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.

• I am familiar with the structure of the CCSSM.

• I know the words that SBAC represents. • I am familiar with the Math Claims.

Today’s Objective 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

.

Structure of the CCSSM Standards

What are the CCSSM Standards? Content Standards What?

Mathematical Practices How?

How to Read the HS Standards

SBAC Claims

What are SBAC Math 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

.

SBAC Claims Overview Overall Claim for Grades 3-8

Students can demonstrate

progress

toward college and career readiness in mathematics.

Overall Claim for Grade 11

Students can demonstrate college and career readiness in mathematics.

Claim #1 Concepts & Procedures Claim #2 Problem Solving Claim #3 Communicating Reasoning Claim #4 Modeling and Data Analysis Target A Target B Target A Target B Target A Target B Target A Target B Target C Target C Target C Target C

SBAC Math Claims Claim #1 – Concepts & Procedures

40% DOK 1, 2 “Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.”

Claim #2 – Problem Solving

solving strategies.” 20% DOK 1, 2, 3 “Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem

Claim #3 – Communicating Reasoning

20% DOK 2, 3, 4 “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

20% DOK 1, 2, 3, 4 “Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.”

How are Claims Assessed?

• 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 Task 1 Task 2

Connecting Claims to CCSSM Claim #1 DOK 1, 2 C1 Target A C1 Target B Target C Target D Claim #2 DOK 1, 2, 3 C2 Target A C2 Target B Target C Target D Claim #3 DOK 2, 3, 4 C3 Target A C3 Target B Target C Target D Claim #4 DOK 1, 2, 3, 4 C4 Target A C4 Target B Target C Target D Content Standards Mathematical Practices

Identify SBAC Claims

Identify SBAC Claims

1.

2.

3.

4.

Go to this link:

http://bit.ly/taskanalysissurvey

Select the appropriate

Problem/Task

.

Select the corresponding

Claim Level

.

Submit your

Response

.

Task 1 Example

Final Thought

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

.

Contact

Travis Holden [email protected]

CCSSM Secondary Expert, LAUSD Wen-Wen Cheng [email protected]

CCSSM Elementary Expert, LAUSD