Report

Warm-Up Discuss homework at your table: TTLP Thinking Through a Lesson Protocol Resource Inventory (what do you use?) Focal Student Update Growth Mindset 1 Michigan Integrated Mathematics Initiative MI 2 – Day 3 8:00 a.m. - 3:00 p.m. 2 Agenda Warm-up & Address Homework Common Core State Standards M-Step / SBAC Atlas Rubicon Unit Perspective 8 mathematical practices Lessons 6 – 8 Lunch Atlas Rubicon Lesson Planning Tool (with focal student in mind) Common Core State Standards for Mathematics (CCSSM) “These standards are not intended to be new names for old ways of doing business. They are a call to take the next step.” 4 Goals Deepen understanding of CCSS Content Practice Instruction Assessment (day 5) Explore CCSS Units Atlas Highlight Lessons Consider strategies for increasing accessibility 5 Why do the Standards for Mathematical Practice matter? 6 Working Together: Governors and Chief State School Officers http://www.corestandards.org/ Mathematics Standards Standards for Practices Standards for Concepts and Procedures Greater balance of concept and skill development Greater access for all students Major shifts include: • Standards for Mathematical Practices • Attention toward content as it develops within and across grades levels (trajectories) • Teaching with and assessing high demand tasks 9 Standards for Mathematical Practice “The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important ‘processes and proficiencies’ with longstanding importance in mathematics education.” (CCSS, 2010) 10 Standards for Mathematical Practice William McCallum Standards for Mathematical Practice Tucson, April 2011 Reasoning and explaining Modeling and Using tools Seeing Structure and Generalizing 11 Common Core State Standards Mathematics Standards for Practice Standards for Concepts and Procedures What implications do you foresee as you consider attending to both types of standards? CCSS States and the Balanced Assessment Consortium http://www.corestandards.org/ http://www.smarterbalanced.org 14 Assessment Transition M-STEP includes the following assessments: • A Spring summative assessment for grades 3-8 • A Michigan Merit Exam (MME) for grade 11, which includes a college entrance exam; a work skills component; and a summative component aligned to Michigan content standards Assessment Transition MDE will be working with the USED to update Michigan’s school accountability model used in its flexibility waiver to the federal No Child Left Behind Act. In these discussions with USED, it will be the Michigan Department of Education’s intent to use the test data from this transitional year for a trial run of a revised accountability system. It is the intent of the Department that the results of the trial run of accountability would be shared with schools and districts for local decision making, but that no consequences would be applied. M-STEP Components The test is comprised of a: • Computer Adaptive Test (CAT), • Classroom Activity, and a • Performance Task (PT). M-STEP Components The purpose of the Classroom Activity is to introduce students to the vocabulary and the context of the Performance Task to follow. The Classroom Activity: • is a 30-minute scripted lesson presented to the students; • should be administered as close as possible, but no more than 3 days prior to the administration of the Performance Task (PT); • may occur on the same day as the PT; and • is delivered in class by the teacher, not online. M-STEP Components The Performance Task (PT) is a multi-item task administered online. Within this PT students are presented with several stimuli. They will respond to a combination of: • Technology Enhanced (TE) items, • short Constructed Response (CR), and • extended CR items. Administering the PT without first administering the Classroom Activity is considered a testing irregularity. Claims for Mathematics Summative Assessment Claim 1: Concepts and Procedures, ≈ 40% Claim 2: Problem Solving ≈ 20% Claim 3: Communicating Reasoning ≈ 20% Claim 4: Data Analysis and Modeling ≈ 20% “Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.” “Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.” “Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.” “Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.” 20 A Balanced Assessment System These new assessment are scheduled to begin in the spring of 2015! Smarter Balance Practice Tests http://sbac.portal.airast.org/practice-test/ 22 Testing Share Out 23 Common Core State Standards Oakland Initiative The goal of the Common Core State Standards Initiative (CCSSI) is to provide support and direction for educators as they move toward full implementation: CCSS are organized into an aligned curriculum of coherent units of study. The resources are particularly designed to highlight needed shifts in content related and pedagogical practices. Unit Template Highlight Lesson Formative Assessment Resources (video, sample student work, rubrics, instructional websites, etc.) Key Features of CCSS Curriculum Emphasis on the use of student thinking within instruction and assessment Content and practice standards that call for a balance of conceptual understanding and procedural fluency Incorporation of mathematical explanations Use of multiple representations (Technology) Integration of accessibility strategies (Universal Design for Learning, UDL) Learning opportunities and assessments that include inquiry and exploration Tools to support implementation … 28 Grade Level Unit Components (Atlas) 1. 2. 3. 4. Unit Themes • • • • Graphic Focus Questions Intellectual Processes Key Concepts Content Standards • • Abstract CCSS Standards Instructional Resources • • • • • Illuminations Children’s Literature Texas Instruments References Applets Professional Resources • • NCTM Articles Books 29 Orientation to the Unit (Atlas) Refer to one unit of study for examples that articulate the components of the unit template. 1. What opportunities for helping teachers understand the standards as a set of related ideas and teach the mathematics in a way that emphasizes connections between and among mathematical ideas? 2. How might a single unit support teachers in making both content related and pedagogical shifts in practice? 30 Atlas Unit Similarity & Differences Read Units Record your findings 1 person report 31 Lunch We will reconvene at 12:45 p.m. to begin work on the formative assessment. 32 Highlight Lesson Components 1. Model Lesson Themes • • • • 2. Model Lesson Content Standards • • • 3. Graphic Focus Questions Intellectual Processes Key Concepts Abstract CCSS Standards Lesson Instructional Resources Sequence of Lesson Activities • • • • Selecting and Setting up a Mathematical Task Launch Supporting Students’ Exploration of the Task Sharing and Discussing the Task 33 Highlight Lesson 34 Baseball Lesson Do the Math Discuss the Teacher Resource Materials Available Browse Atlas Lesson Planning Groups 35 Atlas Curriculum Mapping Units, Highlight Lessons, Formative Assessments and other resources available in Atlas by Rubicon http://tinyurl.com/MAISAunit 36 Units of Study Lesson resources Assessment resources Professional resources • Video • Sample student work • And more 37 Teachers and Tasks Matter The Mathematical Tasks Framework Tasks as they appear in curricular materials Tasks as set up by teachers Tasks as enacted by teachers and students Student learning Stein, Grover & Henningsen (1996) Smith & Stein (1998) Stein, Smith, Henningsen & Silver (2000) 38 Thinking Through a Lesson Protocol Smith, M.S., Bill, V., & Hughes, E.K. (2008). Thinking through a lesson: Successfully implementing highlevel tasks. Mathematics Teaching in the Middle School, 14, 132-138. 39 Lesson Planning & Article Insert 5 minute timer here 40 Formative Assessment: A Difference that Can Make a Difference! Black and Wiliam (1998) report, based on their extensive review of research, typical effect sizes of formative assessment experiments are between 0.4 and 0.7. • These results are larger than most instructional innovation strategies. “…the evidence is that ways of managing formative assessment that work with the assumptions of "untapped potential" do help all pupils to learn and can give particular help to those who have previously struggled (Black and Wiliam, p. 11).” Reengagement A Formative Assessment Strategy Reengagement: is a formative assessment strategy by which teachers use information from student work to design a learning opportunity that is an evolution of the original task and is focused on enhancing students’ current understandings; is grounded in the effective and intentional use of student thinking to forward learning; and requires interactions between and among teachers, students, and the content to be learned. 42 The CCSS Resources are… • not self-enacting • raw materials to support teachers as they reorganize their instruction and work to implement the CCSS 44 Lesson Plan and Assessment Focal Student Smarter M-STEP connection to assessment Lesson Planning Performance tasks 45 End of Day Reflections 1. Pick an idea that came up today and that you found particularly interesting. What is your current thinking about this idea? What questions do you still have? 2.What is your reaction to the work we did today? What seems promising and/or challenging at this point? 46