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Smarter balanced claims beginning the discussion of stem and SBAC For the mathematics classroom. Presented by Travis Holden and Wen-Wen Cheng. “Just Like Me” Inclusion. I can name at least 5 mathematical practices. I can name the 3 CC Mathematical Shifts. - PowerPoint PPT Presentation
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SMARTER BALANCED CLAIMSBEGINNING THE DISCUSSION OF STEM AND SBAC FOR THE MATHEMATICS CLASSROOMPresented by Travis Holden and Wen-Wen Cheng
“Just Like Me” Inclusion• I can name at least 5 mathematical practices. • I can name the 3 CC Mathematical Shifts.• I am familiar with the structure of the CCSSM.• I know the words that SBAC represents. • I am familiar with the Math Claims.
Participants will …• Examine Smarter Balanced Assessment Consortium (SBAC) Claims.
• Explore how to determine the Claim Level of a Math Task.
• Reflect on how STEM supports the shift to Rigor.
Today’s Objective
Structure of the CCSSM Standards
What are the CCSSM Standards?
Content StandardsWhat? Mathematical Practices
How?
How to Read the HS Standards
SBAC Claims
• SBAC Claims are broad statements that identify a set of knowledge and skills based on the CCSSM standards.
• SBAC Claims have 4 domains that assess students’ Depth of Knowledge.
What are SBAC Math Claims?
SBAC Claims Overview
Claim #1 Concepts & Procedures
Claim #2 Problem Solving
Claim #3 Communicating
Reasoning
Claim #4 Modeling and Data Analysis
Overall Claim for Grade 11Students can demonstrate college and career readiness in mathematics.
Target A
Target B
Target C
Target A
Target B
Target C
Target A
Target B
Target C
Target A
Target B
Target C
Overall Claim for Grades 3-8Students can demonstrate progress toward college and career readiness in mathematics.
Claim #1 – Concepts & Procedures “Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.”
Claim #2 – Problem Solving “Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.”
Claim #3 – Communicating Reasoning“Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.”
Claim #4 – Modeling and Data Analysis“Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.”
40% DOK 1, 2
20% DOK 1, 2, 3
20% DOK 2, 3, 4
20% DOK 1, 2, 3, 4
SBAC Math Claims
• Each Claim has a set of specific Assessment Targets (Evidence).• Assessment Targets describe the expectations of what will be
assessed by SBAC items or tasks within each Claim.
CCSSM
Claims
Target A
Target B
SBAC Items
How are Claims Assessed?
Task 1
Task 2
Connecting Claims to CCSSM
Claim #1DOK 1, 2
Claim #2DOK 1, 2, 3
Claim #3DOK 2, 3, 4
Claim #4DOK 1, 2, 3, 4
C1 Target A
C1 Target B
C2 Target A
C2 Target B
C3 Target A
C3 Target B
C4 Target A
C4 Target B
Content Standard
s Mathematical Practices
Target C
Target D
Target C
Target D
Target C
Target D
Target C
Target D
Identify SBAC Claims
Identify SBAC Claims
1. Go to this link:http://bit.ly/taskanalysissurvey
2. Select the appropriate Problem/Task.3. Select the corresponding Claim Level.4. Submit your Response.
Task 1 Example
One of the shifts in Common Core Math is Rigor, the balance between procedure, concepts, and application.
How might STEM support both higher level SBAC Claims and Rigor?
We can use Science, Technology, and Engineering to be the application in a high claim level, rigorous task.
Final Thought
ContactTravis [email protected] Secondary Expert, LAUSD
Wen-Wen [email protected] Elementary Expert, LAUSD
