question 9: Should I be concerned about my students’ attitudes towards mathematics?
Question 10: What can teachers learn from PISA?
The document introduces Pennsylvania's Standards Aligned System (SAS). It discusses how SAS was developed by educators across Pennsylvania to include Big Ideas, Concepts, and Competencies in core subjects. It explains the purpose of SAS is to support curriculum, instruction, assessment, and professional development using these common elements. It provides examples of Big Ideas in math and describes how Concepts and Competencies are defined in the SAS framework. Finally, it discusses how SAS is organized online and how it can connect to school district curriculum.
The document provides guidance on developing a student growth measures (SGM) plan for teacher and principal evaluations in accordance with Ohio's evaluation systems. It reviews the SGM framework and defines student growth. Districts are instructed to conduct an inventory of assessment data and resources to categorize educators based on the types of data available and determine appropriate SGM measures and percentages. Categories are defined based on whether value-added or approved vendor assessment data exists. Considerations are provided for educators new to assessments and principals' data sources.
This document discusses how NYC public school progress report grades are calculated. Schools receive scores in three categories: School Environment, Student Performance, and Student Progress. These category scores are weighted averages of underlying metric scores, with Student Progress weighted most at 60%. Metric scores are calculated by comparing a school's results to peer schools and all NYC schools. The school's overall progress report grade is a weighted average of the three category scores. Additional details are provided on how metric points are distributed and calculated.
Equations and Inequalities - Making mathematics accessible to allEduSkills OECD
More than ever, students need to engage with mathematical concepts, think quantitatively and analytically, and communicate using mathematics. All these skills are central to a young person’s preparedness to tackle problems that arise at work and in life beyond the classroom. But the reality is that many students are not familiar with basic mathematics concepts and, at school, only practice routine tasks that do not improve their ability to think quantitatively and solve real-life, complex problems.
How can we break this pattern? This report, based on results from PISA 2012, shows that one way forward is to ensure that all students spend more “engaged” time learning core mathematics concepts and solving challenging mathematics tasks. The opportunity to learn mathematics content – the time students spend learning mathematics topics and practising maths tasks at school – can accurately predict mathematics literacy. Differences in students’ familiarity with mathematics concepts explain a substantial share of performance disparities in PISA between socio-economically advantaged and disadvantaged students. Widening access to mathematics content can raise average levels of achievement and, at the same time, reduce inequalities in education and in society at large.
PISA 2012 Evaluating school systems to improve educationEduSkills OECD
PISA 2012 is the programme’s 5th survey. It assessed the competencies of 15-year-olds in reading, mathematics and science (with a focus on mathematics) in 65 countries and economies.
Around 510 000 students between the ages of 15 years 3 months and 16 years 2 months participated in the assessment, representing about 28 million 15-year-olds globally.
The students took a paper-based test that lasted 2 hours. The tests were a mixture of open-ended and multiple-choice questions that were organised in groups based on a passage setting out a real-life situation. A total of about 390 minutes of test items were covered. Students took different combinations of different tests. They and their school principals also answered questionnaires to provide information about the students' backgrounds, schools and learning experiences and about the broader school system and learning environment.
- The document discusses EdReady Montana, a new online learning program that will provide math and English readiness assessments and instruction. It was piloted successfully in 2013 at the University of Montana and showed students skipping courses and completing their subsequent math class with higher grades.
- EdReady Montana will launch statewide in Montana in 2014, funded for 3 years, starting with 7th-12th graders and college students. It uses the National Research Center for Developmental Education's curriculum and has shown results of students gaining a year's worth of math skills in 3 months.
- The document outlines the potential uses, benefits, and challenges of implementing EdReady Montana statewide to improve math and English skills and increase secondary and post-secondary student
TLC2016 - Gearing up academic support and training to power along an automate...BlackboardEMEA
Presenter: Alicia McConnell
Organisation: University of Anglia
Description: Since September 2015 UEA auto-journeyed 3,500 summative student grades from Blackboard to SITS. Grades in Blackboard were generated through use of the assignment and journal tool and from manual submissions, video submissions, group submissions and late submissions. We have included as many exceptions we can think of (extensions, delegated marking, team marking) and used the widest possible range of feedback tools. Preliminary results suggest the students have enjoyed having their summative assessment contextualised with their learning materials instead of separately on SITS / eVision as before. Markers and moderators too seem pleased with the feedback tools available to them and the flexibility the grade centre offers them.
Building Institutional Research Capacity in a K-12 Unified DistrictChristopher Kolar
In higher education, Institutional Research (IR) offices function to audit the academic output of the institution, evaluate program efficacy, and monitor student success. Effective institutional research supports the understanding, planning, and operation of programs informed by a recognition that different functions of an institution are interrelated and dependent. This session will outline practices by the Department of Research, Evaluation, and Assessment in the Palo Alto Unified School District – a division designed and staffed using an IR model.
This document summarizes changes made to Washington state's accountability system in response to flaws in the federal No Child Left Behind system. It describes the original state Accountability Index which rated schools on a scale of 1-7 based on achievement, achievement of student subgroups, achievement compared to similar schools, and improvement over time. It also describes the use of student growth percentiles in the new index and potential use in teacher evaluations.
This document summarizes evaluations from students who took a Word 2013 training course. It provides average ratings for each student across various categories related to the course, including the instructor, courseware, learning effectiveness, and environment. Ratings were on a scale of 1 to 10, with all students giving average ratings between 8.82 and 9.00 for each category. The summary also includes student comments praising the instructor and information about the students.
The document evaluates and compares potential software options for a school's 1:1 initiative and math department. For communication software, Schoology is recommended over Edmodo as it has more robust discussion capabilities, is more compatible with iOS, and will integrate better with the school's existing student information system. For math software, Geometer's Sketchpad is recommended over Math Success Deluxe as it is more interactive, aligned to standards, compatible with iPads, and has available curriculum, within the school's budget.
This document summarizes the key findings and recommendations from the US National Mathematics Advisory Panel's 2008 report on modernizing mathematics curriculum and instruction in the United States. The summary highlights that the Panel recommended streamlining the K-8 mathematics curriculum to focus on mastery of key topics like fractions that are critical foundations for algebra. It also recommended ensuring all students have access to an authentic algebra course by 8th grade and that teachers need to have strong content knowledge in algebra topics. The Panel found limited evidence that calculators improve math skills and called for more high-quality research on effective instructional practices.
The document summarizes an 8th grade technology proficiency project conducted by the Morristown Central School District. It describes the development of a three-part proficiency test to assess students' technology skills and determine what percentage met proficiency standards. Results from the multiple choice section showed an average score of 46% correct, below expectations, indicating that the current technology curriculum was not adequately preparing students. The district will look to improve coordination of technology instruction across grades and develop a comprehensive technology curriculum.
The document describes an 8th grade technology proficiency project conducted by the Morristown Central School District. It discusses the formation of a technology committee to develop a proficiency test for 8th grade students. The test consisted of three parts - a 70 question multiple choice section, a business letter activity using word processing skills, and a planet project assessing additional skills. Results found the average score to be 46% and identified gaps in students' technology preparation. The district concluded that technology instruction needs to begin earlier and be better coordinated across grades to improve proficiency.
This document provides an overview of the ITEC N453 Information Technology Practices course. It introduces the lecturer, Dr. Ahmad Ammari, and outlines topics like consultation etiquette, plagiarism policies, attendance, and mobile phone policies. It describes three learning outcomes covering analyzing emerging technologies, managerial issues related to developing IT systems, and evaluating an organization's IT portfolio. Assessments include an emerging technology presentation, research report, industry project, and final exam. Students are expected to understand graduate outcomes and policies regarding attendance, cheating, and plagiarism. The course aims to help students understand the impact of technologies and issues in managing IT development and implementation.
TALIS 2018 - Teacher professionalism in the face of COVID-19 (Paris, 23 Mar...EduSkills OECD
The world is currently facing a health pandemic and sanitary crisis without precedent in our recent history.
This has affected the normal functioning of education systems worldwide. Nearly all of the 48 countries and economies participating in TALIS are now facing mass and prolonged school closures on all or significant parts of their territory, and UNESCO estimates that 1.25 billion learners are impacted worldwide – i.e. nearly 73% of total enrolments.
This is a major external shock on the operations of our schools and the work of our teachers, who have had to move to distance and digital education offerings within a few days. It is also a major shock and challenge for parents who have been turned into home-schoolers overnight, with no training for this!
This is an odd timing to present the findings of a report depicting the functioning of schools and the work of teachers “before Covid-19”. And although there are lots of interesting things in this report, this is not a priority for today.
Today, I would like to reflect instead on how school and teachers can adapt to these dire circumstances and carry forward their teaching.
Today, I would like to focus on TALIS findings that can help educational systems as they deal with the crisis, and think forward in working out possible strategies to cope with these circumstances.
Today, I would like to convey hope that we can count on teachers to rise to the challenges.
Andreas Schleicher - Director for the Directorate of Education and Skills, OECD. Poverty is not destiny The country where migrants go to school matters more than the country where they came from. Technology can amplify innovative teaching. Countries where students have stronger beliefs in their abilities perform better in mathematics.
PISA 2012 - Creative Problem Solving: Students’ skills in tackling real-life ...EduSkills OECD
The capacity to engage creatively in cognitive processing to understand and resolve problem situations where a method of solution is not immediately obvious (including motivational and affective aspects).
The document discusses strategies for using student performance data from Smarter Balanced Assessments (SBA) to improve instruction. It provides an overview of 2014 SBA field test results and how claims and targets relate to Common Core standards. The document also discusses using interim assessments and digital resources to monitor progress, identify gaps, and promote instructional shifts. Scoring reports and family reports are demonstrated to help analyze results at student, class, and subgroup levels.
The document discusses integrating technology and the Common Core standards in math classrooms. It explains that the standards emphasize real-world applications to prepare students for college and careers. The standards also focus on fewer concepts but require deeper understanding. The document provides examples of Common Core math standards and the standards for mathematical practice. It discusses how assessments are shifting to be more like PARCC assessments and emphasizes the importance of backward design when planning lessons.
Join us for a timely and necessary workshop to prepare teachers for for upcoming CAASPP.
Teachers will walk away with:
A slew of resources to reference beyond the workshop time itself
Experience practicing with the performance tasks (as your students will be doing)
Management tips for the performance tasks
An understanding of what is necessary to prepare for and manage testing in the classroom
Connections made through collaborative conversations about the skills needed for you and your students to walk into the CAASPP prepared
Key questions for mathematics teachers - and how PISA can answer themEduSkills OECD
Ten Questions for Mathematics Teachers… and how PISA can help answer them aims to change that.
This report delves into topics such as, “How much should I encourage my students to be responsible for their own learning in mathematics?” or “As a mathematics teacher, how important is the relationship I have with my students?”. It gives teachers timely and relevant data and analyses that can help them
reflect on their teaching strategies and how students learn.
Contents
Introduction: A teacher’s guide to mathematics teaching and learning
Question 1: How much should I direct student learning in my mathematics classes?
Question 2: Are some mathematics teaching methods more effective than others?
Question 3: As a mathematics teacher, how important is the relationship I have with my students?
Question 4: What do we know about memorisation and learning mathematics?
Question 5: Can I help my students learn how to learn mathematics?
Question 6: Should I encourage students to use their creativity in mathematics?
Question 7: Do students’ backgrounds influence how they learn mathematics?
Question 8: Should my teaching emphasise mathematical concepts or how those concepts are applied in the real world?
Question 9: Should I be concerned about my students’ attitudes towards mathematics?
Question 10: What can teachers learn from PISA?
The document introduces Pennsylvania's Standards Aligned System (SAS). It discusses how SAS was developed by educators across Pennsylvania to include Big Ideas, Concepts, and Competencies in core subjects. It explains the purpose of SAS is to support curriculum, instruction, assessment, and professional development using these common elements. It provides examples of Big Ideas in math and describes how Concepts and Competencies are defined in the SAS framework. Finally, it discusses how SAS is organized online and how it can connect to school district curriculum.
The document provides guidance on developing a student growth measures (SGM) plan for teacher and principal evaluations in accordance with Ohio's evaluation systems. It reviews the SGM framework and defines student growth. Districts are instructed to conduct an inventory of assessment data and resources to categorize educators based on the types of data available and determine appropriate SGM measures and percentages. Categories are defined based on whether value-added or approved vendor assessment data exists. Considerations are provided for educators new to assessments and principals' data sources.
This document discusses how NYC public school progress report grades are calculated. Schools receive scores in three categories: School Environment, Student Performance, and Student Progress. These category scores are weighted averages of underlying metric scores, with Student Progress weighted most at 60%. Metric scores are calculated by comparing a school's results to peer schools and all NYC schools. The school's overall progress report grade is a weighted average of the three category scores. Additional details are provided on how metric points are distributed and calculated.
Equations and Inequalities - Making mathematics accessible to allEduSkills OECD
More than ever, students need to engage with mathematical concepts, think quantitatively and analytically, and communicate using mathematics. All these skills are central to a young person’s preparedness to tackle problems that arise at work and in life beyond the classroom. But the reality is that many students are not familiar with basic mathematics concepts and, at school, only practice routine tasks that do not improve their ability to think quantitatively and solve real-life, complex problems.
How can we break this pattern? This report, based on results from PISA 2012, shows that one way forward is to ensure that all students spend more “engaged” time learning core mathematics concepts and solving challenging mathematics tasks. The opportunity to learn mathematics content – the time students spend learning mathematics topics and practising maths tasks at school – can accurately predict mathematics literacy. Differences in students’ familiarity with mathematics concepts explain a substantial share of performance disparities in PISA between socio-economically advantaged and disadvantaged students. Widening access to mathematics content can raise average levels of achievement and, at the same time, reduce inequalities in education and in society at large.
PISA 2012 Evaluating school systems to improve educationEduSkills OECD
PISA 2012 is the programme’s 5th survey. It assessed the competencies of 15-year-olds in reading, mathematics and science (with a focus on mathematics) in 65 countries and economies.
Around 510 000 students between the ages of 15 years 3 months and 16 years 2 months participated in the assessment, representing about 28 million 15-year-olds globally.
The students took a paper-based test that lasted 2 hours. The tests were a mixture of open-ended and multiple-choice questions that were organised in groups based on a passage setting out a real-life situation. A total of about 390 minutes of test items were covered. Students took different combinations of different tests. They and their school principals also answered questionnaires to provide information about the students' backgrounds, schools and learning experiences and about the broader school system and learning environment.
- The document discusses EdReady Montana, a new online learning program that will provide math and English readiness assessments and instruction. It was piloted successfully in 2013 at the University of Montana and showed students skipping courses and completing their subsequent math class with higher grades.
- EdReady Montana will launch statewide in Montana in 2014, funded for 3 years, starting with 7th-12th graders and college students. It uses the National Research Center for Developmental Education's curriculum and has shown results of students gaining a year's worth of math skills in 3 months.
- The document outlines the potential uses, benefits, and challenges of implementing EdReady Montana statewide to improve math and English skills and increase secondary and post-secondary student
TLC2016 - Gearing up academic support and training to power along an automate...BlackboardEMEA
Presenter: Alicia McConnell
Organisation: University of Anglia
Description: Since September 2015 UEA auto-journeyed 3,500 summative student grades from Blackboard to SITS. Grades in Blackboard were generated through use of the assignment and journal tool and from manual submissions, video submissions, group submissions and late submissions. We have included as many exceptions we can think of (extensions, delegated marking, team marking) and used the widest possible range of feedback tools. Preliminary results suggest the students have enjoyed having their summative assessment contextualised with their learning materials instead of separately on SITS / eVision as before. Markers and moderators too seem pleased with the feedback tools available to them and the flexibility the grade centre offers them.
Building Institutional Research Capacity in a K-12 Unified DistrictChristopher Kolar
In higher education, Institutional Research (IR) offices function to audit the academic output of the institution, evaluate program efficacy, and monitor student success. Effective institutional research supports the understanding, planning, and operation of programs informed by a recognition that different functions of an institution are interrelated and dependent. This session will outline practices by the Department of Research, Evaluation, and Assessment in the Palo Alto Unified School District – a division designed and staffed using an IR model.
This document summarizes changes made to Washington state's accountability system in response to flaws in the federal No Child Left Behind system. It describes the original state Accountability Index which rated schools on a scale of 1-7 based on achievement, achievement of student subgroups, achievement compared to similar schools, and improvement over time. It also describes the use of student growth percentiles in the new index and potential use in teacher evaluations.
This document summarizes evaluations from students who took a Word 2013 training course. It provides average ratings for each student across various categories related to the course, including the instructor, courseware, learning effectiveness, and environment. Ratings were on a scale of 1 to 10, with all students giving average ratings between 8.82 and 9.00 for each category. The summary also includes student comments praising the instructor and information about the students.
The document evaluates and compares potential software options for a school's 1:1 initiative and math department. For communication software, Schoology is recommended over Edmodo as it has more robust discussion capabilities, is more compatible with iOS, and will integrate better with the school's existing student information system. For math software, Geometer's Sketchpad is recommended over Math Success Deluxe as it is more interactive, aligned to standards, compatible with iPads, and has available curriculum, within the school's budget.
This document summarizes the key findings and recommendations from the US National Mathematics Advisory Panel's 2008 report on modernizing mathematics curriculum and instruction in the United States. The summary highlights that the Panel recommended streamlining the K-8 mathematics curriculum to focus on mastery of key topics like fractions that are critical foundations for algebra. It also recommended ensuring all students have access to an authentic algebra course by 8th grade and that teachers need to have strong content knowledge in algebra topics. The Panel found limited evidence that calculators improve math skills and called for more high-quality research on effective instructional practices.
The document summarizes an 8th grade technology proficiency project conducted by the Morristown Central School District. It describes the development of a three-part proficiency test to assess students' technology skills and determine what percentage met proficiency standards. Results from the multiple choice section showed an average score of 46% correct, below expectations, indicating that the current technology curriculum was not adequately preparing students. The district will look to improve coordination of technology instruction across grades and develop a comprehensive technology curriculum.
The document describes an 8th grade technology proficiency project conducted by the Morristown Central School District. It discusses the formation of a technology committee to develop a proficiency test for 8th grade students. The test consisted of three parts - a 70 question multiple choice section, a business letter activity using word processing skills, and a planet project assessing additional skills. Results found the average score to be 46% and identified gaps in students' technology preparation. The district concluded that technology instruction needs to begin earlier and be better coordinated across grades to improve proficiency.
This document provides an overview of the ITEC N453 Information Technology Practices course. It introduces the lecturer, Dr. Ahmad Ammari, and outlines topics like consultation etiquette, plagiarism policies, attendance, and mobile phone policies. It describes three learning outcomes covering analyzing emerging technologies, managerial issues related to developing IT systems, and evaluating an organization's IT portfolio. Assessments include an emerging technology presentation, research report, industry project, and final exam. Students are expected to understand graduate outcomes and policies regarding attendance, cheating, and plagiarism. The course aims to help students understand the impact of technologies and issues in managing IT development and implementation.
TALIS 2018 - Teacher professionalism in the face of COVID-19 (Paris, 23 Mar...EduSkills OECD
The world is currently facing a health pandemic and sanitary crisis without precedent in our recent history.
This has affected the normal functioning of education systems worldwide. Nearly all of the 48 countries and economies participating in TALIS are now facing mass and prolonged school closures on all or significant parts of their territory, and UNESCO estimates that 1.25 billion learners are impacted worldwide – i.e. nearly 73% of total enrolments.
This is a major external shock on the operations of our schools and the work of our teachers, who have had to move to distance and digital education offerings within a few days. It is also a major shock and challenge for parents who have been turned into home-schoolers overnight, with no training for this!
This is an odd timing to present the findings of a report depicting the functioning of schools and the work of teachers “before Covid-19”. And although there are lots of interesting things in this report, this is not a priority for today.
Today, I would like to reflect instead on how school and teachers can adapt to these dire circumstances and carry forward their teaching.
Today, I would like to focus on TALIS findings that can help educational systems as they deal with the crisis, and think forward in working out possible strategies to cope with these circumstances.
Today, I would like to convey hope that we can count on teachers to rise to the challenges.
Andreas Schleicher - Director for the Directorate of Education and Skills, OECD. Poverty is not destiny The country where migrants go to school matters more than the country where they came from. Technology can amplify innovative teaching. Countries where students have stronger beliefs in their abilities perform better in mathematics.
PISA 2012 - Creative Problem Solving: Students’ skills in tackling real-life ...EduSkills OECD
The capacity to engage creatively in cognitive processing to understand and resolve problem situations where a method of solution is not immediately obvious (including motivational and affective aspects).
The document discusses strategies for using student performance data from Smarter Balanced Assessments (SBA) to improve instruction. It provides an overview of 2014 SBA field test results and how claims and targets relate to Common Core standards. The document also discusses using interim assessments and digital resources to monitor progress, identify gaps, and promote instructional shifts. Scoring reports and family reports are demonstrated to help analyze results at student, class, and subgroup levels.
The document discusses integrating technology and the Common Core standards in math classrooms. It explains that the standards emphasize real-world applications to prepare students for college and careers. The standards also focus on fewer concepts but require deeper understanding. The document provides examples of Common Core math standards and the standards for mathematical practice. It discusses how assessments are shifting to be more like PARCC assessments and emphasizes the importance of backward design when planning lessons.
This document provides an overview and instructions for faculty assessing Clemson University's General Education Program on Day 1. It outlines the purpose of the assessment to evaluate student learning outcomes in general education competencies. Faculty jurors will use rubrics to score student artifacts from general education courses and provide qualitative feedback. They will enter scores into provided Excel files and note any areas requiring zero scores or clarification. The results will be used to inform improvements in general education courses and identify faculty development needs. Jurors are also asked to consider proposals for including information literacy and digital literacy in the curriculum.
This document provides a summary of recent developments related to the Partnership for Assessment of Readiness for College and Careers (PARCC). It outlines key decisions and policies from September 2012 to December 2012, including establishing principles of comparability between PARCC and SBAC assessments, approving mathematics reference sheets, and developing a college and career readiness determination policy. It also previews PARCC assessment design activities planned for the next six months and next 1-2 years, such as developing performance level descriptors, accommodation policies, and assessment administration manuals.
Career and college planning for undeclassment presentation 2014 2015webern79
This document provides information to help students plan for their career and college paths, including the importance of conducting research on options and requirements. It discusses standardized tests like the PSAT, SAT, and SAT subject tests. The PSAT is recommended to help prepare for the SAT. Free online test prep resources are available. The document outlines changes coming to the redesigned SAT in 2015-2016, including making the essay optional but still required by many schools.
Empowering Pre-Service & New Math Teachers to Use the Common Core Practice St...DreamBox Learning
How prepared are the K-12 teachers of tomorrow to inspire the next generation of young mathematicians? In this webinar for the edWeb.net Adaptive Math Learning community, attendees learned how essential it is for pre-service teachers to learn, develop, and model the Standards for Mathematical Practice to improve learning for their future students. Ben Braun, Associate Professor of Mathematics at the University of Kentucky, and Tim Hudson, Senior Director of Curriculum Design at DreamBox Learning, discussed ways to ensure that pre-service teachers start their careers understanding how mathematical proficiency requires more than simply content knowledge. Tim and Ben shared ideas for K-12 school leaders and mentor teachers who are responsible for new teacher induction, as well as, implications for college and university faculty teaching both math methods and content courses. They also discussed potential disconnects between pre-service content and methods courses and also eventual in-service expectations, while providing examples of math problems to engage pre-service and new teachers. View the webinar to better understand how to use the Standards for Mathematical Practice.
This document provides guidance for teachers on getting started with teaching the Common Core State Standards. It discusses aligning pacing guides to the CCSS, understanding the structure and components of the CCSS document, using standards and crosswalks to identify what content is staying the same and what is changing, the emphasis on mathematical practices, examples of performance tasks and sample test items, and strategies for teaching like proof drawings and math talks. It also addresses assessment design and ensuring lessons and pacing allow sufficient time for students to master the depth and rigor of the new standards.
"Yeah But How Do I Translate That to a Percentage?" -- STA Convention 2022.pdfChris Hunter
The document discusses standards-based assessment and answers common questions about the transition from traditional grading to standards-based assessment. Some key points include:
- Standards-based assessment focuses on demonstrating evidence of learning standards rather than accumulating points, and compares student learning to proficiency levels rather than other students.
- The reasons for changing include making assessment more accurate, fair, and relevant to learning, and shifting student focus from grades to learning.
- Assessment should evaluate specific delineated learning standards rather than broad topics. Descriptors define each level of the proficiency scale from emerging to extending.
- Evidence of learning can come from products, observations, and conversations, rather than single events like tests. Tracking data over
The document provides an overview of the Common Core State Standards for Mathematics. It discusses that the standards were developed by state leaders and aim to ensure students are prepared for college and careers. The standards establish clear goals in mathematics and are similar across most states. Key differences from previous standards include a greater focus on real-world problems and applying mathematical concepts versus memorizing steps. Sample questions show how assessments test deeper understanding and multi-step reasoning skills. Parents are encouraged to support their children's mathematics learning.
This document provides an overview of custom reporting in Schoolnet. It discusses defining student sets ("the who") and report parameters and data selections ("the what") to build custom reports. Key points include:
- The "who" is the student set, defined by applying filters to select specific students.
- The "what" includes report parameters like formatting, rows and columns, and data constraints to select assessment data.
- Custom reports and analysis spreadsheets allow defining the "who" and "what" separately. Pre-formatted reports have limited options.
- Reports can be saved, published to share, and tagged as "key reports" for easy access by others.
Understanding the Common Core State StandardsAchieve, Inc.
This PowerPoint presentation was prepared in 2012.
In 2009, 48 states, 2 territories and the District of Columbia signed a memorandum of agreement with the National Governors Association (NGA) and Council of Chief State School Officers (CCSSO), committing to a state-led process - the Common Core State Standards Initiative (CCSSI).
Achieve partnered with NGA and CCSSO on the Initiative and a number of Achieve staff and consultants served on the writing and review teams. On June 2, 2010, the Common Core State Standards for English Language Arts/Literacy and Mathematics (CCSS) were released, and since then, over 45 states have adopted the Common Core State Standards and are now working to implement the standards.
Achieve has developed materials to help states, districts, and others understand the organization and content of the standards and the content and evidence base used to support the standards. Visit http://www.achieve.org
This document outlines the steps for conducting a Continuous Improvement (CI) project. It begins with establishing a CI team that will work on the project. This includes selecting a school head, team leader, and various member roles. It then discusses gathering the Voice of the Customers through interviews and affinity diagrams to understand issues. This is followed by mapping the current process to identify any "storm clouds" or problems. The document provides examples and guidance for properly documenting each step of the CI methodology in a clear and organized manner.
The document provides a brief history of mathematics education standards leading up to the Common Core State Standards, adopted in 2010. It describes key lessons learned about how students best learn mathematics, primarily by doing math rather than just listening. The goals of the Common Core are to provide consistent standards to prepare students for college and careers and compete globally. The standards focus on coherence, clarity, and specificity. They describe mathematical practices and content domain progressions from kindergarten through high school.
Ccss and the special educator(10 8-13) (1)stuartr52
The document provides an overview of the Common Core State Standards (CCSS) and what special educators need to know about them. It discusses the history of special education and how standards and accountability have increased over time. It then explains key aspects of the CCSS, including their focus on college and career readiness and 21st century skills. The document outlines the CCSS for English language arts and math, noting similarities and differences from prior standards. It also reviews the new computer-based assessment systems being implemented and resources available to support instruction aligned with the CCSS, including learning progressions and maps.
This document provides an overview of the Common Core State Standards for mathematics. It discusses the timeline for implementing the standards and transitioning assessments. It also describes the new PARCC assessments, including the claims-based design, evidence-centered approach, and inclusion of mathematical practices. Examples are given of practice-integrated and practice-related content standards and how the practices will be assessed.
Measuring what we value - lyons and niblock presentationJonathan Martin
1) The document discusses ways to identify and measure qualities that are valued by educators and the public in schools, and suggests new ways to report achievement of these measures.
2) It provides a quick preview of new assessment tools designed to measure 21st century skills and describes the assessment practices of schools recognized as "Schools of the Future."
3) The document discusses challenges in using standardized test data and presents alternatives like developing "replica tests" based on released test items to allow international benchmarking and comparison.
This document provides an overview of a unit that aims to evaluate the alignment of adult education mathematics curriculum resources with Common Core State Standards (CCR standards). The unit has three parts: 1) evaluating the alignment of a sample curriculum resource, 2) identifying gaps in alignment and modifying the resource, and 3) completing the revised resource for instructional use. The document outlines the process for evaluating alignment based on three criteria: focus, coherence, and rigor. It provides tools and guidance to help educators systematically analyze a resource's alignment strengths and weaknesses in order to strengthen the link between the curriculum and the CCR standards.
Similar to CCSS Math and SBAC Assessments: Assessing the Common Core, Grades 7-8 (20)
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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. 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. 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. Group Norms
• Collaboration
• Communication
• Time
• Trust
• Engage
• Other
“yesno”
by
Florian
Seroussi
is
licensed
under
CC
BY
NC-‐SA
2.0
6. Questions?
• If it is relevant now, please ask!
• Use TodaysMeet for backchannel or
questions to be answered later.
6
7. Our Virtual Parking Lot
• https://todaysmeet.com/NSDmath7-8
“My
GTI
in
the
parking
lot,
birds-‐eye
view”
by
jadam
is
licensed
under
CC
BY
A-‐NC-‐SA
2.0
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
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. 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. Where are we now?
• http://m.socrative.com
• If prompted, choose “student”
• Enter room 350750
17. Explanation of the Shifts
• Quick Explanation of the Shifts
– by Kate Gerson, a Senior Fellow with the
Regents Research Fund
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. 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. 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. Traditional U.S. Approach
K
12
Number
and
Opera0ons
Measurement
and
Geometry
Algebra
and
Func0ons
Sta0s0cs
and
Probability
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. 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. Key Element of the CCSS-M
Connected to Issues of Assessment
• Standards for
Mathematical
Practice
www.corestandards.org/
math/practice
26. Key Element of the CCSS-M
Connected to Issues of Assessment
• Standards for
Mathematical
Practice
www.corestandards.org/
math/practice
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. 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. 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
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
37. 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
38. 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
39. 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
40. 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),
41. 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.
42. 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.
43. 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
45. Structure of the CCSS-M
Grade Level Standards for Grade 4
Cluster Heading
46. Content Emphases by Cluster
• Not all content is equal!
– Major, Additional, and Supporting
Clusters
• Grades 6-8 clusters
• Algebra I, Geometry, Algebra II
clusters
56. 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.
57. 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
57
58. 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?
60. Our Virtual Parking Lot
• https://todaysmeet.com/NSDmath7-8
“My
GTI
in
the
parking
lot,
birds-‐eye
view”
by
jadam
is
licensed
under
CC
BY
A-‐NC-‐SA
2.0
62. 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
63. 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
64. 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.
65. 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
65
66. 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?
67. Grade 7 Performance Task
Food baskets
• Classroom Interaction
– Includes setting the context and
modeling a process
• Performance task
• Scoring guide
– for practice tasks only
68. Grade 8 Performance Task
Heart beats
• Classroom Interaction
– Includes setting the context and
modeling a process
• Performance task
• Scoring guide
– for practice tasks only
69. 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
70. How do we prepare for the new assessments?
IMPLICATIONS AND NEEDS
71. “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
72. 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
73. 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
74. Our Needs
• What do you need in order to do this
work?
– Grades 7-8
75. Next Steps
• What is the most important need?
• What could be the next step(s) to fill
this need?
76. 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?
78. 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
79. 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
80. 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
81. 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