how it all fits together 1. early connections planning phase 2. district strategic plan
TRANSCRIPT
THE CCSS IMPLEMENTATION PLAN
2011-2012• Identification of ELA, Math and Science Masters Teachers
• Ongoing professional development – Cognitive Coaching• Unpacking Standards, Understanding shifts in assessments, Exposure to new
technologies• PD in CCSS recommended best practices and content• Classroom Teacher Support• Development of Action Plans (IGPs)
2012-2013• MTs developing assessment aligned to standards (DCAs and Benchmarks)• 100% Implementation in K-2 and High School and 3-8 new strategies and partial implementation• Classrooms implementing newly required strategies (Inquiry, Research, Project-based, Writing
appealed to logic and reason, Big 6)• Continued PD and teacher support concentrating on unpacking new standards• Merger of MTs and DIT and identification of SITs
2013-2014• Full implementation of Common Core State Standards• Continued student-centered instruction using newly required strategies• Continue PD and teacher support (MTs, DIT, SIT)• DCAs, Benchmarks, and SC Bridge Test
ASSESSMENT PLAN
District Level• DCAs• Common Assessments, Common Units, and Authentic
Projects• Instructional Shifts (TAP, MSP PD, District PD)• Testing for understanding and reasoning not just a
“right” answer aligned to instruction that allows students to communicate and collaborate and reflect on their thinking and understanding
• MAP testing – adaptive test• Backwards design – focused instruction• Item Analyses – mastery, reteach, additional support
State Assessments2012-2013 PASS - SC Academic State Standards Smarter Balanced Pilot Tests – HES and WHHS2013-2014 SC Bridge - ONLY content common to SC Academic Standards and CCSS for ELA and Math – Multiple Choice
CCSS – Field Testing2014-2015 Smarter Balanced Adaptive Tests – SR, CR, PT
BLUEPRINTSRead Blueprints from the horse’s mouth at
http://www.smarterbalanced.org/wordpress/wp-conte
nt/uploads/2011/12/Smarter-Balanced-Preliminary-Te
st-Blueprints.pdf
Probably one performance task but additional
“Extended Constructed Response” items
DATA REPORTSStudent-level
• Overall• Claim 1: concepts and procedures• Claims 2 and 4: problem-solving/modeling/data
analysis• Claim 3: communicating and reasoning
PILOT TESTS SPRING 2013Info sent to superintendents and DTCs in December
“Volunteer” component that is open to all schools in
Smarter Balanced states and will ensure that all schools
have the opportunity to experience the basic functionality
of the system
“Scientific” component that targets a representative
sample of schools and yields critical data about the items
developed to date as well as about how the system is
functioning
SC’S PART OF SBAC’S FORMATIVE ASSESSMENT
Contractor due to be selected by December 2012
Will contain a digital library
Will contain Formative Resources
Will contain lesson modules
Will contain info on how to collect and use info about
student success
FORMATIVE TIMELINE
December 2012 – Contractor on board
January 2013 – State Leadership Teams• SLT• 5-8 per state
February 2013 – State Network of Educators• SNE• 50 to 150 per state• Receive stipend from contractor• Two-year commitment
STATE NETWORK OF EDUCATORS
Web-based review and feedback• Digital library Application• Inventory of currently available
resources• Educator training materials• ID and recommend additional resources• Disseminate web-based educator
training
PILOT TESTING
DRC (Data Recognition Corporation) will contact
each District DTC.
Deadline for volunteer schools/classes is January
2013
“TESTING GROUP SCALES BACK PERFORMANCE ITEMS”
BY: CATHERINE GEWERTZ
from: Education Week
November 29, 2012
INCLUSION REVISIONS:
One Test Each for
ELA
Scores in reading, writing, listening, research
Math
Scores in concepts & procedures
communicating reasoning
problem solving/modeling/data analysis
COMPUTER-ADAPTIVE TEST ITEMS
Multiple-choice
Constructed-response
Technology-enhanced
Performance Task
TESTING PURPOSE
EOC/Summative Assessment:
measures the results of instruction
Interim/Formative Assessments:
provides data to guide instruction
PLANS TO ASSIST TEACHERS
Thousands of test items and tasks in an
online “bank” teachers can draw from to
custom-design tests on specific standards
(Formative, Benchmark)
A bank of “formative” tools and strategies to
help teachers judge and monitor students’
learning along and along
WHERE DID D.O.K. COME FROM?
The Depth of Knowledge (DOK) conceptual framework forms the basis for development
of Common Core Assessments.
DEPTH OF KNOWLEDGE (DOK)
Insures that the intent of the standard and the
level of student demonstration required by that
standard match the assessment items
Provides a cognitive processing ceiling
(highest level students can be assessed) for item
development
Developed by Norman Webb, University of
Wisconsin
Scale of 1-4.
DOK LEVEL ONE
Level One is the most basic level, essentially
the “definition” stage. As the levels increase,
students must demonstrate increasingly
complex mental strategies. Higher levels of
DOK require that students solve problems in
new and creative ways, and allow for multiple
solutions to solve those problems.
LEVELS OF DOK
LEVEL ONE - RECALL• Recall of a fact, information, or procedure
LEVEL TWO – SKILL/CONCEPT• Use information or conceptual knowledge
LEVEL THREE – STRATEGIC THINKING• Reasoning, developing a plan
LEVEL FOUR – EXTENDED THINKING• Requires an investigation, collection of data and
analysis of results
DEPTH OF KNOWLEDGE
Bloom’s taxonomy level of difficulty is determined by
the verb. DOK’s level of cognitive demand is determined
by the context of how the verb is used and the depth of
thinking required.
The Depth of Knowledge is NOT determined by the verb,
but the context in which the verb is used and the depth of
thinking required.
What comes after the verb is more important that the
verb itself.
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SAME VERB – THREE DIFFERENT LEVELS
DOK 3- Describe a model that you might use to represent the relationships that
exist within the rock cycle. (requires deep understanding of rock cycle and a
determination of how best to represent it)
DOK 2- Describe the difference between metamorphic and igneous rocks.
(requires cognitive processing to determine the differences in the two rock
types)
DOK 1- Describe three characteristics of metamorphic rocks. (simple recall)
DOK IS ABOUT COMPLEXITY…
The assessment question
determines the level of
cognitive demand, not the
student work.
1. Make sense of problems and persevere in
solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the
reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for an make use of structure.
8. Look for and express regularity in repeated reasoning.
Standards for Mathematical Practice