SAGE Update:
What do we know now?
Leadership Meeting
October 24, 2013
Hal Sanderson & Darren Draper
Agenda & Objectives
Agenda
Objectives
SAGE Timelines
Participants will leave with a clear
understanding of district and state
timelines
SAGE Student View
Participants will gain a better
understanding of the key features of the
testing experience for students
SAGE Information for Teachers
Participants will leave with a clear
understanding of test blueprints and testing
time
Technology for SAGE
Participants will leave with a clear
understanding of SAGE technology
requirements and receive good news about
state technology grant.
Next Steps in Communication
Participants will understand next steps in
communicating SAGE to teachers and
parents
General SAGE Timeline
• Break 2:00-2:15
• End of Session 3:15
• Closing Keynote 3:30-4:30
District SAGE Testing Window
• April 21st through May 30th
• Six week window
What will the SAGE test look like?
Student View
SAGE Test Information
ITEM TYPE
STUDENT ACTION
Approximately 50% will be
multiple choice
Students select correct
choice out of four choices
Approximately 50% will be
constructed-response,
machine scored
Student constructs the
answer (drag and drop, hot
spot, write an answer)
• See SAGE sample questions
athttp://Demo.TDS.airast.org/AIRAssessment
SAGE Test Item – Hot Spot
• See SAGE sample questions
athttp://Demo.TDS.airast.org/AIRAssessment
See sample questions at http://Demo.TDS.airast.org/AIRAssessment
SAGE Test Item – Drag and Drop
See sample questions at http://Demo.TDS.airast.org/AIRAssessment
SAGE Test Item – Hot Spot
See sample questions at http://Demo.TDS.airast.org/AIRAssessment
SAGE Test Item – Constructed Response
Elementary SAGE Testing Time
(Estimated time -- test is untimed)
•LANGUAGE ARTS, Grades 3 – 5
 Writing - 60 minutes (one or multiple sittings)
 Reading, Speaking, Listening and Language 90 minutes (Two 45
min sessions)
•MATH, Grades 3 – 5; Two 45 min Sessions
•SCIENCE, Grades 4 – 5; Two 45 min Sessions
Secondary SAGE Testing Time
(Estimated time -- test is untimed)
•LANGUAGE ARTS, Grades 6 – 11
 Writing - 90 minutes (one or multiple sittings) for grades 7 - 11.
Grade 6 writing will be 60 minutes.
 Reading, Speaking, Listening and Language 90 minutes (Two 45
min sessions)
•MATH, Two 45 min Sessions (Math 6 through Secondary
Math III)
•SCIENCE, Two 45 min Sessions (Science 6 – Physics)
The SAGE test
Information for Teachers
SAGE Test Assignment – Grade Based
See Handout from the Utah State Office of Education
SAGE Test Assignment – Course Based
The SAGE test blueprints
Available at
http://ut.portal.airast.org/resources/?section=1
SAGE Mathematics Blueprint
Available at http://ut.portal.airast.org/resources/?section=1
SAGE ELA/Literacy Blueprint
Available at http://ut.portal.airast.org/resources/?section=1
SAGE Science Blueprint
Available at http://ut.portal.airast.org/resources/?section=1
What is DOK listed in the blueprints?
• Depth of Knowledge (DOK) provides a
vocabulary and a frame of reference when
thinking about our students and how they engage
with the core content.
• DOK offers a common language to understand
"rigor," or cognitive demand, in assessments, as
well as curricular units, lessons, and tasks.
• DOK levels grow in cognitive complexity and
provide educators a lens on creating more
cognitively engaging and challenging tasks.
• See DOK for each content area.
Depth of Knowledge - ELA
Hess’ Cognitive Rigor Matrix & Curricular Examples: Applying Webb’s Depth-of-Knowledge Levels to Bloom’s Cognitive Process Dimensions - ELA
Revised Bloom’s
Webb’s DOK Level 1
Webb’s DOK Level 2
Webb’s DOK Level 3
Webb’s DOK Level 4
Strategic Thinking/ Reasoning
Taxonomy
Recall & Reproduction
Skills & Concepts
Extended Thinking
o
Recall, recognize, or locate
Remember
Retrieve knowledge from longterm memory, recognize, recall,
locate, identify
Understand
Construct meaning, clarify,
paraphrase, represent, translate,
illustrate, give examples,
classify, categorize, summarize,
generalize, infer a logical
conclusion), predict,
compare/contrast, match like
ideas, explain, construct models
Apply
Carry out or use a procedure in
a given situation; carry out
(apply to a familiar task), or use
(apply) to an unfamiliar task
Analyze
Break into constituent parts,
determine how parts relate,
differentiate between relevantirrelevant, distinguish, focus,
select, organize, outline, find
coherence, deconstruct (e.g., for
bias or point of view)
o
basic facts, details, events, or
ideas explicit in texts
Read words orally in connected
text with fluency & accuracy
o Identify or describe literary
elements (characters, setting,
sequence, etc.)
o Select appropriate words when
intended meaning/definition is
clearly evident
o Describe/explain who, what,
where, when, or how
o Define/describe facts, details,
terms, principles
o Write simple sentences
o Use language structure
(pre/suffix) or word relationships
(synonym/antonym) to determine
meaning of words
o
Apply rules or resources to edit
spelling, grammar, punctuation,
conventions, word use
o
Apply basic formats for
documenting sources
o Identify whether specific
information is contained in
graphic representations (e.g.,
map, chart, table, graph, T-chart,
diagram) or text features (e.g.,
headings, subheadings, captions)
o Decide which text structure is
appropriate to audience and
purpose
o Specify, explain, show relationships;
explain why, cause-effect
o Give non-examples/examples
o Summarize results, concepts, ideas
o Make basic inferences or logical
predictions from data or texts
o Identify main ideas or accurate
generalizations of texts
o Locate information to support explicitimplicit central ideas
o
o Use context to identify the meaning
of words/phrases
o Obtain and interpret information
using text features
o Develop a text that may be limited to
one paragraph
o Apply simple organizational
structures (paragraph, sentence
types) in writing
o Categorize/compare literary
elements, terms, facts/details, events
o Identify use of literary devices
o Analyze format, organization, &
internal text structure (signal w ords,
transitions, semantic cues) of
different texts
o Distinguish: relevant-irrelevant
information; fact/opinion
o Identify characteristic text features;
distinguish between texts, genres
o
o
Evaluate
o
o
o
o
o
o
o
o
o
o
Make judgments based on
criteria, check, detect
inconsistencies or fallacies,
judge, critique
Create
Reorganize elements into new
patterns/structures, generate,
hypothesize, design, plan,
produce
o
Brainstorm ideas, concepts,
problems, or perspectives related to
a topic or concept
o Generate conjectures or hypotheses
based on observations or prior
knowledge and experience
o
o
o
o
o
Explain, generalize, or connect
ideas using supporting evidence
(quote, example, text reference)
Identify/ make inferences about
explicit or implicit themes
Describe how word choice, point of
view, or bias may affect the readers’
interpretation of a text
Write multi-paragraph composition
for specific purpose, focus, voice,
tone, & audience
Apply a concept in a new context
Revise final draft for meaning or
progression of ideas
Apply internal consistency of text
organization and structure to
composing a full composition
Apply word choice, point of view,
style to impact readers’ /viewers’
interpretation of a text
Analyze information within data sets
or texts
Analyze interrelationships among
concepts, issues, problems
Analyze or interpret author’s craft
(literary devices, viewpoint, or
potential bias) to create or critique a
text
Use reasoning, planning, and
evidence to support inferences
Cite evidence and develop a logical
argument for conjectures
Describe, compare, and contrast
solution methods
Verify reasonableness of results
Justify or critique conclusions drawn
Synthesize information within one
source or text
Develop a complex model for a
given situation
Develop an alternative solution
o Explain how concepts or ideas
specifically relate to other content
domains or concepts
o Develop generalizations of the
results obtained or strategies
used and apply them to new
problem situations
o Illustrate how multiple themes
(historical, geographic, social)
may be interrelated
o Select or devise an approach
among many alternatives to
research a novel problem
o
o
o
o
Analyze multiple sources of
evidence, or multiple works by
the same author, or across
genres, time periods, themes
Analyze complex/abstract
themes, perspectives, concepts
Gather, analyze, and organize
multiple information sources
Analyze discourse styles
o Evaluate relevancy, accuracy, &
completeness of information from
multiple sources
o Apply understanding in a novel
way, provide argument or
justification for the application
o Synthesize information across
multiple sources or texts
o Articulate a new voice, alternate
theme, new knowledge or
perspective
See Handout
© 2009 Karin K. Hess: Hess’ Cognitive Rigor Matrix: Permission to reproduce is given when authorship is fully cited [khess@nciea.org]
For full article, go to www.nciea.org
Depth of Knowledge – Math/Science
Hess’ Cognitive Rigor Matrix & Curricular Examples: Applying Webb’s Depth-of-Knowledge Levels to Bloom’s Cognitive Process Dimensions – Math/Science
Revised Bloom’s
Webb’s DOK Level 1
Webb’s DOK Level 2
Webb’s DOK Level 3
Webb’s DOK Level 4
Strategic Thinking/ Reasoning
Taxonomy
Recall & Reproduction
Skills & Concepts
Extended Thinking
o Recall, observe, & recognize
Remember
Retrieve knowledge from
long-term memory,
recognize, recall, locate,
identify
o
Understand
o
o
Construct meaning, clarify,
paraphrase, represent,
translate, illustrate, give
examples, classify,
categorize, summarize,
generalize, infer a logical
conclusion (such as from
examples given), predict,
compare/contrast, match like
ideas, explain, construct
models
Apply
Carry out or use a procedure
in a given situation; carry out
(apply to a familiar task), or
use (apply) to an unfamiliar
task
Analyze
Break into constituent parts,
determine how parts relate,
differentiate between
relevant-irrelevant,
distinguish, focus, select,
organize, outline, find
coherence, deconstruct
o
o
o
facts, principles, properties
Recall/ identify conversions
among representations or
numbers (e.g., customary and
metric measures)
Evaluate an expression
Locate points on a grid or
number on number line
Solve a one-step problem
Represent math relationships in
words, pictures, or symbols
Read, write, compare decimals
in scientific notation
o
Specify and explain relationships
(e.g., non-examples/examples;
cause-effect)
Make and record observations
Explain steps followed
Summarize results or concepts
Make basic inferences or logical
predictions from data/observations
Use models /diagrams to represent
or explain mathematical concepts
Make and explain estimates
o
o Select a procedure according to
criteria and perform it
o Solve routine problem applying
multiple concepts or decision points
o Retrieve information from a table,
graph, or figure and use it solve a
problem requiring multiple steps
o Translate between tables, graphs,
words, and symbolic notations (e.g.,
graph data from a table)
o Construct models given criteria
o Categorize, classify materials, data,
figures based on characteristics
o Organize or order data
o Compare/ contrast figures or data
o Select appropriate graph and
organize & display data
o Interpret data from a simple graph
o Extend a pattern
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Follow simple procedures
(recipe-type directions)
Calculate, measure, apply a rule
(e.g., rounding)
Apply algorithm or formula (e.g.,
area, perimeter)
Solve linear equations
Make conversions among
representations or numbers, or
within and between customary
and metric measures
Retrieve information from a table
or graph to answer a question
Identify whether specific
information is contained in
graphic representations (e.g.,
table, graph, T-chart, diagram)
Identify a pattern/trend
Evaluate
o
o
o
o
o
o
o
o
o
o
o
o
o
Make judgments based on
criteria, check, detect
inconsistencies or fallacies,
judge, critique
Create
o
o
o
o
Reorganize elements into
new patterns/structures,
generate, hypothesize,
design, plan, construct,
produce
Brainstorm ideas, concepts, or
perspectives related to a topic
o Generate conjectures or hypotheses
based on observations or prior
knowledge and experience
o
o
o
Use concepts to solve non-routine
problems
Explain, generalize, or connect ideas
using supporting evidence
Make and justify conjectures
Explain thinking when more than
one response is possible
Explain phenomena in terms of
concepts
o Relate mathematical or scientific
concepts to other content areas,
other domains, or other
concepts
o Develop generalizations of the
results obtained and the
strategies used (from
investigation or readings) and
apply them to new problem
situations
Design investigation for a specific
purpose or research question
Conduct a designed investigation
Use concepts to solve non-routine
problems
Use & show reasoning, planning,
and evidence
Translate between problem &
symbolic notation when not a direct
translation
o Select or devise approach
among many alternatives to
solve a problem
o Conduct a project that specifies
a problem, identifies solution
paths, solves the problem, and
reports results
Compare information within or
across data sets or texts
Analyze and draw conclusions from
data, citing evidence
Generalize a pattern
Interpret data from complex graph
Analyze similarities/differences
between procedures or solutions
o Analyze multiple sources of
evidence
o analyze complex/abstract
themes
o Gather, analyze, and evaluate
information
Cite evidence and develop a logical
argument for concepts or solutions
Describe, compare, and contrast
solution methods
Verify reasonableness of results
o Gather, analyze, & evaluate
information to draw conclusions
o Apply understanding in a novel
way, provide argument or
justification for the application
Synthesize information within one
data set, source, or text
Formulate an original problem given
a situation
Develop a scientific/mathematical
model for a complex situation
o Synthesize information across
multiple sources or texts
o Design a mathematical model
to inform and solve a practical
or abstract situation
See Handout
© 2009 Karin Hess permission to reproduce is given when authorship is fully cited khess@nciea.org
What are the SAGE technology requirements
2014 SAGE Technology
• CSD STANDARD. Windows, Macintosh, or Chromebook
computers purchased in the last FOUR years can be
utilized for SAGE.
• iOS Devices. Schools interested in using iPADS will
need written approval from Darren Draper by April 15th.
According to the State, all IPADS must have external
keyboards.
• Headphones are required for the SAGE ELA test.
Currently the Assessment Department is planning on
purchasing inexpensive earbud headphones for each
student. This district plan for headphones is subject to
change.
Do we have a State grant for more
technology to help with testing time
and instruction?
YES!
HB 2 – Computer Adaptive Testing (CAT) Funds
SAGE-Compatible Computer Labs
• We have enough grant money (H.B. 2 General Legislative
Session 2013) to provide each school with one new
Chromebook lab.
• To opt-in, schools need only to provide $1,350 for the cost
of a Chromebook cart!
How to Opt-In
To opt-in to the Chromebook lab Deal O’ the Year, please
submit a journal entry:
•For $1,350
•To 32 E 048 9932 4791 731
•By November 1st
Next Steps
SAGE information brochure for teachers
SAGE information brochure for parents
Chromebook purchase
SAGE information for Students with
Disabilities