Summer Institute Guide To Facilitation Math.2018 PDF

Summer Institute, 2018: Guide to
Mathematics Facilitation
Introduction
This Guide to Facilitation is a companion resource to support the delivery of professional learning
modules presented at the 2018 California Assessment of Student Performance and Progress
(CAASPP) Summer Institutes: Analyzing Student Work and Using the Interim and Digital Library
Systems to Inform Teaching and Learning Smarter Balanced Summative Assessments as a tool to
improve teaching and learning. Modules may be presented independently to meet local educational
agency needs.
The overarching objectives of the 2018 Summer Institutes include the following:
• Understanding the purpose of different types of assessment and how they work together to
support student learning
• Understanding the design of Smarter Balanced Interim Assessment items (brief write and
performance tasks [PTs]) aligned to college- and career-ready standards and using evidence-
based scoring to analyze student responses
• How to use the interim assessment and Digital Library systems
• Understanding the value of and connections between the systems in improving teaching and
learning
• Planning for how and when to use the interim assessment and Digital Library systems to
support teaching and learning
Getting Started
This Guide is organized into nine sections aligned with each module included in the corresponding
PowerPoint presentation.
1. Assessment Literacy Introduction
2. Deep Dive Into a Smarter Balanced Performance Task—Grade Five
3. Standards for Mathematical Practice and Smarter Balanced Claims and Targets
4. Deep Dive Into a Smarter Balanced Performance Task—Grade Seven
5. Deep Dive into a Smarter Balanced Performance Task—Grade Three, Eight, or High School
6. Performance Tasks in the Interim Assessment System
7. Non-Performance Task Hand Scored Items
8. Formative Assessment Process and the Digital Library
9. Interim Assessment Reporting System
10. Putting It All Together: Planning to Leverage a Balanced Assessment System to Inform
Teaching and Learning
Page 1
In the Guide, you will find a statement of purpose and objectives for the module, callouts directing you
to necessary information, estimated time to deliver the content, and specific materials you will need.
Link to the PowerPoint and workshop materials:

https://wested.ent.box.com/folder/51563767708
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Summer Institute, 2018: Mathematics Outline
Overall Objectives
• Understand the purpose of different types of assessment and how they work together to support student learning.
• Understand the design of Smarter Balanced Interim Assessment items (brief write and PTs) aligned to college- and career-ready
standards and use evidence-based scoring to analyze student responses.
• Know how to use interim assessment and Digital Library systems, including accessibility features.
• Understand the value of and connections between the systems in improving teaching and learning.
• Plan for how and when to use the interim assessment and Digital Library systems to support teaching and learning.
Agenda Day 1: 9 a.m.–4 p.m.

Module Time Objectives Activities
Welcome and 9–9:45 a.m. • Develop a shared understanding of the • Introduce the note-taking guide.
Assessment intended purposes and uses of different • Engage in a presentation about assessment
Literacy types of assessment. types and comprehensive assessment
Introduction • Understand how different types of systems.
assessment work together to inform • Participate in an activity around how
teaching and learning in a comprehensive assessment supports teaching and learning.
assessment system.
• Reflect on the role of assessment in your
own classroom or school.
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Deep Dive into 9:45–10:45 a.m. • Understand the design of a Smarter • Experience a PT from the perspective of a
a Smarter Balanced PT. student.
Balanced • Identify the demands this PT places on • With the table group, discuss what a
Performance students. student needs to know and be able to do to
Task—Grade complete the task and document in the
Five • Consider the kinds of learning opportunities
students need to successfully complete the note-taking guide. Share out.
PT. • Present key details of the scoring process,
including equivalent answers and item
dependency.
• Review the scoring rubric, exemplar, and
prep set and score student responses in the
check set.
• Discuss scores and rationales using rubric-
specific language.
• With the table group, discuss what teaching
and learning strategies can be used to help
students develop the knowledge and skills
needed to meaningfully engage with PTs.
Break 10:45–11 a.m. N/A N/A
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Standards for 11 a.m.–Noon • Explore the Standards for Mathematical • Tables are assigned one SMP to discuss:
Mathematical Practice (SMPs) and consider their impact − Why is this practice important?
Practice and on teaching, learning, and assessment − What does this practice look like when
Smarter practices.
students are doing it?
Balanced • Understand the Smarter Balanced claims
Claims and − How can a teacher model this practice?
and targets and their relationship to the
Targets SMPs. − What could a teacher do within a lesson
or assessment to encourage students in
this practice?
• Table groups create a poster describing
their SMP, based on the guiding questions.
• Take a gallery walk.
• Present the Smarter Balanced claims and
targets and illustrate alignment to PTs.
Lunch Noon–1 p.m. N/A N/A
Deep Dive into 1–2 p.m. • Understand Smarter Balanced PT design • Experience a PT from the perspective of a
a Smarter and alignment to the SMPs and Smarter student.
Balanced Balanced claims and targets. • Align the task to the SMPs and the Smarter
Performance • Collaboratively score student work from a Balanced claims and targets.
Task—Grade Smarter Balanced PT to build a common
Seven • Review the scoring rubric, exemplar, and
understanding of what student proficiency prep set and score student responses in the
looks like. check set.
• Discuss the kinds of learning opportunities • Discuss scores and rationales using rubric-
students need to successfully engage with specific language.
the SMPs, claims, and targets.
• With the table group, discuss what a
• Analyze student work and consider the student needs to know and be able to do to
implications for teaching and learning. complete the task and document in the
note-taking guide. Identify some
instructional strategies that might support
students in meeting these demands. Share
out.
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Deep Dive into 2–2:45 p.m. • Collaboratively score student work from a • Participants will choose either a grade
a Smarter Smarter Balanced PT to build a common three, grade eight, or high school PT and
Balanced understanding of what student proficiency experience their PT from the perspective of
Performance looks like. a student.
Task and Hand • Discuss the kinds of learning opportunities • Review the scoring rubric, exemplar, and
Scoring— students need to successfully engage with prep set and score student responses in the
Grade Three, the SMPs, claims, and targets. check set.
Eight, or High
School • Analyze student work and consider the • Discuss scores and rationales using rubric-
implications for teaching and learning. specific language.
• With the table group, discuss what a
student needs to know and be able to do to
complete the task and document in the
note-taking guide. Identify some
instructional strategies that might support
students in meeting these demands. Share
out.
Break 2:45–3 p.m. N/A N/A
Performance 3–4 p.m. • Understand that PTs are item types that can • Discuss around potential uses of ICAs/IABs
Tasks in the be used for different assessment purposes in the classroom.
Interim and identify the value of PTs in different • Discuss accessibility resources.
Assessment assessment contexts.
System • Participate in a presentation about the
• Understand the accessibility resources interim assessment system.
available.
• Access an interim assessment in the
• Develop confidence in navigating the Viewing System.
interim assessment system.
• Locate a PT for your own grade level.
• Identify how the interim assessment system
• Engage in a table discussion about how the
can support teaching and learning.
interim assessment system could support
student learning (use note-taking guide).
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Agenda Day 2: 9 a.m.–3 p.m.
Welcome to 9–10:15 a.m. • Set expectations for learning for Day 2 and • Welcome participants back to Day 2 and
Day 2 and connect to Day 1 learning. outline the day’s agenda.
Non-PT Hand • Understand non-PT hand scored items and • Reorient participants to the note-taking
Scored Items their similarities/differences to PTs. guide.
• Collaboratively score student work from a • Experience a Smarter Balanced non-PT
Smarter Balanced non-PT item to build a hand scored item and discuss the
common understanding of what student relationship to PTs.
proficiency looks like. • Review the scoring rubric, exemplar, and
• Analyze student work and consider the prep set and score student responses in the
implications for teaching and learning. check set.
• Discuss scores and rationales using rubric-
specific language.
• Discuss new insights.
Break 10:15–10:30 a.m. N/A N/A
Formative 10:30 a.m.–Noon • Understand the purposes of formative • Participate in an interactive activity about
Assessment assessment and how it supports teaching formative assessment and classroom
Process and and learning in your classroom or school. culture.
the Digital • Understand the purpose and use of the • Engage in a presentation about the
Library Digital Library system. purposes and how to navigate the Digital
• Understand the links between playlists and Library system.
the interim assessments. • Log on and navigate the Digital Library to
• Practice using the Digital Library to find find a playlist relevant to grade, content, and
relevant resources. student need, utilizing the note-taking guide.
Discuss and share out.
Lunch Noon–1 p.m. N/A N/A
Interim 1–2 p.m. • Understand how to effectively navigate the • Engage in a presentation about purposes of
Assessment Interim Assessment Reporting System. and how to navigate the Interim Assessment
Reporting System.
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Reporting • Connect tools available in the reporting • Discuss how these tools could inform
System system to opportunities to impact and inform teaching and learning in your classroom and
teaching and learning in the classroom. school and record in the note-taking guide.
Break 2–2:15 p.m. N/A N/A
Putting It All 2:15–3 p.m. • Reflect and consider the potential learning • Revisit the note-taking guide and identify
Together: opportunities for students identified challenges and learning opportunities
Planning to throughout this training. • Use the tools and resources discussed to
Leverage a • Connect student learning opportunities to make a plan to help support teaching and
Balanced the resources available and make a plan for learning in the 2018–19 administration year.
Assessment how assessment can support teaching and Discuss with colleagues and refine.
System to learning in your classroom.
Inform
Teaching and
Learning
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Module 1: Welcome and Assessment Literacy
Introduction
The overarching purpose of this section is to build a shared understanding of the intended purposes
and uses of different types of assessment. This module helps participants to develop a shared
vocabulary and knowledge base necessary to gain a working understanding of assessment literacy.
Objectives
• Develop a shared understanding of the intended purposes and uses of different types of
assessment.  
• Understand how different types of assessment work together to inform teaching and learning in
a comprehensive assessment system.  
• Reflect on the role of assessment in your own classroom or school.
Details
Estimated time: 45 minutes
Slide numbers: 1-21
Necessary materials:
• Note-taking guide
• Types and Uses of Assessments, Handout 1.1 (pg. 2)
• Overview of Major Assessment Types, Handout 1.2 (pg. 4)
Breakdown for Facilitators

Section 1: Orientation and Purpose Setting
Key Messages
• Our focus throughout the entire workshop is on how we can use assessment to improve
teaching and learning and support students in meeting learning goals.
Activities
• Present objectives for the summer institute.
• Discuss nonpublic materials/security considerations.
• Lead the “Assessment Reflection” icebreaker using Poll Everywhere.
• Present the objectives of the module.
• Present “Assessment Cycles and Levels of Information” graphics that illustrate that different
types of assessment are on a continuum and provide different types of information for different
purposes.
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Section 2: Types of Assessment
Key Messages
• There are different types of assessment, and they serve different purposes. A comprehensive
assessment system uses different types of assessment to improve teaching and learning in the
classroom and at the system level.
− Formative assessment is a process, not an event, activity, or tool.
− Be aware of how the different types of assessment support teaching and learning.
− Note that the items from the Smarter Balanced Interim Assessment system can be used for
formative purposes.
Activities
• Use the note-taking guide to capture thoughts about how different types of assessments work
together to inform teaching and learning.
• Review types and purposes of assessment.
• Discuss balanced assessment systems.
• Lead participants through the “How Does Assessment Support Teaching and Learning” activity
using the note-taking guide and Handouts 1.1. and 1.2.
• Conduct an overview of the agenda for the full two-day training.
• Conduct an overview of Smarter Balanced item types for hand scoring and item types reviewed
in this training.
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Module 2: Deep Dive into a Performance Task—Grade
Five
This module provides participants with the opportunity to experience a Smarter Balanced PT from the
perspective of a student. A deep understanding of the types of demands PTs place on students will
allow for thoughtful reflection about how classroom activities can help to equip students with the
necessary knowledge, skills, and abilities to successfully engage with these tasks.
Objectives
• Understand the design of a Smarter Balanced PT.
• Identify the demands this PT places on students.
• Consider the kinds of learning opportunities students need to successfully demonstrate the
knowledge, skills, and abilities needed for the PT.
Details
Slide numbers: 22-44
• Grade Five Performance Task, Turtle Habitat, Handout 2.1 (pg. 9)
• Grade Five Training Guide, Handout 2.2 (pg. 17)
• Grade Five Performance Task Exemplars, Handout 2.3
• Score Charting Worksheet
Section 1: Experiencing and Unpacking a Task
Key Messages
• Facilitator should highlight common threads seen across the learning opportunities and the
demands on students identified by the groups.
Activities
• Lead participants in experiencing a grade five PT (Handout 2.1) from the perspective of a
student.
• In table discussions, participants should unpack the task’s demands on students, potential
barriers, and strategies used to work through the task.
• Identify learning opportunities for students that can support their engagement with PTs and
document ideas in the note-taking guide
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Section 2: Key Details of the Standardized Scoring Process
Key Messages
• The condition codes/zero scores are meant to be explanatory; do not spend much time here.
Activities
• Introduce key scoring terms and Smarter Balanced scoring materials (Handouts 2.2 and 2.3).
• Define and explain equivalent answers.
• Define and explain dependent items.
Section 3: Scoring Student Responses
Key Messages
• Facilitator should focus culminating discussion around rubric observations/impressions.
• Be prepared to facilitate a discussion of correspondence and discrepancy between the official
scores and participants’ original scores. Focus should be placed on the information that can be
gained from the interim score and how this can inform teaching and learning, not the number in
a vacuum.
• Remind participants that the purpose of this training is not to prepare calibrated scorers, but to
consider how we can use these resources to inform teaching practice.
• Model how collegial, evidence-based discussion around student work, scores, and rubric
language can help to build a common understanding of student expectations.
Activities
• Participants will individually review the grade five PT.
• In table groups, discuss observations about the prep set and exemplars (Handout 2.3).
• Individually review and score the check set items using the rubric and then discuss with
tablemates.
• After individual scoring, each table should chart their scores on the Score Charting Worksheet,
and using the language of the rubric, members should present their rationale for their scores to
the group, citing evidence from the rubric and the student’s response.
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Module 3: Standards for Mathematical Practice and
Smarter Balanced Claims and Targets
This section orients participants to the SMPs as well as Smarter Balanced claims and targets.
Participants will have the opportunity to explore one mathematical practice standard in depth and
then take a gallery walk to gain information about the other practices and connect them to teaching
and learning.
Objectives
• Explore the SMPs and consider their impact on teaching, learning, and assessment practices.
• Understand the Smarter Balanced claims and targets and their relationship to the SMPs.
Details
• Tables OV-2 and OV-3 from the California Mathematical Framework, Handout 3.1 (pg. 54)
• Smarter Balanced Mathematics Claims and Targets, Handout 3.2 (pg. 61)
• Chart paper
• Markers
Section 1: Standards for Mathematical Practice
Key Messages
• Convey that the SMPs serve multiple purposes and there are more to them than the “short”
version teachers may be used to seeing.
Activities
• Explain what the SMPs are and their intended purposes.
• Engage in SMP poster activity.
− Each table will be assigned an SMP and create a poster based on guiding questions and
using Tables OV-2 and OV-3 from the California Mathematical Framework (Handout 3.1) as a
reference.
Section 2: Gallery Walk
Key Messages
• Convey that the SMPs serve multiple purposes and there are more to them than the “short”
version teachers may be used to seeing.
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Activities
• Participants will participate in a gallery walk in order to obtain detailed information about each of
the eight SMPs. Time permitting, facilitators may ask each group/SMP to present their posters.
Section 3: Claims and Targets
Key Messages
• Connect claim and target language to similar language in the SMPs.
Activities
• Define claims and targets.
• Discuss how claims are reported (for example, claims 2 and 4 are reported together and that
claim 2 is about well-posed problems, whereas claim 4 items may require constructing a model).
• Explain the focus of Smarter Balanced PTs is on claims 2, 3, and 4
• Smarter Balanced Claims and Assessment Targets for Mathematics are included as Handout
3.2.
• Slide 58 includes a screenshot of the Mathematics Content Specifications. This is to inform
participants of an additional resource they may wish to look at on their own. Do not spend much
time here.
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Module 4: Deep Dive into a Smarter Balanced
Performance Task—Grade Seven
In this module, participants will review another PT, this time for grade seven, and connect this task to
participant understanding of task design and alignment to the SMPs and Smarter Balanced claims
and targets.
Participants will again have the opportunity to review the tasks and practice scoring while staying
grounded in the implications for teaching and learning in the local context.
Objectives
• Understand Smarter Balanced PT design and alignment to the SMPs and Smarter Balanced
claims and targets.
• Collaboratively score student work from a Smarter Balanced PT to build a common
understanding of what student proficiency looks like.
• Discuss the kinds of learning opportunities students need to successfully engage with the
SMPs, claims, and targets.
• Analyze student work and consider the implications for teaching and learning.
Details
• Smarter Balanced Performance Task—Grade Seven, Camping Tasks, Handout 4.1 (pg. 67)
• Aligning the Task Chart, Handout 4.2 (pg. 72)
• Hand Scoring Training Guide for Grade Seven Camping Tasks, Handout 4.3 (pg. 73)
• Exemplars for Grade Seven Camping Tasks, Handout 4.4 (pg. 79)
Section 1: Experience a Task
Key Messages
• Facilitator should center the discussion around the knowledge and skill demands listed by the
tables, but also include the questions regarding barriers and strategies as appropriate.
Activities
• Lead participants in experiencing a grade seven PT (Handout 4.1) from the perspective of a
student.
• In table discussions, participants should unpack the task’s demands on students, potential
barriers, and strategies used to work through the task.
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Section 2: Unpack the Task
Key Messages
• Connect the claims/targets and SMPs to the Smarter Balanced PT.
Activities
• Participants will Use the Aligning the Task Chart (Handout 4.2) to consider the claims and
targets being assessed by this task as well as the SMPs the task is likely to incorporate.
− Participants may reference the Training Guide (Handout 4.3).
Key Messages
• Focus on the scoring process and implications for teaching and learning rather than the score
number in a vacuum.
garnered from the interim score and how this can inform teaching and learning, not the number
in a vacuum.
Activities
• Participants will score Item 3 and discuss prep set with tablemates (Handout 4.4).
• Individually read and score each student sample in the check set, noting rationales on the Score
Charting Worksheet Members may then present their rationale for their scores to their table
groups, citing evidence from the rubric and the student’s response.
• Discuss scores with tablemates, and after revealing the Smarter Balanced given scores, allow
participants to engage in a discussion around their reactions as well as the demands on
students for this item.
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Module 5: Deep Dive into a Smarter Balanced
Performance Task—Grade Three, Eight, or High School
This module provides participants with the opportunity to choose a PT at the grade level of most
interest to them. Participants will individually read and score student work and connect this process to
their own practices.
Objectives
• Collaboratively score student work from a Smarter Balanced PT to build a common
• Discuss the kinds of learning opportunities students need to successfully engage with the
SMPs, claims, and targets.
Details
• Grade Three Performance Task: Order Form, Handout 5.1a (pg. 100)
• Grade Three Performance Task Training Guide, Handout 5.1b (pg. 109)
• Grade Three Performance Task Exemplars, Handout 5.1c (pg. 116)
• Grade Eight Performance Task: Baseball Tickets, Handout 5.2a (pg. 141)
• Grade Eight Performance Task Training Guide, Handout 5.2b (pg. 148)
• Grade Eight Performance Task Exemplars, Handout 5.2c (pg. 153)
• High School Performance Task: Teen Driving Restrictions, Handout 5.3a (pg. 171)
• High School Performance Task Training Guide, Handout 5.3b (pg. 181)
• High School Performance Task Exemplars, Handout 5.3c (pg. 187)
Key Messages
• Facilitator should center the discussion around the knowledge and skill demands listed by the
tables, but also include the questions regarding barriers and strategies as appropriate.
Section 1: Choose a Grade Level Task to Take
Activities
• Participants will choose a task to take, individually (Handout 5.1a, 5.2a, or 5.3a).
• Discuss with tablemates initial reactions to task as well as the knowledge and skill demands of
this task versus traditional assessments, potential barriers special populations and/or other
students might face in this task, and the strategies used to work through the task.
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Key Messages
• Focus on the scoring process and implications for teaching and learning rather than the score
number in a vacuum.
garnered from the interim score and how this can inform teaching and learning, not the number
in a vacuum.
Activities
• Participants will consider the Training Guide (Handout 5.1b, 5.2b, or 5.3b) and use the
Exemplars (Handout 5.1c, 5.2c, or 5.3c) to score items associated with their grade-level task.
• Individually read and score each student sample in the check set, noting rationales on the Score
Charting Worksheet. Members may then present their rationale for their scores to their table
groups, citing evidence from the rubric and the student’s response.
• Discuss scores with tablemates, and after revealing the Smarter Balanced given scores, allow
participants to engage in a discussion around their reactions as well as the demands on
students for this item.
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Module 6: Performance Tasks in the Interim
Assessment System
This module provides participants with the information needed to understand how PTs can be used to
inform teaching and learning. The module also introduces the accessibility resources that are
available to students and provides an overview of some of the tools and resources included in the
interim assessment system while linking all of the learning to support of teaching and learning.
Objectives
• Understand that PTs are item types that can be used for different assessment purposes and
identify the value of PTs in different assessment contexts.
• Understand the accessibility resources available.
• Develop confidence in using and navigating the interim assessment system.
• Identify how the interim assessment system can support teaching and learning.
Details
• Role of Smarter Balanced Performance Tasks, Handout 6.1 (pg. 210)
• ICA/IAB Comparison, Handout 6.2 (pg. 211)
• 2017–18 California Student Assessment Accessibility for Mathematics, Handout 6.3 (pg. 212)
• IAB Overview, Additional Resources (pg. 246)
• Interim Assessments At-a-Glance by Grade Level, Additional Resources (pg. 247)
Section 1: Smarter Balanced Performance Tasks and Interim Assessments
Key Messages
• Build a shared understanding of the importance of why PTs are used, given their demands on
task designers, students, and teachers.
• Identify how different item types elicit different evidence of student learning and consider how
these various types of information can be utilized to inform teaching and learning.
Activities
• Participants will read Role of Smarter Balanced Performance Tasks (Handout 6.1) and will mark
two to three of the most important words and/or phrases and then share out with the larger
group using Poll Everywhere.
• Participants should reflect on the types of evidence of a student’s knowledge, skills, and abilities
that can be elicited by PTs.
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• Lead discussion about item types and evidence elicited.
Section 2: Smarter Balanced Interim Assessments
Key Messages
• Appropriate uses of the interim assessments
• The implications regarding the differences in using IABs versus ICAs
Activities
• Discuss item types, including selected response, constructed response, standardized PTs, and
curriculum-embedded PTs.
• Provide information around
− what the Smarter Balanced Interim Assessments are designed to do;
− availability of interim assessments;
− types of interim assessments; and
− appropriate uses of interim assessments.
• Conduct IAB/ICA comparison and activity (Handout 6.2).
• Discuss considerations for use of interim assessments.
Section 3: Accessibility
Key Messages
• Students should have access to and familiarity with the resources they will be able to utilize on
the interim (and summative) assessments.
• Provide familiarity with the accessibility resource selection process.
Activities
• Lead discussion on accessibility resources, focusing on what they are, best practices, and use
on interim assessments.
• In table groups using the 2017–18 California Student Assessment Accessibility for Mathematics
Handout 6.3, participants will discuss the accessibility resources available to students and how
educators can support use of accessibility resources in the classroom.
Section 4: Access to the Interim Assessments
Key Messages
• These resources can be implemented and used to positively impact teaching and learning at the
participants’ site.
Activities
• Orient participants to two resources:
− IABs At-A-Glance (available in Additional Resources)
− Interim Assessments At-A-Glance by Grade Level (available in Additional Resources)
• Guide participants through the CAASPP Portal.
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• Navigate to the Interim Assessment User Guide.
• Illustrate how to log on to TOMS.
− Note: Participants will need to log on to TOMS to get to most interim assessment options,
with the exception of the Interim Assessment Reporting System, which is managed by
Smarter Balanced.
Section 5: Interim Assessment Viewing System
Key Messages
• Previewing the interims allows teachers to experience the rigor of the items and tasks, which
can be very informative, especially when used in conjunction with the item specifications and
hand scoring resources.
Activities
• Guide participants through the CAASPP Portal to the Interim Assessment Viewing System.
• Participants will navigate, on their own or with a partner, to locate an interim assessment that is
pertinent to their grade and content area and then consider how the Viewing System may be
used to inform teaching and learning.
Section 6: Hand Scoring Training Guides and Exemplars
Key Messages
Activities
• Provide an overview of the types of hand scored items on the interim assessments.
• Guide participants through the CAASPP Portal to the Hand Scoring Training Guides and
Exemplars.
• Participants will navigate, on their own or with a partner, to locate a Hand Scoring Training
Guide and Exemplar that is pertinent to their grade and content area and then discuss how
these resources, in addition to the other resources available through the interim assessment
system, can impact teaching and learning. Record responses in the note-taking guide.
Section 7: Accessing and Using the Interim Assessment Hand Scoring System
Key Messages
Activities
• Guide participants through the CAASPP Portal to the Hand Scoring System.
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• Go over scoring statuses, including tentatively scored items.
Section 8: Wrapping Up Day 1
Key Messages
• Solidify the day’s learning and encourage participants to think about ways to utilize the
information in their own practices.
Activities
• Using resources and notes taken in the note-taking guide throughout the day, participants will
discuss with tablemates
− potential learning opportunities they can provide to students in order to successfully engage
in PTs; and
− how to use PTs within a formative assessment process in the classroom.
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Module 7: Non-Performance Task Hand Scored Items
In this module, participants will have the opportunity to practice scoring non-PT hand scored items
and consider their similarities to and differences with PTs. The hand scoring practice and analysis of
work will allow participants to consider the implications for teaching and learning that can be drawn
from the activity.
Objectives
• Set expectations for learning for Day 2 and connect to Day 1 learning.
• Understand non-PT hand scored items and their similarities/differences to PTs.
• Collaboratively score student work from a Smarter Balanced non-PT item to build a common
Details
Estimated time: 1 hour, 15 minutes
• High School Non-PT, Auto Accident Report, Handout 7.1 (pg. 214)
• High School Non-PT, Auto Accident Report Training Guide, Handout 7.2 (pg. 217)
• High School Non-PT, Auto Accident Report Exemplars, Handout 7.3 (pg. 221)

Section 1: Experience a Non-Performance Task Hand Scored Item
Key Messages
• Connect the activity back to teaching and learning and the implications for participants’ own
practice.
• During the hand scoring activity, focus should be on the hand scoring process and the
discussions that occur between participants.
• During participant debrief from discussion around student scores, consider asking participants
what an item similar to this one might look like at an elementary grade level.
Activities
• Discuss the differences between PT and non-PT item types.
• Participants will experience a high school non-PT hand scored item (Handout 7.1).
• Discuss what students should know and be able to do to respond to this item.
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• Participants will review Training Guide (Handout 7.2) and sample student responses in the Prep
Set section of the Exemplars (Handout 7.3) and individually read and score the Check Set
papers.
− After individual scoring, each table should chart their scores using the Score Charting
Worksheet. Members may then present their rationale for their scores to their table groups,
citing evidence from the rubric and the student’s response.
• Reflect in table groups on this Brief Write item and discuss implications for their own practices.
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Module 8: Formative Assessment Process and the
Digital Library
This module helps participants to understand the purposes of the formative assessment process and
connects it to teaching and learning. The Digital Library system, a resource to support the formative
assessment process, is also covered in this module.
Objectives
• Understand the purposes of formative assessment and how it supports teaching and learning in
your classroom or school.
• Understand the purpose and use of the Digital Library system.
• Understand the links between playlists and the interim assessments.
• Practice using the Digital Library to find relevant resources.
Details
Estimated time: 1 hour, 30 minutes

Section 1: Formative Assessment
Key Messages
• Formative assessment is an ongoing process between teachers and students, not a single
event.
• Discuss how the four stages of the formative assessment clover work together to help move
student learning forward and that it is a continuous cycle.
• Message that in order to support student learning, the classroom culture must be amenable to
the formative assessment process.
Activities
• Define formative assessment to build a shared definition.
• Introduce the formative assessment process clover.
• Participants will discuss at tables what a classroom culture of formative assessment looks like in
practice and view a portion of a video featuring formative assessment in the classroom.
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Section 2: Smarter Balanced Digital Library
Key Messages
• Resources within the Digital Library can help to support the formative assessment process
within the classroom.
• By utilizing the Smarter Balanced Connections Playlists, teachers can help to support student
learning based on real data culled from the IABs. The information contained on the left side of
the Connections Playlists provides a list of skills at each student performance level, which
educators can use to inform instruction in the classroom.
Activities
• Define what the Smarter Balanced Digital Library is.
• Navigate through the CAASPP Portal to the Smarter Balanced Digital Library and go over the
following:
− Account settings and filters
− Digital Library landing page and links to instructional resources, professional learning
resources, and playlists
− Smarter Balanced Connections
• Either individually or with a partner, participants will log on to the Digital Library to locate a
playlist relevant to their grade, content area, and student need; discuss how these resources
can support the formative assessment process; and record on the note-taking guide.
• Introduce the favorites feature to participants.
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Module 9: Interim Assessment Reporting System
This module introduces participants to the data reports found in the Interim Assessment Reporting
System. Participants will learn about the types of information the reports yield and consider how this
information can be utilized to inform teaching and learning in the classroom setting.
Objectives
• Understand how to effectively navigate the Interim Assessment Reporting System.
• Connect tools available in the reporting system to opportunities to impact and inform teaching
and learning in the classroom.
Details

Section 1: Interim Assessment Reporting System
Key Messages
• The interim assessment system yields rich information about student knowledge, skills, and
abilities, but some of the power of these resources lies in the interventions that teachers can
take based on this data in order to positively impact student learning.
Activities
• Guide participants through navigation of the CAASPP Portal to the Interim Assessment
Reporting System and log on to the Interim Assessment Reporting System.
• Navigate the reporting system to show the following:
− Home page
 Highlight the User Guide and Interpretive Guide as well as different searches (by student
or group).
− Results by student and individual student responses, including the item viewer, rubric and
exemplar, and item information (claim, target, DOK, CCSS) tabs
 Highlight link to Instructional Resources (Digital Library playlist) for that IAB
− Student test history
− Generating and downloading a full IAB report
− Results by item, including the distribution of answers provided, student scores and
responses, item viewer, rubric and exemplar, and item information
Page 27
− Key/Distractor analysis, including student scores and responses
 Note: Green boxes indicate correct answers.
 Indicate that participants will still have access to the item viewer, rubric and exemplar, and
item information tabs. Expanding each student will reveal that student’s response to that
item.
• On the note-taking guide, participants will individually reflect on how these reports may help to
inform teaching and learning in their setting, how they might be used to identify other barriers to
student performance, and what other sources of information can be used to gain additional
information regarding student performance.
• Lead discussion around potential uses of interim assessment results to inform teaching and
learning as well as the integration of accessibility resources prior to engaging students in the
interim assessments.
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Module 10: Putting It All Together
This culminating module allows participants to put all of the learning from the previous nine modules
together and create a plan for the upcoming school year, based on the resources available.
Objectives
• Reflect and consider the potential learning opportunities for students you identified throughout
this training.
• Connect student learning opportunities to the resources available and make a plan for how
assessment can support teaching and learning in your classroom.
Details

Section 1: Activity: Putting It All Together
Key Messages
• The assessments and resources that were discussed in this training can be utilized to positively
impact teaching and learning in the local context.
Activities
• Guide participants through part 1 of the culminating activity.
− Using the filled-in note-taking guide, identify challenges and learning opportunities and create
a high-level plan for the upcoming school year on how the tools and resources discussed
throughout the workshop can support teaching and learning.
• Guide participants through part 2 of the culminating activity.
− Participants should share high-level plans with a partner/tablemates to give and receive
feedback.
− Based on feedback, make edits to the high-level plan.
• Facilitate a large group discussion around work artifacts created, focusing on the integration of
tools and resources introduced during the workshop to inform classroom practices.
• Go over resources available through CAASPP (these resources are also listed at the end of this
Guide to Facilitation).
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Additional CAASPP Resources
Interim Assessment Administration Resources
http://www.caaspp.org/ta-resources/interim.html
Interim Assessment User Guide
http://www.caaspp.org/rsc/pdfs/CAASPP.interim-assessment-guide.2016-17.pdf
Smarter Balanced Interim Assessment Video Series: Module 4: Interim Assessment Hand Scoring
http://www.cde.ca.gov/ta/tg/sa/iavideoseries.asp
CAASPP Teacher Guide: Smarter Balanced Assessments
http://www.cde.ca.gov/ta/tg/ca/sbteacherguides.asp
Smarter Balanced Development and Design
http://www.smarterbalanced.org/assessments/development/
CDE Smarter Balanced Interim Assessments Web page
http://www.cde.ca.gov/ta/tg/sa/sbacinterimassess.asp
For Further Information, Contact:

California Department of Education
California Assessment of Student Performance and Progress Office
http://www.cde.ca.gov/ta/tg/ca/
caaspp@cde.ca.gov
916-445-8765
ETS CAASPP Portal
http://www.caaspp.org/
Help for LEA CAASPP Coordinators:
caltac@ets.org
800-955-2954
Page 30

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Agenda Day 1: 9 a.m.–4 p.m.

Breakdown for Facilitators

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Breakdown for Facilitators

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