Leadership Academy NMC Hagerty Center August 22, 2012

1. Leadership Academy NMC Hagerty Center August 22, 2012

2. How do the Common Core State Standards relate to teacher evaluation?

3.  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.

4. 2010 2010 - - 2011 2011 2011 2011 - - 2012 2012  Leadership Academy  RSDD  Regional Literacy Committee Meetings  Regional 3-8 Math PLC  Digging Deeper into CCSSM  In-District Support  CCSS Roll Out at TBAISD Conference Center – Winter/Spring 2011  In-District Support

6. Continue Implementation MME Remains the same MEAP Minimally Modified

8.  Remove the NAESP article from the red folder. red file http://www.naesp.org/sites/default/files/Common%20Core%20I mplementation%20Checklist%20for%20Principals.pdf

9.  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.

10.  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

11. Selected Response Technology-Enhanced Constructed Response Constructed Response Performance Task

12. 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.

13. Roughly half of the performance tasks for grades 9-11 will assess ELA or math within the context of science or social studies.

14.  Remove the Venn Diagram from the orange file folder. orange  Use the Venn Diagram to compare and contrast your thoughts about the two assessments.

15.  Remove the assessment items from the orange ◦ ELA ◦ Math  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. orange file folder. ELA is the green Math is the blue green paper-clipped packet blue paper-clipped packet

16.  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 ◦ 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? Add notes to your Venn Diagram after analyzing the items shown. Remove and scan the ELA & Math Performance Task document from the orange file folder. file folder.

17. Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. 1. Students can produce effective and well-grounded writing for a range of purposes and audiences. 2. Students can employ effective speaking and listening skills for range of purposes and audiences. 3. Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information. 4.

18. Students can explain and apply mathematical procedures with precision and fluency. 1. Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies. 2. Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. 3. Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems. 4.

19.  Remove the claim documents for ELA & Math ELA Math from the yellow yellow file folder.  Similarities ◦ Rationale ◦ Sufficient Evidence ◦ Accessibility ◦ Assessment Targets

20.  Differences in ELA ◦ Proposed Reporting Categories ◦ Other Assessment Notes ELA Document  Differences in Math ◦ Types of Extended Response Tasks Math Document

21.  Find a partner.  Choose who will review the ELA and who will review the Math ◦ ELA will focus on pages ◦ Math will focus on pages ELA document Math document. 63- -66 64- -66 ELA will focus on pages 63 Math will focus on pages 64 66 66  As you read your selection: ◦ Highlight 3 things that you can share with your staff ◦ Underline 3 things that are surprising

22.  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.

23.  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

24.  Remove the partially empty DOK wheel from the green folder. green file  Individually or with a partner, place the words in the table into the appropriate sector of the circle.

25. Using the DOK level hand Using the DOK level hand- -out, compare it to the wheel you filled out. 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?

26.  SBAC Cognitive Rigor Matrix for ELA and Math from the green green file folder.  Teacher questionnaire on the back side of the DOK wheel.  TBAISD provided “flip books”.

27. Instructional Practice

28. Math

29. ELA

30. Data/Assessment

31.  Venn Diagram/ Assessment Item Activity  Claims Activity  DOK Activity

32.  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 blue file folder.  Share & discuss your plans with the other administrators at your table.

33.  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/MathematicsGeneralItemandTaskSpeci ficationsGrades3-5.pdf

34.  ELA ◦ SBAC Item and Task Specifications: http://www.smarterbalanced.org/wordpress/wp- content/uploads/2012/05/TaskItemSpecifications/ EnglishLanguageArtsLiteracy/ELAGeneralItemandTa skSpecifications.pdf ◦ SBAC Claims: http://www.reedschools.org/cms/lib2/CA0100164 0/Centricity/Domain/202/Smarter%20Balance%20A ssessment%20Overview.pdf

35. Karen Reister TBAISD Math Consultant kreister@tbaisd.org Carrie VanLandschoot TBAISD Literacy Consultant cvanlandschoot@tbiasd.org

36. Leave the CCSS Feedback & Support Request Form on your table as you leave. Leave the CCSS Feedback & Support Request Form on your table as you leave.