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Module 8B for Middle/High School Teachers

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Module 8B for Middle/High School Teachers

Florida Standards for Mathematics:

Focus on Assessment & Data Use

Professional Development Session Alignment Set 1 – Completed 2013

Data Use

Governing Board

Data Use

ELA Math

School Leaders

Data Use

ELA

Math

Teachers

Leadership Teams

Session

1

Session

2

Professional Development Session Alignment

Set 2 - August, 2013 to May, 2014

Governing Board

Florida Standards

School Leaders

Assessments

Data Analysis

VAM

Data

ELA

Math

Data &

ELA

Data &

Math

Teachers

Leadership

Teams

Session

3

Session

4

Session

5

Session

6

Module 7

ELA &

Data Use

Module 8

Math &

Data Use

8 Components of Full Florida Standards Implementation

- Mileage to/from the trainings will be reimbursed to the school at $.445/mile (documentation with map and mileage required)
- Parking and tolls will also be reimbursed with receipt
- Reimbursement is limited to two cars per school
- Forms and directions to request reimbursement are available under “Resources” on www.flcharterccrstandards.org
- There are specific instructions included with the form to help fill it out correctly
- Reimbursements for substitutes are NOT an eligible expense

- Identify the three types of assessment tasks
- Determine instructional implications for preparing students to be successful on Florida Standards-aligned assessments
- Analyze student work
- Incorporate formative assessment into plans for daily classroom lessons
- Plan how to communicate to their school leaders and teaching colleagues the key messages and big ideas from this Math module on Assessment & Data Use

Welcome and Introductions

- Pre-Assessment
- Sharing Implementation Experiences
- Understanding Assessment Tasks
- Analyzing Student Work
Lunch

- Assessing Every Day
- Bringing It All Home: Clarifying Themes and Designing Messages
- Next Steps
- Post-Assessment
Wrap Up

Introductory Activity

Guide Page

5

Section 1

Guide Page

7

Section 2

Annual Statewide Summative Assessment: FCAT/EOC

Alignment

Periodic Interim Assessments

Classroom Summative Assessments

Classroom Formative Assessment

- Machine scored and hand scored items
- Multi-step questions that assess clusters of standards

Guide Page

9

Type I: Tasks assessing concepts, skills and procedures

- Balance of conceptual understanding, fluency, and application
- Can involve any or all mathematical practice standards
- Machine scorable including innovative, computer-based formats
- Will appear on the End of Year and Performance Based Assessment components

Guide Page

10

Type II: Tasks assessing expressing mathematical reasoning

- Each task calls for written arguments / justifications, critique of reasoning, or precision in mathematical statements (MP. 3, 6)
- Can involve other mathematical practice standards
- May include a mix of machine scored and hand scored responses
- Included on the Performance Based Assessment component

Type III: Tasks assessing modeling / applications

- Each task calls for modeling/application in a real-world context or scenario (MP.4)
- Can involve other mathematical practice standards
- May include a mix of machine scored and hand scored responses
- Included on the Performance Based Assessment component

Guide Page

11

What are the implications of these tasks for classroom practice?

Be back in 15 minutes…

Section 3

Guide Pages 13-30

Grades 6-8

- Sports Bag

Grades 9-12

- Skeleton Tower

Guide Pages 13-15

Theirs vs. Ours

- Compare the two sets of expectations.
- Determine similarities and differences.
- Generate ideas on why the differences occur.

Guide Pages 16-17

What do these students understand?

1

2

2 412

X 412

Examine each student’s work.

Would you be comfortable with his/her understanding if s/he continued to approach division in his/her particular way? Explain your reasoning.

Guide Pages 18-29

Guide Page

30

How can analysis of student work help plan future lessons?

Lunch

Section 4

What strategies can teachers use to elicit student understanding during a lesson?

Guide Pages 32-36

& 53-55

View Lesson Video

OF Learning – What do students know? What can they do? What is the level of mastery at a given moment?

FOR Learning – How do students understand ideas? How are specific misconceptions leading to errors in thinking? What are next steps in instruction?

May be the result of:

- efficient application of well understood concepts
- rote application of algorithms without understanding of underlying concepts
- well understood concepts but inefficient methods

May be the result of:

- misunderstanding of fundamental ideas (misconceptions)
- lack of procedural knowledge
- slips in attention

Contexts for students to explain their thinking:

- Agreeing or disagreeing with an idea
- Choosing correct answers from a list with several correct and several incorrect answers
- Explaining how several approaches to the same question can be correct
- Asking how, and why

Guide Pages

37-38

How can you find out what you need to know?

- Before a lesson? – Are students ready for this lesson?
- During a lesson? – What are students learning?
– How are students thinking?

- After a lesson? – Have students achieved the goals of the lesson?

Guide Pages 39-44

How can assessment FOR learning aid teachers and students?

How can teachers plan for ongoing assessment?

Section 5

The Beginning of the Journey

Focus

What motivated the creation of the standards?

What are the goals?

Coherence

Rigor

Understanding Rigor

- What makes a math program rigorous?
- Conceptual Understanding
- Procedural Skill and Fluency
- Application of Mathematics

Rigor

Focusing on Instruction

- How does one teach rigorous math?
- Standards for Mathematical Content
- Standards for Mathematical Practice

What Needs to Be Taught

Standards for Mathematical Content

- Conceptual Understanding
- Explain ideas
- Make connections among ideas
- Use ideas to create new ones

- Computational Fluency
- Use a repertoire of strategies flexibly
- Efficiency

What needs to be taught

Standards for Mathematical Practice

Make sense of problems and persevere in solving them

Reason abstractly and quantitatively

Construct viable arguments and critique the reasoning of others

Model with mathematics

Use appropriate tools strategically

Attend to precision

Look for and make use of structure

Look for and express regularity in repeated reasoning

Wait………What???

There was supposed to be less to teach. Isn’t this more?

The Solution

- The standards are not a curriculum!
- A curriculum will chunk the standards into coherent groupings and be taught together.
- The practices should be part of all the work, all the time.
- Summary
- Focus, Coherence, and Rigor
- Content and Practices
- Concepts, Procedural Fluency, Application
- Chunking

How are these ideas understood now at your school?

Which ideas need further clarification and visibility?

Songs

Slogans

Catch-Phrase

Elevator Pitch

Chart

Cartoon

Here’s a song about getting in wrong

You knew you didn’t get it all along

So you tried the problem and made a mistake

You think that for you math just won’t take

But that ain’t true and makes no sense

What you need is perseverance –

Hang in there kid, don’t be tense

Perseverance creates competence

Remember this and have no fear-

Success will come if you persevere

Success will come if you persevere.

Just do it!

Again!

Guide Page 46

Stages of Change

Achivemethecore.org

Guide Page

47

Section 6

- What do we think should happen at school to promote implementation of the Florida Standards for Math?
- What can we do now in our classrooms and in the school to promote implementation of the Florida Standards for Math?
- What are some expected challenges?
- How can we work around the challenges?

Guide Page

49

Project Website flcharterccrstandards.org

JOIN US FOR A DISCUSSION

9:00 AM and 3:00 PM

Monday, February 24th

Tuesday, February 25th

Friday, February 28th

- Identified the three types of assessment tasks
- Determined instructional implications for preparing students to be successful on Florida Standards-aligned assessments
- Analyzed student work
- Incorporated formative assessment into plans for daily classroom lessons
- Planned how to communicate to their school leaders and teaching colleagues the key messages and big ideas from this Math module on Assessment & Data Use

Where Are You Now?

Assessing Your Learning

Guide Page

51