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Nichole Hall, Assessment Coordinator Nancy Thomas Price, Formative/Interim Assessment Coordinator

Implications for Instruction. Connecting the ICS-M (CCSS) & Smarter Balanced Assessment. Pre-Webinar Review - Recording. Nichole Hall, Assessment Coordinator Nancy Thomas Price, Formative/Interim Assessment Coordinator. Documents we will be u sing:.

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Nichole Hall, Assessment Coordinator Nancy Thomas Price, Formative/Interim Assessment Coordinator

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  1. Implications for Instruction Connecting the ICS-M (CCSS) & Smarter Balanced Assessment Pre-Webinar Review - Recording Nichole Hall, Assessment Coordinator Nancy Thomas Price, Formative/Interim Assessment Coordinator

  2. Documents we will be using: • Idaho Core Standards (CCSS) for Mathematics http://www.sde.idaho.gov/site/common/math/docs/CCSSI_Math_Standards.pdf • SBAC Math Content Specifications (Draft) & Item Specifications http://www.smarterbalanced.org/wordpress/wp-content/uploads/2011/12/Math-Content-Specifications.pdf

  3. Review of the Content Standards & the Mathematical Practices

  4. How to read the grade level standardsStandards – p. 5 • Standards define what students should understand and be able to do. • Clusters are groups of related standards. Note that standards from different clusters may sometimes be closely related, because mathematics is a connected subject. • Domains are larger groups of related standards. Standards from different domains may sometimes be closely related. Number and Operations in Base Ten 3.NBT Use place value understanding and properties of operations to perform multi-digit arithmetic. 1. Use place value understanding to round whole numbers to the nearest 10 or 100. 2. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. 3. Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations Domain Cluster Heading Cluster of Standards

  5. Grouping the Standards for Mathematical PracticeStandards – p. 6-8 • Mathematical Practices • The same across all grade levels • Different levels of expertise that educators should seek to develop in their students • The Practices are how students are expected to engage in items or tasks Overarching habitsofmindofaproductivemathematicalthinker. William McCallum – The University of Arizona

  6. Grouping the Standards for Mathematical PracticeStandards – p. 6-8 • Mathematical Practice 1: A student will… • Explain to self a problem’s meaning • Look for entry points to the solution • Plan a solution pathway • Make adjustments while finding solution Overarching habitsofmindofaproductivemathematicalthinker. • Mathematical Practice 6: A student will… • Attend to precision • Numerical answers • Precise Communication about mathematical reasoning • The ability to decide the level of precision that is necessary for any given task William McCallum – The University of Arizona

  7. Mathematical Practice 2: A student will… • Monitor and decide when it is best to: • To decontextualize versus contextualize • Abstract a given problem situation • Pause and probe the problem to determine and confirm the symbols chosen Grouping the Standards for Mathematical PracticeStandards – p. 6-8 Overarching habitsofmindofaproductivemathematicalthinker. • Mathematical Practice 3: A student will… • Understand and use: • Stated assumptions • Definitions • Previously established results • Make conjectures • Build a logical progression of statements to explore truth of conjectures William McCallum – The University of Arizona

  8. Mathematical Practice 4: A student will… • Apply math to everyday situations • Pose a problem for a situation that can be solved with the available data and by using mathematical models. Grouping the Standards for Mathematical PracticeStandards – p. 6-8 Overarching habitsofmindofaproductivemathematicalthinker. • Mathematical Practice 5: A student will… • Make sound decisions about helpfulness of different tools for problem solving • Estimation • Technology • Other Technology; such as, digital content on websites William McCallum – The University of Arizona

  9. Mathematical Practice 7: A student will… • Look closely to discern pattern or structure • Patterns in quantities • Relationships among quantities • Shift perspective on a problem situation or a mathematical representation. Grouping the Standards for Mathematical PracticeStandards – p. 6-8 • Mathematical Practice 8: A student will… • Search for regularity or trends in multiple representations. • Look both for general methods or solution strategies and shortcuts • Monitor reasoning process while attending to detail • Monitor and evaluate reasonableness of intermediate and final results. Overarching habitsofmindofaproductivemathematicalthinker. William McCallum – The University of Arizona

  10. Smarter Balanced Content Specifications Mathematical Claims

  11. Relationship among Content Claims, Content Categories, Assessment Targets, and Standards

  12. Next Steps • Become more familiar with the content in all of the documents previewed in this pre-recording.

  13. Contact Information Nancy Thomas Price, Formative and Interim Assessment Coordinator nthomasprice@sde.idaho.gov 208-332-6988 Nichole Hall, Assessment Coordinator nhall@sde.idaho.gov 208-332-6933

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