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There are 5 priority clusters and 6 supporting clusters. Can be used for time management, to decide which cluster to hit and how much time to spend on each cluster. We can also view each cluster to determine which supporting clusters can be taught with the appropriate priority cluster.

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4th grade has 6 priority , 6 supporting
3rd grade has 7 priority, 4 supporting

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For Third Grade we have seven priority and four supporting clusters.

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For Third Grade we have seven priority and four supporting clusters.

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1. 12-15
2.4-5
3. Build practice assessment using priority standards.

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There are 6 items in the Priority cluster.
There are 6 items in the supporting cluster.

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DOK levels in claim 1 are levels 1 and 2.
DOK levels in claims 2-4  get progressively harder.
(levels 2-4)

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There are almost 3 times as many items from priority standards than supporting standards, meaning that we would focus more on priority standards and practice them more

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We focus our Intervention groups.
Make sure that we practice (IAB) the standards (a lot).

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Grade 3-5 has 12-15 items in the priority clusters. 4-5 items in the supporting cluster.

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There are 6 priority clusters for 4th grade. There are a total of 6 support clusters as well. This information would be beneficial in understanding if there are more items in a priority cluster and allow more of a focus on the priority and incorporating it within lessons.

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5 item on priority cluster
5 items on supporting clusters

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Claim 1 had lower DOK levels.  As we move to Claims 2-4, DOK increases and performance tasks start appearing

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3rd- 7 priority 4 supporting
4th-  6 priority 6 supporting

Priority would be the foundation we build and we would utilize the supporting claims to build off of that foundation.

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1. Claim 1 has levels 1-2 the other two levels go to higher DOKs
2. Depending on regular ed vs. sped, you must focus on priority since they are 52%.

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1. Build mini-assessments
2. After data analysis of ICAs we will target specific standards.

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The DOK Levels went up higher than level 1 in those compared to 2-4. The claims could be different in Claim 1 because they are performing operations. Whereas Claims 2 $ 3 are more towards modeling, solving, and analyzing the problems.

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Priority Clusters 12-15
Supporting 4-5
Spend more time on priority items and less on supporting.

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Depth of knowledge in Claim 1 are 1-2 and claim 2-4 are higher. Concepts and Procedures are basic and claims 2-4 are deeper thinking and problem solving. Claims 2-4 show evidence of progress.

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We have used it to study data and plan intervention. 

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We have used it to study data and plan intervention. 

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DOK levels increase when working on Claims 2, 3, and 4
PT also in Claim 2, 3 and 4

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Go Math shows foundational skills, then problem solving as well bringing programs together.

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Go Math shows foundational skills, then problem solving as well bringing programs together.

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VME has not yet utilized the blueprints. Looked at what they thought was most important. Each teacher focuses on what they think is important and what their students need.

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We have to be more creative with distance learning. Blueprints can be used for planning, exit tickets, or warm up questions.

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Matching the claims with the Go Math lessons.

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Claim 1 focuses on the Common Core Standards vs Claim 2-4 focuses on the Mathematical Practices.

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As the DOK increases, the questions turn from general to more in depth, to showcase a student's understanding

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We are not sure how the SBAC Math Blueprints have been utilized at WSP.

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Matching the claims with the GoMath chapters.

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We need to determine which specific standard is going to be assessed.

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In claim one is all about learning the skill and claims 2-4 are more about strengthening the knowledge for each skill in order promote critical thinking on their own.

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We have not utilized it yet but we can use it for intervention.

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SBAC Math Blueprints have been used to support interventions, although, none of us in the group has actually implemented them.

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Use previous SBAC data as well & monitor what our students have mastered.

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It would be beneficial if there was an additional page that provided an example using one priority claim and a claim that supports it and how a teacher would go from DOK level 1 to DOK Level 4. How would we break it down?

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The Blueprints were used previously to set up priority standards as a grade level throughout the district. We can use them to plan our lessons based on priority standards. It can definitely be used more.

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How other sites are using these blueprints. Practical use. Possible observation of a teacher utilizing the blueprint in their classroom.

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More trainings for new teachers or teachers that have changed grade levels

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As students learn they should be building -scaffolding- their learning and their reasoning and modeling and explaining and collaborating are more observable.  

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As students learn they should be building -scaffolding- their learning and their reasoning and modeling and explaining and collaborating are more observable.  

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1. See examples of actual student questions, and analyze blueprints to focus on priorities.

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Can use the numbers of items to practice with the focus of each claim. Claim 1 has about 50% of the items to focus on. Therefore, we can have more practice specifically for claim 1.

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More training and understanding of the blueprints

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There is not a lot of time for training the new teachers. Do I do trainings or work on lessons?

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More trainings! Focus on the curriculum and decide which lessons would focus on the priority standards so we can work smarter and not harder.

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Need to be able to focus on claims and concepts to be ready for SBAC. The Go Math book jumps all around

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We can use the clusters to determine which clusters to teach and which clusters are priority as opposed to supporting.

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It would be more helpful if it would provide us with more student examples.

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It would be more helpful if it would provide us with more student examples.

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It helps us feel more comfortable and aware of what we teach. It reminds us of when we would study and work with older standards.