Silicon Valley Mathematics Initiative57 Members School Districts and Charter School Networks

La Honda-PescaderoLos AltosLos GatosMenlo ParkMonterey Peninsula USDMorelandMountainMt PleasantNational Council of La RazaNew York City PSOakland Unified

Alvord SDAntioch UnifiedAspire Charter SchoolsAssumption SchoolAtlanta PSBayshoreBelmontBerryessaBolinas - LagunitasBrisbaneCambrianCharter School of Morgan HillCristo Rey School NetworkCupertinoDiscovery Charter SchoolEast Side UHSDEdmonds Community CollegeEmeryFranklin - McKinleyHamilton County, TnHaywardJeffersonLas Lomitas

PacificaPajaro Valley USDPalo Alto USDPortola ValleyRavenswoodSalinas City SchoolsSan CarlosSan Carlos Charter SchoolSan Francisco USD (Mission Dist)San Ramon ValleySanta ClaraSanta Cruz CitySaint Michael’s School (Poway)SaratogaScotts ValleySCCOE County Court SchoolsSMCOE County Court SchoolsSouth Cook Service DistrictSouth San FranciscoThe Nueva SchoolUniversity of Illinois, ChicagoWalnut CreekWoodside

Supporting Teaching and Learning of Mathematics Since 1996

46** States, DC, and US Virgin IslandsIslands

3*Montana has adopted the CCSS conditionally/provisionally** Minnesota has adopted the CCSS in ELA only

Race to the Top AssessmentProgram

In September 2010, the U.S. Department ofEducation

awarded $350 million of Race to the Top Funds asgrants to the two consortia:• Smarter Balanced Assessment Consortium (SBAC)• Partnership for Assessment of Readiness for College

and Careers (PARCC)Task: To design and develop common K-12

Mathematics and English language assessmentsystems aligned to common, college-and career-readiness standards.

SMARTER Balanced AssessmentConsortium

• Alabama• *California• *Connecticut• *Idaho• *Kansas• *Maine• *Missouri• *Nevada• North Carolina• Ohio• *Oregon• South Carolina• *Utah• *Washington• *Wisconsin• Wyoming

• Colorado• Delaware• *Hawaii• Iowa• Kentucky• *Michigan• *Montana• *New Hampshire• North Dakota• Pennsylvania• South Dakota• *Vermont• *West Virginia

* Governing States

Current vs. CCSSCurrent STARAssessments

• Grades 2-11, writing at 4th

and 7th

• Only paper & penciloption

• Taken around 85% of theinstructional days

• Only multiple choice• Part of the state and

federal accountabilitysystem

Proposed CCSSAssessments

• Grades 3-8 and 11, Grades 9and 10 available for states thatchoose to use them

• Delivered via computer (Paperand pencil option available for 3years) and are computeradaptive

• Taken during the final 12 weeksof school

• Performance tasks andcomprehensive end-of -yearcomputer adaptive assessmentwhich will some selectedresponse items

• Accountability system has notbeen established yet

The System(Possible Scenario)

SMARTER – Balance ContentSpecifications

Novice – short itemsfocused on skills and routines

Apprentice –medium performance taskswith scaffolding

Expert – long tasks withhigh cognitive load and/orcomplexity.

Types of Tasks inMathematics

Novice Task - Examples

Performance AssessmentsTo Inform Instruction And Measure Higher Level Thinking

• The Mathematics Assessment Resource Service (MARS) is anNSF funded collaboration between U.C. Berkeley and the ShellCentre in Nottingham England.

• The Assessments target grades 2- Geometry and are alignedwith the State and NCTM National Math Standards.

RampAccess

Top

Core

Entry level (access into task)Core Mathematics - (meeting standards)Top of Ramp (conceptually deeper, beyond)

Task Design

ApprenticeTask

The main point inmathematicsteaching is to

develop the tacticsof problem solving.

George Polya

Expert Tasks

The measurement instrument willbe novice [short] tasks. The itemsassessing this claim will account for40% of the total score administeredby computer.

The measurement instrument willbe by apprentice [scaffold] tasks orexpert [unscaffold] tasks. Theitems assessing this claim willaccount for 20% of the total scoreand will be human scored.

The measurement instrument willbe by apprentice [scaffold] tasks orexpert [unscaffold] tasks. Theitems assessing this claim willaccount for 20% of the total scoreand will be human scored.

The measurement instrument willbe by apprentice [scaffold] tasks orexpert [unscaffold] tasks. Theitems assessing this claim willaccount for 20% of the total scoreand will be human scored.

Proposed Timeline• 2011

• 2012

• 2013

• 2014

• 2015

Development of formative tools, processes, andpractices underway; Specifications for summativeand interim assessments developed

Summative and interim item developmentcompleted ; Interim item pool become available foruse

Field testing of items for adaptive summativeassessment completed

Preliminary achievement standards proposed and otherpolicy definitions adopted

Operational summative assessment administered; Finalachievement standards verified and adopted

Center for K-12 Assessment & Performance Management at ETS

1. Make sense of problems and persevere in solvingthem.

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 and make use of structure.8. Look for and express regularity in repeated reasoning.

MathematicalPractice

1. Make sense of problems and persevere in solving them.

2. Reason Abstractly andQuantitatively

Where are a+b, b-a and a-b?

What can you say about where a/b is?

Valerie shares some of the 12 candies. She givesCindy 1 candy for every 3 candies she eats herself.How many does she give Cindy?

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics

4. Model with mathematics

Which ropes are ‘Thin’?Which ropes are ‘Medium’?Which ropes ‘Thick’?

Explain yourreasoning.

5. Use appropriate tools strategically

6. Attend to Precision

• Precision in Calculations• Precision in Vocabulary• Precision in

Argumentation

6. Attend to Precision

Imagine that you have just discoveredthis ancient floor tiling pattern in Syria.

You telephone New York to tell themabout this exciting discovery.

Describe the pattern as accurately as you can, so that someone else candraw it without seeing it.

Describe the shapes as completely as you can. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. Look for and make use ofstructure

Sidewalk Patterns

7. Look for and make use ofstructure

8. Look for and express regularityin repeated reasoning

Explain why the answer to:

4/5 ÷ 2/3

Makes sense knowing why45 ÷ 8 makes sense.

8. Look for and express regularityin repeated reasoning

MARS Exam Spring 2011Grade Level or Course Number Students Assessed

Second Grade 6585Third Grade 5779Fourth Grade 6005Fifth Grade 7183Sixth Grade 5142Seventh Grade 3719Eighth Grade 755Course 1 (Algebra 1) 2938Course 2 (Geometry) 432

A total of 38,538 students were administered MARS tests during the spring 2011. That includes 9 grade/course levels, 28 districts from six counties in the great SanFrancisco Bay Area.

Spring 2011 Trends Grade to Grade

Grade 2 MARS Below MARS At or ^ TotalCST Below 13.7% 6.5% 20.2%CST AT or ^ 7.3% 72.5% 79.8%Totals 21.0% 79.0% 100.0%

Grade 2 MARS 1 MARS 2 MARS 3 MARS 4 Total

Far Below 1.0% 0.6% 0.1% 0.0% 1.7%

Below Basic 1.9% 4.1% 1.1% 0.1% 7.2%

Basic 0.8% 5.3% 4.6% 0.6% 11.3%

Proficient 0.4% 5.1% 16.2% 6.5% 28.2%

Advanced 0.2% 1.6% 15.2% 34.6% 51.6%

Total 4.3% 16.7% 37.2% 41.8% 100.0%

Spring 2011 Trends Grade to Grade

Grade 6 MARS Below MARS At or ^ TotalCST Below 34.7% 3.8% 38.5%CST AT or ^ 21.7% 39.6% 61.3%Totals 56.4% 43.4% 99.8%

Grade 5 MARS Below MARS At or ^ TotalCST Below 17.3% 12.4% 29.7%CST AT or ^ 6.0% 64.4% 70.4%Totals 23.3% 76.8% 100.1%

Grade 4 MARS Below MARS At or ^ TotalCST Below 15.6% 5.8% 21.4%CST AT or ^ 12.9% 65.8% 78.7%Totals 28.5% 71.6% 100.1%

Grade 3 MARS Below MARS At or ^ TotalCST Below 16.4% 4.5% 20.9%CST AT or ^ 12.7% 66.3% 79.0%Totals 29.1% 70.8% 99.9%

Spring 2011 Trends Grade to Grade

Course 2 MARS Below MARS At or ^ TotalCST Below 15.4% 0.0% 15.4%CST AT or ^ 36.0% 48.7% 84.7%Totals 51.4% 48.7% 100.1%

Course 1 MARS Below MARS At or ^ TotalCST Below 31.9% 4.1% 36.0%CST AT or ^ 21.5% 42.0% 63.5%Totals 53.4% 46.1% 99.5%

Grade 8 MARS Below MARS At or ^ TotalCST Below 55.1% 2.8% 57.9%CST AT or ^ 25.0% 17.0% 42.0%Totals 80.1% 19.8% 99.9%

Grade 7 MARS Below MARS At or ^ TotalCST Below 38.1% 0.4% 38.5%CST AT or ^ 38.1% 23.5% 61.6%Totals 76.2% 23.9% 100.1%

MAC Test 2012

• MAC test will be administrated to studentsin grades 2 – 8, Course 1 (Algebra) &Course 2 (Geometry)

• New MAC tasks in Kindergarten, FirstGrade, Course 3 (Algebra 2)

• Rubrics, Scoring Papers• Final and District Reports (Grade 2 –

Course 2)

• September 27 or 29• October 18 or 20• November 15 or 17• December 6 or 8• January 24 or 26

Locations: Tilden Center, Oakland(Tuesdays), Moreland DO (Tuesday), NesbitSchool Thursday, Pajaro Valley DO(Thursday)

The Silicon Valley Math Initiative presentsPrincipal as Instructional Leader

MeetingWednesday November 30,

2011

Dr. Patrick CallahanCo-Director of the CaliforniaMathematics ProjectTopic: Addressing Issuesof Grading and Evaluation:Teacher Value-Added andStudent Accomplishment

California Mathematics Project

The Silicon Valley Math Initiative presentsPrincipal as Instructional Leader

MeetingThursday February 2,

2012

Dr. Alan SchoenfeldUC Berkeley and co-PIof MARSTopic: SMARTERBalance’s ContentSpecifications inMathematics

Other SVMI Events/Resources

• Lesson Study Project• Math Network Meetings• MAC Assessments – First Grade• CCSS Transition Units• Shell Centre Formative Assessment

Lessons• Number Talk Resources• Problems of the Month

General MAC Meetings

• MAC Final Report and Tools for Teachers(October 10 at Santa Clara DRC)

• Distribute MAC 2012 Tests and TestGuidelines

(February 8 at Santa Clara DRC)

• MAC 2012 Preliminary Results, ISR(May 16 at Fremont DO)

Welcome to the Inside Mathematics WebsiteWelcome to Inside Mathematics, a professional resource for educators passionate aboutimproving students' mathematics learning and performance.This site features classroom examples of innovative teaching methods and insights intostudent learning, tools for mathematics instruction that teachers can use immediately,and video tours of the ideas and materials on the site.Several allied initiatives dedicated to improving math teaching have contributed to thisresource.

http://www.insidemathematics.org