Preparing for the MSP Educational Service District 113

1. Preparing for the MSP Educational Service District 113 Heather Dorsey, Regional Mathematics Coordinator Cheryl Vance, Literacy, Mathematics and Science Content Specialist

2. Raise your hand if you are… • Teaching 3rd grade • teaching 4th grade • Teaching 5th grade • an instructional coach • an administrator • aligning to the standards • constructing Formative assessments

3. Objectives • Explore the Test and Item Specs through the lens of MSP items • Share lessons learned • Review the Performance Level Descriptors

4. Test Development Guidelines Test & Item Specs Document p.3-7

5. Directions: • p. 3-7 Read over general considerations. • Pair up and share important information that would be helpful to prepare students for the MSP

6. More Information on the guidelines • Items use language targeted to the previous grade level or lower readability, except for required mathematics terms listed in this document. • Directions with multiple requirements will be organized with bullets. • Letters used as variables are always italicized. • The responses “All of the above” and “None of the above” will not be used.

7. Cognitive Complexity

8. Manipulatives • Review the tools allowed and discuss the use of manipulatives on the MSP with your neighbor

9. Vocabulary

10. Test Organization • Third Grade p. 9 • Look at the organization for third grade • Discuss the page with others at your table

11. 3.5

12. 3rd Grade • What is the exact performance expectation? • What is the cognitive demand? • How else can it be assessed? • Does it need a context? • What vocabulary do your students need to know for this item?

13. Standard Algorithm • 3.1 • “The Standard Algorithm” for regrouping • Solve the problem and turn to an elbow buddy, share thoughts and implications for your teaching

14. 3rd Grade • What is the exact performance expectation? • What is the cognitive demand? • How else can it be assessed? • Does it need a context? • What vocabulary do your students need to know for this item?

15. 3.3

16. 3rd Grade • What is the exact performance expectation? • What is the cognitive demand? • How else can it be assessed? • Does it need a context? • What vocabulary do your students need to know for this item?

17. Test Organization • Fourth Grade p.23 • Look at the organization for your level • Discuss the page with others at your table

18. 4.I

19. 4rd Grade • What is the exact performance expectation? • What is the cognitive demand? • How else can it be assessed? • Does it need a context? • What vocabulary do your students need to know for this item?

20. Standard Algorithm • 4.1 • “The Standard Algorithm” multiplication • Solve the problem and turn to an elbow buddy, share thoughts and implications for your teaching

21. 4th Grade • What is the exact performance expectation? • What is the cognitive demand? • How else can it be assessed? • Does it need a context? • What vocabulary do your students need to know for this item?

22. 4.2

23. 4th Grade • What is the exact performance expectation? • What is the cognitive demand? • How else can it be assessed? • Does it need a context? • What vocabulary do your students need to know for this item?

24. Test Organization • Fifth Grade p. 36 • Look at the organization for your level • Discuss the page with others at your table

25. 5.3

26. 5th Grade • What is the exact performance expectation? • What is the cognitive demand? • How else can it be assessed? • Does it need a context? • What vocabulary do your students need to know for this item?

27. Standard Algorithm • 5.1 • “The Standard Algorithm” for division • Solve the problem and turn to an elbow buddy, share thoughts and implications for your teaching

28. 5th Grade • What is the exact performance expectation? • What is the cognitive demand? • How else can it be assessed? • Does it need a context? • What vocabulary do your students need to know for this item?

29. 5.5

30. 5th Grade • What is the exact performance expectation? • What is the cognitive demand? • How else can it be assessed? • Does it need a context? • What vocabulary do your students need to know for this item?

31. Important Reminders: • Fill in the bubble for multiple choice • Write the answer on the line for a completion problem • Use words, numbers or pictures for 2 point problems

32. What did you notice???? • Important new learnings • What needs to be shared with others at your building • How will this inform your practice?

33. Data Displays, Computational Guidelines, Mathematical Symbols, Measurement

34. Your grade level • Review your grade level PEs and key vocabulary making note of what is Bold and italicized • Review the stimulus, stem, and prompt rules that are used to craft the items

38. PLD • Select one of the short answer items from earlier • List the skills needed to do this item • Find these skills in the PLD bulleted list for the appropriate grade level

40. Lessons Learned • Talk with a neighbor about what you notice

41. Alignment Tables in 2011 document • Old WASL items have been aligned to new PEs

42. Draft Implementation Timeline Summer 2010 to the 2014-2015 School Year Phase 1Adopt, Align & Plan 1. Provisional adoption (E2SSB 6696) 2. Gather input on strategy for implementation Phase 2Communicate, Develop Process, Resources for Transition &Implementation Phase 3 Transition to Common Core Standards Phase 4Implementation 1. Spring 2014—pilot the assessment system 2. September 2014-June 2015—full implementation with state-wide assessment system. This is the time to consider and plan for transitioning, while continuing to implement our current standards. It is not the time to stop strong, standards-based instruction… OSPI Common Core Information Sessions Sept. & Oct. 2010

43. Questions • Heather Dorsey hdorsey@esd113.k12.wa.us • Cheryl Vance cvance@esd113.k12.wa.us