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Smarter Balanced. OAKS Transition. As my colleague Jason Zimba likes to say, you don’t teach standards you teach mathematics. Bill McCallum. MP. Standards. Mathematical Practices. Making sense of problems and persevering in solving them Reason abstractly and quantitatively

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as my colleague jason zimba likes to say you don t teach standards you teach mathematics
As my colleague Jason Zimba likes to say, you don’t teach standards you teach mathematics.

Bill McCallum

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MP

Standards

mathematical practices
Mathematical Practices
  • Making sense of problems and persevering in solving them
  • Reason abstractly and quantitatively
  • Construct viable arguments and critique the reasoning of others
  • Model with mathematics
  • Use appropriate tools strategically
  • Attend to precision
  • Look for and make use of structure
  • Looking for and expressing regularity in repeated reasoning
smarter balanced claims
Smarter Balanced Claims

Claim 1 – Concepts and Procedures

Apply, Explain and Interpret with Precision and Fluency

Claim 2 – Problem Solving

Solve Complex Problems

Claim 3 – Communicating Reasoning

Construct Viable Arguments and Critique the Reasoning of Others

Claim 4 – Modeling and Data Analysis

Analyze Real World Scenarios and Construct Mathematical Models to Interpret and Solve Problems

smarter balanced assessment system

English Language Arts and Mathematics, Grades 3–8 and High School

BEGINNING OF YEAR

END OF YEAR

INTERIM ASSESSMENT

INTERIM ASSESSMENT

Computer Adaptive

Assessment and

Performance Tasks

  • PERFORMANCE
  • TASKS
    • Reading
    • Writing
    • Math

END OF YEAR

ADAPTIVE ASSESSMENT

Smarter Balanced Assessment System

Formative Assessments

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Level 4

Level 1

Level 3

Level 2

Low Score Cut Score Cut Score Cut Score High Score

college content readiness
College Content Readiness

Norm Referenced vs. Criterion Referenced

Grade 12 Expectations

Multiple Measures of Content Readiness

71% of Colleges offered an average of 2.5 remedial math courses (Business Higher Education Forum, 2005)

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[email protected] [email protected]

503-947-5832 503-947-5610

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