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PLANNING THE TRANSITION FROM OAKS TO SMARTER BALANCED
OVERVIEW OF MATHEMATICS CONTENT SHIFT FROM OREGON TO COMMON CORE STANDARDS
Oregon Department of Education Office of Assessment and Accountability
Jim Leigh and Rachel AazzerahMathematics and Science Assessment Specialists
Office of Assessment and Information ServicesOregon Department of Education
Mark FreedMathematics Education Specialist
Office of Educational Innovation and ImprovementOregon Department of Education
Oregon Department of Education
Phases of Transition in Oregon
1. Awareness & UnderstandingUnderstanding CCSS Content and Organization
2. TransitionComparing CCSS to Oregon Standards, district curricula, and instructional materials
3. ActionImplementing CCSS in the classroom
Math resource page http://www.ode.state.or.us/search/page/?=3403
CCSS Oregon Home Page and Toolkit http://www.ode.state.or.us/go/commoncore
Oregon Department of Education
Where are you?
•Talk to a neighbor about where you and your school are in the transition (1 minute each)
•Share something interesting (3 minutes)
•0-5 Hold up hands: Where are you personally?
Oregon Department of Education
Smarter Balanced Math Assessment
Charged with assessing the Common Core State Standards, in math Smarter Balanced will assess: The content standards and The Mathematical Practice StandardsItems will be written to assess four claims: Concepts and Procedures, Problem Solving, Communicating Reasoning, and Modeling and Data Analysis.
Transition ResourcesMathematics Content will shift among the grades due to the change of standards, and new content will be introduced. Tools to help make sense of this transition: Common Core State Standards and Oregon Crosswalk document from
ODE website• Provides important detail for further study of the CCSS content at each
grade Transition from OAKS to Smarter Balanced Assessment document to
illustrate movement of current curricular topics and introduction of new content• Indicates where materials could be going to, or coming from, to help with
collaboration• Indicates where new content or pedagogy will surface to help plan further
professional development Smarter Balanced documents, as they become available
• Content Specifications• Item Specifications• Test Specifications
When final documents are available:• Chart to explain the overview of new Smarter Assessment for mathematics• Samples of items with targets which could be used to assess each of the
four mathematics claimsOregon Department of Education Office of Assessment and
Accountability
Mathematics and English Language ArtsAssessment by Year
OAKS Reading based on 2002 ELA Content
Standards Writing based on current scoring guide Mathematics based on 2007/2009 Math
Content Standards Smarter Balanced Assessment
Based on Common Core State Standards adopted by Oregon in 2010
2011-2012
2012-2013
2013-2014
2014-2015
OAKS OAKS OAKS Smarter
Oregon Department of Education Office of Assessment and Accountability
Crosswalk Documents
In 2010, ODE provided crosswalks between Oregon’s content standards and the new Common Core State Standards.
English Language Arts: www.ode.state.or.us/search/page/?id=3356
Mathematics: www.ode.state.or.us/search/page/?id=3211
Based on detailed information from the mathematics crosswalk, ODE has developed documents mapping the “movement” of mathematics content. (http://www.ode.state.or.us/wma/teachlearn/commoncore/transition-from-oaks-to-smarter.pdf
The following is an example for grade 5:Oregon Department of Education Office of Assessment and Accountability
OREGON STANDARDShaded Cells Show Grades in Which Oregon Content Will Be Found in the CCSS with Excellent or Partial Alignment
K 1 2 3 45 6 7 8 HS
OR.5.2.5 Develop fluency with efficient procedures for dividing whole numbers and justify why the procedures work on the basis of place value and number properties.
OR.5.2.6 Determine the most appropriate form of the quotient and interpret the remainder in a problem situation.
OR.5.3.1 Identify and classify triangles by their angles (acute, right, obtuse) and sides (scalene, isosceles, equilateral).
OR.5.3.2 Find and justify relationships among the formulas for the areas of triangles and parallelograms.
OR.5.3.3 Describe three-dimensional shapes (triangular and- rectangular prisms, cube, triangular- and square-based pyramids, cylinder, cone, and sphere) by the number of edges, faces, and/or vertices as well as types of faces.
OR.5.3.4 Recognize volume as an attribute of three-dimensional space.
All content from 5.3.2 moves to grade 6.
All content from 5.3.4 remains in grade 5.
Content from 5.2.5 will be assessed in grades 4, 5, 6.
All content from 5.2.6 moves to grade 4.
Interpreting the Charts
Oregon Department of Education Office of Assessment and Accountability
Oregon Department of Education
Some general suggestions:I. When content is assessed in the same grade: study the
CCSS to ensure students engage with all content and rigor by 2013-14.
II. When content is to be assessed in later grades: consider teaching the content from the Oregon standard at the current grade and teaching the additional content and rigor from CCSS standards in the higher grade in the same year, in 2013-14, or sooner; then teach only CCSS standards in 2014-15.
III. When content is to be assessed in earlier grades: consider teaching CCSS and OR content at both grades in 2012-13, or at least by 2013-14, then only teach CCSS in the earlier grade thereafter.
IV. When CCSS content is new to OR, begin integrating into classroom curriculum in 2012-13, reaching full implementation by 2014-15.
Scenario IIContent at Higher Grade in CCSS
(Page 3 of Transition OAKS to Smarter Document)
Oregon content standard 5.3.2 will be addressed by Smarter Balanced Assessments in grade 6.
Oregon content standard 5.3.2: Find and justify relationships among the formulas for the areas of triangles and parallelograms.
Oregon Department of Education Office of Assessment and
Accountability
Scenario IIIContent at Lower Grade in CCSS
(Page 4 of Transition OAKS to Smarter Document)
Oregon Department of Education Office of Assessment and
Accountability
Oregon standard 5.2.6 content will be addressed by Smarter Balanced assessment in 4th grade in 2014-2015.
Oregon 2007 Content Standard 5.2.6: Determine the most appropriate form of the quotient and interpret the remainder in a problem situation.
Oregon Department of Education Office of Assessment and Accountability
TAKE A FEW MOMENTS TO LOOK OVER:
The Introduction and Part 1
Oregon Department of Education Office of Assessment and Accountability
Reflections:
Did you see any patterns in the movement of the content?
Did you see anything you didn’t expect?
How might your school/department use this information to help with planning for 2014-2015?
What additional information will you need to plan your transition to the Smarter Balanced Assessment?
Oregon Department of Education Office of Assessment and Accountability
Transition from OAKS to Smarter “Content Assigned” (Grade 5 Example)
Oregon Department of Education Office of Assessment and Accountability
TAKE A FEW MOMENTS TO LOOK OVER:
Part 2
Oregon Department of Education Office of Assessment and Accountability
Reflections:
Did you see any patterns in the movement of the content?
Did you see anything you didn’t expect?
How might your school/department use this information to help with planning for 2014-2015?
What additional information will you need to plan your transition to the Smarter Balanced Assessment?
Oregon Department of Education Office of Assessment and Accountability
Oregon Department of Education Office of Assessment and Accountability
Note: Some content may currently be taught, but not assessed; some may be completely new.
TAKE A FEW MOMENTS TO LOOK OVER:
Part 3
Oregon Department of Education Office of Assessment and Accountability
Reflections:
Did you see any patterns in the movement of the content?
Did you see anything you didn’t expect?
How might your school/department use this information to help with planning for 2014-2015?
What additional information will you need to plan your transition to the Smarter Balanced Assessment?
Oregon Department of Education Office of Assessment and Accountability
Oregon Department of Education
Digging Into the DetailsUsing the Crosswalk
Using details from the Oregon Crosswalk to compare standards: Where content is in same grade: use 5.2.1
1. Compare cognitive complexity and actual content with the CCSS in grade 5 (5.NBT.6)
2. Look at Target (Cluster) that contains 5.NBT.6 in Crosswalk CCSS to OR – this will shape Smarter Assessment
Where content is coming from another grade:From earlier grade: use 4.1.4 3. Compare cognitive complexity and actual content with the CCSS in
grade 5 (5.NBT.3b)4. Look at Target (Cluster) that contains 5.NBT.3b in Crosswalk CCSS
to OR – this will shape Smarter AssessmentFrom later grade: use 6.1.75. Compare cognitive complexity and actual content with the CCSS in
grade 5 (5.MD.1)6. Look at Target (Cluster) that contains 5.MD.1 in Crosswalk CCSS to
OR – this will shape Smarter Assessment
Oregon Department of Education
Collaborate!
Unit lesson plans Unit projects Work Sample Tasks (or Local Performance
Assessments)
Thank You!
Please send additional input, questions, or anecdotes to:
Rachel [email protected]
Mark Freed
Jim Leigh
Oregon Department of Education Office of Assessment and Accountability
