beal mathematics facilitator's guides elementary · facilitator’s!guides! elementary ... •...

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Mathematics!Facilitator’s!Guides!

Elementary!!

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Session'1A:'Welcome'and''Purpose'Setting''

30'min.'Start:''' 'End:''

PURPOSES:!!

• Understand!the!purpose!of!the!project!and!the!objectives!of!this!twoBday!training.!• Understand!the!procedures!and!responsibilities!regarding!the!secure!materials.!• Get!to!know!one!another.!!• Understand!how!and!why!to!use!the!NoteBTaking!Guide.!!

This!session!can!be!presented!to!all!participants!in!a!single!group.'

SLIDES:!!

• 1–10!!'

HANDOUTS:'

• NoteBTaking!Guide'

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ADDITIONAL!MATERIALS:'• Media&1:&Introduction&to&the&BEAL&Project&• Sticky!notes,!two!different!colors;!!• Four!papers,!each!with!one!of!the!following!phrases!on!it,!taped!up!in!four!corners!of!the!room:!Common!Core!instructional!shifts;!Smarter!Balanced!in!general;!Smarter!Balanced!claims,!targets,!and!rubrics;!Smarter!Balanced!performance!tasks'

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'Welcome'and'Introduction'• Media'1''Secure'Materials''''''Note>Taking'Guide''Icebreaker—Getting'to'Know'You'''Icebreaker—Four'Corners'

WHAT!TO!DO:!!

Present!the!information!about!the!project!and!the!objectives!of!the!training!and!show!Media&1:&Introduction&to&the&BEAL&Project.!Leave!time!to!answer!any!questions!or!clarify!any!information!about!the!purpose!of!the!twoBday!training,!and!address!any!essential!housekeeping!concerns!for!the!whole!group.!

Present!the!requirements!for!handling!secure!materials!as!presented!on!the!slide.!Emphasize!the!importance!of!adherence!to!these!requirements!and!of!ensuring!no!security!incidents.!Remind!participants!that!they!have!all!signed!nonBdisclosure!agreements.!

Let!participants!know!that!they!will!be!assigned!secure!materials!books!and!they!will!check!these!in!and!out!with!the!WestEd!secure!materials!coordinator!throughout!the!training.!Leave!time!to!answer!any!questions!or!clarify!any!information.!!

Make!sure!all!participants!have!received!a!NoteBTaking!Guide.!Point!out!that!the!purpose!of!the!NoteBTaking!Guide!is!to!help!participants!match!their!participation!and!noteBtaking!to!the!purposes!of!the!training.!

Following!directions!on!the!slide!titled!“Getting!to!Know!You,”!ask!participants!to!write!one!word!about!Smarter!Balanced!on!a!sticky!note!(color!1)!and!one!word!about!the!Common!Core!on!another!sticky!note!(color!2).!Ask!participants!to!post!their!sticky!notes!on!the!wall.!Look!for!any!patterns!and!share!out.!After!participants!have!written!their!words,!ask!them!to!address!the!discussion!question!on!the!slide!with!their!table!groups.!!

Advise!participants!which!of!the!phrases!are!posted!in!which!corner!and!ask!them!to!stand!in!the!corner!with!the!topic!that!they!know!the!most!about.!Discuss!patterns!you!see,!and!indicate!that!we!will!be!building!knowledge!in!each!of!these!areas!over!the!next!two!days.!!!

Ask!participants!to!find!another!participant!in!their!corner!and!discuss!the!questions!posted!on!the!slide!titled!“Four!Corners.”!Ask!participants!to!support!one!another!where!they!have!more!knowledge!of!these!topics.!Ask!participants!to!return!to!their!seats.!

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QUESTIONS/ISSUES!TO!ANTICIPATE:!!

As!participants!identify!their!words!about!Smarter!Balanced!and!the!Common!Core,!there!may!be!some!participants!who!have!strong!negative!feelings.!Try!to!set!a!tone!that!validates!participants’!concerns!but!focuses!on!the!purpose!of!the!training.''

ADAPTATIONS!TO!CONSIDER:!!

1.!You!may!wish!to!include!additional!slides!for!local!context!and!welcome.''

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Session'1B:'Content'Overview''20'min.''

Start:''' 'End:''

PURPOSES:!!

• See!an!overview!of!the!content!of!the!twoBday!training.!• Frame!Smarter!Balanced!performance!tasks!within!the!context!of!the!Smarter!Balanced!Assessment!

System.!• Frame!curriculumBembedded!performance!assessment!within!the!context!of!classroom!instruction.!

SLIDES:!

• 11–16''

HANDOUTS:''

• 1.1!The!Role!of!Smarter!Balanced!Performance!Tasks!

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ADDITIONAL!MATERIALS:'

• Media&2:&Assessment&Continuum&Interactive&Graphic&&

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'''Click'through'the'animated'graphic,'pausing'as'needed'for'participant'understanding''• Media'2''''''''''''''''''''''

WHAT!TO!DO:!!

Explain!to!participants!that!the!purpose!of!this!graphic!(Media!2)!is!to!frame!the!content!of!our!twoBday!workshop.!!We!will!revisit!this!graphic!throughout!the!training!to!orient!ourselves.!!

SCRIPT:!

First'image:'Curriculum>Embedded'Performance'Assessment'(blue'band)'Curriculum?embedded&assessment&is&at&the&center&of&what&we&do&in&our&classrooms&throughout&the&year.&'Click:'Five'color'bands'It&is&an&ongoing&process&of&clarifying&intended&learning,&eliciting&evidence&from&students&about&what&they&are&learning;&interpreting&and&analyzing&the&evidence&they&produce;&giving&feedback&to&students&based&on&that&evidence;&and&modifying&instruction&to&adapt&to&what&you&have&learned&about&what&your&students&are&learning.&You&probably&know&these&as&elements&of&the&formative&assessment&cycle.&Of&course,&in&the&full&assessment&cycle,&you&would&begin&with&identifying&what&you&want&to&assess,&but&we&are&not&going&to&spend&much&time&in&this&training&talking&about&planning&or&designing&assessments.&!Click:'Five'color'bands'morph'into'circle'You&probably&also&know&that&formative&assessment&is&not&separate&from&instruction—it&happens&minute&to&minute,&day&to&day,&and&week&to&week&as&part&of&your&instruction.&We’re&going&to&spend&a&little&bit&of&time&thinking&about&these&elements&of&formative&assessment&and&instruction,&and,&as&we&do,&we&will&be&using&the&lens&of&Universal&Design&for&Learning&(UDL)&to&ensure&that&we&are&thinking&about&and&reaching&all&students.&'Click:'UDL'bubble'appears'We’ll&come&back&to&UDL&in&more&depth&shortly&and&again&later&in&the&day.&!Click'twice:'Summative'assessment'gray'band'appears,'then'three'color'bands'of'specific'summative'tests'The&primary&focus&of&this&professional&development&is&on&summative&assessment.&&Click:'Smarter'Balanced'green'rectangle'In&particular,&the&Smarter&Balanced&summative&assessment.&

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!Click:'Smarter'Balanced'digital'library'band'Smarter&Balanced&also&provides&tools&that&can&be&used&throughout&the&year&leading&up&to&the&summative&assessment,&including&formative&assessment&tools&in&the&Digital&Library&and&optional&interim&assessments.&These&are&part&of&the&Smarter&Balanced&Assessment&System,&and&we&want&you&to&be&aware&of&them&.&.&.&!Click:'Goes'back'to'Smarter'Balanced'green'rectangle'.&.&.&but&our&focus&for&these&two&days&is&really&just&on&the&Smarter&Balanced&summative&assessment.&!Click:'ELA'and'Math'boxes'drop'down'There&are&two&different&assessments&that&make&up&the&Smarter&Balanced&summative&assessment:&ELA/Literacy&and&Math.&!Click:'CAT'and'PT'boxes'drop'down'Both&tests&have&two&parts:&the&computer&adaptive&test&(CAT)&and&a&performance&task.&The&CAT&test&uses&a&variety&of&selected?response&and&short&constructed?response&items.&These&are&screenshots&of&CAT&items&from&the&online&practice&test,&which&are&publicly&available&at&smarterbalanced.org&(one&full&practice&test&for&each&grade&level).&![Click'on'the'ELA'CAT'box'to'show'screenshot.]'[Click'on'the'math'CAT'box'to'show'screenshot;'hover'over'green'double'arrow'to'show'another'item.]'!The&ELA&performance&tasks&ask&students&to&read&texts,&answer&research&questions&based&on&the&texts,&and&write&a&complete&multi?paragraph&composition&related&to&the&texts.&&[Click'on'the'ELA'performance'task'box'to'show'screenshot;'hover'over'green'double'arrow'to'show'another'item.]'&The&math&performance&tasks&provide&stimuli,&each&consisting&of&a&description&of&a&context,&along&with&relevant&data&and&constraints,&and&include&sets&of&six&items,&some&machine?scored&and&some&hand?scored,&that&build&on&one&another&toward&a&culminating&extended?response&item.&&[Click'on'the'math'performance'task'box'to'show'screenshot;'hover'over'green'double'arrow'to'show'another'item.]'![Click'right>facing'arrow'to'flow'through'animations'to'the'Principles'of'Curriculum>Embedded'Performance'Assessment.]''The&focus&of&this&training&is&on&the&Smarter&Balanced&summative&performance&tasks,&but&let’s&take&a&moment&to&zoom&back&out&and&talk&more&generally&for&a&minute&about&what&performance&assessment&is&and&what&it&does.&!We&define&performance&assessment&by&what&it&asks&of&students,&which&is&that&it&asks&them&to&do&and&to&produce,&to&demonstrate&their&learning&through&work&that&is&authentic&to&the&discipline&and&to&the&real&world.&!This&is&a&general&definition&of&performance&assessment,&not&specific&to&Smarter&Balanced&performance&tasks,&but&we&believe&that&curriculum?embedded&performance&assessment&that&

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''''''''Activity:'“Why'Performance'Tasks?”'

adheres&to&these&four&principles&will&support&students&in&developing&the&knowledge&and&skills&they&will&need&in&the&summative&context.!!The&principles&are&.&.&.&'[Read'the'four'principles'slowly.]&—Performance&assessment&targets&skills&and&knowledge&that&matter.&—It&is&assessment&FOR&and&AS&learning.&—It&is&learning&by&doing.&—And&it&links&curriculum,&instruction,&and&assessment.&'Walk!through!the!steps!outlined!in!the!slides,!including!reading!the!handout!entitled!“Role!of!Smarter!Balanced!Performance!Tasks,”!identifying!and!sharing!the!most!important!words!and!phrases!from!the!handout,!and!inviting!participants!to!answer!the!question!“Why!is!Smarter!Balanced!using!performance!tasks!in!its!summative!assessments?”!Use!slide!notes.!Emphasize!the!importance!of!performance!tasks!in!measuring!college!and!career!readiness,!which!is!the!primary!claim!of!the!Smarter!Balanced!assessments.!!


1. If!participants!begin!to!ask!a!lot!of!questions!or!raise!concerns,!help!them!understand!that!this!overview!is!only!meant!to!frame!the!two!days!in!a!very!general!way.!They!will!have!opportunities!throughout!the!next!two!days!to!go!deeper!into!each!area.!

2. If!participants!have!technical!questions!about!the!Smarter!Balanced!assessments,!let!them!know!that!this!professional!development!is!not!about!Smarter!Balanced!overall,!but!that!they!will!be!guided!to!specific!Smarter!Balanced!resources!that!can!help!answer!their!questions.!This!professional!development!is!solely!about!the!performance!task!section!of!the!summative!assessment,!and!it!provides!an!opportunity!to!look!at!some!of!the!performance!tasks!used!in!the!field!test,!to!look!at!student!responses!to!those!tasks,!and!to!discuss!what!some!of!the!implications!of!these!tasks!might!be!for!their!own!instruction.'

RELATED!RESOURCES:!!

http://www.smarterbalanced.org/smarterBbalancedBassessments/!'

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Session'1C:'Introduction'to'UDL''10'min.''

Start:''' 'End:''

PURPOSES:!!

• Introduce!participants!to!the!three!principles!of!Universal!Design!for!Learning!(UDL).!• Ensure!that!participants!understand!how!UDL!fits!into!this!training.!

SLIDES:!!

• 17–18!''

HANDOUTS:''

• 1.2!UDL!Principles!• 1.3!UDL!Expert!Learners!Defined!!

ADDITIONAL!MATERIALS:''

• Media&3:&UDL&Overview&&'

''Introduce'the'video'''Show'the'video''• Media'3'

'Give'participants'time'to'review'handouts''

WHAT!TO!DO:!

Before!you!show!the!video,!say,!“The!design!of!Smarter!Balanced!performance!tasks!was!informed!by!Universal!Design!for!Learning!(UDL).!We’ll!learn!a!little!bit!about!UDL!now,!and!throughout!the!two!days!we!will!use!a!UDL!lens!to!better!understand!the!Smarter!Balanced!performance!tasks!and!to!understand!the!instructional!implications!of!these!tasks.”!!Show!the!video!(Media&3:&UDL&Overview).&!!Once!participants!have!viewed!the!video,!inform!them!that!the!principles!mentioned!in!the!video!can!be!found!on!Handout!1.2.!Additionally,!the!definition!of!“expert!learners,”!as!mentioned!in!the!video,!can!be!found!on!Handout!1.3.!Ask!participants!to!find!these!handouts!and!briefly!review!them.!!


1.'What'is'Universal'Design'for'Learning?'Universal!Design!for!Learning!(UDL)!is!a!researchBbased!framework!for!designing!curricula—that!is,!educational!goals,!assessments,!methods,!and!materials—that!enable!all!individuals!to!gain!knowledge,!skills,!and!enthusiasm!for!learning.!This!is!accomplished!by!simultaneously!providing!rich!supports!for!learning!and!reducing!barriers!to!the!curriculum,!while!maintaining!high!achievement!standards!for!all!students.!'2.'How'is'UDL'related'to'Smarter'Balanced'performance'tasks?''Smarter!Balanced!acknowledges!that!when!factors!other!than!the!assessment!target!influence!the!evidence!elicited!from!a!student,!there!is!a!negative!impact!on!the!quality!of!the!evidence!of!student!learning.!There!are!many!factors!that!can!affect!the!ability!of!an!item!or!performance!task!to!elicit!accurate!evidence!about!the!knowledge,!skill,!or!ability!developed!by!each!student.!Collectively,!these!factors!fall!under!the!broad!category!of!accessibility,!and!they!include!issues!such!as!the!extent!to!which:!the!item!or!task!contains!content!that!is!biased!against!some!students,!the!item!or!task!includes!content!that!is!sensitive!to!some!students,!an!item!is!difficult!to!access!for!students!with!specific!learning!or!sensory!disabilities,!or!the!item!uses!language!that!is!unfamiliar!or!unnecessarily!complex!for!students!who!are!still!developing!proficiency!in!English.!!!

UDL!is!not!intended!to!produce!one!approach!or!set!of!materials!that!works!well!for!ALL!students.!Instead,!universally!designed!educational!materials!recognize!the!different!needs!that!students!may!have,!and!builds!flexibility!and!alternatives!into!learning!materials.!This!flexibility!allows!the!alternatives!to!be!matched!with!each!student’s!individual!needs.!!

When!applied!to!assessment,!this!concept!of!universal!design!means!that!items!and!performance!tasks!are!developed!in!a!way!that!allows!them!to!be!tailored!to!meet!the!specific!access!needs!of!each!student,!so!that!the!

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items!and!tasks!are!better!able!to!elicit!accurate!evidence!about!an!assessment!target.!In!assessment,!there!are!many!different!ways!in!which!an!item!or!task!can!be!designed!to!be!accessible!for!a!broad!range!of!students,!and!in!which!their!flexibility!can!be!tailored!to!meet!specific!access!needs.!As!an!example,!rather!than!using!situations!that!may!be!unfamiliar!to!some!students,!an!item!or!task!might!use!language!and!situations!that!are!common!to!all!students.!The!item!might!also!be!magnified!for!students!with!visual!impairments,!read!aloud!for!students!with!decoding!challenges,!or!presented!using!a!reading!guide!to!help!a!student!focus!on!a!single!line!of!text.!!

RELATED!RESOURCES:!!

Accessibility&Guide&for&Classroom&Activities&&

Smarter&Balanced&Usability,&Accessibility,&and&Accommodations&Guidelines&

Individual&Student&Assessment&Accessibility&Profile&

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Session'2:!Hand-Scoring'Cycle'I!2.5'hours'

Start:!!

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PURPOSES:!!

• Experience!the!6th

!grade!Smarter!Balanced!Performance!Task!Talent'Show!

• Analyze!the!content!and!problemBsolving!demands!of!the!task!!

• Become!familiar!with!the!Smarter!Balanced!Claims!and!Assessment!Targets,!the!relation!between!these!

and!the!CCSSM!Standards!for!Mathematical!Practice,!and!how!the!task!aligns!with!both!

• Score!and!analyze!student!responses!to!handBscored!items!in!the!task!

SLIDES:!!

• [19–21]!Intro!to!session!

• [22–29]!Get!to!know!task!

• [30–37]!Align!the!task!

• [38–45]!Score!item!3!responses!



• [54–57]!Debrief!task!and!close'

HANDOUTS:!!

• 2.1!Identifying!the!Mathematics!and!

Anticipating!Issues!!

• Math!Practices!&!SB!Claims!Cards!

• 2.2!Smarter!Balanced!Assessment!Targets!

• 2.3!Analyzing!Student!Work!!

• 2.4!Initial!Sort!Sheets!

OTHER!MATERIALS:!!

• Math!Secure!

Materials!Booklet!

''Introduction'''Get'to'Know'the'Task'! Experience!the!

Classroom!

Activity!

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! Complete!task!

individually!

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! Discuss!

reactions!to!the!

task!

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! Identify!the!

mathematics!

and!anticipate!

issues!

WHAT!TO!DO:!!

Slides!19–21:!Introduce!session!2.![2'min.'Whole'Group'(WG)]!

Read!the!objectives!for!the!session!and!the!norms!for!participation!to!launch!this!first!

handBscoring!cycle.!Confirm!that!all!phones,!iPads,!computers,!and!cameras!are!put!

away.!

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Slides!22B25:!Classroom!Activity.'[10'min.'WG]!!

Be!sure!to!read!through!the!full!text!of!the!Classroom!Activity!in!advance,!and!gather!

any!needed!materials.!The!Classroom!Activity!should!be!similar!to!a!lesson.!Include!time!

for!brief!table!talk!and!wholeBgroup!discussions!throughout.!

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Slide!26:!Individually!Complete!Performance!Task.'[20'min.'Individual]!

Say:!“You'will'now'complete'the'Talent'Show'performance'task.'Please'complete'the'

task'independently.'You'will'have'20'minutes.'The'Stimulus'and'items'are'in'the'Secure'

Materials'Booklet.'Use'the'provided'blank'sheet'for'scratch'paper.”!!! !

Slide!27:!Initial!Reactions.![3'min.'Table'Groups'(TG);'3'min.'WG]!

Ask!participants!to!discuss!each!question!on!the!slide!and!be!prepared!to!share!with!the!

group.!Circulate!as!tables!discuss,!making!some!notes!for!yourself!of!things!to!highlight!

in!your!summary.!Ask!groups!to!share!thoughts!with!the!whole!group.!

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Slide!28:!Let’s!Unpack!This!Task.'[1'min.'WG]!

Say:!“With'the'next'slides,'we'will'discuss'and'unpack'the'Talent'Show'task,'first'

identifying'the'mathematics'of'the'task'and'anticipating'issues'students'are'likely'to'

have'with'the'task,'then'considering'the'alignment'of'the'task'to'the'Standards'for'

Mathematical'Practice'and'the'Smarter'Balanced'Claims.”!!

Slide!29:!Identifying!the!Mathematics!and!Anticipating!Issues.![3'min.'TG;'2'min.'WG]!

Direct!participants!to!Handout!2.1.!Ask!them!to!identify!the!math!skills!needed!to!

successfully!complete!the!items!in!the!task,!and!to!anticipate!areas!in!which!students!

will!have!difficulty.!Ask!them!to!be!prepared!to!share!with!the!whole!group.!Circulate!as!

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Session'2'

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Align'the'task'to'Math'Practice'Standards'and'Smarter'Balanced'Claims''! Standards!for!

Mathematical!

Practice!

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! Smarter!

Balanced!Claims!

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! Do!alignment!

activity!

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tables!discuss,!making!some!notes!for!yourself!of!things!to!highlight!in!your!summary.!

Ask!groups!to!share!thoughts!with!the!whole!group.!

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Slide!30:!Aligning!the!Task.![1'min.'WG]!

Prepare!for!the!alignment!activity!by!posing!the!two!alignment!questions!on!this!slide.!

Refer!participants!to!the!two!halfBsheet!cards—Standards!for!Mathematical!Practice!

and!Smarter!Balanced!Claims!–!and!let!them!know!that!you!will!provide!a!little!

background!on!both,!after!which!they!will!talk!at!their!tables!about!the!two!questions.!!

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Slide!31:!Standards!for!Mathematical!Practice![1'min.'WG]!

Say:!“The'Common'Core'State'Standards'identify'these'Standards'for'Mathematical'

Practice'not'as'what'the'teacher'is'doing,'but'rather,'as'the'varieties'of'expertise'that'

mathematics'educators,'at'all'grade'levels,'should'seek'to'develop'in'their'students.'The'

practices'are'how'students'are'expected'to'engage'in'items'or'tasks.'Let’s'keep'these'

practices'in'mind'as'we'look'at'the'claims'underlying'the'Smarter'Balanced'assessments,'

which'aim'to'assess'both'the'CCSS'Math'Content'and'Practice'Standards.”!!

Slide!32:!What!Constitutes!a!Claim?![1'min.'WG]!

This!slide!is!animated.!Read!each!bullet!and!add!a!brief!comment!as!each!one!appears.'

On!bullet!1,!say:!“Based'on'the'claim,'then,'one'would'be'able'to'say'that'‘a'student'

can'.'.'.’'(whatever'the'claim'identifies).”!

On!bullet!2,!say:!“So'we'can'finish'the'‘a'student'can'.'.'.’'statement'by'evaluating'what'

he'or'she'produces.”!

On!bullet!3,!say:!“We'will'look'at'the'overall'and'specific'claims'in'the'next'couple'of'

slides.”!!

Slide!33:!Overall!Smarter!Balanced!Claims![1'min.'WG]!

Say:!“The'overall'claims'for'the'two'grade'spans'are'obviously'very'similar,'with'the'key'

difference'being'that'along'the'way'through'grades'3–8,'the'expectation'is'that'students'

are'making'progress'toward'the'grade'11'goal'each'year.”'!!

Slide!34:!Smarter!Balanced!Claims!1B4![2'min.'WG]!

Say:!“These'four'claims'apply'across'all'the'grades'for'the'Smarter'Balanced'

assessments.'Take'a'moment'to'read'them'over.'As'you'do'so,'pay'attention'to'where'

you'see'alignment'to'the'language'in'the'Standards'for'Mathematical'Practice.”!!

Slide!35:!Smarter!Balanced!Claims!1B4!(continued)![3'min.'WG]!

Say:!“The'Smarter'Balanced'performance'tasks'focus'on'Claims'2,'3,'and'4.'Take'a'

moment'to'read'through'the'box'at'the'right,'summarizing'the'kinds'of'evidence'that'

can'be'gathered.”'!(Additional!comments!in!‘Adaptations!to!Consider’,!below.)!

!

Slide!36:!Alignment!Activity.![8'min.'Table'Groups]!

Direct!participants!to!use!the!Standards!for!Mathematical!Practice!and!Smarter!

Balanced!Claims!cards!and!Handout!2.2!to!fill!in!the!blank!Metadata!Table!in!their!

Secure!Materials!Booklets.!You!may!want!to!explain!that!within!each!performance!task,!

there!are!at!least!two!items!aligned!to!Claim!3,!a!maximum!of!two!items!aligned!to!

Claim!2,!and!at!least!one!item!aligned!to!Claim!4.!!!

Say:!“As'you'review'each'item,'first'match'what'the'students'are'asked'to'show'to'Claim'

2,'3,'or'4.'You'must'choose'only'one'claim'for'each'question.'After'you'decide'on'the'

Claim,'select'one'or'two'Assessment'Targets'within'that'Claim'that'are'reflected'within'

the'question.”!!!!!

Let!participants!know!that!they!may!not!always!agree!on!the!primary!Claim!or!

9

Session'2'

!

''''''''''''''''Score'Item'3'Responses'''''!

!

!

!

! Individually!sort!

responses!

!

!

!

!

!

!

!

!

!

!

!

!

!

! Review!Scoring!

Guide!

!

!

!

! Individually!

score!responses!

!

!

Assessment!Target!for!each!item,!and!that!the!developers!of!the!tasks!also!had!a!lot!of!

conversations!similar!to!those!that!participants!will!probably!have!about!the!alignment!

of!each!item.!!

!

Slide!37:!Purpose!of!Performance!Tasks.![2'min.'TG;'5'min.'WG]!

Ask!participants!to!reflect!on!what!the!performance!task!portion!of!the!Smarter!

Balanced!summative!assessment!is!meant!to!assess.!!!

The!computer!adaptive!portion!of!the!assessment!assesses!gradeBlevel!content!and!

also,!to!some!extent,!problem!solving.!The!performance!task!portion!focuses!on!

problem!solving!and!the!Standards!for!Mathematical!Practice!as!captured!by!the!Claims,!

and!incorporates!math!skills!from!prior!grade!level(s).!!!

As!you!move!to!the!next!slide,!remind!participants!that!they!will!have!opportunities!to!

consider!the!alignment!of!other!performance!tasks!over!these!two!days.!You!can!also!

direct!participants!to!the!Smarter!Balanced!Math!Content!Specifications!document,!

which!has!more!information!about!the!Claims!and!Assessment!Targets.!

!

Slides!38–39:!Transition;!Overview!of!Session.![2'min.'WG]!

Transition!back!to!the!handBscoring!cycle.!

Say:!“Now'we'will'look'at'how'students'handled'this'task.'We'will'score'sample'

responses'to'the'handZscored'items'within'the'task.”!!

Show!participants!where!we!are!in!the!handBscoring!cycle:!Scoring!Items.!Point!out!that!

everything!in!blue!will!be!done!individually.!

!

Slide!40:!Analyzing!Student!Work.![2'min.'WG]!

With!this!slide,!invite!participants!to!keep!an!eye!out!for!the!bullet!points!listed!as!they!

score!each!item!within!the!task,!and!to!make!notes!on!Handout!2.3.!

!

Slide!41:!Initial!Sort:!Student!Responses!to!Item!3.![3'min.'Individual]!

Say:!“We'will'examine'item'3'first.'Take'a'minute'to'look'back'at'your'own'work'on'item'

3.'Consider'what'information'students'need'to'provide.'The'eight'student'samples'we'

will'examine'are'in'the'Secure'Materials'Booklet.'Review'each'sample'and'decide'if'it'

represents'a'low,'medium,'or'high'response'for'this'item.'Use'an'Initial'Sort'Sheet'

(Handout'2.4)'to'record'your'thoughts.'This'is'your'initial'reaction'to'each'sample.”!!

Slide!42:!Dependencies!Among!Items.![1'min.'WG]!

Say:!“Each'performance'task'has'some'degree'of'dependencies'among'items'3–6.'The'

rubrics'for'each'item'will'refer'to'the'fact'that'if'a'student'uses'an'incorrect'response'

from'a'previous'item'while'answering'a'later'item,'the'student'can'earn'full'credit'if'the'

process'for'that'specific'item'is'correct.'So,'for'instance,'if'in'item'3'the'student'answer'

is'incorrect,'but'in'item'5'the'student'needs'to'divide'the'answer'from'item'3'by'10,'i.'If'

the'student'correctly'divides'the'incorrect'answer'from'item'3'by'10,'the'student'would'

earn'full'credit'for'item'5.”!!

Slide!43:!Review!Scoring!Guide!for!item!3.![5'min.'TG/WG]!

Say:!“The'Scoring'Guide'for'item'3'is'in'the'Secure'Materials'Booklet.'Review'the'Scoring'

Guide'and'discuss'as'a'table.'What'is'clear'or'unclear'from'the'guide?'Who'would'like'to'

summarize'the'Scoring'Guide'in'your'own'words?”!!!

Slide!44:!Individually!score!responses!to!item!3.![10'min.'Individual]!

Say:!“Individually'score'the'student'responses'to'item'3'using'the'Scoring'Guide.'When'

finished,'record'your'thoughts'on'the'Analyzing'Student'Work'Handout'2.3.'Remember'

to'note'common'errors,'cognitive'demands,'and'problemZsolving'strategies,'and'think'

about'needed'student'learning'experiences.”'!

10

Session'2'

!

!

! Compare!and!

discuss!scores!

'Score'Item'4'Responses'!

!

!

! Review!Scoring!

Guide!

!

!

!

!

! Individually!

score!responses!

!

! Compare!and!

discuss!scores!

'Score'Item'6'Responses''! Individually!sort!

responses!

!

!

!

!

!

!

!

!

!

!

!

!

! Review!Scoring!

Guide!for!item!6!

''! Individually!

score!responses!

!

! Compare!and!

discuss!scores!

'Debrief'the'Task'and'Close'Session'

!

Slide!45:!Compare!scores!for!item!3.![3'min.'WG]!

Ask!participants!to!show,!on!their!fingers,!the!score!for!each!sample.!Discuss!any!

discrepancies.!!

!

Slide!46:!Overview!of!Session.![1'min.'WG]!

Use!this!slide!to!show!participants!that!we!are!now!going!to!repeat!the!steps!of!scoring!

for!items!4!and!6.!You!may!want!to!remind!participants!that!the!parts!in!blue!are!to!be!

done!individually.!

!


Say:!“We'will'score'item'4'next.'Review'your'own'response'to'item'4.'Consider'what'is'

being'asked'of'the'students.'The'Scoring'Guide'for'item'4'is'in'the'Secure'Materials'

Booklet.'Review'the'Scoring'Guide'and'discuss'as'a'table.'Summarize'the'guide'in'your'

own'words.'Highlight'that'item'4'is'dependent'on'item'3.'How'is'this'presented'within'

the'Scoring'Guide?“!!


Direct!participants!to!the!student!responses!to!item!4!in!the!Secure!Materials!Booklet.!

!

Slide!49:!Compare!scores!for!item!4.![10'min.'TG/WG]!

Discuss!your!scores!at!your!table.!Are!there!any!samples!on!which!your!table!cannot!

agree?!Discuss,!as!a!group,!the!specific!samples,!as!needed.!!

!

Slide!50:!Sort!responses!to!item!6.![3'min.'Individual;'3'min.'TG]!

Say:!“Item'6'in'most'tasks'is'more'complex'than'earlier'items.'Let’s'begin'by'sorting'the'

student'samples'into'high,'medium'and'low'responses.'Please'do'this'prior'to'reviewing'

the'rubric.'After'you'sort'the'responses'individually,'discuss,'at'your'table,'what'makes'a'

strong'response.”!!!

This!is!a!nice!place!in!the!presentation!to!ask!participants:!“What'common'attributes'

are'shared'by'the'student'responses'that'you'considered'a'‘high'response’?”!!!!

You!may!want!to!generate!a!collective!list!of!what!makes!a!good!response!while!

reviewing!responses!to!every!item!6!during!the!scoring!cycles.!!!!

Other!useful!prompts!are:!“How'many'points'do'you'think'this'question'might'earn?”'

and'“What'do'students'need'to'do'for'this'item'that'is'beyond'what'they’ve'already'

done'in'previous'items,'and'what'is'carried'forward'from'previous'items?”!!!

(It!is!not!necessary!or!recommended!to!ask!all!of!these!questions!each!time,!but!you!

can!use!them!to!change!things!up!while!moving!through!the!three!handBscoring!cycles.)!

!


Say:!“Now'review'and'discuss'the'Scoring'Guide'for'item'6.'Take'note'of'what,'

specifically,'students'must'do'to'earn'points.'Note'how'this'item'is'dependent'upon'

items'3'and'5.”!!


Have!participants!individually!score!student!responses!to!item!6.!!

!

Slide!53:!Compare!scores!for!item!6.![10'min.'TG;'5'min.'WG]!

Say:!“Discuss'your'scores'at'your'table.'Are'there'any'samples'on'which'your'table'

cannot'agree?'Discuss'these'samples'as'a'group,'as'needed.”!!!

Slide!54:!Overview!of!Session.'[1'min.'WG]!

11

Session'2'

!

'!

Use!this!slide!to!show!participants!that!we!are!now!in!the!final!segment!of!the!handB

scoring!cycle,!Debriefing!the!Task.!

!

Slide!55:!Analyzing!Student!Work.'[3'min.'TG;'3'min.'WG]!

Ask:!“What'can'we'learn'from'analyzing'responses'to'this'task?”!

Say:!“Review'the'items'we'scored.'Consider'each'bullet'on'the'slide.'Discuss'your'

thoughts'as'a'table.'Summarize'your'discussion'on'the'Analyzing'Student'Work'

Handout.”''

Circulate!as!tables!discuss,!making!some!notes!for!yourself!of!things!to!highlight!in!your!

summary.!Ask!groups!to!share!thoughts!with!the!whole!group.!

!

Slide!56:!Questions!to!consider!over!lunch.'[1'min.'WG]!

Ask!participants!to!discuss!the!two!questions!on!the!slide!while!enjoying!lunch.!Let!

participants!know!that!after!lunch!we!will!be!spending!a!little!bit!of!time!thinking!about!

the!context!of!classroom!instruction!before!doing!another!round!of!scoring!on!another!

task.!!

!!

Slide!57:!Collect!secure!materials.'!


1.!There!are!likely!to!be!some!comments!about!the!quality!of!the!performance!tasks!now!and/or!as!you!move!

on!to!other!tasks.!!!

Let!participants!know!that!the!developers!of!this!training!as!well!as!the!group!of!trainers!(PDPs)!have!

submitted!detailed!feedback!on!not!only!the!items,!but!also!the!Scoring!Guides!and!even!some!of!the!scores!

on!student!responses.!Be!prepared!to!respond!to!any!specific!critiques!of!the!items!or!Scoring!Guides!that!

you!may!agree!with!yourself.!In!general,!you!can!use!the!following!approach:!!

“Are!there!some!issues!with!the!items?!Yes.!Are!there!some!issues!with!the!Scoring!Guides?!Yes.!Very!good,!

A+!work.!That’s!part!of!the!reason!behind!doing!a!field!test:!to!surface!the!issues,!correct!the!fixable!

problems,!work!out!the!kinks,!and!let!go!of!what!can’t!be!fixed.”!!

It!is!important!to!understand!that!educators’!negative!reactions!to!tasks!that!arise!in!the!context!of!scoring!

trainings!usually!come!from!a!place!of!compassion!and!concern!for!their!own!students!and!a!desire!for!them!

to!not!only!perform!well!but!to!feel!that!they!are!being!given!a!fair!shot.!Honor!this!concern!by!agreeing!with!

reasonable!critiques,!letting!the!educators!know!that!feedback!has!been!submitted!that!likely!addresses!their!

specific!concern,!and!that!many!kinks!are!being!worked!out!as!a!result!of!the!field!test.!Then!remind!them!

that!for!these!two!days,!our!purpose!is!to!learn!what!we!can!about!the!structure!and!alignment!of!this!first!

iteration!of!Smarter!Balanced!performance!tasks,!to!see!how!students!handled!the!tasks!on!the!field!test,!

and!to!think!together!about!what!this!might!mean!for!our!own!instruction.!!

!

2.!During!the!alignment!activity,!participants!may!have!questions!about!the!Smarter!Balanced!Claims.!!!

Another!way!to!understand!the!claims!is!that!while!Claim!1!provides!evidence!of!the!conceptual!and!

procedural!side!of!the!content!standards,!Claims!2,!3,!and!4!provide!evidence!about!the!mathematical!

practices!that!students!are!expected!to!engage!in!to!solve!the!content.!!!!

This!is!not!to!say!that!the!mathematical!practices!will!not!be!a!part!of!assessment!items!aligned!to!Claim!1;!

the!mathematical!practices!have!a!part!in!all!four!claims.!However,!Claims!2,!3,!and!4!go!more!inBdepth!with!

the!mathematical!practices,!producing!item!types!that!have!multiple!parts!and!are!more!performanceB

based—measuring!what!students!can!do,!rather!than!what!they!can’t!do—which,!in!general,!is!different!from!

what!is!assessed!with!multipleBchoice!and!shortBanswer!items.!!!!

12

Session'2'

!

ADAPTIONS!TO!CONSIDER:!

1. Shorten!the!‘Unpacking!the!Task’!part!of!this!session!by!skipping!the!alignment!activity!(Slide!36;!filling!

in!the!blank!Metadata!sheet!in!the!Secure!Materials!Booklet),!and!do!this!activity!instead!with!the!third!

task!(in!Session!6!on!Day!2).!By!the!third!handBscoring!cycle,!participants!will!have!had!more!experience!

with!how!the!Claims!and!Targets!relate!to!the!tasks!and!student!responses,!which!may!make!the!activity!

more!productive.!

2. Add!time!for!participants!to!compare!answers!to!the!task!(as!part!of!sharing!their!initial!reactions!to!the!

task!or!when!reviewing!the!Scoring!Guide!for!each!item),!before!scoring!responses.!

3. Skip!scoring!of!responses!to!item!3!if!time!is!getting!short!after!the!alignment!activity.!

!

'!

!

! !

13

!

Session'3:'Instructional'Implications'Part'I'30'minutes'

Start:' '

End:'!

PURPOSES:!

• Begin!to!think!about!the!instructional!implications!of!Smarter!Balanced!Performance!Tasks.!!• Consider!the!role!of!Universal!Design!for!Learning!in!the!context!of!curriculum!and!instruction.!

!SLIDES:!

• [58–59]!Intro!to!session!!• [60–61]!!Questions!for!reflection!and!framing!!• [62–63]!Activities:!Poster;!Planning!with!UDL!!

!HANDOUTS:!

• 3.1!UDL!Considerations!for!Planning!!!!

ADDITIONAL!MATERIALS:!!

• Poster!paper!• Markers!

'Introduction''''Questions'for'Reflection'and'Framing'''''Poster'Activity''''''''''''Planning'with'UDL'

• Handout'3.1''

'

WHAT!TO!DO:!

Slide!58:!Introduce!Session!3.![1&min.&Whole&Group&(WG)]!Say:!“In&this&session,&we’re&going&to&be&moving&from&the&context&of&the&Smarter&Balanced&Summative&Assessment&into&the&context&of&classroom&instruction.”!!

Slide!59:!Objectives!for!Session!3.![1&min.&WG]!Read!the!slide.!

Slide!60:!Reflection!questions!from!before!lunch.![1&min.&WG]!Say:!“Please&keep&these&questions&in&mind&as&you&think&about&your&own&students,&and&your&own&teaching.”!!

Slide!61:!Framing!Question![1&min.&WG]!Say:!“This&is&the&question&we’ll&be&using&to&frame&our&thinking&about&the&instructional&implications&of&the&Smarter&Balanced&performance&tasks.&We’ll&to&return&to&this&question&throughout&our&two&days&together&in&between&each&of&the&hand?scoring&cycles.”!

Slide!62:!Poster!Activity.![5&min.&Individual;&5&min.&Table&Groups&(TG)]!This!slide!has!instructions!for!the!activity;!once!participants!understand!what!they!are!to!do,!return!to!the!previous!slide!for!reference.!!

Say:!“Look&back&at&your&notes&on&the&handouts&from&our&first&hand?scoring&cycle:&Handout&2.1&(Identifying&the&Mathematics&&&Anticipating&Issues)&and&Handout&2.3&(Analyzing&Student&Work).&Take&five&minutes&to&review&your&notes&and&jot&down&some&initial&notes&for&yourself&about&the&kinds&of&learning&experiences&and&tasks&you&think&students&need.&Then&share&ideas&with&your&table&groups&for&five&more&minutes.&As&you&begin&reach&some&agreement,&record&some&of&your&shared&ideas&on&poster&paper.&You&will&use&these&posters&throughout&our&two&days&together,&to&continue&to&collect&your&shared&ideas.”&!

The!purpose!of!this!slide!is!to!establish!the!poster!paper!at!each!table!as!a!place!to!begin!to!collect!ideas!about!the!kinds!of!learning!experiences!that!students!need!in!order!to!be!prepared!for!Smarter!Balanced!Performance!Tasks.!

Slide!63:!Planning!with!UDL.![5&min.&TG]!Direct!participants!to!Handout!3.1:!UDL!Considerations!for!Planning.!!Say:!“Take&a&look&at&the&different&ways&of&supporting&the&three&UDL&principles&presented&on&the&handout.&Discuss&with&your&table&group&which&of&these&might&help&you&in&planning&the&kinds&of&learning&experiences&and&tasks&you&have&started&to&identify&on&your&posters.”!

14

Session'4:'Hand-Scoring'Cycle'II—Elementary!2'hours'

Start:''End:'

PURPOSES:!


!grade!Smarter!Balanced!Performance!Task!Turtle'Habitat!



SLIDES:!






• [91–95]!Debrief!task!and!close!

HANDOUTS:!

• 4.1!Identifying!the!Mathematics!and!

Anticipating!Issues!!



OTHER!MATERIALS:!

• Math!Secure!Materials!Booklet!

• Index!cards!

''Introduction''Get'to'Know'the'Task'! Experience!the!

Classroom!

Activity!

!

! Complete!task!

individually!

!

!

!

! Discuss!

reactions!to!the!

task!

!

!

! Identify!the!

mathematics!

and!anticipate!

issues!

''Score'Item'3'Responses'''!

!

!

WHAT!TO!DO:!

Slides!64B66:!Introduce!session!4.![2'min.'Whole'Group'(WG)]!

Read!the!objectives!for!the!session!and!the!norms!for!participation!to!launch!this!handB

scoring!cycle.!Confirm!that!all!phones,!iPads,!computers,!and!cameras!are!put!away.!

!




for!brief!table!talk!and!wholeBgroup!discussions!throughout.!

!


Say:!“You'will'now'complete'the'Turtle'Habitat'performance'task.'Please'complete'the'


Materials'Booklet.'Use'the'provided'blank'sheet'for'scratch'paper.”!!! !





!







!

Slides!77:!Overview!of!Session.![1'min.'WG]!

Use!this!slide!to!show!participants!where!we!are!in!the!handBscoring!cycle:!Scoring!

Items.!Remind!participants!that!everything!in!blue!is!done!individually.!

!




15

Session'4''

!

!

! Individually!sort!responses!

!

!

!

!

!

! Review!Scoring!

Guide!

!

!

!

! Individually!

score!responses!

!

!

!

! Compare!and!

discuss!scores!

''

Score'Item'5'Responses'!

!

!

! Review!Scoring!

Guide!

!

!

!

! Individually!

score!responses!

!

! Compare!and!

discuss!scores!

'Score'Item'6'Responses''! Individually!sort!

responses!

!

!

!

! Review!Scoring!

Guide!for!item!6!

''

!

Slide!79:!Initial!Sort:!Student!Samples!for!Item!3.![3'min.'Individual]!


3.'Consider'what'information'students'need'to'provide.'The'student'samples'we'will'

examine'are'in'the'Secure'Materials'Booklet.'Review'each'sample'and'decide'if'it'


(Handout'4.3)'to'record'your'thoughts.'This'is'your'initial'reaction'to'each'sample.”!!


Say:!“The'Scoring'Guide'for'item'3'is'in'the'Secure'Materials'Booklet.'Review'the'Scoring'

Guide'and'discuss'as'a'table.'What'is'clear'or'unclear'from'the'guide?'Who'would'like'to'

summarize'the'Scoring'Guide'in'your'own'words?”!!!


Say:!“Individually'score'the'student'responses'to'item'3'using'the'Scoring'Guide.''When'



about'needed'student'learning'experiences.”!!



discrepancies.!!

!



for!items!5!and!6.!You!may!want!to!remind!participants!that!the!parts!in!blue!are!to!be!

done!individually.!

!



being'asked'of'the'students.'Review'the'Scoring'Guide'and'discuss'as'a'table.'Summarize'

the'guide'in'your'own'words.”!!



!




!


Say:!“Remember'that'item'6'in'most'tasks'is'more'complex'than'earlier'items.'Let’s'

begin'by'sorting'the'student'samples'into'high,'medium'and'low'responses.'Please'do'

this'prior'to'reviewing'the'rubric.'After'you'sort'the'responses'individually,'discuss,'at'

your'table,'what'attributes'are'shared'by'the'strong'responses.”!!!

You!may!want!to!generate!a!collective!list!of!what!makes!a!good!response!while!

reviewing!responses!to!item!6!during!each!scoring!cycle.!!!

!



specifically,'students'must'do'to'earn'points.”!!!

16

Session'4''

!

! Individually!

score!responses!

!

! Compare!and!

discuss!scores!

''Debrief'the'Task'and'Close'Session''

!

!

!

!

!

!



!



cannot'agree?'Discuss'these'samples'as'a'group,'as'needed.”!!!




!





Handout.”''



!

Slide!93:!Closing!questions.![8'min'TG/WG]!

Say:!“Discuss'with'a'partner'at'your'table'the'two'questions'on'the'slide.'Ask'groups'to'

share'thoughts'with'the'whole'group.'Tomorrow'you'will'have'an'opportunity'to'reflect'

on'your'experiences'scoring'two'tasks'today,'to'consider'the'instructional'implications'of'

performance'tasks,'and'to'score'one'more'task.'Thank'you'for'your'participation'today.”!!

Slide!94:!Exit!Slip!for!Day!1.![2'min.'Individual]!

Read!the!slide.!Provide!index!cards,!and!then!collect!them!as!participants!finish.!In!case!

clarification!is!needed,!the!assignment!is!for!participants!to!write!down!whether!or!not!

their!students!are!accustomed!to!producing!the!kinds!of!responses!expected!on!the!

Smarter!Balanced!performance!tasks,!based!on!what!they’ve!seen!so!far,!and!then!to!

say!something!about!how!these!responses!are!similar!to!or!different!from!what!their!

own!students!are!used!to.!!!

!

Slide!95:!Collect!secure!materials.!

!

ADAPTATIONS!TO!CONSIDER:!

1. Instead!of!facilitators!modeling!the!Classroom!Activity!for!participants,!have!participants!plan!a!lesson!

for!their!own!enactment!of!the!Classroom!Activity!with!their!students.!Have!them!begin!with!a!close!

analysis!of!the!Smarter!Balanced!Classroom!Activity!materials!for!Turtle'Habitat!(at!the!back!of!the!NonB

Secure!Materials!Booklet).!Then!ask!participants!to!work!together!to!make!plans!for!their!own!

facilitation!of!the!Classroom!Activity,!including!how!they!would!ask!the!discussion!questions,!what!

vocabulary!words!they!would!emphasize!most,!how!they!would!sequence!the!content,!and!any!

additional!resources!they!might!want!to!bring!in!(where!allowed).!This!gives!participants!an!opportunity!

to!begin!to!take!ownership!of!the!content,!and!is!worthwhile!because!the!Classroom!Activity!is!one!

element!of!the!Smarter!Balanced!assessment!system!that!teachers!not!only!have!some!control!over,!but!

are!also!directly!responsible!for.!

!

2. Do!the!initial!sort!activity!for!item!6!only,!rather!than!sorting!all!three!items.!

17

!

Session'5:'Instructional'Implications'Part'II'30'minutes'

Start:' '

End:'!

PURPOSES:!

• Think!further!about!the!instructional!implications!of!Smarter!Balanced!Performance!Tasks!!• Learn!about!the!accessibility!tools!and!accommodations!within!the!Smarter!Balanced!assessment!system!

!SLIDES:!

• [96–98]!Intro!to!session!!• [99]!Video:!UDL!and!Smarter!Balanced!• [100–102]!Activities'

!ADDITIONAL!MATERIALS:!!

• Media&4:&UDL&and&the&Smarter&Balanced&Assessment&System&&• Poster!paper!• Markers!

'Introduction'''''Video:'UDL'and'Smarter'Balanced'

• Media'4''''Individual'Activity''''''''Poster'Activity''''Share'Ideas'!

WHAT!TO!DO:!

Slides!96–97:!Introduce!Session!5.![1&min.&WG]!Say:!“We’re&going&to&move&back&into&the&context&of&classroom&instruction&in&just&a&minute,&but&first&we’re&going&to&familiarize&ourselves&with&the&kinds&of&accessibility&tools&and&accommodations&available&within&the&Smarter&Balanced&summative&system.”&!

Slide!98:!Objectives!for!Session!5.![1&min.&WG]!Read!the!slide.!

Slide!99:!Video:!UDL!and!the!Smarter!Balanced!Assessment!System.![8&min.&WG]!Say:!“Now&we’re&going&to&see&a&video&to&learn&a&little&bit&about&the&accessibility&tools&and&accommodations&available&within&the&Smarter&Balanced&system,&and&how&to&begin&to&identify&which&tools&students&need&and&can&use.&As&you&watch&the&video,&please&think&about&the&experience&your&own&students&already&have&–&or&don’t&yet&have&–&with&tools&like&the&ones&that&will&be&available&to&them&on&the&summative&test.”!!

Launch!Media!4:!UDL!and!the!Smarter!Balanced!Assessment!System.!

Slide!100:!Learning!experiences!students!need.![5&min.&Individual]!Say:!“With&these&kinds&of&accessibility&tools&and&accommodations&in&mind,&we’re&now&going&to&reflect&again&on&the&demands&of&the&Smarter&Balanced&Performance&Tasks&to&build&up&our&posters&with&ideas&about&the&kinds&of&learning&experiences&and&tasks&we&want&our&students&to&have&in&order&to&meet&these&demands.&Look&back&at&your&notes&on&the&handouts&from&the&two&hand?scoring&cycles&we’ve&completed&so&far:&Handouts&2.1&and&4.1&(Identifying&the&Mathematics&and&Anticipating&Issues),&and&Handouts&2.3&and&4.2&(Analyzing&Student&Work).&Take&five&minutes&to&review&your&notes&and&generate&some&ideas&on&your&own.&Then&you&will&share&ideas&with&your&table&groups&for&five&more&minutes.&

Slide!101:!Poster!Activity&[5&min.&Table&Groups]&Say:&“As&you&reach&agreement&on&ideas,&expand&and&revise&the&ideas&on&your&poster&in&another&color&of&marker&so&that&the&changes&you&make&are&visible.”&&

Have!each!table!group!pass!the!marker!that!they!used!for!their!poster!in!Session!3!to!another!table!so!that!each!table!has!a!new!color!to!use!on!their!poster!in!this!session.!&

Slide!102:!Share!ideas.![10&min.&WG]!Read!the!slide.!Ask!one!person!at!each!table!to!present!their!group’s!ideas;!then!facilitate!a!wholeBgroup!discussion!about!themes!emerging!on!the!posters.!During!the!discussion,!ask!participants!how!UDL!principles!might!be!used!in!planning!any!of!the!ideas.!You!may!also!want!to!ask!for!explanations!about!specific!additions!or!modifications!to!posters,!with!reference!to!the!two!different!colors!used.!!

18

!

Session'6:'Hand-Scoring'Cycle'III—Elementary!2'hours'

Start:''End:'

PURPOSES:!


!grade!Smarter!Balanced!Performance!Task!Animal'Jumping!



SLIDES:!






• [129–132]!Debrief!task!and!close!

HANDOUTS:!

• 6.1!Identifying!the!Mathematics!

and!Anticipating!Issues!!



OTHER!MATERIALS:!

• Math!Secure!Materials!

Booklet!

''Introduction'''Get'to'Know'the'Task'! Experience!the!

Classroom!

Activity!

!

!

! Complete!task!

individually!

!

!

!

! Discuss!

reactions!to!the!

task!

!

!

! Identify!the!

mathematics!

and!anticipate!

issues!

'''Score'Item'4'Responses'

WHAT!TO!DO:!!

Slides!103B105:!Introduce!session!6.![2'min.'Whole'Group'(WG)]!

Read!the!objectives!for!the!session!and!the!norms!for!participation!to!launch!this!handB

scoring!cycle.!Confirm!that!all!phones,!iPads,!computers,!and!cameras!are!put!away.!

!




for!brief!table!talk!and!wholeBgroup!discussions!throughout.!The!Animal!Jumping!

Classroom!Activity!includes!having!three!volunteers!jump.!Suggested!materials!include!

masking!tape,!a!tape!measure,!and!paper!to!record!the!results.!!

!


Say:!“You'will'now'complete'the'Animal'Jumping'performance'task.'Please'complete'the'


Materials'Booklet.'Use'the'provided'blank'sheet'for'scratch'paper.”!

! !





!







!

Slides!115:!Overview!of!Session.![1'min.'WG]!

Use!this!slide!to!show!participants!where!we!are!in!the!handBscoring!cycle:!Scoring!

Items.!Remind!participants!that!everything!in!blue!is!done!individually.!

19

Session'6'

!

''!

!

!

! Individually!sort!responses!

!

!

!

!

!

! Review!Scoring!

Guide!

!

!

!

! Individually!

score!responses!

!

!

!

!

! Compare!and!

discuss!scores!

''Score'Item'5'Responses'!

!

! Review!Scoring!

Guide!

!

!

! Individually!

score!responses!

!

! Compare!and!

discuss!scores!

''Score'Item'6'Responses''! Individually!sort!

responses!

!

!

!

!




!

Slide!117:!Initial!Sort:!Student!Samples!for!Item!4.![3'min.'Individual]!


4.'Consider'what'information'students'need'to'provide.'The'student'samples'we'will'

examine'are'in'the'Secure'Materials'Booklet.'Review'each'sample'and'decide'if'it'


(Handout'6.3)'to'record'your'thoughts.'This'is'your'initial'reaction'to'each'sample.”!

!


Say:!“Review'the'Scoring'Guide'and'discuss'as'a'table.'What'is'clear'or'unclear'from'the'

guide?'Who'would'like'to'summarize'the'Scoring'Guide'in'your'own'words?'Note'the'

dependency'on'Item'3'and'how'this'is'described'in'the'rubric.”'!

!


Say:!“Individually'score'the'student'responses'to'item'4'using'the'Scoring'Guide.''When'



about'needed'student'learning'experiences.”!

!



discrepancies.!!

!



for!items!5!and!6.!!

!



being'asked'of'the'students.'Review'the'Scoring'Guide'and'discuss'as'a'table.'Summarize'

the'guide'in'your'own'words.'Notice'that'item'5'is'also'dependent'on'item'3.”!!



!




!


Say:!“Remember'that'item'6'in'most'tasks'is'more'complex'than'earlier'items.'Please'

sort'the'student'samples'into'high,'medium'and'low'responses'prior'to'reviewing'the'

rubric.'After'you'sort'the'responses'individually,'discuss,'at'your'table,'what'attributes'

are'shared'by'the'strong'responses.”!!!!

Have!each!table!generate!a!collective!list!of!what!makes!a!good!response!while!

reviewing!responses!to!item!6!during!this!scoring!cycle.!!!!

20

Session'6'

!

!

! Review!Scoring!

Guide!for!item!6!

''! Individually!

score!responses!

!

! Compare!and!

discuss!scores!

''Debrief'the'Task'and'Close'Session'!

!



specifically,'students'must'do'to'earn'points.'What'are'the'dependencies?”!

!



!



cannot'agree?'Discuss'these'samples'as'a'group,'as'needed.”!!

!




!





Handout.”''



!

Slide!131:!Closing!questions.![8'min'TG/WG]!

Say:!“Discuss'with'a'partner'at'your'table'the'two'questions'on'the'slide.'Ask'groups'to'

share'thoughts'with'the'whole'group.'This'afternoon'you'will'have'further'opportunities'

to'consider'the'instructional'implications'of'performance'tasks'and'reflect'on'your'

scoring'experiences.”!

!

Slide!132:!Collect!secure!materials.!

!


1. Begin!the!session!with!the!following!prompt!for!tableBgroup!discussion,!followed!by!wholeBgroup!discussion:!

How!would!the!second!task!from!yesterday,!Turtle!Habitat,!have!been!different!without!the!Classroom!

Activity?!

2. Do!the!alignment!activity!with!this!task!if!skipped!in!Session!2!(use!blank!Metadata!Sheet!included!Secure!

Materials!Booklet!for!Talent!Show).!At!this!point!in!the!training,!participants!will!have!had!more!experience!

thinking!about!how!the!Claims,!Targets,!and!Standards!for!Mathematical!Practices!relate!to!the!tasks,!and!so!

will!be!better!equipped!to!align!the!task!themselves.!!!

3. Score!the!first!sample!response!for!an!item!as!a!table!(agree!on!score),!then!score!the!rest!individually.!

4. For!item!6,!score!all!sample!responses!in!table!groups;!no!individual!scoring.!!

5. As!an!alternative!closing!activity,!assign!each!table!item!6!from!one!of!the!three!performance!tasks;!each!

table!identifies!attributes!of!good!explanations,!and!presents!them!to!the!whole!group!for!discussion.!

21

!

Session'7:'Instructional'Implications'Part'III'30'minutes'

Start:' '

End:'!

PURPOSES:!

• Consolidate!thinking!about!the!instructional!implications!of!Smarter!Balanced!Performance!Tasks.!!• Revisit!the!role!of!Universal!Design!for!Learning!in!planning!needed!learning!experiences!and!tasks.!

!

!SLIDES:!

• [133–134]!Intro!to!session!!• [135]!Needed!learning!experiences!list!• [136–137]!Activity!and!discussion!prompts'

HANDOUTS:!

• 7.1!Needed!Learning!Experiences!and!Activities!to!Support!These!

ADDITIONAL!MATERIALS:!

• Poster!paper!• Markers!

'Introduction'''''Share'List'of'Needed'Learning'Experiences'''''Activity''

• Handout'7.1''''''Discussion''

WHAT!TO!DO:!

Slide!133:!Introduce!Session!7.![1&min.&WG]!Say:!“Now&that&we’ve&finished&our&final&hand?scoring&cycle,&we’re&going&to&move&back&into&the&context&of&classroom&instruction.”!

Slide!134:!Objectives!for!Session!7.!![1&min.&WG]!Read!the!slide.!

Slide!135:!List!of!needed!learning!experiences.![10&min.&Table&Groups]!Say:!“This&is&a&list&of&the&kinds&of&learning&tasks&that&the&developers&of&this&professional&development&think&students&need&in&order&to&support&their&success&on&Smarter&Balanced&Performance&Tasks.&How&did&they&do&compared&with&your&group’s&list?&Take&five&minutes&and&briefly&review&and&discuss&these&ideas&and&how&they&relate&(or&don’t)&to&yours.&Work&together&in&your&table&groups&to&add&or&modify&anything&on&your&poster&in&another&color&of&marker&so&that&the&changes&you&make&are&visible.”!!

Again,!have!each!table!group!pass!the!marker!that!they!used!for!their!poster!in!Session!5!to!another!table!so!that!each!table!has!a!new!color!to!use!on!their!poster!in!this!session.!!

Slide!136:!Activity.![5&min.&Individual;&5&min.&Table&Groups]!Direct!participants!to!Handout!7.1:!Needed!Learning!Experiences!and!Activities!to!Support!These.!!!Say:!“You&can&capture&your&group’s&list&for&yourself,&to&take&home,&in&the&space&on&the&right&side&of&the&handout.&Then&think&about&the&activities&that&you&do,&or&could&do,&in&your&classroom&to&support&these&experiences.&Put&a&check&mark&by&the&ones&that&you&are&currently&doing,&and&put&an&asterisk&by&the&ones&that&you&want&to&do.&When&you’ve&had&some&time&to&think&on&your&own,&discuss&the&activities&that&you&are&doing,&and&the&activities&that&you&want&to&do,&with&the&others&at&your&table.”&&&

Slide!137:!Share!ideas.![8&min.&WG]!Read!the!slide.!Ask!one!person!at!each!table!to!present!any!changes!they!made!to!their!poster.!Facilitate!a!wholeBgroup!discussion!about!how!the!provided!list!of!kinds!of!tasks!relates!to!the!ideas!on!the!posters.!!

During!the!discussion,!ask!participants!to!share!some!of!the!activities!they!wrote!on!their!handouts,!and!to!talk!about!how!these!activities!support!the!three!UDL!principles.!

22

!

!

Session'8A:'Curriculum>Embedded'Performance'Assessment'

45'minutes'''''Start:'' '

''''End:'

PURPOSES:!!

• Discuss!the!importance!of!incorporating!tasks!with!varying!levels!of!scaffolding!into!the!curriculum'• Provide!an!opportunity!to!consider!the!instructional!practices!necessary!for!various!tasks!to!be!

implemented!successfully!

SLIDES:!!

• [138–141]!Intro!to!session!!• [142–143]!Performance!task:!Owning!a!Pet!• [144]!Instructional!considerations!activity!!

HANDOUTS:!

• 8.1!Draft!Performance!Task:!Owning!a!Pet![Scaffolded]!!• 8.2!Draft!Performance!Task:!Owning!a!Pet![OpenBEnded]!• 8.3!Instructional!Considerations!for!Each!Version!of!

Owning!a!Pet!

'

Introduction'''''Owning'a'Pet—Two'versions''

• Handout'8.1''• Handout'8.2'''''''''''''''

WHAT!TO!DO:!

Slide!138:!Introduce!the!session.![1&min.&WG]!Say:!“We’re&going&to&spend&the&rest&of&our&time&together&thinking&about&using&performance&assessment&with&our&own&students.”!!Slides!139–141:!Objectives,!framing!question,!overview.![2&min.&WG]!Read!the!slides.!!Slide!142:!About!the!task.![2&min.&WG;&8&min.&Individual]!Direct!participants!to!Handouts!8.1!and!8.2!(scaffolded!and!openBended!versions!of!Owning!a!Pet).!Introduce!the!two!versions!of!the!task!by!summarizing!the!bullet!points!on!the!slide.!!!

Ask!participants!to!read!each!task!and!make!notes!to!prepare!for!a!wholeBgroup!discussion!about!the!two!different!versions.!You!may!want!to!prompt!participants!with!the!following!questions!as!they!make!notes:!

• What!evidence!of!student!understanding!is!the!scaffolded!version!more!likely!to!elicit!and!make!“assessable”?!

• What!evidence!of!student!understanding!is!the!openBended!version!more!likely!to!elicit!and!make!“assessable”?!

!

Circulate!as!individuals!read!the!tasks;!then!transition!to!the!next!slide.!!Slide!143:!Reflect!on!the!versions!of!the!performance!task.![10&min.&TG;&5&min.&WG]!!Read!the!slide!and!ask!participants!to!talk!in!table!groups,!using!the!questions!on!the!slide!as!guiding!questions.!Circulate!as!tables!discuss,!making!some!notes!for!yourself!of!things!to!highlight!in!your!summary.!Summarize!by!saying!that!both!tasks!were!written!with!the!intention!of!incorporating!similar!skills!and!Mathematical!Practices.!Only!share!a!few!comments!regarding!the!first!two!questions.!Devote!most!time!to!the!last!question.!!• Highlight!that!all!students!need!opportunities!with!a!variety!of!tasks!both!

scaffolded!and!openBended.!Students!who!only!experience!openBended!tasks!may!be!frustrated!or!disengaged!when!presented!with!a!scaffolded!task!that!guides!to!specific!components!within!the!broader!scope!of!a!topic.!Likewise,!

23

!

!

! !

''''Activity:'Instructional'Considerations'

• Handout'8.3'!!!

students!who!only!experience!scaffolded!tasks!may!be!overwhelmed!with!the!enormity!of!an!openBended!task.!

• Pass!out!Handout!8.3!and!transition!to!the!next!slide!by!saying:!“Now&that&we&have&compared&the&two&tasks,&let’s&focus&on&the&instructional&considerations&for&each&version&of&the&task.”!

!Slide!144:!Instructional!considerations.![15&min.&TG;&5&min.&WG]!Direct!participants!to!Handout!8.3!(Instructional!Considerations).!Say:!“As&you&know,&every&classroom&has&a&unique&learning&environment&that&is&established&through&the&expectations&and&rituals&and&routines&set&by&the&teacher.&Consider&both&versions&of&the&task.&How&would&you&frame&each&version&of&the&task&within&your&classroom?&Use&the&handout&to&organize&your&ideas&and&the&thoughts&of&your&group&regarding&the&two&versions.&Try&to&be&specific&and&detailed&about&each&bullet&point&on&the&handout.”!!

Circulate!as!tables!discuss,!making!some!notes!for!yourself!of!things!to!highlight!in!your!summary.!!!

Ask!groups!to!share!thoughts!with!the!whole!group.!Summarize!this!activity!by!emphasizing!that!it!is!important!that!all!students!have!the!opportunity!to!experience!various!types!of!tasks!with!varying!levels!of!scaffolding.!Each!type!of!task!requires!different!levels!of!planning,!student!support,!and!feedback!for!students.!

QUESTIONS/ISSUES!TO!ANTICIPATE:'

1. There!are!likely!to!be!some!comments!about!the!quality!of!the!task!or!the!specific!grade!level.!If!participants!have!actionable!feedback!on!the!task,!please!ask!them!to!share!with!us!(collect!and!submit!to!BEAL!leadership!team).!Be!prepared!to!share!websites!or!other!resources!that!have!samples!of!tasks!for!various!grade!levels,!or!to!invite!participants!to!do!so.!Suggest!that!participants!use!the!Recommended!Resources!handout!at!the!end!of!the!NonBSecure!Materials!Booklet!to!record!notes.!!

24

!

Session'8B:'Curriculum>Embedded'Performance'Assessment'

1'hour'''''Start:'' '

''''End:'

PURPOSES:!!

• Reflect!on!the!value!of!performance!assessment!as!a!way!of!formatively!assessing!knowledge!and!skills!needed!for!success!on!Smarter!Balanced!Performance!Tasks!

• Experience!a!limited!cycle!of!formative!assessment!using!a!performance!task!• Reflect!on!how!to!give!effective!feedback!on!written!work!elicited!by!a!performance!task!

SLIDES:!!

• [145–146]!Transition!!• [147]!Task:!Wrap!the!Mummy!• [148–150]!Activity:!Giving!feedback!

HANDOUTS:!

• 8.4!Wrap!the!Mummy!!

!

ADDITIONAL!MATERIALS:!!

• Measuring!tape!available!• Toilet!Paper!rolls!–!One!for!each!pair!or!group!of!3,!plus!a!few!extra!

• Toilet!Paper!roll!package!(for!reference)!!

'

Transition'''Do'the'task'

• Handout'8.4'''''''''''''''''''

WHAT!TO!DO:!

Slides!145B146:!Transition.![2&min.&WG]!

Make!the!transition!to!doing!a!performance!task;!summarize!the!bullet!points!on!slide!196.!!Slide!147![3&min.&WG;&15&min.&Pairs]!!

Organize!participants!into!pairs!and!then!direct!them!to!Handout!8.4:!Wrap!the!Mummy.!This!slide!highlights!what!is!expected!in!this!task;!participants!should!refer!to!the!handout!for!the!task!itself.!

Read!the!task!(on!the!handout)!aloud,!and!ask!if!there!are!any!questions!about!what!is!expected.!Minimize!discussion!or!elaboration!at!this!point;!just!make!sure!everyone!knows!he!or!she!is!to!complete!both!parts!of!the!task,!and!is!to!be!prepared!to!share!work!with!the!whole!group.!Do!emphasize!that!they!should!document!the!questions!they!need!to!answer!and!assumptions!they!decide!to!make.!They!have!15!minutes!to!complete!the!task,!working!in!pairs!(or!groups!of!three!if!necessary).!!

Circulate!as!pairs!begin!to!work.!As!they!begin!to!ask!questions!about!the!size!of!a!roll!of!toilet!paper,!number!of!sheets!per!roll,!etc.,!you!can!either!direct!them!to!find!the!information!they!need!online!or!simply!show!them!the!package!of!toilet!paper!so!they!can!read!the!label.!!

As!participants!begin!to!complete!Part!1,!deliver!a!roll!of!toilet!paper!to!each!pair/group!and!tell!them!they!should!empirically!test!their!results!before!doing!Part!2.!!

As!you!circulate,!select!pairs/groups!to!present!their!work!on!Part!1!to!the!whole!group.!

As!participants!are!testing!their!results!by!wrapping!each!other!in!toilet!paper,!select!at!least!three!pairs/groups!to!present!their!work!on!Part!1!with!a!poster.!Select!responses!that!represent!a!variety!of!mathematical!approaches,!or!select!responses!that!share!a!mathematical!approach!but!illustrate!a!range!of!ways!of!representing!the!mathematics.!Let!these!pairs/groups!know!they!should!prepare!a!poster!to!present!their!work!on!Part!1!to!the!whole!group.!!

You!may!need!to!remind!participants!about!Part!2.!Allow!them!to!do!quick!work!if!time!is!running!short,!but!let!them!know!they!need!to!have!something!in!writing!to!share!with!their!colleagues.! 25

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'''''Activity:'Giving'Feedback'!!!!!!'

Invite!selected!pairs/groups!to!present!their!work!on!Part!1!to!the!whole!group,!beginning!with!the!group!whose!work!is!least!complete,!coherent,!or!mathematically!robust!and!ending!with!the!group!whose!work!is!most!mathematically!robust!(or!on!target!for!relevant!grade!bands).!!

Collect!participants’!work!on!Part!2!only.!!!!Slide!148:!Giving!feedback.![15&min.&Pairs;&5&min.&WG]!

Read!the!slide.!Organize!responses!to!Part!2!so!that!each!group!can!review!another!group’s!response.!You!may!want!to!exchange!responses!across!grade!bands!(elementary!teachers!may!be!better!at!giving!feedback,!and!may!have!stronger!responses,!than!secondary!teachers,!so!this!is!an!opportunity!for!them!to!show!strengths).!!!

Set!participants!to!work!on!giving!feedback,!which!should!be!written!directly!on!the!responses.!!Refer!to!the!slide!to!keep!the!process!moving.!

Once!groups!have!written!feedback,!return!the!responses!to!their!authors,!for!them!to!spend!a!few!minutes!revising!and!refining!their!work,!based!on!the!feedback.!!

WG:!Invite!pairs/groups!to!share!out!about!the!revisions!they!made.!!

WG:!Invite!pairs/groups!to!share!out!about!the!feedback!they!gave;!identify!themes.!!!!!Slide!149:!!Reflect!on!giving!effective!feedback.![10&min.&WG]!

Debrief!the!experience!of!developing!and!receiving!feedback.!

Read!the!prompts!on!the!slide.!Discuss,!with!emphasis!on!the!second!question!about!students’!writing.!!!Slide!150:!Elements!of!Effective!Feedback.![5&min.&WG]!

Read!the!left!hand!column!of!the!table.!!

Ask:!“Does&this&list&cover&everything&we’ve&discussed?&If&not,&what&do&we&want&to&add?&What&about&feedback&that&is&specific&to&the&writing&students&might&need&to&become&more&accustomed&to&doing&in&our&classes?”!

QUESTIONS/ISSUES!TO!ANTICIPATE:'

1. Participants!may!be!less!interested!in!Part!2!of!this!task!after!completing!Part!1,!which!is!fine.!This!is!part!of!the!learning!experience!that!parallels!students’!experience:!as!students!don’t!often!want!to!put!their!mathematical!ideas!into!writing,!neither!do!math!teachers.!The!feedback!part!of!the!cycle!is!meant!to!address!participants/students!“where!they!are”;!whatever!they!produce!is!what!peers!must!respond!to!in!this!part!of!the!session,!and!having!a!range!of!effort!levels!put!into!the!task!will!present!a!realistic!exercise!in!giving!effective!feedback.!!

!

2. There!are!likely!to!be!some!comments!about!the!quality!of!the!task!or!the!specific!grade!level.!If!participants!have!actionable!feedback!on!the!task,!please!ask!them!to!share!with!us!(collect!and!submit!to!BEAL!leadership!team).!Be!prepared!to!share!websites!or!other!resources!that!have!samples!of!tasks!for!various!grade!levels,!or!to!invite!participants!to!do!so.!Suggest!that!participants!use!the!Recommended!Resources!handout!at!the!end!of!the!NonBSecure!Materials!Booklet!to!record!notes.!!

RELATED!RESOURCES:!

Wiggins,!G.!(1998).!Educative&assessment:&Designing&assessments&to&inform&and&improve&student&performance.!JosseyBBass.!!

Grant!Wiggins!is!president!of!Authentic!Education!in!Hopewell,!New!Jersey!(www.authenticeducation.org);!he!is!coauthor,!with!Jay!McTighe,!of!many!books!in!ASCD's!Understanding!by!Design!series.!!

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1. Add!slides!that!provide!general!framing!about!performance!assessment!as!a!way!of!formatively!assessing!student!learning.!Slides!are!provided!at!the!end!of!the!deck!as!additional!resources!(the!assessment!continuum;!Four!Principles!of!Performance!Assessment;!teacher!and!student!roles!in!formative!assessment!process,!etc.).!!

2. Instead!of!focusing!on!giving!feedback!(on!responses!to!Wrap!the!Mummy),!focus!on!the!different!demands!of!the!parts!of!the!task!(Part!1!vs.!Part!2).!!

3. Replace!Wrap!the!Mummy!with!another!performance!task.!The!criteria!that!we!suggest!for!selecting!an!alternative!task!for!this!training!are!that!the!task,!ideally,!should:!

~!!be!situated!in!a!realBworld!context!~!!require!students!to!do!some!writing!!~!!have!a!wellBdefined!audience!~!!have!multiple!solution!strategies!~!!be!more!openBended/robust!than!the!Smarter!Balanced!Performance!Tasks,!to!model!how!a!rich!task!can!support!students’!success!on!the!Smarter!Balanced!assessment!without!being!a!Smarter!Balanced!Performance!Task!clone!(i.e.,!to!steer!away!from!“teaching!to!the!test”)!

~!!generate!evidence!that!can!be!assessed!formatively!(responses!should!be!at!the!right!grain!size!to!enable!productive!feedback)!

~!!involve!handsBon!experience!and/or!provide!an!opportunity!to!empirically!test!a!theory!~!!be!both!accessible!and!engaging!for!teachers!across!the!grade!bands!(grades!3–12),!or!use!else!separate!gradeBband!appropriate!tasks!

~!!reflect!the!intent/vision!of!what!is!described!in!the!Smarter!Balanced!Math!Content!Specifications!

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Session'9:'Wrap>Up'and'Look'Ahead'45'min.'

Start:''' 'End:''

PURPOSES:!!

• Share!recommended!resources!• Learn!about!the!upcoming!virtual!learning!experience!• Ask!any!remaining!questions!!

SLIDES:''

• [151–152]!Intro!to!session!• [153–154]!Recommended!resources!• [155–156]!Virtual!learning!orientation!• [157]!Closing!and!survey!

HANDOUTS:!

9.1!Resources!from!Colleagues'''

''Introduction'''''''Discuss'recommended'resources'

• Handout'9.1''''''''Briefly'explain'what'participants'will'see'and'do'in'the'virtual'learning'experience'''''''

WHAT!TO!DO:!!

Slide!151:!Introduce!Session!9![1&min.&WG]!Say:!“Now&we’re&going&to&wrap&up&by&giving&you&an&opportunity&to&say&something&about&any&resources&recommend,&and&by&giving&you&an&overview&of&the&virtual&component&of&this&professional&development.”!!Slide!152:!Objectives!for!Session!9.![1&min.&WG]!Read!the!slide.!!Slide!153:!Sharing!Resources![15&min.&WG]!Direct!participants!to!take!notes!on!Handout!9.1.!Provide!an!opportunity!for!participants!to!say!something!about!the!resources!they!recommend!(sources!of!tasks,!tools,!articles,!research,!projects,!technology,!etc.).!You!may!want!to!list!some!resources!to!give!participants!something!to!build!on.!Call!attention!to!any!recommended!resources!that!include!rubrics.!Then!organize!a!plan!to!share!a!resource!list!with!all!participants—take!volunteers!to!head!this!up,!or,!if!no!volunteers,!take!ideas!from!the!whole!group!about!doing!so.!!!Slide!154:!Recommended!Resources.![10&min.&WG]!Use!this!slide!to!link!to!the!resources!as!a!whole!group!so!participants!know!what!they!look!like!and!where!to!find!each!one.!!!Slide!155:!Virtual!Learning!Orientation.![0&min.&WG]!Use!this!slide!to!transition!to!a!focus!on!the!virtual!learning!component!of!this!professional!development.!!!Slide!156:!Virtual!Learning.![5&min.&WG]!

Summarize!the!bullet!points!on!the!slide,!with!the!following!details!as!needed:!

• Teachers!will!be!given!the!chance!to!build!upon!the!understandings!of!performance!assessment!and!CCSS!instructional!shifts!from!the!faceBtoBface!trainings!by!learning!curriculumBembedded!formative!assessment!strategies!in!an!upcoming!virtual!learning!opportunity.!!

• Each!teacher!will!select!a!focal!student!for!reference!throughout!the!virtual!learning!experience.!

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'''Inform'participants:'invitation'coming'by'email'''Post>Training'Survey'

• Each!module!will!begin!with!an!interactive!video!case!portraying!the!module’s!particular!phase!of!a!teacher’s!journey.!

• Modules!will!provide!teachers!a!chance!to!plan!and!use!formative!assessment!strategies!in!their!instruction!and!reflect!on,!share!and!discuss!their!experiences!with!colleagues.!

• Each!cohort!of!50B60!teachers!will!work!in!teams!of!ten.!• If!a!teacher!is!unable!to!participate!in!the!jobBembedded!learning!activities,!he/she!

can!still!participate!in!each!module!through!the!interactive!video!case.!

Make!sure!participants!know!that!they!will!be!receiving!an!email!invite!to!join!the!virtual!learning!community!very!soon.!

Slide!157:!Closing.![10&min.&WG]!Direct!participants!to!the!PostBTraining!Survey!to!complete!it!now!if!possible,!or!else!at!their!soonest!opportunity.!!


1.'How'will'my'cohort'be'chosen'for'the'Virtual'Learning'Experience?'Cohorts!for!the!virtual!learning!experience!will!be!decided!based!on!which!training!participants!attended.!For!example,!if!you!attended!the!training!in!San!Mateo,!CA!you!will!attend!the!virtual!learning!experience!with!other!participants!from!the!San!Mateo!training.!!

'2.'Will'there'be'an'opportunity'for'me'to'choose'which'grade'level'I'observe?''

There!will!be!just!one!grade!level!highlighted!in!the!teacher!videos.!!'

!

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beal mathematics facilitator's guides elementary · facilitator’s!guides! elementary ... •...

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