Essential Question: How do we facilitate the shift in instruction that comes with the Common Core Standards in assessments?

1
Essential Question How do we facilitate the
shift in instruction that comes with the Common
Core Standards in assessments?
2
CCSS Mathematics

• Assessments

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Disneyland and Legoland
What's the difference?
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Disneyland It's a Small World
Disneyland is enjoyable, but tends to be passive.
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Legoland Ride Kid Power Towers
Riders hoist themselves to the top to experience
the free-fall to the bottom.
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The differences between the current CST's and
CCSS Assessments
CST Assessment Grades 2-11 Multiple Choice,
Mostly Slow Results Longer Length Undefined
Levels Items Harder to Secure Each State Test
Differs

• CCSS Assessment
• Grades 3-8, 11
• Variety of Responses
• Faster Results
• Shorter Length
• Increased Precision
• Greater Item Security
• Test is Common to 48 States Territories

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New Assessments Word of Warning

• These Standards are not intended to be new names
  for old ways of doing business. They are a call
  to take the next step. It is time for states to
  work together to build on lessons learned from
  two decades of standards based reforms. It is
  time to recognize that these standards are not
  just promises to our children, but promises we
  intend to keep.
• CCSS Initiative 2012

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Yearly Testing Schedule

• (Interim Tests may be taken twice a
• year before the testing window)

Second Assessment
Second Results
First Assessment
First Results
Last Twelve Weeks of School
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Implementation Timeline
Implementation Timeline
Final Achievement Standards (Summative) Verified
and Adopted
Field Testing of Summative Assessments
Administered
Item Writing and Review Activities Completed
2012-2013 School Year
2013-2014 School Year
2014-2015 School Year
Pilot Testing of Summative and Interim
Assessments Conducted
Preliminary Achievement Standards (Summative)
Proposed and Other Policy Definitions Adopted
Operational Summative Assessment Administered
(Note The last year of the current CST is 2014.)
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Two Forms of Assessments

• Performance Measure
• 60
• Graded by Teachers
• Written and Analytical Components
• Computer Testing
• 40
• Instantaneously Corrected
• Data is easily accessible
• (Percentages may change as we approach
  implementation)

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Performance Measure MARS Tasks

• "The use of performance measures has been found
  to increase intellectual challenge in classrooms
  and to support higher-quality teaching."
• Linda Darling-Hammond
• Stanford University

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MARS Acronym

• Math
• Assessment
• Resource
• Services

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Design of a MARS Task
Each question becomes more complex as students
progress through the MARS Task.

• Access

• Core

• Ramp

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MARS TASK

• The Pet Shop
• Third Grade Assessment
• Participants complete today
• Example Luther Burbank School
• Students work from February 2012

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Images of The Pet Shop Task and Scoring Rubric
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MARS Task Your Turn

• Work the problems for "The Pet Shop" and note
  how the questions become more complex as they
  progress.
• Please do not collaborate that will come later.
• Do your best work.

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Scoring Example Jesus' Answer Sheets
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Score Work Using the Rubric

• Exchange papers with another group.
• Score two papers with a partner.
• Mark the points close to the work which you are
  crediting.
• Circle the scores.
• Circle total score at the top of the page.

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3rd Grade Standard

• Operations and Algebraic Thinking 3.OA
• 9. Identify arithmetic patterns (including
  patterns in the addition table or multiplication
  table), and explain them using the properties of
  operations.

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• Luther Burbank School
• Santa Rosa City Schools, California

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LBES Demographics 2010 Data

• Enrollment 351
• Hispanic or Latino 89.5 White 5.1
• Socioeconomically Disadvantaged 88.3
• English Learners 78.9
• Note School NOT in Program Improvement

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(No Transcript)
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The Pet Shop Problem 2 First Round Scores
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Teachers Asked..

• On question 2,
• 1. Why did more than half the students miss a
  simple problem?
• 2. Why were many students who got the right
• answer unable to show how they figured it
• out?
• Based on the work, they planned a re-engagement
  lesson.

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Re-engagement Defined

• Re-engagement is a task that promotes
• as much student discussion as possible
• about misconceptions
• by examining important ideas.
• Moreover, the task is an opportunity for the
  teacher to confront and understand errors in the
  logic of student misconceptions.

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Planning a Re-engagement Lesson

• Do the task and identify the mathematics.
• Consider how the students might approach the
  math. Where and how would they be successful?
  What challenges or misconceptions may arise?
• Look through the student work. Categorize
  solution strategies, approaches and where
  students struggled. What is the story of the
  task? Choose the focus.
• Plan your approach to review the student work as
  a class discussion, concentrating on strategies
  and misconceptions.

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The PLANNED Re-engagement Lesson for the Pet
Shop Task

• Reread problem 2 together.
• 1. What does end to end mean? Talk with your
  neighbor. Draw a model to show your thinking.
• 2. Share end to end definitions and drawings.
  List definitions on the board agree on a usable
  definition.
• 3. You have examples of how three students
  solved this problem. Talk with your neighbor
  about how (Student A, Student B, Student C)
  solved the problem.
• 4. Use the sentence frame to respond after each
  solution is discussed
• I think student ____ was (showing,
  counting, thinking, drawing).
• 5. Which strategy worked best? Why do you think
  that?
• 6. Student B and Student C both counted by twos.
  Whats the difference in how they did it?
• 7. What else could they have done to solve the
  problem?

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Student A 2 2 2 2 2 2 2 2 2 2 2 2 24 Student A also has I figured it out with times and circles and stars.
Student B If you count all the snakes by twos you will get 24. Student C I know it because I counted by twos.
"Show how you figured it out." Students had a
copy of this page showing 3 ways students had
"figured it out." The sentence frame was a
model for use in discussion, especially helpful
for ESL students.

Sentence frame I think student (A, B, C) was
(showing, counting, thinking, drawing).

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The ACTUAL Re-engagement Lesson

• ..focused only on Question 1, for about 40 minute
• 1. What does end to end mean? Talk with your
  neighbor. Draw a model to show
• your thinking.
• Of the 39 children in two classes, 38 were ESL
  students. Therefore teachers planned the first
  question to be certain the students understood
  "end to end." They were unprepared for the
  misconceptions and confusion many children had
  between "end to end" and "beginning and end."

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The Follow-up Re-engagement Lesson

• The second re-engagement lesson, one week later,
  focused on student representations and
  definitions of end to end.
• The task was to discuss the drawings and words,
  to decide on the best representation and the best
  wording.
• As a class, they worked out a viable definition.

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Student Representations and Definitions

• Student work (Notice the Xits the snakes
  tongue.)
• 
  
  
• Student D
  Not end to end
• Together
  Theyre
  supposed to be together.
• End X X End
• 
  
  
• Student E It has to be end to end.
• X X
• 
  
  
• Student F End to end. I think it means that
  the end point has to be together with the other
  point next to it.
• end
  
  end
• 
  
  
• Student G End to end means when two objects are
  touching each other.

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The Pet Shop Problem 2 Second Round Scores
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Re-engagement Promotes Math Practices

• The math practices included in the new standards
  are implemented and taught as students become
  involved in meaningful discussions about the MARS
  task they have performed.
• Re-engagement lessons develop tools that will
  help solve future math problems.

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CCSS Mathematical Practices

• Make sense of problem and pesevere in solving
  them.
• Reason abstractly and quantitatively
• Construct viable arguments and critique the
  reasoning of others
• Model with mathematics
• Use appropriate tools strategically
• Attend to precision
• Look for and make use of structure
• Look for and express regularity in repeated
  reasoning

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A Word About RIGOR

• Many parents, educators and community members
  believe rigor is the practice which will improve
  instruction. In math, that may translate into
  more problems, such as homework with 54 problems
  for an 8th grader. That's not rigor...That's
  Rigor Mortis!
• "Rigor is the goal of helping students develop
  the capacity to understand content that is
  complex, ambiguous, provocative and personally or
  emotionally challenging.
• Teaching What Matters Most Standards and
  Strategies for Raising Student Achievement, by
  Strong, Silver Perini, ASCD, 2001

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Tara Lyon Proctor Terrace School

• Interview with a Santa Rosa, California, teacher
  who talks about a low-performing sixth grade
  student who became interested in delving into a
  particular math problem.
• As you are watching, look for examples of the
  Math Practices. How does she show Rigor in her
  instruction?

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RIGOR in the Interview

• How did Tara show rigor in her instruction?
• "Rigor is the goal of helping students develop
  the capacity to understand content that is
  complex, ambiguous, provocative and personally or
  emotionally challenging."
• Teaching What Matters Most Standards and
  Strategies for Raising Student Achievement, by
  Strong, Silver Perini, ASCD, 2001

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CCSS Mathematical PracticesWhat did you hear?

• Make sense of problems and persevere in solving
  them
• Reason abstractly and quantitatively
• Construct viable arguments and critique the
  reasoning of others
• Model with mathematics
• Use appropriate tools strategically
• Attend to precision
• Look for and make use of structure
• Look for and express regularity in repeated
  reasoning

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• Olivet Elementary
• Piner-Olivet Union School District
• Santa Rosa, California

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OE Demographics 2011 Data

• Enrollment 414
• Hispanic or Latino 39.9 White 46.4
• Socioeconomically Disadvantaged 47.8
• English Learners 27.0

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Olivet Experience

• A teacher volunteered to conduct a MARS Tasks
  that included the activity, scoring, interviews
  and re-engagement.
• Mrs. M., Sixth Grade Number Pattern
• A comparison of CST/Grades and MARS Scores

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Mrs. M's 6th Grade ClassComparison of CST's,
Grades and MARS

• The class worked with "A Number Pattern," in
  sixth-grade library.
• Mrs. M. noticed an interesting result Those who
  scored high in both CST and Grades, did not
  necessarily score well with the MARS Task.
• Notice highlighted lines on the next slide

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Look at the different color bands. What does
this information mean?
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"A Number Pattern" Observations

• On the previous slide, some of the MARS scores
  did not reflect similar levels in CST and current
  math grades.
• Dat, Jake (in yellow) and Brennan (in red) were
  top students, both in the CST's and in their math
  grades, yet they scored lower than expected on
  the MARS Task.
• Kelly (an ELD/RSP student) and Elysia (both in
  blue) scored above the class average in the MARS
  Task, though they score lower on the CST.
• A possible explanation may be that some top
  students can quickly calculate, but miss the
  reasoning for the tasks. Others who may be weak
  in calculating may reason well, thus score well
  in the MARS Task.

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These findings also apply to the larger
population as shown in a study conducted by David
Foster.
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David Foster and SVMI Study

• David Foster, executive director of the Silicon
  Valley Math Initiative, compared what would
  happen to a school's CST scores if the school
  decided to implement the new common core
  standards with MARS Tasks.
• The results of the study consistently show that
  students perform at the same levels, or even
  better, when they are taught the new CCSS-Math
  standards and take the current CST.
• Therefore, one can conclude that starting
  implementation of the new standards now will
  serve for both the current assessments and the
  future tests.

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What MARS Task teachers want administrators to
know

• The work is not about just about answer-getting
  and being done
• Students need to be able to show work and
  convince others
• Students must be able to produce viable arguments
  for their work
• It's hard to get students to not focus on just
  the answers, especially when correct
• Teachers learn questioning techniques, and apply
  the other subject areas now
• Brought back use of manipulative materials and
  drawing models for in-depth instruction and
  problem solving
• Learn more about analysis of student work and how
  to re-engage students in discussions about it.

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Reminder Two Forms of Assessments

• Performance Measure
• 60
• Graded by Teachers
• Written and Analytical Components
• Computer Testing
• 40
• Instantaneously Corrected
• Data is easily accessible

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The Other 40 Computer Testing

• Two examples
• Computer Adaptive Testing
• Technologically Enhanced Assessments

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Samples of Computer Adaptive Testing

• LSAT
• GMAT
• Renaissance Learning Assessments
• STAR Early Literacy
• STAR Reading
• STAR Math

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• Computer Adaptive Testing How it works.

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Technology Enhanced Testing

• This video from the Virginia Department of
  Education website shows examples of computer
  enhanced testing for mathematics.
• http//vaassessments.com/v/VAteidemo/

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The differences between the current CST's and
CCSS Assessments
CST Assessment Grades 2-11 Multiple Choice,
Mostly Slow Results Longer Length Undefined
Levels Items Harder to Secure Each State Test
Differs

• CCSS Assessment
• Grades 3-8, 11
• Variety of Responses
• Faster Results
• Shorter
• Increased Precision
• Greater Item Security
• Test is Common to 48 States Territories

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What to Do Next?

• Find out more about CCSS-Math
• Do a MARS Task with your staff
• Ask for volunteers to conduct a MARS Task with
  students
• Plan re-engagement lessons
• Work with your district to plan changes
• Act now

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RESOURCES Publications

• Publications
• Transforming School Culture Anthony Muhammad
• Sensible Mathematics Steven Leinwand
• Common Core Mathematics in a PLC at Work (K-2)
  Timothy Kanold
• Administrators Guide Interpreting the Common
  Core State Standards to Improve Mathematics
  Education NCTE

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Resources Websites

• Inside Mathematics www.insidemathematics.org
• Noyce Foundation www.noycefdn.org/resources.php
• Illustrative Mathematics (Sign up for Free)
• illustrativemathematics.org
• Silicon Valley Math Initiative www.svmimac.org
• CDE link for SBAC Technology Readiness tool
• http//www.cde.ca.gov/ta/tg/sa/sbac-itr-index.asp
• Virginia Department of Education Computer
  Testing
• Demo http//vassessments.com/v.Vateidemo/

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Technology Readiness Tool

• Use this link to check your computers to see if
  they are ready for the new CCSS Assessments.
• http//www.cde.ca.gov/ta/tg/sa/sbac-itr-index.asp
• Note Check this frequently for updates

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The Pet Shop Link

• This link has all the components needed to do the
  The Pet Shop MARS Task and analyze student work
  for planning the re-engagement lessons.
• http//insidemathematics.org/index.php/tools-for-t
  eachers/3rd-grade/mars-tasks-scoring-rubrics-a-ana
  lysis/78-the-pet-shop

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How are you going to approach the CCSS?

• What are your immediate next steps?
• What support do you need?
• Build capacity through getting your teacher
  leaders trained
• Attend SCOE workshops for administrators and
  teachers
• Purchase a new supplemental adoption or other
  materials
• Go to conferences, workshops, training on CCSS
• Provide training for your staff
• Do it yourself or find resources such as
  Project LEAD teachers and SCOE Teachers on
  Special Assignment
• Pick and entry point
• Assessment i.e., a MARS task Literacy
  Informational Text
• The CCSS themselves Writing
• The Math Practices 21st Century Skills

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Presented by

• Winnie Hogoboom Don Rasmussen