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
Communicating
Reasoning
Claim #4
Modeling and
Data Analysis
Target A
Target A
Target A
Target A
Target B
Target B
Target B
Target B
Target C
Target C
Target C
Target C
Claim #3
SBAC Math Claims
40% DOK 1, 2
Claim #1 – Concepts & Procedures
“Students can explain and apply mathematical concepts and interpret and
carry out mathematical procedures with precision and fluency.”
20% DOK 1, 2, 3
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.”
20% DOK 2, 3, 4
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
20% DOK 1, 2, 3,
“Students can analyze complex, real-world scenarios and can construct
and use mathematical models to interpret and solve problems.”
4
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
SBAC
Items
Target A
Task 1
Target B
Task 2
Connecting Claims to CCSSM
Claim #1
Claim #2
Claim #3
Claim #4
DOK 1, 2
DOK 1, 2, 3
DOK 2, 3, 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
Content
Standards
Mathematical Practices
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
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
txh9417@lausd.net
CCSSM Secondary Expert, LAUSD
Wen-Wen Cheng
wgc8745@lausd.net
CCSSM Elementary Expert, LAUSD