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
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Michigan Integrated Mathematics Initiative MI 2 Day 3 8:00 a.m.
- 3:00 p.m. 2
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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)
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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
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Goals Deepen understanding of CCSS Content Practice Instruction
Assessment (day 5) Explore CCSS Units Atlas Highlight Lessons
Consider strategies for increasing accessibility 5
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Could these standards really be better? 6 How might my
colleagues and I continue to make sense of these standards
together? What is changing and what is staying the same? Why do the
Standards for Mathematical Practice matter? What is the purpose of
the MAISA CCSSI Units? Do the MAISA Units replace my textbook?
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Frequently Asked Questions Will this curriculum replace my
instructional materials? Are the CCSS the current standards in
Michigan? How & when will the standards be assessed No, these
materials are designed to support teachers use of their
instructional materials. They are intended to be tools to guide
instruction and provide contexts for professional learning. Yes,
the CCSS are Michigans Standards. They were officially adopted by
the SBE on June 15, 2010. Spring 2015 M-STEP 7
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8 Working Together: Governors and Chief State School Officers
http://www.corestandards.org/
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9 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
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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
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Standards for Mathematical Practice 11 William McCallum
Standards for Mathematical Practice Tucson, April 2011 Reasoning
and explaining Modeling and Using tools Seeing Structure and
Generalizing
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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?
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13 CCSS States and the Balanced Assessment Consortium
http://www.smarterbalanced.org http://www.corestandards.org/
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14
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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
Slide 16
MDE will be working with the USED to update Michigans 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 Educations 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. Assessment Transition
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The test is comprised of a: Computer Adaptive Test (CAT),
Classroom Activity, and a Performance Task (PT). M-STEP
Components
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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
Slide 19
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. M-STEP
Components
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Claims for Mathematics Summative Assessment 20 Students can
explain and apply mathematical concepts and interpret and carry out
mathematical procedures with precision and fluency. Claim 1:
Concepts and Procedures, 40% Students can solve a range of complex
well-posed problems in pure and applied mathematics, making
productive use of knowledge and problem solving strategies. Claim
2: Problem Solving 20% Students can clearly and precisely construct
viable arguments to support their own reasoning and to critique the
reasoning of others. Claim 3: Communicating Reasoning 20% Students
can analyze complex, real-world scenarios and can construct and use
mathematical models to interpret and solve problems. Claim 4: Data
Analysis and Modeling 20%
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A Balanced Assessment System These new assessment are scheduled
to begin in the spring of 2015!
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Smarter Balance Practice Tests 22
http://sbac.portal.airast.org/practice-test/
Slide 23
Testing Share Out 23
Slide 24
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.)
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CCSS Initiative Oakland 25 National Projects CCSS Curriculum
Mathematics Writing Team OS Mathematics Pilot and Review Teams
Curriculum Leadership Team and Mathematics Leadership Team DRAFT
Unit of Study Highlight Lesson Formative Assessment Revise Units,
Lessons, & Assessments Trial Lessons Collect & select
sample student work Classroom Video Organize and facilitate project
activities Facilitate communication among teachers &
administrators
Slide 26
Three Year Implementation Process Year 3 2013-14 Full K-12
curriculum for both ELA and Math aligned to CCSS Year 1 2011- 12
One unit of study per grade (K-12) for both ELA and Math Year 2
2012-13 Four additional units of study per grade (K- 12) for both
ELA and Math Proposed process for development of K-12 curriculum
aligned to Common Core State Standards for both ELA and
Mathematics
Slide 27
2010 - 2013 Unit Development by Mathematical Trajectory 27
K1st2nd11th Unit 1 Unit 2 Unit 3. Unit 3. Unit 3. Unit 3.
Slide 28
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
Slide 29
Grade Level Unit Components (Atlas) 1. Unit Themes Graphic
Focus Questions Intellectual Processes Key Concepts 2. Content
Standards Abstract CCSS Standards 3. Instructional Resources
Illuminations Childrens Literature Texas Instruments References
Applets 4. Professional Resources NCTM Articles Books 29
Slide 30
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
Slide 31
Atlas Unit Similarity & Differences Read Units Record your
findings 1 person report 31
Slide 32
Lunch We will reconvene at 12:45 p.m. to begin work on the
formative assessment. 32
Slide 33
Highlight Lesson Components 1. Model Lesson Themes Graphic
Focus Questions Intellectual Processes Key Concepts 2. Model Lesson
Content Standards Abstract CCSS Standards Lesson Instructional
Resources 3. Sequence of Lesson Activities Selecting and Setting up
a Mathematical Task Launch Supporting Students Exploration of the
Task Sharing and Discussing the Task 33
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Highlight Lesson 34
Slide 35
Baseball Lesson Do the Math Discuss the Teacher Resource
Materials Available Browse Atlas Lesson Planning Groups 35
Slide 36
Atlas Curriculum Mapping Units, Highlight Lessons, Formative
Assessments and other resources available in Atlas by Rubicon 36
http://tinyurl.com/MAISAunit
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37 Units of Study Lesson resources Assessment resources
Professional resources Video Sample student work And more
Slide 38
Teachers and Tasks Matter Stein, Grover & Henningsen (1996)
Smith & Stein (1998) Stein, Smith, Henningsen & Silver
(2000) 38 The Mathematical Tasks Framework Tasks as set up by
teachers Tasks as they appear in curricular materials Tasks as
enacted by teachers and students Student learning
Slide 39
Thinking Through a Lesson Protocol Smith, M.S., Bill, V., &
Hughes, E.K. (2008). Thinking through a lesson: Successfully
implementing high- level tasks. Mathematics Teaching in the Middle
School, 14, 132-138. 39
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Lesson Planning & Article Insert 5 minute timer here
40
Slide 41
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).
Slide 42
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
Slide 43
Formative Assessment Components 1. Formative Assessment Task 2.
Sequence of Assessment Activities Give the Assessment Task
Re-engage: Select and Share Representative Solutions Summarize
Independent Practice 43
Slide 44
The CCSS Resources are not self-enacting raw materials to
support teachers as they reorganize their instruction and work to
implement the CCSS 44
Slide 45
Lesson Plan and Assessment Focal Student Smarter M-STEP
connection to assessment Lesson Planning Performance tasks 45
Slide 46
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