Using SBA Summative Results for Long Term Planning

1. Using SBA Summative Results for Long Term Planning Katie McGrath, Director Jose Dorado and Lisa Ward, Coordinators Division of Instruction Summer Institute 2016, Local District West http://tinyurl.com/8-5-16LDWest

2. Participants will study the SBA system to… Know the role of summative assessments Inform the instructional process Access supplementary resources Consider long-term planning using SBA IABs Workshop Goals

4. Assessments Model

5. Assessment Frequency and Impact on Instruction Statewide Summative Interim Assessments Classroom Formative

6. A Balanced Assessment System Summative assessments benchmarked to college and careerreadiness (Grades 3–8 and Grade 11) Teachers and schools have information and tools to improve teaching and learning Standards set expectations on path to college- and career- readiness All students graduate college- andcareer-ready Digital Library Formative assessment tools and practices for teachers to improve instruction Interim assessments Flexible, open, and used for actionable feedback

7. Statewide summative assessments are like icebergs… The tip is the score report. The body is composed of the aligned targets, standards, lessons, tasks, and resources.

8. Cycle of Collaborative Inquiry

9. Data Examination Is Complicated

10. The Smarter Balanced Hierarchy ofItem Development and Reporting of Scores Evidence-Centered Design Overall Claims Content Claims Targets Evidence Statements ITEMS

11. Evidence-Centered Design 1. Define the domain 2. Define claims to be made 3. Define assessment targets 4. Define evidence required 5.Develop items or performance tasks

12. Building a Logical Argument California State Standards Claim Assessment Target Evidence Student Response

13. . . . about the rightful place/purpose of summative assessment results • What is the place and purpose of the summative assessment in your school right now?

14. Content Specifications Item Specifications Blueprints Achievement Level Descriptors (ALDs) Claim Descriptors Score Reports Additional Data Supporting Documentation

15. SBA Score Report

16. Text descriptions of the knowledge, skills, and processes demonstrated by students at each level. Four types of levels or categories of performance Policy and Content Range Threshold Reporting Achievement Level Descriptors http://www.smarterbalanced.org/assessments/scores/

17. Smarter BalancedMath Performance Claim 2 Claim 4 Claim 1 Claim 3

18. Smarter Balanced Claims

19. 2015-16 SBAC Summative% Students At/Above Standard

20. 2015-16 SBAC Summative% Students Below Standard

21. Claim 1: Concepts and Procedures • Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency. Smarter Balanced Claims • WHY?

22. Smarter Balanced Blueprint Sbac gr 4 blueprint PG 1

23. Is the content of claim 1 items more demanding? NS 2.2 Find the sum or difference of two whole numbers up to three digits long. 2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method…

24. Was teachers’ instruction aligned to the shift of rigor? Instructional Shifts FOCUS COHERENCE Conceptual Understanding Procedural Skill and Fluency Application RIGOR

25. Smarter Balanced Blueprint Sbac gr 4 blueprint PG 1

26. Did the teachers’ instruction focus on major clusters? Instructional Shifts FOCUS COHERENCE 65%-85% of class time, with K-2 near the upper end of that range, should be devoted to the major work of the grade.” -CCSS Publisher’s Criteria RIGOR

27. Are the claim 1 questions themselves more challenging? Sbac gr 4 blueprint PG 1

28. What are the SBAC Item Specifications?

29. Accessing the SBAC Specifications http://www.smarterbalanced.org/smarter-balanced-assessments/ Item Specifications

30. What are the SBAC Item Specifications?

31. G4_1F_NF_Spec_v3_phase3 Elaboration of Target Grade Level Standards Related Standards

32. Instructional Shifts FOCUS COHERENCE RIGOR G4_1F_NF_Spec_v3_phase3

33. Vocabulary

34. Task Models pg. 4

35. Recording Template TARGET STANDARDS OUTCOMES/ DESTINATION FINDINGS TEXTBOOK SUPPLEMENTAL RESOURCES

36. 1a. Choose a target from a priority cluster.

37. 1b. Cut out the target and the target descriptor and glue under "Target" on the template. pg. 1

38. 1c. Read the target and target descriptor and highlight what students need to know, understand, and be able to do. Target F [m]: Extend understanding of fraction equivalence and ordering. (DOK 1, 2) Tasks for this target will ask students to recognize and generate equivalent fractions or compare fractions with different numerators and different denominators, sometimes using <, =, and >. These may include the use of visual fraction models or number lines to tap student understanding of equivalence and relative size with respect to benchmarks, such as 1/2. Target F [m]: Extend understanding of fraction equivalence and ordering. (DOK 1, 2) Tasks for this target will ask students to recognize and generate equivalent fractions or compare fractions with different numerators and different denominators, sometimes using <, =, and >. These may include the use of visual fraction models or number lines to tap student understanding of equivalence and relative size with respect to benchmarks, such as 1/2.

39. 2a. Cut out the grade level standards coded to this target and glue under "Standards" on the template. pg. 1

40. 2b. Read the standards and highlight what students need to know, understand, and be able to do. 2c. Think about how this added to your understanding about the assessment target. 4.NF.A Extend understanding of fraction equivalence and ordering. 4.NF.A.1 Explainwhy a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. 4.NF.A.2 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. 4.NF.A Extend understanding of fraction equivalence and ordering. 4.NF.A.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. 4.NF.A.2 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

41. 3a. Find a task model that correlates to the target and cut out the column on the right hand side. Glue it under “Outcomes/Destination”. pg. 5

42. 3b. Highlight important information in the task model, specifically looking for skills, strategies, content or procedures that students will need to know to be successful on this task model. pg. 5

43. 3c. Record your learning under “Findings” on the template. FINDINGS • Identify equivalent fractions within given pairs of fractions that have different numerators and different denominators • Find equivalent fractions for fractions greater than 1 or less than 1 • Recognize equivalence between fractions with denominators that are, or are multiples of, 2, 3, 4 ,5, 6, 8, 10, 12, or 100 • Find common denominators to determine equivalence • Complete multiple problems within one table • Recognize when a fraction is NOT equivalent • Recognize fractions may be equivalent even when the denominators are not factors or multiples of each other • Rename fractions to determine equivalence Multiplying the numerator and denominator of a fraction by the same non-zero whole number results in a fraction that represents the same number as the original fraction Teachers must be careful to avoid overemphasizing this “simplifying” of fractions, as there is no mathematical reason for doing so—although, depending on the problem context, one form (renamed or not renamed) may be more desirable than another.

44. 3d. Find a second task model that correlates to the target and cut out the column on the right hand side. Glue it under “Outcomes/Destination”. pg. 12

45. 3e. Highlight important information in the task model, specifically looking for skills, strategies, content or procedures that students will need to know to be successful on this task model and add to your list of “Findings”. pg. 12

46. 3f. Record your new learning under “Findings” on the template. FINDINGS • Identify equivalent fractions within given pairs of fractions that have different numerators and different denominators • Find equivalent fractions for fractions greater than 1 or less than 1 • Recognize equivalence between fractions with denominators that are, or are multiples of, 2, 3, 4 ,5, 6, 8, 10, 12, or 100 • Find common denominators to determine equivalence • Complete multiple problems within one table • Recognize when a fraction is NOT equivalent • Recognize fractions may be equivalent even when the denominators are not factors or multiples of each other • Rename fractions to determine equivalence • Use benchmarks of 0, 1, and ½ to compare fractions • Understand >, =, < • Compare fractions greater than 1 (presented as “improper” fractions or mixed numbers) Students apply their new understanding of equivalent fractions to compare two fractions with different numerators and different denominators. They compare fractions by using benchmark fractions and finding common denominators or common numerators. Students explain their reasoning and record their results using the symbols >, =, and <.

47. 4a. Align instruction and resources. • 4b. Look at the lessons in your primary curriculum that are coded for your chosen target. (http://achieve.lausd.net/Page/6021)

48. Aligning our Resources Do the lessons address the findings (skills, strategies and content) from the Item Specs Analysis? Other Possible Questions to Consider: • Are all three elements of Rigor present in the lesson(s) that address this standard? • If a procedure was introduced, was it first developed conceptually? • Do the strategies move from the concrete to the abstract?

49. Lesson 8-5

50. Textbook and Supplemental Resources Lesson to develop understanding that renaming fractions into their “simplest” form can be a strategy for identifying equivalent fractions Lesson 8-5 Problems that encourage the use of renaming fractions into their “simplest” forms as an efficient way to determine equivalence