# Claims

```Elementary Principals
CCSS Update
Robyn Seifert &amp; Rita Reimbold
April 10, 2013
Agenda

Smarter Balanced Assessment Consortium
Update

SBAC Test Blueprint

Claims

Targets
OAISD Math Support
Building Awareness

Mathematical Practices


Content Standards


How do we teach?
What do we teach?
Smarter Balanced Assessment
Consortium

Did they learn?
SBAC Overview
Smarter Balanced Assessment Consortium
 smarterbalanced.org
◦ Smarter Balanced Assessments
 Sample Items and Performance Tasks

Claims
◦ Think of these as a title of a series of books
 Targets
◦ Think of these as chapters in a book
 Think of Standards and Practices as the words in
the chapter
4
ELA Assessment Claims

Claim 1: Students can read closely and
analytically to comprehend a range of
increasingly complex literary and informational
text.

Claim 2: Students can produce effective and
well-grounded writing for a range of purposes
and audiences.

Claim 3: Students can employ effective speaking
and listening skills for a range of purposes and
audiences.

Claim 4: Students can engage in
research/inquiry to investigate topics, and to
analyze, integrate, and present information.
ELA Target 2 for Claim 1

Claim 1: Students can read closely and
analytically to comprehend a range of
increasingly complex literary and informational
text.

Target 2 for Claim 1 for Literary Text:
4TH GRADE: CENTRAL IDEAS: Identify or summarize
central ideas/ key events. (DOK 2).
8TH GRADE: CENTRAL IDEAS: Summarize central
ideas/key events using key details from the text (DOK
2)
11TH GRADE: CENTRAL IDEAS: Summarize central
ideas/key events using key relevant details (DOK 2)
ELA - SBAC Blueprint

Mathematics SBAC Blueprint
Claims

Concepts and Procedures

Problem Solving, Modeling &amp; Data Analysis
◦ Combined because of content similarity

Communicating Reasoning
Mathematics Sample Item

We will use this sample item to identify
how an item is built and scored
Mathematics Assessment
Claims

Claim 1: Concepts and Procedures

Claim 2: Problem Solving

Claim 3: Communicating Reasoning

Claim 4: Modeling and Data Analysis
◦ Students can explain and apply mathematical concepts and interpret
and carry out mathematical procedures with precision and fluency
◦ Students can solve a range of complex well-posed problems in pure and
applied mathematics, making productive use of knowledge and problem
solving strategies
◦ Students can clearly and precisely construct viable arguments to
support their own reasoning and to critique the reasoning of others
◦ Students can analyze complex, real-world scenarios and can construct
and use mathematical models to interpret and solve problems
Claims explain how the students will be tested
Common Core State Standards
 Standards
to guide K-12
instruction for success in
college and work

Math Standards



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Practices - how
Content – what
SBAC – show what we know
Find the Content Standard for
the Mathematics Sample Item
Claim 1 Assessment Targets

Elementary Targets are the Clusters
◦ Priority and Supporting

Level
Number of
Assessment
Targets
3
11
4
12
5
11
6
10
7
9
8
10
11
16
All Standards are Critical
Major/Prioity work is to gain a strong foundation
◦ Conceptual understanding
number of perspectives – so it is no longer a set of
mnemonics or discrete procedures
◦ High degree of procedural skills and fluency
 Class and home time for students to practice core
functions – to later apply to complex
concepts/procedures
◦ Ability to apply math they know to solve problems
inside and outside the math classroom
 Apply math outside of the context – use math to make
meaning
Take time to look over the Targets for Claim 1
Reminder: Targets are an integration of standards
Claims 2 &amp; 4 Assessment Targets

Problem Solving

Modeling and Data Analysis
Claim 3 Assessment Targets

Communicating Reasoning
◦
Look over the Targets for Claims 2 &amp; 4, and 3
Mathematical Practices

Read over the Mathematical Practices handouts
◦
Cognitive Rigor Matrix
Depth of Knowledge
This matrix from the Smarter Balanced Content Specifications for Mathematics draws from both Bloom’s (revised)
Taxonomy of Educational Objectives and Webb’s Depth-of-Knowledge Levels below.
Six Item Types
•
•
•
•
•
•
Selected Response
Constructed Response
Extended Response
Technology-Enabled
Technology-Enhanced
http://www.smarterbalanced.org/smarter-balanced-assessments/
Question Exploration
http://www.smarterbalanced.org/smarter
-balanced-assessments/
 http://www.illustrativemathematics.org/st
andards/k8
 http://maccss.ncdpi.wikispaces.net/Eleme
ntary

SBAC Practice Test

Availability rolls out beginning May 29th, 2013
Follows the SBAC test blueprint
Full array of item types

Scientific Pilot still as scheduled
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Please let us know how we can best support
what your student and teachers discover!
Questions?
Robyn Seifert
Rseifert@oaisd.org
Rita Reimbold
rreimbol@oaisd.org
```