Policy Definitions, Achievement Level Descriptors, and Math Achievement Standards Review the Standards Setting Timeline Hear from Stakeholders Development process Stakeholder Engagement and Survey Results Adopt the General and Math Policy Definitions Review the High School Math Achievement Level Descriptors Policy Definitions are general statements that describe rigor across grade levels and content areas and provide an overarching definition for each achievement level. They are used for all subjects Achievement Level Descriptors explain a students knowledge and skills at a specific Achievement Level by grade and subject. They are a key element in the establishment of cut scores. Following national best practice, ODE will focus the Standards Setting panelists attention on a reasonable cut score given data on national and international benchmarks. General Policy Definitions (provide consistency across subjects and grades) Math Policy Definitions (provide consistency within math across grades) Math Achievement Level Descriptors by grade Differentiate levels of achievement needed for university, community college, workforce development, etc. Developed by group of math education experts after: Review of Oregons 2006 ALDs Review of national best practice Review of ALDs from other states with high performance and high standards Developed in preparation for summer Math Standards Setting Reviewed by math and education stakeholders The following groups have provided feedback on these statements in three rounds of surveys: Content Panels (Math, English, Science, Social Sciences, ELPA) Assessment Advisory Committee OMEC (Oregon Mathematics Education Council) OCTM Board (Oregon Council of Teachers of Mathematics) TOSA (Teachers on Special Assignment) TOTM (Teachers of Teachers of Mathematics) Career and Technical Ed Deans Community College Math Chairs Council of Instructional Administrators Higher Education Partners PTA Partners Level 1: Students do not demonstrate mastery of grade-level knowledge and skills required for proficiency. Level 2: Students demonstrate partial mastery of grade-level knowledge and skills required for proficiency. Level 3: Students demonstrate mastery of the grade-level knowledge and skills required for proficiency. Level 4: Students demonstrate mastery of grade- level knowledge and skills exceeding the requirement for proficiency. Level 1: Students demonstrate limited mastery of mathematical knowledge and skills through the direct application of a concept or procedure in simplified and familiar situations with occasional success. Level 2: Students demonstrate partial mastery of mathematical knowledge and skills through the direct application of concepts and procedures in familiar situations with regular success. They are able to explain some of their steps. Level 3: Students demonstrate mastery of mathematical knowledge and skills through selecting from an assortment of strategies and integrating concepts and procedures in a variety of situations with consistent success. They are able to explain steps and procedures. Level 4: Students demonstrate mastery of mathematical knowledge and skills through the use of multiple reasoning strategies and apply them in new and complex situations with consistent success. They are able to analyze their strategies and solutions. 73% of Math Content Panel Respondents thought that the Math Policy Level Definitions were Clear or Very Clear. 61.5% of general respondents thought that the Math Policy Level Definitions were Clear or Very Clear. Only 9% of recent respondents thought that the Math Policy Level Definitions were Unclear. 76.5% of recent respondents agreed with the rigor of the Math Policy Level Definitions March 2010 State Board Review April 2010 Proposed State Board Adoption Initial Adoption of the General and Math Policy Definitions Review of the High School Achievement Level Descriptors State Board adoption of the High School Achievement Level Descriptors is expected in April The grade 3-8 Achievement Level Descriptors will be presented for review in April