# data[].attributes.attachment_link.title
Participant Copy of Roosevelt Leads - ELA Breakout

# data[].attributes.headline
All SBAC Rubrics for Full and Brief Writes

# data[].attributes.subject
All SBAC Rubrics for Full and Brief Writes

# data[].attributes.body
scroll down

# data[].attributes.attachment_link.title
Test Development | Smarter Content Explorer

# data[].attributes.attachment_link.description
Smarter Balanced is committed to an unprecedented level of transparency, so that anyone who is interested can see exactly how tests are developed and designed. On this page we provide materials used in the process of developing the Smarter Balanced assessment system.

# data[].attributes.attachment_link.title
Possible Options for Exploring or Processing Slide

# data[].attributes.headline
Content Explorer ~ Secure Site ~ Look at the Brief Write Question Prompts for Your Grade Level

# data[].attributes.subject
Content Explorer ~ Secure Site ~ Look at the Brief Write Question Prompts for Your Grade Level

# data[].attributes.body
Select your grade level then filter by Target to see all the possible question stems under Task Models.  If you prefer to see actual examples, go to the Sample Questions or Interims and filter by Item Type.

# data[].attributes.attachment_link.description
Read recommended questions and answers that will help you better understand and use the Smarter Content Explorer.

# data[].attributes.attachment_caption
See how many questions there will be on the SBAC for your students from each Claim, Target, etc.  The footnotes are helpful so make sure to read those as well.

# data[].attributes.attachment_link.title
Test Development | Smarter Content Explorer

# data[].attributes.attachment_link.description
Smarter Balanced is committed to an unprecedented level of transparency, so that anyone who is interested can see exactly how tests are developed and designed. On this page we provide materials used in the process of developing the Smarter Balanced assessment system.

# data[].attributes.headline
CAASPP.org ~ Secure Site ~ Scored Student Anchor Responses to the Interims

# data[].attributes.subject
CAASPP.org ~ Secure Site ~ Scored Student Anchor Responses to the Interims

# data[].attributes.body
Can be used to teach students and teachers how to score

# data[].attributes.headline
Smarter Annotated ~ Public Site ~ Scored Student Anchor Responses to the Sample Questions

# data[].attributes.subject
Smarter Annotated ~ Public Site ~ Scored Student Anchor Responses to the Sample Questions

# data[].attributes.body
Can be helpful to teach students and teachers how to score

# data[].attributes.attachment_link.description
Writing tasks challenge students to demonstrate critical thinking skills. In each task, students examine sources on a topic and write a response based on a specific purpose described in state academic standards. Read more about “purpose” under Terms to Know.

# data[].attributes.attachment_link.title
Mathematics Performance Assessment Task Bank:  Mathematics

# data[].attributes.attachment_link.title
Interim Planning Guide - Using Interims Throughout the Year.docx

# data[].attributes.attachment_link.readable_text
Educators can use IABs to quickly check the whole class's understanding of a concept using a single item. How? The easiest way is to use the viewing system in the assessment portal to project the item on a screen and have students respond on paper, in journals, or on whiteboards.
2. Instructional Activity
Teachers can observe students' individual or collective understanding of concepts/skills. Students complete the IAB with a partner or in small groups. One goal of using IABs as an instructional activity is to create student discourse and support to advance student learning. If students prefer to work independently, then provide an opportunity for students to discuss items with a partner or in small groups.
3. Clarify Expectations with Students
Educators can use IABs as a way to engage students in self-assessment and peer feedback by tasking small groups or the whole class with collaborative exploration of scoring criteria. Using the scoring rubrics with students helps to clarify learning and provide examples of student responses. Once students understand the scoring rubrics, they can apply their knowledge of scoring to their individual responses.
4. Standardized Administration
This is a means of measuring individual student learning at a given point in time. Delivered via computer, the interim is administered using a standardized approach similar to the end-of-year summative assessment. This approach is best used after a unit of instruction and is particularly powerful when educators include time for instructional adjustments based on student results. Standardization criteria for administration is determined by the educator. For example, students may write down questions for teachers to review with them after the assessment.

# data[].attributes.attachment_link.title
4 Ways to Supercharge Learning with IABs - SmarterBalanced

# data[].attributes.attachment_link.description
Tips and Tricks for Using Interim Assessment Blocks in the Classroom Interim Assessment Blocks are quick, flexible tools teachers can use with students as learning opportunities and to collect information about learning. Based on collaboration with, and feedback from, member state educators, here are the top four ways you can use IABs to give learning...

# data[].attributes.headline
Roosevelt Padlet of Instructional Strategies

# data[].attributes.subject
Roosevelt Padlet of Instructional Strategies

# data[].attributes.headline
11.4.21 Non-Standardized use of the SBAC Interim Assessments

# data[].attributes.subject
11.4.21 Non-Standardized use of the SBAC Interim Assessments

# data[].attributes.attachment_link.title
Roosevelt Region ~ ELA Prioritizing Content Graphic

# data[].attributes.attachment_link.title
Roosevelt Region ~Math Accelerating Learning

# data[].attributes.attachment_link.description
Read recommended questions and answers that will help you better understand and use the Smarter Content Explorer.

# data[].attributes.attachment_link.readable_text
These documents name instructional content priorities in mathematics (K-8, high school) and ELA/literacy (K-12). These were developed for the 2020-21 academic year in response to the disruption of the global pandemic of COVID-19.* They provide guidance for the field about the content priorities by leveraging the structure and emphases of college- and career-ready mathematics and ELA/literacy standards. They are intended to help publishers, other designers of instructional materials, and instructional leaders find new efficiencies in the curriculum that are critical for the unique challenges that have resulted from school closures and anticipated disruptions in the year ahead, keeping at the forefront principles of equitable instruction.

All of the guidance is designed to support planning and decision making. Due to the structural differences between the grade-specific (K-8 mathematics, K-12 ELA/literacy) and course-specific (high school mathematics) guidance, the high school mathematics resource was developed separately. The high school mathematics content was designed in close partnership with Asia Franks and Jaliyla Fraser.
*Note: Send Feedback While these documents were created for the 2020-21 academic year, they remain helpful for those setting academic priorities for the 2021-22 school year. Given the incredible variability of the 2020-21 school year, to maximize the effectiveness of this guidance, the recommendations should be examined and adjusted based on the specific knowledge educators have about what students were able to accomplish and what may need additional attention. In the 2021-22 school year, educators must take into account the unique needs of students and continue to use strong formative assessment practices to understand where there is unfinished learning and to support students in engaging with grade-level content. For more information on academic acceleration and prioritization, integrated scaffolds and support, human-centered learning environments, culturally relevant pedagogy, and methods for understanding student progress, see our Priorities for Equitable Instruction: 2021 & Beyond page.

# data[].attributes.attachment_link.title
Priority Instructional Content in English Language Arts/Literacy and Mathematics

# data[].attributes.attachment_link.description
These documents name instructional content priorities in mathematics (K-8, high school) and ELA/literacy (K-12). These were developed for the 2020-21 academic year in response to the disruption of the global pandemic of COVID-19.* They provide guidance for the field about the content priorities by leveraging the structure and emphases of college- and career-ready mathematics and ELA/literacy standards.

# data[].attributes.headline
9.9.21 Formative Use of SBAC Resources to Accelerate Learning

# data[].attributes.subject
9.9.21 Formative Use of SBAC Resources to Accelerate Learning