HOW IT ALL FITS TOGETHER

1. Early Connections Planning

Phase

2. District Strategic Plan

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

SMARTER BALANCED

ASSESSMENT

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

THE NEW ASSESSMENT

“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

TIME FOR PT ASSESSMENT

Grades 3-5 7 hours

Grades 6-8 7 1/2 hours

Grade 11 8 1/2 hours

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

DEPTH OF KNOWLEDGE

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.

Copyright ©2010 Commonwealth of Pennsylvania 31

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

QUESTIONS