Module 8B for Middle/High School Teachers

1. Module 8B for Middle/High School Teachers Florida Standards for Mathematics: Focus on Assessment & Data Use

2. 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

3. 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

4. 8 Components of Full Florida Standards Implementation

5. Travel Notes • 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

6. Math Assessment & Data Use Outcomes • 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

7. Today’s Agenda 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

8. Introductory Activity Pre-Assessment Guide Page 5

9. Section 1 Sharing Implementation Experiences

10. Activity 1: Tales from the Classroom Guide Page 7

11. Section 2 Understanding Assessment Tasks

12. A Comprehensive Assessment System Includes: Annual Statewide Summative Assessment: FCAT/EOC Alignment Periodic Interim Assessments Classroom Summative Assessments Classroom Formative Assessment

13. How will Florida Assess Student Learning? • Machine scored and hand scored items • Multi-step questions that assess clusters of standards

14. Activity 2, Part 1: Spicy Vegetables Guide Page 9

15. Three Types of Standardized Assessment Tasks 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

16. Three Types of Standardized Assessment Tasks 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

17. Three Types of Standardized Assessment Tasks 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

18. Activity 2, Part 2: Spicy Vegetables Guide Page 11

19. Think About It… What are the implications of these tasks for classroom practice?

20. Let’s Take A Break… Be back in 15 minutes…

21. Section 3 Analyzing Student Work

22. What do you do with student work?

23. Activity 3: Analyzing Student Work Guide Pages 13-30

24. What do you expect? Grades 6-8 • Sports Bag Grades 9-12 • Skeleton Tower Guide Pages 13-15

25. Theirs vs. Ours • Compare the two sets of expectations. • Determine similarities and differences. • Generate ideas on why the differences occur. Guide Pages 16-17

26. Remember when we did this…. 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.

27. Analyzing Student Work Guide Pages 18-29

28. What will you do with student work? Guide Page 30

29. Think About It… How can analysis of student work help plan future lessons?

30. Lunch

31. Section 4 Assessing Every Day

32. Assessing Every Day What strategies can teachers use to elicit student understanding during a lesson?

33. Activity 4a: Viewing a Lesson Guide Pages 32-36 & 53-55 View Lesson Video

34. Two Goals for Assessment 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?

35. Correct Answers 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

36. Incorrect Answers May be the result of: • misunderstanding of fundamental ideas (misconceptions) • lack of procedural knowledge • slips in attention

37. Eliciting Student Understanding 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

38. Before, During, and After 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?

39. Activity 4b: Assessment FOR Learning Guide Pages 39-44

40. Think About It… How can assessment FOR learning aid teachers and students? How can teachers plan for ongoing assessment?

41. Section 5 Bringing it All Home: Clarifying Themes and Designing Messages

42. The Beginning of the Journey Focus What motivated the creation of the standards? What are the goals? Coherence Rigor

43. Understanding Rigor • What makes a math program rigorous? • Conceptual Understanding • Procedural Skill and Fluency • Application of Mathematics Rigor

44. Focusing on Instruction • How does one teach rigorous math? • Standards for Mathematical Content • Standards for Mathematical Practice

45. 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

46. 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

47. Wait………What??? There was supposed to be less to teach. Isn’t this more?

48. 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

49. Where are you now? How are these ideas understood now at your school? Which ideas need further clarification and visibility?

50. Making Ideas Visible Songs Slogans Catch-Phrase Elevator Pitch Chart Cartoon