Smarter Balanced Assessments Student Reports and Instructional Implications Testing Irregularity Scores are not reliable. Scores were not used for the NSPF. Scores are not reflected in school performance ratings. Scores do not influence teacher evaluations for To be prepared to engage in dialogue, with parents, regarding student SBAC reports. Participants will: identify talking points when sharing report results with parents. use threshold ALDs to bring meaning to the numbers. Learning Target 1 Success Criteria 1 Conversations with parents and guardians. What do these scores mean? To gain a deeper understanding of the alignment among claims, targets, and standards for instructional conversations with staff. Participants will: Identify connections among claims, targets, and standards. Identify instructional implications after reviewing task models. Success Criteria 2 Learning Target 2 Supporting Teachers 1.What is the thinking behind the questions designed to collect evidence? 2.How do my interpretations and expectations of the standards compare with those of test developers? Reporting Achievement Level Descriptor The student has met the achievement standard and demonstrates progress toward mastery of the knowledge and skills in mathematics needed for likely success in future coursework. Level 4: exceeded Level 3: met Level 2: nearly met Level 1: not met 1 Level 4: exceeded Level 3: met Level 2: nearly met Level 1: not met Advanced Partially Proficient Novice Nevadas Descriptors Proficient Claim 1 Claim 2 and 4 Claim 3 3 Performance Categories (*Aligned to Claims) Claim Level Descriptors 3 Descriptors: Below Standard At/Near Standard Above Standard 4 Levels Claim 1Claim 2Claim 3Claim 4 English Language Arts ELA Infinite Campus View Role-playing Partner activity Take turns playing the role of a principal and a parent. As the principal, review the reported scores with the parent. What was my child able to do and where might we go from here? Meeting with your childs teacher would be helpful. However, lets look at the Threshold Achievement Level Descriptors that describe minimum performance required. Its not everything tested; but, gives us a starting place. Threshold Achievement Level Descriptors (ALDs) 2 Skim and scan threshold ALDs for mathematics, grade 5. Discuss how these descriptors may help to facilitate BEGINNING conversations with parents/guardians. To be prepared to engage in dialogue, with parents, regarding student SBAC reports. Participants will: identify talking points when sharing report results with parents. use threshold ALDs to bring meaning to the numbers. Learning Target 1 Success Criteria 1 Checking for Understanding 1.How comfortable do you feel identifying and sharing talking points with parents? 2.How comfortable do you feel sharing threshold ALDs with parents? Conversations with parents Moving on to instructional leaders supporting teachers. To gain a deeper understanding of the alignment among claims, targets, and standards for instructional conversations with staff. Participants will: Identify connections among claims, targets, and standards. Identify instructional implications after reviewing task models. Success Criteria 2 Learning Target 2 Supporting Teachers 1.What is the thinking behind the questions designed to collect evidence? 2.How do my interpretations and my expectations of the standards compare with those of test developers? Evidence Based Design - Claims 3 Overall Claim Claim 1 Claim 2 Claim 3 Claim 4 Claim 1: Concepts and Procedures !: Claim 2: Problem Solving Claim 4: Modeling and Data Analysis !: Claim 3: Communicating Reasoning !: 4 Yellow Pages Circle all RP (Ratios and Proportional Relationships) standards throughout the document. Circle the claims that are associated with the RP standards. Yellow Pages For Claim 1 only, read the circled target(s) and corresponding RP standards. For Claim 1 only, circle the target(s) that align with the RP standards. Yellow Pages What did you notice about the alignment? Understanding Claims Targets Salmon Pages 5 Understanding Claims Targets Salmon Pages 5 Task Model Claim 1 How did you solve the problem? Using the alignment document, discuss connections this task model has to Claim 1, target(s), and standard(s). 1 Task Model Item Specifications Mathematical Practices Claims 2,3,and 4 Scan Mathematical Practices Claim 2 Aligned to Mathematical Practices 6 Golden Pages Green Pages Using the alignment document and the mathematical practices document, what connections do you see between Claim 2 mathematical practices 4 and 5? Difference Between Claim 1 and Claim 2 Alignment Between Targets and Standards Claim 2: Skim and Scan the RP Standards in Claim 2 Task Model Claim 2 Share how you solved this task. Review and discuss the connections between the mathematical practices and this task. Identify which mathematical practices you utilized when solving and discussing the solution to this task. 2 Task Model Item Specifications Discuss instructional implications. For Claim 3 ties predominantly to MPs 3,6 Read Mathematical Practices 3,6 Read the Targets for Claim 3 (pp. 9-11) Discuss connections between Mathematical Practices and Targets Read the Standards Pink Pages MPs: Golden Task Model Claim 3 Green paint can be made by mixing yellow paint with blue paint. Two mixtures make the same shade of green if the ratio of yellow to blue is the same. Assume n is a positive number. Identify one or more of the mixtures below that will make the same shade of paint as a mixture of 10 liters of yellow paint and 15 liters of blue paint. Answer Yes if it will make the same shade of a paint, and answer No if it will not. Share how you solved this task. Review and discuss the connections between the mathematical practices and this task. Identify which mathematical practices you utilized when solving and discussing the solution to this task. 3 Task Model Item Specifications Discuss instructional implications. For Claim 4 ties to MPs Read Mathematical Practices 2,3,4,5 Read the Targets for Claim 4 Discuss connections between Mathematical Practices and Targets Skim and scan the associated standards Blue Pages MPs: Golden Task Model Claim 4 Chichen Itza was a Manyan city in what is now Mexico. The picture shows EL Castillo, also known as the pyramid of Kukulcan, which is located in the ruins of Chichen Itza. The pyramid is approximately 30 meters tall, and there are 91 steps leading up to a temple at the top. What additional information do you need to know to estimate the height above the ground in meters, of the 50 th step? Select all that apply. A.Each of the steps has approximately the same height. B.The base of the pyramid is about 55 meters wide. C.The height of the temple is about 6 meters. D.The base of the pyramid is a square. Share how you solved this task. Review and discuss the connections between the mathematical practices and this task. Identify which mathematical practices you utilized when solving and discussing the solution to this task. 4 Task Model Item Specifications Discuss instructional implications. Lay out all task models for Claims 1,2,3,and 4. Discuss instructional implications. To gain a deeper understanding of the alignment among claims, targets, and standards. Participants will: Identify connections among claims, targets, and standards. Identify instructional implications after reviewing task models. Success Criteria 2 Learning Target 2 Checking for Understanding 1.How comfortable do you feel in identifying connections among claims, targets, and standards? 2.How comfortable do you feel in identifying instructional implications when looking at item specification task models? Handout Resource Page Handout Resource Page