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Common Core State Standards (CCSS) & the Smarter Balanced Assessment Consortium (SBAC)

• Today is a continuation of the ongoing work the district has been conducting to prepare teachers and students for the instructional shifts required to prepare our students for new CCSS and SBAC expectations.

• At this point, we have engaged in the follow experiences:– April 30, 2012: Overview of CCSS/SBAC in your schools (kick-off)

– November 6, 2012 (grade K/3) OR January 9/30, 2013 (grades 1/2 and 4/5): CCSS and Information Research Literacy

• Today, we will continue to connect these threads by exploring how Information Research Literacy is a critical CCSS instructional shift and how these skills are integrated within SBAC's Research/Inquiry Performance Tasks.

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1/30/13 Participant Outcomes

• Teachers will explore Smarter Balanced Assessment Consortium (SBAC) test items and performance tasks (Part I.- 50-60 minutes).

• By deconstructing a grade-level SBAC-like Performance task, teachers will draw conclusions about particular media and literacy instructional skills and resources that are required to support learning outcomes (Part II.- 60-75 minutes).

• Teachers will explore digital and print resources to create a "text set" (a combination of digital and print texts) to support units of study (Part III.- 45-60 minutes).

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Performance Tasks forEnglish Language Arts

Adopted by Greenwich Public SchoolsJanuary/April 2013

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General Guidelines forDeveloping Performance Tasks

• Integrate knowledge and skills

• Measure understanding, research skills, analysis, and the ability to provide relevant evidence

• Require student to plan, write, revise, and edit

• Reflect a real-world task

• Demonstrate knowledge and skills

• Allow for multiple points of view

• Feasible for classroom environment

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“Students can demonstrate progress toward college and career readiness in English Language arts and literacy.”

“Students can demonstrate college and career readiness in English language arts and literacy.”

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

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

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

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

Overall Claim for Grades 3-8

Overall Claim for Grade 11

Claim #1 - Reading

Claim #2 - Writing

Claim #3 - Speaking and Listening

Claim #4 - Research/Inquiry

Claims for ELA - The Performance Tasks Measures a Combination of

Claims

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General Specifications forPerformance Tasks

• Allowable teacher and peer interactions and group work

• Organization of complex task directions

• Vocabulary

• Simulated Internet access

• Rubrics

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Design of Performance Tasks

• Components of a Performance TaskStimulus

Readings Video clips Audio clips Graphs, charts,

other visuals Research topic/issue/

problem etc.

Information Processing Research questions Comprehension

questions Simulated Internet

search etc.

Product/Performance Essay, report, story,

script Speech with/without

graphics, other media Responses to

embedded constructed response questions.

etc.

Use 1-2 Stimuli for Grade 3. Use up to 5 stimuli for high school. Emphasis on stimuli related to science, history, and social studies.

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Parts of Performance Task

• Part 1: Student reads research sources and responds to prompts (Claim 1 or 4)

• Part 2: Student plans, writes, and revises his or her full essay (Claim 2) or plans and delivers a speech (Claim 3)

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Test Administration

• Maximum Time Requirements for Performance Tasks

– Grade 3–8: • 105 minutes total

Part 1: 35 min.Part 2: 70 min.

– High School: • 120 minutes total

Part 1: 35-45 min.Part 2: 75-85 min.

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Sample Performance Task: Animal Defenses

• Designed for Grade 4

• Claims 2 and 4

• General Overview of Task

• Part 1 (35 minutes) presents students with the sources/stimulus (article & video clip) and asks students to answer 3 constructed responses (rubrics and sample responses p. 12-16)

• Part 2 (70 minutes) students access/synthesize stimuli/sources, their notes and answers to constructed responses to write an explanatory article.

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Scoring Information

• How your essay will be scored: The people scoring your essay will be assigning scores for (see p. 7-19):

– Statement of purpose/Focus & Organization—

– Evidence/Elaboration—

– Conventions—

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Guidelines for Writing Performance Tasks

• Align parts of the task

• Parts build to “full write” or speech

• Develop rubric for each assessment target

• Develop exemplars for each rubric

• Allow multiple approaches