Transcript Planning the Transition from OAKS to Smarter Balanced

Jim Leigh and Rachel Aazzerah
Mathematics and Science Assessment Specialists
Office of Assessment and Information Services
Oregon Department of Education
Mark Freed
Mathematics Education Specialist
Office of Educational Innovation and Improvement
Oregon Department of Education
Oregon Department of Education
Office of Assessment and Accountability

1. Awareness & Understanding
Understanding CCSS Content and Organization
2. Transition
Comparing CCSS to Oregon Standards, district curricula, and
instructional materials
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3. Action
Implementing 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
• 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
Charged with assessing the Common Core State
Standards, in math Smarter Balanced will assess:
 The content standards and
 The Mathematical Practice Standards
Items will be written to assess four claims:
 Concepts and Procedures,
 Problem Solving,
 Communicating Reasoning, and
 Modeling and Data Analysis.
Oregon Department of Education
Mathematics 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:
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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 claims
Oregon Department of Education
Office of Assessment and Accountability

2012-2013
2013-2014
2014-2015
OAKS
OAKS
OAKS
Smarter
OAKS
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
2011-2012
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
Oregon Department of Education
Office of Assessment and Accountability
In 2010, ODE provided crosswalks between Oregon’s
content standards and the new Common Core State
Standards.
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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/tra
nsition-from-oaks-to-smarter.pdf
The following is an example for grade 5:
Oregon Department of Education
Office of Assessment and Accountability
Interpreting the Charts
OREGON STANDARD
Shaded Cells Show Grades in Which Oregon Content Will Be Found in the
CCSS with Excellent or Partial Alignment
K
1
2
3
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.
5
6
7
8
Content from 5.2.5 will be
assessed in grades 4, 5, 6.
All content from 5.3.2
moves to grade 6.
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.
Oregon Department of Education
HS
All content from 5.2.6
moves to grade 4.
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).
4
All content from 5.3.4
remains in grade 5.
Office of Assessment and Accountability
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.
Oregon Department of Education

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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
 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
Oregon Department of Education
Office of Assessment and Accountability
The Introduction and Part 1
Oregon Department of Education
Office of Assessment and Accountability
 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
Part 2
Oregon Department of Education
Office of Assessment and Accountability
 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
Note: Some content may currently be taught, but not assessed; some may be completely new.
Oregon Department of Education
Office of Assessment and Accountability
Part 3
Oregon Department of Education
Office of Assessment and Accountability
 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
Using details from the Oregon Crosswalk to compare standards:
Where content is in same grade: use 5.2.1
1.
2.
Compare cognitive complexity and actual content with the CCSS in grade
5 (5.NBT.6)
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
Compare cognitive complexity and actual content with the CCSS in grade
5 (5.NBT.3b)
2.
Look at Target (Cluster) that contains 5.NBT.3b in Crosswalk CCSS to OR
– this will shape Smarter Assessment
From later grade: use 6.1.7
1.
Compare cognitive complexity and actual content with the CCSS in grade
5 (5.MD.1)
2.
Look at Target (Cluster) that contains 5.MD.1 in Crosswalk CCSS to OR –
this will shape Smarter Assessment
1.
Oregon Department of Education
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Unit lesson plans
Unit projects
Work Sample Tasks (or Local Performance
Assessments)
Oregon Department of Education
Please
send additional input, questions, or anecdotes to:
Rachel
Aazzerah
[email protected]
Mark
Freed
[email protected]
Jim
Leigh
[email protected]
Oregon Department of Education
Office of Assessment and Accountability