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Indiana Standards (2014)

Indiana Standards (2014). Instructional Shifts in College and Career Readiness: Strategies that Empower Teaching and Learning. Agenda. Introductions Where to find the resources Productive .vs. Unproductive Beliefs Jig-saw the Process Standards – Guide and Facilitate

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Indiana Standards (2014)

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  1. Indiana Standards (2014) Instructional Shifts in College and Career Readiness: Strategies that Empower Teaching and Learning

  2. Agenda • Introductions • Where to find the resources • Productive .vs. Unproductive Beliefs • Jig-saw the Process Standards – Guide and Facilitate • Lesson Planning for Differentiation – Questions • Grades 9 – 12 Productive Questioning and Higher Order Thinking Questions. • Grades 6 – 8 ISTEP+ Scoring Rubric

  3. Where to find the Resources Current Standards can be found at: http://www.doe.in.gov/standards Mathematics Standards and Resources can be found at: http://www.doe.in.gov/standards/mathematics Content Framework Development Tools can be found at: http://www.doe.in.gov/content-framework-development-tool.pdf Online Communities of Practice can be found at: http://www.doe.in.gov/elearning/online-communities-practice Curriculum Resources can be found at: http://www.doe.in.gov/achievement/curriculum

  4. Where to find the Resources Assessment Resources can be found at: http://www.doe.in.gov/assessment ISTEP+ Resources can be found at: http://www.doe.in.gov/assessment/istep-grades-3-8 ECA Resources can be found at: http://www.doe.in.gov/assessment/end-course-assessments-ecas WIDA Standards Resources can be found at: http://www.doe.in.gov/elme/wida

  5. Productive .vs. Unproductive Effective Teaching and Learning. (2014). In Principles to Actions : Ensuring mathematical success for all (p. 11). Reston, VA: NCTM.

  6. Productive .vs. Unproductive Effective Teaching and Learning. (2014). In Principles to Actions : Ensuring mathematical success for all (p. 11). Reston, VA: NCTM.

  7. Process Standards • Roles for completing and reporting on the • Process Standards worksheet. • Drove the furthest to get to the venue – Keywords • Lives the closest to the venue – In your own words • Newest in education – Teacher should • Longest in education – Student should

  8. PS.1: Make sense of problems and persevere in solving them. Students: Are actively engaged in solving problems Teacher: Provides time for and facilitates the discussion of problem solutions PS.2: Reason abstractly and quantitatively. Students: Use varied representations and approaches when solving problems Teacher: Provides a range of representations of mathematical ideas and problem situations and encourages varied solution paths PS.3: Construct viable arguments and critique the reasoning of others. Students: Understand and use prior learning in constructing arguments Teacher: Provides opportunities for students to listen to or read the conclusions and arguments of others PS.4: Model with mathematics. Students: Apply mathematics learned to problems they solve and reflect on results Teacher: Provides a variety of contexts for students to apply the mathematics learned Adapted from Dr. Skip Fennell (PDF Document) – ACTM Presentation in Little Rock AK – 11/8/2012 Process Standards “Look Fors”

  9. PS.5: Use appropriate tools strategically. Students: Use technological tools to deepen understanding Teacher: Uses appropriate tools (e.g. manipulatives) instructionally to strengthen the development of mathematical understanding PS.6: Attend to precision. Students: Based on a problem Teacher: Emphasizes the importance of mathematical vocabulary and models precise communication. PS.7: Look for and make use of structure. Students: Look for, develop, and generalize arithmetic expressions Teacher: Provides time for applying and discussing properties PS. 8: Look for and express regularity in repeated reasoning. Students: Use repeated applications to generalize properties Teacher: Models and encourages students to look for and discuss regularity in reasoning Adapted from Dr. Skip Fennell (PDF Document) – ACTM Presentation in Little Rock AK – 11/8/2012 Process Standards “Look Fors”

  10. Planning Questions - To think about as a teacher while planning • Pre-Assessing Questions - For teacher to ask for pre-assessing students. Include higher order thinking questions while pre-assessing • Differentiation Questions - How can I adjust this lessons for student’s needs • Activity to work on the lesson plan template based on grade level • Graphing a linear function • Determine pre-assessment questions for your expectations on the lesson. Please make sure some pre-assessment questions are higher order thinking Lesson Plan Template

  11. Lesson Plan Template Indiana Academic Standards2014 Lesson Plan Alignment Template Subject(s): ______________________ Period(s): ___________ Grade(s): ______________ Teacher(s): ________________________________________ School: __________________ The lesson plan alignment tool provides examples of the instructional elements that should be included in daily planning and practice for the Indiana Academic Standards. The template is designed as a developmental tool for teachers and those who support teachers. It can also be used to observe a lesson and provide feedback or to guide lesson planning and reflection.

  12. Lesson Plan Template • Indiana Academic Standards Aligned Lesson: Reflection • In addition, please choose ONE question below to respond to after you have taught the lesson OR create your own question and respond to it after you have taught the lesson. • How did this lesson support 21st Century Skills? • How did this lesson reflect academic rigor? • How did this lesson cognitively engage students? • How did this lesson engage students in collaborative learning and enhance their collaborative learning skills?

  13. Effective teaching of mathematics uses purposeful questions to assess and advance students’ reasoning and sense making about important mathematical ideas and relationships. Posing Purposeful Questions Four Types of Questions Gathering Information Probing Thinking Making the mathematics visible Encouraging reflection and justification Effective Teaching and Learning. (2014). In Principles to Actions : Ensuring mathematical success for all (p. 35). Reston, VA: NCTM.

  14. Posing Purposeful Questions Effective Teaching and Learning. (2014). In Principles to Actions : Ensuring mathematical success for all (p. 36). Reston, VA: NCTM.

  15. Posing Purposeful Questions Effective Teaching and Learning. (2014). In Principles to Actions : Ensuring mathematical success for all (p. 37). Reston, VA: NCTM.

  16. Depth of Knowledge(DOK) Levels

  17. Depth of Knowledge(DOK) Activities

  18. Assessment Update for Educators • ISTEP+: ECAs

  19. Assessment Items – General Notes… Mathematics • Icons will not appear on the Spring 2015 Math items, as Mathematical Process Standard 5 requires the use of appropriate tools strategically. • The Spring 2015 Math assessment will include items that measure fluency as demonstrated “efficiently” and “accurately” by students. • When creating an expression or equation, students must define the variable. • Gridded-Response items will appear as part of the pencil-and-paper version for Part 2 in grades 4 – 8.

  20. Designing the Spring 2015 ISTEP+ (Grades 3-8) • ISTEP+ Part 1 • March Administration – Applied Skills Items (Online voluntary) • Paper/Pencil Testing Window: March 2 - 11, 2015 • Online Testing Window: March 2 - 13, 2015 • ISTEP+ Part 2 • April/May Administration (Online required) • Paper/Pencil Testing Window (Requires Pre-Approval): • April 27 – May 8, 2015 • Multiple-Choice and Gridded-Response Items • Online Testing Window: April 27 – May 15, 2015 • Multiple-Choice and Technology-Enhanced Items

  21. Acuity Assessments: Grades 3-8 • English/Language Arts and Mathematics • Replace Predictive and Diagnostic paths • Aligned to the CCR 2014 Indiana Academic Standards • 3 administrations – serve as pretest/diagnostic assessment

  22. Assessment-focused Professional Development: Grades 3-8 • September/October – recorded WebEx Sessions • Focused on: • Use of Instructional and Assessment Guidance • Sample open-ended items based on new CCR standards • Technology-enhanced item types

  23. “Experience College- and Career-Ready Assessment” Tool: Grades 3-8 • Release October 1; open through spring • Technology-enhanced item types • Training for students and educators • Engaging and interactive • Teachers are encouraged to use Experience CCRA as an instructional tool in the classroom!

  24. Designing the Spring 2015 ISTEP+ End of Course Assessments (ECAs) • Spring 2015 ECAs will include two components: • Graduation examination • Aligned to IAS (2000 Algebra I, 2006 English 10) • Accountability assessment • Aligned to CCR IAS (2014 Algebra I and English 10) • Watch for additional ECA updates coming later this fall!

  25. Graduation Examination & Accountability Assessment Implementation .

  26. Acuity Assessments: ECAs • Acuity for Algebra I and English 10 • Continue Predictive forms for the ECAs • Assesses Graduation Examination content • NEW CCR-aligned items for use by teachers • Assesses accountability assessment content

  27. Assessment-focused Professional Development: ECAs • Late Fall – recorded WebEx Sessions • Focused on: • Use of Instructional and Assessment Guidance • Sample open-ended items based on new CCR standards • Technology-enhanced item types

  28. “Experience College- and Career-Ready Assessment” Tool: ECAs • Release in January • Technology-enhanced item types • Training for students and educators • Engaging and interactive • Teachers are encouraged to use Experience CCRA as an instructional tool in the classroom!

  29. Future Assessments: Beginning in 2015-16 • Assessment Resolution includes: • Summative Assessment (Grades 3-10) • Grade 10 ISTEP+ becomes new Graduation Examination • Phase-out ECAs (Algebra I, English 10) • High School Science Assessment based on Biology I • IREAD-3 • Alternate assessments (Grades 3-10) • Formative assessments (Grades K-10) • College- and Career-Readiness Exam (Grade 11) • Grade 11, 12 assessments (focused on college and career) .

  30. Assessment Development Journey Item Development; Internal IDOE Item Review Content and Bias/Sensitivity Reviews Item Specifications; Test Blueprints Blue font = Educator Involvement Revise/Select Items Standards Setting (Cut-Score Setting) Pilot Items/ Administer Operational Test

  31. ECA Development & Implementation Blue font = Educator Involvement .

  32. Support for Educators:ECAs – Projected Timeline Stay tuned for more information!

  33. Instructional and Assessment Guidance • Provides “granular” view of standards • Informs curricular and instructional priorities • Provides transparency regarding assessments • ECA graduation examination • ECA accountability assessment +, , –

  34. Sample Instructional and Assessment Guidance 2014-15 Mathematics – Grade 5 • Represents standards that may be assessed on ISTEP+ Part 1 and ISTEP+ Part 2. • All standards may be assessedon ISTEP+ Part 2.

  35. Resources for Assessment Guidance • School Test Coordinator (STC) • Corporation Test Coordinator (CTC) • Office of Student Assessment • Telephone: (317) 232-9050 • Email: istep@doe.in.gov • Website:http://www.doe.in.gov/assessment

  36. ISTEP+ Mathematics UpdateGrades 6-8 , 2014-15

  37. Mathematics Standards (2014) http://www.doe.in.gov/standards/mathematics Dive into the standards Correlation Documents Resource Guides Vertical Articulation Documents

  38. Fluency Standards Fluency standards in Grades 2 through Algebra I Fluency means efficient and accurate Attain fluency by the end of the year Fluency items on ISTEP+ will not allow a calculator

  39. Mathematical Process Standards Help students develop the Process Standards on a daily basis while connecting them to math content.

  40. MP 2 & 3Reasoning and Explaining Students must make sense of quantities and their relationships in problem situations. Provide time for students to think, share, and write about quantities in tasks & how they relate Encourage varied representations to solve tasks Evaluate arguments and work of others

  41. MP 4 & 5Modeling and Using Tools • Provide multiple opportunities for students to apply math in real world tasks • Help students build their “toolbox” and encourage them to think about using their tools to solve math problems eventually without prompting them to use the tools • Pencil and paper, concrete models, ruler, protractor, calculator, spreadsheet, computer algebra system, statistical packs, dynamic geometry software

  42. MP 7 & 8Seeing Structure and Generalizing Encourage not always “attacking” a problem immediately Encourage students to look for patterns and ways to make the task easier or to assist in solving the task Encourage students to look for and build patterns that might lead to further understanding

  43. General Assessment InformationMathematics ISTEP+ Gr.3-8 • Reference Sheet • Separate Ref. Sheet for Gr.4-8 • Copy and print for students to use throughout the year • No more Ref. icon on the test (MP5) • Formulas and conversions are no longer embedded in questions unless the information is needed and not contained in the Ref. Sheet • Gr.5: Volume of Right Rectangular Prism = l x w x h or B x h

  44. General Assessment InformationContinued – Calculator Information • Gr.6-8: calculator allowed on Applied Skills Test and 1 session of the May Test • Calculator allowed if in student’s IEP or 504 plan • Maximum functionality: scientific calculator • Scientific calculator recommended for Gr.6-8 • Gr.7-8 gain familiarity with pi button and writing rounded and exact answers • Ex: What is the circumference of a circle with a diameter of 4.5 inches? • Rounded to hundredths: 14.14 inches • Exact answer: 4.5∏ inches

  45. General Assessment InformationContinued • Applied Skills Items • Sample items available in September • Rubrics available in September • Technology Enhanced Items • Practice session available in October

  46. Instructional and Assessment Guidance Documents and Blueprints Mathematics Grades 3-8 http://www.doe.in.gov/assessment/istep-grades-3-8

  47. Grades 6 – 8 Applied Skills Not necessary nor efficient! • Show all steps needed to solve the problems without showing lengthy computation work. • For example: If a problem requires a step of 3.785 times 4.5, then show: • 3.785 • 4.5 = 17.0325

  48. Grade 6 – Applied Skills • SOME of the content that may be assessed on the Applied Skills Assessment • Rate, ratio, and percent problems • Evaluating numerical expressions including evaluating the work of others (MP3) • Writing expressions and equations (in 1 or 2 variables) including defining the variables

  49. Grade 6 Clarifications • Division computations: quotients with remainders written as a fraction, mixed number, or decimal, but NOT with “R” to represent the remainder • Ex: 15,266/68 could be written as either 224.5, 224 ½, 224 34⁄68, 449⁄2, or equivalent values; but not as 224 R34 • Operations with integers is now in Gr.7 • Although the difference of #’s on a # line (including negative numbers) is in 6.NS.4 • Teach “x” and “•” as multiplication symbols • 6.NS.10: Some examples: unit pricing, constant speed, percent problems, conversions within the same measurement system

  50. 6.NS.10 Example 4 8 16 20 0% 20% 40% 50% 80% 100% • Ed has 8 pieces of candy which represents 40% of all the candy in his home. How many pieces of candy are in Ed’s home? • Strategies may include using a double # line diagram, tape diagram, tables of values, & equations

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