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Priority Cluster has about 3 times more than the supporting/additional cluster section

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Priority Cluster has about 3 times more than the supporting/additional cluster section

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Teachers can look at these assessment targets and reflect/analyze on which ones students have mastered, teacher reteaches priorities. What will be retaught, Math RtI, based on data group students on what they need.

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Group 8: 2/3 test is from priority cluster. Essential standards and backwards planning should be based on those standards.

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Group 8: 2/3 test is from priority cluster. Essential standards and backwards planning should be based on those standards.

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Group 5 there are more questions asked in the priority cluster.  In planning we would focus on priority cluster.  If we have those students who master the priority cluster have them work on supporting cluster

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Group 5 there are more questions asked in the priority cluster.  In planning we would focus on priority cluster.  If we have those students who master the priority cluster have them work on supporting cluster

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Group 9- There is a ratio of 14:5.  This means more attention should be give to the priority cluster. 

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Group 9- There is a ratio of 14:5.  This means more attention should be give to the priority cluster. 

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There are more items in Priority cluster versus supporting.  It can serve as a guide for teachers on standards that are in claim 1.  

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There are more items in Priority cluster versus supporting.  It can serve as a guide for teachers on standards that are in claim 1.  

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Group 6-Spend more time exposing our students to the computer adaptive components to a DOK of 1-2 and spend more time on the priority targets over the supporting if time is an issue. 

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Group 6-Spend more time exposing our students to the computer adaptive components to a DOK of 1-2 and spend more time on the priority targets over the supporting if time is an issue. 

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Group 8: Claim 1 focuses on the foundation/basic knowledge of the standards and Claims 2-4 focus on the application and analysis of the skills.

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Group 8: Claim 1 focuses on the foundation/basic knowledge of the standards and Claims 2-4 focus on the application and analysis of the skills.

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Group 1: There are 3 times as many items in the priority cluster. For planning purposes, we would make the priority a priority.

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Group 1: There are 3 times as many items in the priority cluster. For planning purposes, we would make the priority a priority.

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We plan to use this information to review and reteach standards that have not been taught.

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Group 3 - approximately 75% of the questions/items for Claim 1 will be in the priority targets.  To have the greatest affect in prep for CAASPP, those students not meeting standards will focus intervention in those priority targets.

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Group 3 - approximately 75% of the questions/items for Claim 1 will be in the priority targets.  To have the greatest affect in prep for CAASPP, those students not meeting standards will focus intervention in those priority targets.

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Group 4: Almost two thirds of the tested items can be found within the top three assessment targets E,F,A. The Priority cluster should be the focus of instruction. It is important to focus on the supporting cluster during intervention. 

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Group 4: Almost two thirds of the tested items can be found within the top three assessment targets E,F,A. The Priority cluster should be the focus of instruction. It is important to focus on the supporting cluster during intervention. 

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more than twice as many in the priority cluster than in supporting cluster

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more than twice as many in the priority cluster than in supporting cluster

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Group 6- Claims 2-4 are of a deeper DOK level across all areas as you work through the mathematical practices.

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Group 6- Claims 2-4 are of a deeper DOK level across all areas as you work through the mathematical practices.

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Group 9:  DOK levels in claim 1 are in the 1-2 range and claims 2-3 have a much wider variety and range from 1-4. 

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Group 9:  DOK levels in claim 1 are in the 1-2 range and claims 2-3 have a much wider variety and range from 1-4. 

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Group 5 Claim 1 has a lower DOK levels 1-2; Claim 2-4 focus on communicating, applying, interpreting therefore, the DOK is higher level. 

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Group 5 Claim 1 has a lower DOK levels 1-2; Claim 2-4 focus on communicating, applying, interpreting therefore, the DOK is higher level. 

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Group 1: Claims 2-4 reflect a higher DOK level

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Group 1: Claims 2-4 reflect a higher DOK level

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Group 8: Aside from specific question types, which are found in Item Specs, the  Blueprint serves its purpose and is clear.

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Group 8: Aside from specific question types, which are found in Item Specs, the  Blueprint serves its purpose and is clear.

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Group 3 - DOK's of a 3 or 4 only occur in Claim 2-4.  

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Group 3 - DOK's of a 3 or 4 only occur in Claim 2-4.  

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E, F, A - in the priority represent the most questions. If a teacher focuses on the supporting (foundational skills) clusters and ensures there are mastered the supporting won't take the students too long to master.

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Group 8: Backwards mapping, identification of Essential Learning Targets

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Group 8: Backwards mapping, identification of Essential Learning Targets

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Group 4: Claim 1 is teaching them the strategies while Claims 2 - 4 increase in depth of knowledge to application. 

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Group 4: Claim 1 is teaching them the strategies while Claims 2 - 4 increase in depth of knowledge to application. 

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Group 5 - see sample questions so we can see what is truly needed. 

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Group 5 - see sample questions so we can see what is truly needed. 

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DOK in claim 1 are to levels 2 while in claim 2-4 they reach to 3 and 4 DOK level

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DOK in claim 1 are to levels 2 while in claim 2-4 they reach to 3 and 4 DOK level

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Group 1: It would be helpful to have the blueprint and the item specs combined to one document

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Group 1: It would be helpful to have the blueprint and the item specs combined to one document

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Group 9: the blueprint is pretty straight forward, having it be similar to NextGen with linked items would be ideal, but that's what NextGen does. 

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Group 9: the blueprint is pretty straight forward, having it be similar to NextGen with linked items would be ideal, but that's what NextGen does. 

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Group 6- Links to released sample questions.  Understanding the question stems helps. How questions are worded helps dissect what is being asked. 

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Group 6- Links to released sample questions.  Understanding the question stems helps. How questions are worded helps dissect what is being asked. 

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Group 9- ensure standards are taught and ensure they match rigor and depending on mastery, ensure they are spiraled and reviewed. 

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Group 9- ensure standards are taught and ensure they match rigor and depending on mastery, ensure they are spiraled and reviewed. 

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I concur with group 1 we need to have them combined 

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I concur with group 1 we need to have them combined 

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Group 3 - The mathematical problems focusing on geometrical figures having a tighter lens on core shapes to show mathematical/computational knowledge.  

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Group 3 - The mathematical problems focusing on geometrical figures having a tighter lens on core shapes to show mathematical/computational knowledge.  

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Group 4: Direct links to examples of questions that address each target/cluster to support teachers with appropriate rigor. 

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Group 4: Direct links to examples of questions that address each target/cluster to support teachers with appropriate rigor. 

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Group 5 - we use it for backwards mapping, identify essential standards; need to focus on apply deeper into the concepts. 

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Group 5 - we use it for backwards mapping, identify essential standards; need to focus on apply deeper into the concepts. 

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It's a great tool for backwards mapping, but you need to have the item specifications to calibrate for rigor and examples of problems.

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Group 11-Claim 1 has DOK 1, 2 whereas Claims 2-4 has more variety with more rigor-DOK 2,3, and some 4s.

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Group 11-Claim 1 has DOK 1, 2 whereas Claims 2-4 has more variety with more rigor-DOK 2,3, and some 4s.

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Claims 2- 4 include higher DOK levels and include more problem solving. Students need to identify, analyze, synthesize, justify, assume, interpret and map.

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Group 3 - It is utilized for whole class intervention/grouping without having to pull students into small groups.  Specific targets can be assigned to identified students during the same whole group time.  

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Group 3 - It is utilized for whole class intervention/grouping without having to pull students into small groups.  Specific targets can be assigned to identified students during the same whole group time.  

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Show more examples of lesson types for the claims. 

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Show more examples of lesson types for the claims. 

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Claim 1 is DOK 1 and 2 and Claims 2-4 are higher DOKs up to 4.  

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Claim 1 is DOK 1 and 2 and Claims 2-4 are higher DOKs up to 4.  

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Noticed that PT is not in Claim 1

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Group 4: Backwards mapping, identifying essential standards, developing CFAs, intervention group planning, instructional planning, etc. 

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Group 4: Backwards mapping, identifying essential standards, developing CFAs, intervention group planning, instructional planning, etc. 

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The inclusion of sample problems would be helpful.

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Specific examples of what the target/ standards look like...with rigor!

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Specific examples of what the target/ standards look like...with rigor!

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Progression of learning through the claims.

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Progression of learning through the claims.

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Use them so support lesson planning.  Teach standards and match the rigor Then spiral review regularly 

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Use them so support lesson planning.  Teach standards and match the rigor Then spiral review regularly 