Embed Size (px)
Citation preview
Common Core State Standards & Assessment
Leadership AcademyNMC Hagerty Center
August 22, 2012
How do the Common Core State Standards relate to
teacher evaluation?
Understand the implementation timeline of the CCSS and where your building is on that timeline.
Understand the projected changes of the SBA as compared to our current assessments.
Explore/develop strategies to support CCSS implementation in your building.
Session Outcomes
Regional CCSS Implementation
2010 - 2011
CCSS Roll Out at TBAISD Conference Center – Winter/Spring 2011
In-District Support
2011 - 2012
Leadership Academy
RSDD
Regional Literacy
Committee Meetings
Regional 3-8 Math PLC
Digging Deeper into
CCSSM
In-District Support
Continue Implementation
MME Remains the same
MEAP Minimally Modified
2012-2013 CCSS for Michigan
Where are you?
Remove the NAESP article from the red file folder.
Implementation Checklist
http://www.naesp.org/sites/default/files/Common%20Core%20Implementation%20Checklist%20for%20Principals.pdf
As the article states, please identify areas of strengths and needs by checking tasks that you have completed and making notes about your plans.
◦ Each person shares1area of strength with those at their table.
◦ Discuss how implementation was effective.
Implementation Checklist
Four Foundational Claims
Field Testing in 2013
Operational by January of 2015
Scoring-combination of machine and
teacher
Re-take Option
Interim Assessments available 2015-2016
SBAC – Overview
Selected Response
Technology-Enhanced Constructed Response
Constructed Response
Performance Task
SBAC – Assessment Item Types
One reading, one writing and two math tasks per year
◦ ELA – Select texts on a given theme, synthesize the perspectives presented, conduct research, and write a reflective essay.
◦ Math – Review a financial document and read explanatory text, conduct a series of analyses, develop a conclusion, and provide evidence for it.
SBAC – Performance Tasks
Roughly half of the performance tasks for
grades 9-11 will assess ELA or math within the context of science or social studies.
Remove the Venn Diagram from the orange file folder.
Use the Venn Diagram to compare and contrast your thoughts about the two assessments.
MEAP vs. SBAC
Remove the assessment items from the orange file folder.◦ELA is the green paper-clipped packet◦Math is the blue paper-clipped packet
Choose either ELA or Math to review.
Review the items on your own first highlighting major differences.
Discuss the level of complexity of the assessment items with a partner.
MEAP vs. SBAC – Example Items
Add notes to your Venn Diagram after analyzing the items shown. ◦ Did your responses change?◦ What does your staff need to know?
Remove and scan the ELA & Math Performance Task document from the orange file folder.◦ In what ways are your teachers providing the
varying types of stimulus to prepare for the new assessment?
◦ What support do you expect your teachers will need to implement these stimuli?
MEAP vs. SBAC – Example Items
1. Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.
2. Students can produce effective and well-grounded writing for a range of purposes and audiences.
3. Students can employ effective speaking and listening skills for range of purposes and audiences.
4. Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.
SBAC – ELA Claims
1. Students can explain and apply mathematical procedures with precision and fluency.
2. Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.
3. Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.
4. Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.
SBAC – Math Claims
Remove the claim documents for ELA & Math from the yellow file folder.
Similarities◦Rationale◦Sufficient Evidence◦Accessibility◦Assessment Targets
SBAC – Claims
Differences in ELA Document◦Proposed Reporting Categories◦Other Assessment Notes
Differences in Math Document◦Types of Extended Response Tasks
SBAC – Claims
Find a partner.
Choose who will review the ELA document and who will review the Math document.◦ ELA will focus on pages 63-66◦ Math will focus on pages 64-66
As you read your selection:◦ Highlight 3 things that you can share with your
staff◦ Underline 3 things that are surprising
SBAC – Claims Activity
Discuss your highlights and surprises with your partner.
Record your highlights and surprises on the chart paper on the wall.
Take a minute to read the other statements contributed.
SBAC – Claims Activity
The claims reference Depth of Knowledge.
Webb’s Depth of Knowledge has four levels:◦Level One – Recall◦Level Two – Skills & Concepts◦Level Three – Strategic Thinking◦Level Four – Extended Thinking
SBAC – Claims Activity
Remove the partially empty DOK wheel from the green file folder.
Individually or with a partner, place the words in the table into the appropriate sector of the circle.
Depth of Knowledge
Using the DOK level hand-out, compare it to the wheel you filled out.
What DOK levels did the claims reference?
What percent of your teachers offer instruction within levels 3 and 4 on regular basis?
How can you lead & support your staff to implement instructional strategies that access higher levels of DOK?
Depth of Knowledge
SBAC Cognitive Rigor Matrix for ELA and Math from the green file folder.
Teacher questionnaire on the back side of the DOK wheel.
TBAISD provided “flip books”.
Depth of Knowledge Resources
Instructional Practice
TBAISD Support for Instruction
Math
TBAISD Support for Instruction
ELA
TBAISD Support for Instruction
Data/Assessment
TBAISD Support for Instruction
Venn Diagram/ Assessment Item Activity
Claims Activity
DOK Activity
Activities to do with your Staff
Take some time to think about what you want to accomplish with your staff during this school year.
Locate the last page of your Implementation Checklist.
Complete the “Strengths” and “Areas of Focus for Improvement” sections.
Based on your reflection, complete the “To Do” list located in the blue file folder.
Share & discuss your plans with the other administrators at your table.
2012-2013 CCSS “To Do”
Math◦ Draft Content Specifications Document – Contains
Claims and example items. http://www.smarterbalanced.org/wordpress/wp-content/uploads/2011/12/Math-Content-Specifications.pdf
◦ Grades 3-5 Items Specifications http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/TaskItemSpecifications/Mathematics/MathematicsGeneralItemandTaskSpecificationsGrades3-5.pdf
Links to SBAC Documents
ELA◦ SBAC Item and Task Specifications:
http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/TaskItemSpecifications/EnglishLanguageArtsLiteracy/ELAGeneralItemandTaskSpecifications.pdf
◦ SBAC Claims:http://www.reedschools.org/cms/lib2/CA01001640/Centricity/Domain/202/Smarter%20Balance%20Assessment%20Overview.pdf
Links to SBAC Documents
Karen ReisterTBAISD Math [email protected]
Carrie VanLandschootTBAISD Literacy [email protected]
Contact Information
Leave the CCSS Feedback & Support Request Form on your table as you
leave.
Feedback Form
