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Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

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Page 1: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

Get Immersed in the Standards and Next Generation Assessments

Bristow, OK

Susan GendronSenior Fellow, International Center

August 14, 2012

Page 2: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

Effective Implementation

•Rigor•Relevance•Relationship

Page 3: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

Effective Implementation

3

Page 4: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

Teaching

Organ

izational

Lead

ersh

ipInstructional

Leadership

Student Achievement

Page 5: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

What will our students need to:

Know Do

5

Page 6: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

PISA 2009

1 Shanghai-China 556

2 Korea 539

3 Finland 536

4 Hong Kong-China 533

5 Singapore 526

6 Canada 524

7 New Zealand 521

8 Japan 520

9 Australia 515

10 Netherlands 508

17 United States 500

20 Germany 497

21 Ireland 496

22 France 496

25 United Kingdom 494

33 Spain 481

43 Russian Federation 459

48 Mexico 425

53 Brazil 412

57 Indonesia 402

Overall Reading

Scale

Significantly Above OECD Average

Not Significantly Different

(OECD Average 493)

Significantly below OECD Average

Page 7: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

PISA 2009

Overall Math Scale

Significantly Above OECD Average

Not Significantly Different

(OECD Average 496)

Significantly below OECD Average

1 Shanghai-China 600

2 Singapore 562

3 Hong Kong-China 555

4 Korea 546

6 Finland 541

9 Japan 529

10 Canada 527

11 Netherlands 526

13 New Zealand 519

15 Australia 514

16 Germany 513

22 France 497

28 United Kingdom 492

31 United States 487

32 Ireland 487

34 Spain 483

38Russian Federation

468

51 Mexico 419

57 Brazil 386

61 Indonesia 371

Page 8: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

PISA 2009

Overall Science

Scale

Significantly Above OECD Average

Not Significantly Different

(OECD Average 501)

Significantly below OECD Average

1 Shanghai-China 575

2 Finland 554

3 Hong Kong-China 549

4 Singapore 542

5 Japan 539

6 Korea 538

7 New Zealand 532

8 Canada 529

10 Australia 527

11 Netherlands 522

13 Germany 520

16 United Kingdom 514

20 Ireland 508

23 United States 502

27 France 498

36 Spain 488

39 Russian Federation 478

50 Mexico 416

53 Brazil 405

60 Indonesia 383

Page 9: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

Reading Risk

Mapping State Proficiency Standards onto NAEP Scales, IES August 2011

OK

Page 10: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

ProficiencyProficiencyGrade 4 Reading 2009Grade 4 Reading 2009

ProficientRequired

NAEP Score

Oklahoma 62 % 211

Massachusetts 54 % 234

Missouri 47 % 229

Arizona 72 % 193

New Mexico 52 % 207

New York 77 % 200

Florida 74 % 206

Page 11: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

Reading Risk

Mapping State Proficiency Standards onto NAEP Scales, IES August 2011

OKOK

Page 12: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

ProficiencyProficiencyGrade 8 Reading 2009Grade 8 Reading 2009

ProficientRequired

NAEP Score

Oklahoma 66% 249

Massachusetts 79% 249

Missouri 50% 267

Florida 54% 262

Mississippi 48% 254

Rhode Island 62% 252

Page 13: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

Math Risk

Mapping State Proficiency Standards onto NAEP Scales, IES August 2011

OKOK

Page 14: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

ProficiencyProficiencyGrade 4 Mathematics 2009Grade 4 Mathematics 2009

ProficientRequired

NAEP Score

Oklahoma 66 % 228

Massachusetts 48 % 255

New Jersey 73 % 231

New York 87 % 207

New Mexico 77 % 224

Indiana 73 % 229

Missouri 45 % 246

Page 15: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

Math Risk

Mapping State Proficiency Standards onto NAEP Scales, IES August 2011

OKOK

Page 16: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

ProficiencyProficiencyGrade 8 Mathematics 2009Grade 8 Mathematics 2009

ProficientRequired

NAEP Score

Oklahoma 59 % 269

Massachusetts 49 % 300

Missouri 47 % 287

New Mexico 43 % 277

Minnesota 58 % 287

New Jersey 71 % 272

Rhode Island 53 % 275

Page 17: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

Elbow Partner

• What are your risks?• How will you prepare your school if

you anticipate a potential dip in scores?

• Do you have a communication strategy?

17

Page 18: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

Lexile Framework® for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Te

xt L

exi

le M

eas

ure

(L

)

HighSchool

Lit.

CollegeLit.

HighSchoolTexts

CollegeTexts

Military PersonalUse

Entry-Level

Occupa-tions

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics

Interquartile Ranges Shown (25% - 75%)

18

Page 19: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

MetaMetrics Survey 2000Arkansas Democrat Gazette

1230 L

Associated Press 1310 L

LA Times 1330 L

Miami Herald 1200 L

New York Post 1280 L

Oakland Tribune 1210 L

Raleigh News & Observer 1220 L

Wall Street Journal 1320 L

USA Today 1200 L

Page 20: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

On-the Job On-the Job Lexile RequirementsLexile Requirements

Construction

1,500

1,400

1,300

1,200

1,100

1,000

900

800

Lexile

Craftsman

Nurse

Sales

Secretary

National Adult Literacy Study 1992International Center for Leadership in Education 2009

Page 21: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

Organ

izational

Lead

ersh

ip

StudentAchievement

Page 22: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

Culture

Organizational Leadership

Page 23: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

Levin and Elmore• Everyone needs to collaborate to ensure

that daily teaching and learning practices are the focus of the school

• All responsible for success

• Principals and teachers are fundamentally evaluators

• Leaders responsible for cultural changes – by displacing specific norms, structures, and processes by others

Page 24: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

Hattie, 2012

Build collective capacity of teachers to show success

•achievement

•making learning valued outcome

•students respect themselves and others

•build community

Page 25: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

Does your culture do this?

Page 26: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

Elbow Discussion

• How will you create a culture in your schools of ALL students “college and career ready”?

26

Page 27: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

Rigor and Relevance

Teaching

Page 28: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

Rigor/Relevance Rigor/Relevance For For

All StudentsAll Students

28

A B

DC

Page 29: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation

Knowledge TaxonomyKnowledge Taxonomy

29

Page 30: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

Application ModelApplication Model1.1. Knowledge in one disciplineKnowledge in one discipline

2. Application within one 2. Application within one disciplinediscipline

3. Application across disciplines3. Application across disciplines

4. Application to real-world 4. Application to real-world predictable situationspredictable situations

5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations

30

Page 31: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

3110811 22 33 44 55

Action/ApplicationAction/Application

Thinking /KnowledgeThinking /Knowledge

11

22

33

44

55

66

Rigor/Relevance FrameworkRigor/Relevance Framework

RelevanceRelevance

RigorRigor

Page 32: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication 32

Kn

ow

led

ge

Page 33: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

Awareness 1

Comprehension 2

Application 3

1

Knowledge in one

discipline

2

Apply knowledge

in one discipline

A

Acquisition

Students gather and store bits of knowledge/information and are expected to remember or understand this acquired knowledge.

Low-level Knowledge

33

Page 34: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

A Quadrant

• name• label• define• select• identify• list• memorize• recite• locate• record

• definition• worksheet• list• quiz• test• workbook• true-false• reproduction• recitation

Verbs Products

34

Page 35: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

Awareness 1

Comprehension 2

Application 3

B

Application

3

Apply knowledge

across disciplines

4

Apply to real-world

predictable situation

5

Apply to real-world

unpredictable situation

Students use acquired knowledge to solve problems, design solutions, and complete work.

Low-level Application

35

Page 36: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

B Quadrant

• apply• sequence• demonstrate• interview• construct• solve• calculate• dramatize• interpret• illustrate

• scrapbook• summary• interpretation• collection• annotation• explanation• solution• demonstration• outline

Verbs Products

36

Page 37: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

Application 3

Analysis 4

Synthesis 5

Evaluation 6

1

Knowledge in one

discipline

2

Apply knowledge

in one discipline

C

Assimilation

Students extend and refine their knowledge so that they can use it automatically and routinely to analyze and solve problems and create solutions.

High-level Knowledge

37

Page 38: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

C Quadrant

• sequence• annotate• examine• report• criticize• paraphras

e• calculate• expand• summarize• classify• diagram

Verbs Productsessayabstractblueprintinventoryreportplanchartquestionnaireclassificationdiagramdiscussioncollectionannotation 38

Page 39: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

3

Apply knowledge

across disciplines

4

Apply to real-world

predictable situation

5

Apply to real-world

unpredictable situation

Application 3

Analysis 4

Synthesis 5

Evaluation 6

D

Adaptation

Students think in complex ways and apply acquired knowledge and skills, even when confronted with perplexing unknowns, to find creative solutions and take action that further develops their skills and knowledge.

High-level Application

39

Page 40: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

D Quadrant

• evaluate• validate• justify• rate• referee• infer• rank• dramatize• argue• conclude

• evaluation• newspaper• estimation• trial• editorial• radio program• play• collage• machine• adaptation• poem• debate• new game• invention

Verbs Products

40

Page 41: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

4114

RIGOR

RELEVANCE

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework

RoutineMemorization

Four Quadrants of Learning

ComplexAnalytical

ChallengingReal World

PracticalHands On

High

HighLow

Low Acquisition

A

Application

B

AdaptationD

Assimilation

C

Page 42: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

42

Rigor/Relevance FrameworkHistory - High School

18

RIGOR

RELEVANCE

A B

DCHigh

HighLow

LowIdentify nations involved and reasons for WWII

Analyze original documents and summarize reasons for US opposition to entering WWII

Summarize global impacts of WWII and project impacts of Iraq war

Interview local WWII veterans and describe impacts from their perspective.

Page 43: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

International Center for Leadership in Education

A Use color counters to solve simple computational problems

B Sort quantities to discover fractions of the whole

C Find values in number sentences when represented by unknowns

D Develop formula for determining a large quantity without counting, such as beans in a jar.

Domain: Operational Thinking for Algebra

R/R Quadrant Student Performance

•Example Multiple Performances for Single StandardMath – K-5 Level

Page 44: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

RIGOR

RELEVANCE

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

TeacherTeacherWorkWork

Teacher/Student RolesTeacher/Student Roles

StudentStudentThinkThink

StudentStudentThink & WorkThink & Work

StudentStudentWorkWork

High

HighLow

Low

Page 45: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

RIGOR

RELEVANCE

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

RightRightAnswerAnswer

Did Students Get it Right?Did Students Get it Right?

RationalRationalAnswerAnswer

RightRightQuestionsQuestions

RightRightProcedureProcedure

High

HighLow

Low

Page 46: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

Rigor/Relevance Rigor/Relevance FrameworkFramework

ActivitiesActivities

ProjectsProjects

ProblemsProblems

Page 47: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

New CCSS handbooks

Launched at Model Schools Conference 2012 Visit www.leadered.com

Page 48: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

CC DD

AA BB

Current Assessments

Next Generation Assessments

48

Focus for Next Generation Testing

Page 49: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

1. Create high-quality assessments

2. Build a pathway to college and career readiness for all students

3. Support educators in the classroom

4. Develop 21st century, technology-based assessments

5. Advance accountability at all levels

6. Build an assessment that is sustainable and affordable

Goals of the PARCC System

49

Page 50: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

End-of-Year Assessment

•Innovative, computer-based items•Required

Performance-BasedAssessment (PBA)

•Extended tasks•Applications of concepts and skills•Required

Diagnostic Assessment• Early indicator of student knowledge and skills to inform instruction, supports, and PD•Non-summative

Speaking And ListeningAssessment

•Locally scored•Non-summative, required

2 Optional Assessments/Flexible Administration

Mid-Year Assessment•Performance-based•Emphasis on hard-to-measure standards•Potentially summative

50

Create High Quality Assessments

Page 51: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

Non-Summative Assessment Components

Summative assessment for accountability

Non-Summative assessment

Early Assessment•Early indicator of student knowledge and skills to inform instruction, supports, and PD

51

Flexible

Mid-Year Assessment•Performance-based•Emphasis on hard to measure standards•Potentially summative

– Diagnostic Assessment designed to be an indicator of student knowledge and skills so that instruction, supports and professional development can be tailored to meet student needs

– Mid-Year Assessment comprised of performance-based items and tasks, with an emphasis on hard-to-measure standards. After study, individual states may consider including as a summative component

Page 52: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

Summative Assessment Components

End-of-Year Assessment

•Innovative, computer-based items

Performance-BasedAssessment (PBA)

•Extended tasks•Applications of concepts and skills

Summative assessment for accountability

Non-Summative assessment

52

• Performance-Based Assessment (PBA) administered as close to the end of the school year as possible. The ELA/literacy PBA will focus on writing effectively when analyzing text. The mathematics PBA will focus on applying skills, concepts, and understandings to solve multi-step problems requiring abstract reasoning, precision, perseverance, and strategic use of tools

• End-of-Year Assessment (EOY) administered after approx. 90% of the school year. The ELA/literacy EOY will focus on reading comprehension. The math EOY will be comprised of innovative, machine-scorable items

Page 53: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

Use of Technology

Page 54: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

54

Technology Guidelines for PARCCVersion 1.0, April 2012

MinimaProcessor Speed RAM

Available Memory/Storage Resolution

Display Size

Hardware 1.0 GHz 1 GB 1 GB 1024x768 10” Class

• Desktops, laptops, netbooks (Windows, Mac, Chrome, Linux), thin client, and tablets (iPad, Windows, and Android) will be compatible devices provided they are configured to meet the established hardware, operating system, and networking specifications- and are able to be “locked down”.

Operating Systems

Mac 10.7

Windows 7

Linux (Ubuntu 11.10; Fedora 16)

Apple iOS Android 4.0

Page 55: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

• Technology Readiness Tool – Six data collection windows between spring 2012

and summer 2014– Contains data to support local/state planning for

the transition to consortia assessment systems

• Release of Technology Minimum Device Specifications

Technology Transition

55

Page 56: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

Technology Transition (continued)

56

Page 57: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

Developing the PARCC Assessment System

Page 58: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

Key Shifts Articulated in the Common Core

58

ANCHORED IN COLLEGE AND CAREER READINESS

Page 59: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

Claims Driving Design: Mathematics

Students are on-track or ready for college and careers

59 *See PARCC Model Content Frameworks for details

Page 60: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

60

Innovation: Modeling (not an actual PARCC item)

Karnataka is a state in southwest India. The accompanying table is agricultural data on fertilizer use and grain crop yield in Karnataka. Fertilizer is measured in 100,000 tons. Crop yield is measured in 10 kilograms per hectare. Throughout the years over which these data were gathered, the amount of land in cultivation remained fairly constant. 1.Write a mathematical function that models the relationship between fertilizer use and grain crop yield. Show your work.2.Use the function you have chosen to predict the yield if the fertilizer use is 500,000 tons.3.How precise is the prediction you made in Question (b)? Explain.4.Based on the data and your function, what advice can you offer the government of Karnataka about fertilizer use? ExplainUsed with permission from

COMAP, 2009

Page 61: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

Claims Driving Design: ELA/Literacy

Page 62: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

ELA/Literacy Assessment Items

• Evidence-Based Selected Response items• Technology-Enhanced Constructed Response items• Prose Constructed Response items

62

Page 63: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

• 100% of PARCC items will be reviewed prior to and following field testing

• A total of 24 review meetings will take place throughout the contract period, beginning in spring 2012

Item Review Process

Page 64: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

Implementation and Transition Support

Page 65: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

65

K-12 Engagement

• Develop expertise on the CCSS and PARCC; develop state and peer leaders; build and expand the number of educators who understand and feel ownership for implementing the CCSS and PARCC Assessments

• State teams of K-12 teachers, school and district leaders, local and state curriculum directors, and postsecondary representatives

• National Math and Science Initiative/Lay The Foundation• Annual meetings beginning in July 2012

Educator Leader Cadres

Page 66: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

Instructional Supports and Tools

• Support implementation of the CCSS; support development of assessment blueprints; provide guidance to state, district- and school-level curriculum leaders in the development of aligned instructional materials

• Released November 9, 2011; Re-Release late June; Final in August.www.parcconline.org/parcc-content-frameworks

Model Content

Frameworks

Model Instructional

Units

66

Model Instructional

Units

• Provide educators with examples of ways to implement the CCSS in schools; allow for the development and sharing of ideas for instructional implementation of the CCSS; encourage development of additional PARCC tools

• Expected Spring 2013

Professional Learning Modules

Professional Learning Modules

Page 67: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

Revised High School Mathematics Frameworks (Under Review)

Page 68: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

Revised High School Mathematics Frameworks (Under Review)

Page 69: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

Revised High School Mathematics Frameworks (Under Review)

Page 70: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

Supports and Tools (continued)

• Develop professional development modules focused on assessments to help teachers, school and district leaders, and testing coordinators understand the new assessment system and use of the data

• Expected Fall 2013

Professional Development

Modules

70

• One-stop shop for PARCC resources; provide an online warehouse for all PARCC tools and resources as well as other instructional material being developed by PARCC states and districts and national organizations

• Expected Spring 2013

Partnership Resource

Center

Partnership Resource

Center

• Develop models of innovative, online-delivered items and rich performance tasks proposed for use in the PARCC assessments.

• Expected Summer 2012

Item and Task Prototypes

Page 71: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

PARCC Timeline

Page 72: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

PARCC Timeline Through 2011-2012

Fall 2011

Winter 2012

Spring2012

Summer 2012

PARCC Assessment Implementation

PARCC Tools & Resources

Model Content Frameworks

released (Nov 2011)

Educator Leader Cadres launched

Item & task prototypes

released

Item development

begins

72

Updated Model Content

Frameworks Released

Fall2012

Page 73: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

Timeline Through First PARCC Administration in 2014-2015

PARCC Tools & Resources

College-ready tools released

Partnership Resource

Center launched

Professional development

modules released

Diagnostic assessments

released

Pilot/field testing begins

Expanded field testing of diagnostic

assessment

Optional Diagnostic and Midyear PARCC

Assessments

Spring2013

Summer 2013

Winter 2014

Spring2014

Summer 2014

Fall2013

Fall2014

PARCC Assessment Implementation

73

Expanded field testing

Model Instructional

Units Released

K-2 Formative Tools Released

Winter 2015

Spring2015

Summative PARCC Assessments

Standard Setting in

Summer 2015

Page 74: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

http://www.fldoe.org/parcc/www.parcconline.org

74

Partnership for Assessment of Readiness for College and Careers

Page 75: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

STANDARDS FORENGLISH LANGUAGE ARTS

&LITERACY IN HISTORY/SOCIAL

STUDIES,SCIENCE, AND TECHNICAL

SUBJECTS

JUNE 2010

Page 76: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

Shared Responsibility for Students’ Literacy Development

• “The Standards insist that instruction in reading, speaking, listening, and language be a shared responsibility within the school” (p. 4).

• “This division reflects the unique time-honored place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well” (p. 4).

Adapted from “Key Design Considerations” (page 4 of the Standards)

Page 77: Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

English Language Arts and Literacy Standards “Roadmap”

READING WRITINGSPEAKING & LISTENING LANGUAGE

10 Anchor Standardsfor College and Career Readiness

10 Anchor Standardsfor College and Career

Readiness

6 Anchor Standards for CCR

6 Anchor Standards for CCR

ELA Standards

K-12

ELA Standards

K-12

ELA Standards

K-12

Literacy Standards

6-12

ELA Standards

K-12

Literacy Standards

6-12

Literary Text

Hist. / S.S.

Sci. / Tech Subj.

Inform Text

1K

2

3

4

5

6

7

8

9-10

11-12

9-10

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9-10 9-10

11-12

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11-12

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9-10

11-12

K

1

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9-10

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6

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Found-ational Skills

1

2

3

4

5

K → → → → → → → → → → →→ → → → → → → → → → →→ → → → → → → → → → →

→ → → → → → → → → → →

→ → → → → → → → → → →→ → → → → → → → → → →

→ → → → → →

→ → → → → →

→ → → → → →

→ → → → → →

→ → → → → →

→ → → → → →

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Increasing Sophistication

KindergartenIntegration of Knowledge and Ideas

9. Compare and contrast the most important points and key details presented in two texts on the same topic.

Grades 11-CCRIntegration of Knowledge and Ideas

9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Reading Anchor Standard #9 Integration of Knowledge and IdeasAnalyze how two or more texts address similar themes or topics in

order to build knowledge or to compare the approaches the authors take.

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Six Shifts in ELA/Literacy • Balancing Informational and Literary Text• Building Knowledge in the Disciplines • Staircase of Complexity • Text-Based Answers • Writing From Sources • Academic Vocabulary

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Shift 1

Balancing Literature and Informational

Text

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Literature Literature Literature Informational Text

Stories Drama Poetry Literary Nonfiction and Historical, Scientific, and Technical Texts

Includes children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth

Includes staged dialogue and brief familiar scenes

Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem

Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics

Literary/Informational Text

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Grade Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%

Reading Framework for NAEP 2009

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College and Career Readiness Anchor Standards for Reading

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

*8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

83

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Shift #2

Building Knowledge in the

Disciplines

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Why Literacy in History/Social Studies, Science and Technical?

Students are consistently unable to meet the demands of reading text within a particular discipline.

Reading within a discipline is different than reading literature.

The ability to read within the discipline is important to citizenship.

Being literate across a broad range of disciplines is required to be considered College and Career Ready.

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How is reading history/social studies different from other types of reading?

• History is interpretive.• History is an argument in favor of a

particular narrative.• Who the author is matters.

(sourcing)• The author’s purpose matters. (bias

and perspective)• A single text is problematic.

(corroboration)

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How is reading science and technical reading different from other types of reading?

• Focus is on claims and counter claims• Precise details, complex details and

processes• Analyze results by comparing• Determining what question is being

raised• Navigate text, graphs, tables, charts• Evaluate basis for claims

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Elbow Discussion

How are you insuring that literacy is a shared responsibility

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Shift #3

Staircase of Txt Complexity

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91

Overview of Text Complexity

Reading Standards include over exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade

Text complexity is defined by:

Qua

litat

ive

1. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Q

uantitative

2. Quantitative measures – readability and other scores of text complexity

Reader and Task

3. Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned

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92

Step 1: Qualitative Measures

Measures such as:• Levels of meaning• Levels of purpose• Structure• Organization• Language conventionality• Language clarity• Prior knowledge demands

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93

Measures such as:• Word length• Word frequency• Word difficulty• Sentence length• Text length• Text cohesion

Step 2: Quantitative Measures

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Text Complexity Grade Bands and Associated Lexile Ranges

Text Complexity Grade Band in the

Standards

Old Lexile Ranges Lexile Ranges Aligned to CCR

expectations

K-1 N/A N/A

2-3 450-725 450-790

4-5 645-845 770-980

6-8 860-1010 955-1155

9-10 960-1115 1080-1305

11-CCR 1070-1220 1215-1355

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Lexile Analyzerhttp://www.lexile.com/analyzer/

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96

Step 3: Reader and Task

Considerations such as:•Motivation•Knowledge and experience•Purpose for reading•Complexity of task assigned regarding text•Complexity of questions asked regarding text

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SMARTER Balanced Assessment Consortia

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Key Ideas and Details

RI.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.7.2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

Craft and Structure

RI.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. RI.7.5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. RI.7.6. Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

Integration of Knowledge and Ideas

RI.7.7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). RI.7.8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. RI.7.9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

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Performance Task• Students determine the figurative and

connotative meanings of words such as wayfaring, laconic, and taciturnity as well as of phrases such as hold his peace in John Steinbeck’s Travels with Charley: In Search of America. They analyze how Steinbeck’s specific word choices and diction impact the meaning and tone of his writing and the characterization of the individuals and places he describes. [RI.7.4]

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Shift #4

Text Based Answers

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High-quality, Text-dependent Questions & Tasks

• “Among the highest priorities of the Common Core Standards is that students can read closely and gain knowledge from texts.”

• “More questions that can be answered only with reference to the text.”

• “Sequences of questions should elicit a sustained discussion.”

• Tasks must “require the use of more textual evidence.”

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Shift #5

Writing from Sources

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NAEP 2011 Writing Framework

Grade To Persuade To Explain To Convey Experience

4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%

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College and Career Readiness Anchor Writing Standards

Research to Build and Present Knowledge

7. Conduct short, as well as more sustained research projects based on questions, demonstrating understanding of the subject under investigation.

8.Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9.Draw evidence from literary or informational texts to support analysis, reflection, and research.

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Writing and Research the Analyzes and Deploys Evidence

• Draw evidence from texts to support and develop:• Analysis• Reflection• Research

• Increase opportunities to write in response to sources• Extensive practice with short, focused research projects

• “typically taking a week and occurring—at a minimum—quarterly”

• Increase focus on argumentation and informative writing, less narrative writing

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Shift #6

Academic Vocabulary

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Language Progressive Skills

114

Tier I - words of everyday speech

Tier II - general academic words, typically found in text, ways to

communicate simple ideas

Tier III - domain-specific words (informational text)

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Developing Literacy Plan• Examine your student data• Develop a deliberate process for selecting text• Focus on Literary and Information text• Focus on Text dependent questions• Engage students in writing across the content

areas, common process, rubrics• One research project per quarter• Focus on domain specific vocabulary• Rigor/Relevance – Quadrant D

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Solid Implementation • Focus

• Fidelity of Implementation

• Leading and Lagging Indicators

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Proportions of students scoring in each decile of the MCAS 8th grade ELA distribution

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Proportions of students scoring in each decile of the MCAS 8th grade Math distribution

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MCAS Math gains 8th to 10th grade, compared to others from the same 8th grade decile

(School Rank Percentile)

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MCAS ELA gains 8th to 10th grade, compared to others from the same 8th grade decile

(School rank percentile/100)

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Item Prompt

Based on the text, what inference can be made about how tests and testing should occur to ensure an accurate measurement of overall water quality? Explain your inference using details from the text.

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Grade 11 Constructed Response

• Stimulus Text: • Read the following texts then answer the

question. • Text 1 • The following excerpt comes from a speech

written in 1872 by women’s rights pioneer Susan B. Anthony. Anthony was arrested after attempting to vote in the 1872 presidential election. After her conviction Anthony wrote this speech to make a constitutional argument for giving women the right to vote.

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Grade 11 Constructed Response

• Text 2 • The following excerpt comes from the

Second Treatise of Government by John Locke, published in 1690.

• Item Prompt:Identify the idea common to these two texts. Explain how the ideas in Locke’s treatise support the ideas in Anthony’s argument.

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Resources• http://www.achievethecore.org• http://commoncore.org/maps• http://engageny.org• http://www.ncte.org/standards/comm

oncore

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STANDARDS FORMATHEMATICS

JUNE 2010

137

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138

What’s different about CCSS?

These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build

on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not

just promises to our children, but promises we intend to keep.

— CCSS (2010, p.5)

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Mathematics Instructional Shifts

1. Focus2. Coherence3. Fluency4. Deep Understanding5. Application6. Dual Intensity

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Focus – Shift # 1• Key ideas, understandings, and skills are

identified

• Deep learning of concepts is stressed– That is, time is spent on a topic and on

learning it well. This counters the “mile wide, inch deep” criticism leveled at most current U.S. standards.

140

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Coherence – Shift #2• Articulated progressions of topics and

performances that are developmental and connected to other progressions

• Conceptual understanding and procedural skills emphasized equally

• NCTM states coherence also means that instruction, assessment, and curriculum are aligned

141

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Topic Placement in Top Achieving Countries

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Topic Placement in the U.S.

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Domains for K-8

144

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Format of Pre-K-8 Standards

StandarStandardd2.NBT.1 (code)2.NBT.1 (code)

Domain Domain Grade Grade

LevelLevel

2.NBT (code)

2.NBT (code)

ClusterCluster

Cluster

Heading

Focus

Coherence

Clarity Rigor

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Shift #3

Fluency

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Rigor -Require fluency, application, and deep understanding

• Conceptual understanding – solving short conceptual problems, applying math in new situations, and speaking about their understanding

• Procedural skill and fluency - speed and accuracy in calculation.

• Application - “real world” situations

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Reasoning• Invite Exploration of important

mathematical concepts• Allow students to solidify and make

connections• Make connections and develop

coherent framework for mathematical ideas

• Problem formulation, problem solving and mathematical reasoning

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Reasoning

• More than one solution• Development of all students’

disposition to do math

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Mathematically proficient students

• Make conjectures• Build logical progressions to explore

the truth of their conjectures• Justify and communicate their

conclusions• Respond to arguments

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Which number does not belong? Why?

4 16 36 48 64 81

Instead of asking which numbers are odd?

From: Math for All: Differentiating Instruction, Grades 3-5, Dacey and Lynch

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Procedural Fluency

• Knowledgeable about procedures• Know when and how to use them• Skill in performing procedures

flexibly, accurately, efficiently and with understanding

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Grade Fluency

K Add/subtract within 5

1 Add/subtract within 10

2 Add/subtract within 20Add/subtract within 100 (pencil and paper)

3 Multiply/divide within 100Add/subtract within 1000

4 Add/subtract within 1,000,000

5 Multi‐digit multiplication

6 Multi‐digit divisionMulti‐digit decimal operations

7 Multi‐digit divisionMulti‐digit decimal operations

8 Solve simple 22 systems by inspection

153

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Shift #4Deep

Understanding

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Cognitively-Guided Instruction Process

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Grade 8

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Domains for K-8

157

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Mathematics/Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively3. Construct viable arguments and critique the

reasoning of others

4. Model with mathematics

5. Use appropriate tools strategically

6. Attend to precision

7. Look for and make use of structure8. Look for and express regularity in repeated

reasoning161

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Viewing Mathematical Practices/Inside Mathematics

•Practice 1•Practice 2•Practice 3•Practice 4

•Practice 5•Practice 6•Practice 7•Practice 8

162

Choose one lesson and watch approximately 5-7 minutes of instruction using your rubric. Have a discussion on evidence of the mathematical practice.

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Shift #5Application

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As Felicia gets on the freeway to drive to her cousin's house, she notice that she is a little low on gas. There is a gas station at the exit she normally takes, and she wonders if she will have to get gas before then. She normally sets her cruise control at the speed limit of 70mph and the freeway portion of the drive takes about an hour and 15 minutes. Her car gets about 30 miles per gallon on the freeway, and gas costs $3.50 per gallon.

Describe an estimate that Felicia might do in her head while driving to decide how many gallons of gas she needs to make it to the gas station at the other end.Assuming she makes it, how much does Felicia spend per mile on the freeway? Alignment 1: N-Q.1, N-Q.3

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Modeling• Identify the problem• Formulate a model• Analyze and perform operations• Interpret results• Validate the conclusion• Report on the conclusion

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Shift #6Dual Intensity

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Resources

• PARCC Resources: http://parcconline.org• Progressions & Common Core

Tools http://commoncoretools.wordpress.com

• Illustrative Mathematics http://illustrativemathematics.org

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Resources

• National Council of Supervisors of Math: www.mathleadership.org/ccss

• Mathematics Assessment Project (MAP):

http://map.mathshell.org/materials/background.php

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Recommended Professional Development

• Grades K–2, Counting and Cardinality and Number and Operations in Base

• Grades K–5 Operations and Algebraic Thinking• Grades 3–5 Number and Operations—

Fractions• Grades 6–7 Ratios and Proportional Reasoning• Grade 8 Geometry

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Practical strategies to support school and district leaders:•Supporting teachers in changing instruction to meet the requirements of the Common Core State Standards and Next Generation Assessments •Approaching evaluation from the broader perspective of selection, support, and evaluation of all educators •Providing meaningful Teacher Evaluations even with limited time and resources

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1587 Route 146

Rexford, NY 12148

Phone (518) 399-2776

Fax (518) 399-7607

E-mail - [email protected]

www.LeaderEd.com

[email protected]