Smarter balanced claims beginning the discussion of stem and SBAC For the mathematics classroom

1. Smarter balanced claimsbeginning the discussion of stem and SBACForthe mathematics classroom Presented by Travis Holden and Wen-Wen Cheng

2. “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.

3. 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.

4. Structure of the CCSSM Standards

5. What are the CCSSM Standards? Content Standards What? Mathematical Practices How?

6. How to Read the HS Standards

7. SBAC Claims

8. What are SBAC Math Claims? • SBAC Claims are broad statements that identifya set of knowledge and skills based on the CCSSM standards. • SBAC Claims have 4 domains that assess students’ Depth of Knowledge.

9. 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 #3 Communicating Reasoning Claim #4 Modeling and Data Analysis Claim #2 Problem Solving Claim #1 Concepts & Procedures Target A Target A Target A Target A Target B Target B Target B Target B Target C Target C Target C Target C

10. SBAC Math Claims 40% DOK 1, 2 20% DOK 1, 2, 3 20% DOK 2, 3, 4 20% DOK 1, 2, 3, 4 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 “Studentscananalyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.”

11. How are Claims Assessed? • Each Claim has a set of specific Assessment Targets (Evidence). • Assessment Targetsdescribe the expectations of what will be assessed by SBACitems or tasks within each Claim. SBAC Items Claims Task 1 Target A CCSSM Task 2 Target B

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

13. Identify SBAC Claims

14. Identify SBAC Claims • Go to this link:http://bit.ly/taskanalysissurvey • Select the appropriate Problem/Task. • Select the corresponding Claim Level. • Submit your Response.

15. Task 1 Example

16. 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.

17. Contact Travis Holden txh9417@lausd.net CCSSM Secondary Expert, LAUSD Wen-Wen Cheng wgc8745@lausd.net CCSSM Elementary Expert, LAUSD