PART II Priorities for Principals

1. PART II Priorities for Principals

3. Your Presenter Kevin Baird Kevin.Baird@CollegeCareer.Org

4. PRIORITIESfor PRINCIPALS &Building TEAMS

5. Today’s Overview The Big Vision The Requirements of Common Core EXAMPLES: The New Assessments PRIORITIES for NOW!

6. The National Pathway A Process of Discovery, Support and Mastery

7. The Alignment Process Establish Goals Measure to Focus on Priorities Align Practice to Goals & Priorities Curriculum Instruction Assessment Observe, Communicate, Teach, Direct Refinement

8. Plan Plan Plan Plan Plan Plan: Provides the direction to eliminate the treadmill effect. Vision: The “Why are we doing this?” to combat confusion. Skills: The skill sets needed to combat anxiety. Incentives: Reasons, perks, advantages to combat resistance Resources: Tools and time needed to combat frustration. Conditions for Successful Implementation Knoster, T., Villa, R., & Thousand, J. (2000)

9. You are the TeachNology

10. Your Next Step GET THE GRANT! Make Contact Get Support Grant Funding: Tim.Edwards@CollegeCareer.org

11. BREAKING NEWS! WHAT DOES IT MEAN? UNDERSTANDING THROUGH ASSESSMENT STUDY

12. PROBLEM STUDY For each of the following examples.. ? What is different compared to current lessons?

13. Standards for Mathematical Practice in a Classroom Traditional U.S. Problem Which fraction is closer to 1: 4/5 or 5/4? Same Problem with SMP integration Which number is closer to 1: 4/5 or 5/4? Using a number line, explain why this is so. (Daro, Feb 2011)

14. Second grade • When you add or subtract, line the numbers up on the right, like this: • 23 • +9 • Not like this • 23 • +9

15. Third Grade • 3.24 + 2.1 = ? • If you “Line the numbers up on the right “ like you spent all last year learning, you get this: • 3.2 4 • + 2.1 • You get the wrong answer doing what you learned last year. You don’t know why. • Teach: line up decimal point. • Continue developing place value concepts

16. PROCESS OF TEACHING Consider How We Approach Math Instruction…

17. Butterfly method

19. Use butterflies on this TIMSS item 1/2 + 1/3 +1/4 =

21. Grade K Addition & Subtraction

22. Grade 1 Addition and Subtraction

23. Grade 2 Performance task http://schools.nyc.gov/Academics/CommonCoreLibrary/SeeStudentWork/default.htm

24. Yesterday

26. Standards for Mathematical Practice in a Classroom McDonald’s Claim (Is it True or False?) Wikipedia reports that 8% of all Americans eat at McDonalds every day. In the US, there are approximately 310 million Americans and 12,800 McDonalds. The average McDonald’s store can serve 1,500 people a day. Do you believe the Wikipedia report to be true? Using mathematical evidence, defend your position. Is your position a fact, an opinion, or an estimation? (Briars, Feb 2011)

28. TODAY: HIGH SCHOOL EXIT

30. Performance TaSks

32. High School Illustrative Sample Item Seeing Structure in a Quadratic Equation

33. High School Illustrative Item Key Features and Assessment Advances The given equation is quadratic equation with two solutions. The task does not clue the student that the equation is quadratic or that it has two solutions; students must recognize the nature of the equation from its structure. Notice that the terms 6x – 4 and 3x – 2 differ only by an overall factor of two. So the given equation has the structure where Q is 3x – 2. The equation Q2 - 2Q is easily solved by factoring as Q(Q-2) = 0, hence Q = 0 or Q = 2. Remembering that Q is 3x – 2, we have . These two equations yield the solutions and .  Unlike traditional multiple-choice tests, the technology in this task prevents guessing and working backwards. The format somewhat resembles the Japanese University Entrance Examinations format (see innovations in ITN Appendix F). A further enhancement is that the item format does not immediately indicate the number of solutions.

34. The CCSS Shifts Build Toward College and Career Readiness for All Students

36. Assessment Framework Content “For example, at grade 3, students might listen to an animated cartoon character providing information on ways to save energy in the home. The student is then asked to respond to a series of short-answer comprehension questions or perhaps to analyze or integrate information in order to complete a graphic organizer with key ideas and examples from the public service announcement.”

37. Grade 7 Analytical Prose Constructed-Response Item #1 Based on the information in the text “Biography of Amelia Earhart,” write an essay that summarizes and explains the challenges Earhart faced throughout her life. Remember to use textual evidence to support your ideas.

38. Final Grade 7 Prose Constructed-Response Item #2 You have read three texts describing Amelia Earhart. All three include the claim that Earhart was a brave, courageous person. The three texts are: • “Biography of Amelia Earhart” • “Earhart's Final Resting Place Believed Found” • “Amelia Earhart’s Life and Disappearance” Consider the argument each author uses to demonstrate Earhart’s bravery. Write an essay that analyzes the strength of the arguments about Earhart’s bravery in at least two of the texts. Remember to use textual evidence to support your ideas.

39. Literary Analysis Task (Grade 10):Ovid’s “Daedalus and Icarus” andSexton’s “To a Friend Whose Work Has Come to Triumph”

40. Grade 10 Prose Constructed-Response Item Use what you have learned from reading “Daedalus and Icarus” by Ovid and “To a Friend Whose Work Has Come to Triumph” by Anne Sexton to write an essay that provides an analysis of how Sexton transforms Daedalus and Icarus. As a starting point, you may want to consider what is emphasized, absent, or different in the two texts, but feel free to develop your own focus for analysis. Develop your essay by providing textual evidence from both texts. Be sure to follow the conventions of standard English.

41. Grade 10 Evidence-Based Selected-Response Item Part A Which of the following sentences best states an important theme about human behavior as described in Ovid’s “Daedalus and Icarus”? • Striving to achieve one’s dreams is a worthwhile endeavor. • The thoughtlessness of youth can have tragic results.* • Imagination and creativity bring their own rewards. • Everyone should learn from his or her mistakes.

42. Part B Select three pieces of evidence from Ovid’s “Daedalus and Icarus” that support the answer to Part A. “and by his playfulness retard the work/his anxious father planned” (lines 310-311)* “But when at last/the father finished it, he poised himself” (lines 312-313) “he fitted on his son the plumed wings/ with trembling hands, while down his withered cheeks/the tears were falling” (lines 327-329) “Proud of his success/the foolish Icarus forsook his guide” (lines 348-349)* “and, bold in vanity, began to soar/rising above his wings to touch the skies” (lines 350-351)* “and as the years went by the gifted youth/began to rival his instructor’s art” (lines 376-377) “Wherefore Daedalus/enraged and envious, sought to slay the youth” (lines 384-385) “The Partridge hides/in shaded places by the leafy trees…for it is mindful of its former fall” (lines 395-396, 399)

43. SUMMARY Complex (Non-Fiction) Text STRATEGY: Text Dependent / Critical Thinking Evidence & Argument Vocabulary Type of Math Problem Math Fluency

44. REFLECTION QUESTION What does an ELA or Social Studies or Science class look like? How is Math Instruction Different?

45. IMMEDIATE PRIORITIESFOR PRINCIPALS & BUILDING LEADERSHIP TEAMS

46. NATIONALPathwayfor Common CoreImplementation

47. Priorities for NOW

48. The National Pathway A Process of Discovery, Support and Mastery

49. Plan Plan Plan Plan Plan Plan: Provides the direction to eliminate the treadmill effect. Vision: The “Why are we doing this?” to combat confusion. Skills: The skill sets needed to combat anxiety. Incentives: Reasons, perks, advantages to combat resistance Resources: Tools and time needed to combat frustration. Conditions for Successful Implementation Knoster, T., Villa, R., & Thousand, J. (2000)

50. You are the TeachNology