Module 8B for Middle/High

School Teachers

Florida Standards for Mathematics:

Focus on Assessment & Data Use

Professional Development Session Alignment Set 1 – Completed 2013Governing Board

School Leaders

Teachers Math

Leadership Teams Session 2

Session1

ELAData Use

Data Use ELA Math

Data Use

2

Professional Development Session Alignment

Set 2 - August, 2013 to May, 2014Governing Board

School Leaders

Module 7 ELA & Data Use

Module 8 Math & Data Use

Teachers Math

Leadership Teams

Session 4

Session3

ELA

AssessmentsData

AnalysisVAM

Florida Standards

Data &ELA

Data &Math

Session 5

Session 6

3

Data

4

8 Components of Full Florida Standards Implementation

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

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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

Math Assessment & Data Use Outcomes

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Welcome and Introductions• Pre-Assessment• Sharing Implementation Experiences• Understanding Assessment Tasks• Analyzing Student WorkLunch• Assessing Every Day• Bringing It All Home: Clarifying Themes and

Designing Messages• Next Steps• Post-AssessmentWrap Up

Today’s Agenda

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Pre-Assessment

Introductory Activity

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Guide Page

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Sharing Implementation Experiences

Section 1

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Activity 1: Tales from the Classroom

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Tales from the Classroom

1. Share Florida Standards implementation stories from the classroom at your table.

What standards were addressed?What were breakthroughs, successes, challenges, and/or lessons learned?

2. Tell us a story.

Guide Page

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Understanding Assessment Tasks

Section 2

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A Comprehensive Assessment System Includes:

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Annual Statewide Summative Assessment: FCAT/EOC

Periodic Interim Assessments

Classroom Summative Assessments

Classroom Formative Assessment

Alig

nmen

t

• Machine scored and hand scored items

• Multi-step questions that assess clusters of standards

How will Florida Assess Student Learning?

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Activity 2, Part 1: Spicy Vegetables

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Spicy Vegetables – Part 1

1. As a table group, solve the Spicy Vegetables problem on page 9 in the Participant Guide.

2. Record your solution process on chart paper. Show how you solved it.

3. Identify the content and practice standards assessed by the problem.

Guide Page

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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

Three Types of Standardized Assessment Tasks

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Guide Page

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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

Three Types of Standardized Assessment Tasks

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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

Three Types of Standardized Assessment Tasks

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Activity 2, Part 2: Spicy Vegetables

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Spicy Vegetables – Part 2

1. Return to the chart paper where you recorded your solution to the Spicy Vegetables problem.

2. What type of assessment task was part a? What type was part b?

3. What standards did it assess?

Guide Page11

What are the implications of these tasks for classroom practice?

Think About It…

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Let’s Take A Break…

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Be back in 15 minutes…

Analyzing Student Work

Section 3

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What do you do with student work?

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Activity 3: Analyzing Student Work

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Analyzing Student Work

1. Individually, solve the sample assessment problem for your grade band.

2. As a table group, determine the content and practice standards assessed by the problem.

3. Come to a consensus about your expectations for the student work.

4. Compare your assessment expectations to those of the task developer.5. Identify the purpose of the assessment.

6. Analyze student work samples to diagnose what they know and do not know and prescribe strategies to help them move forward.

7. Complete a personal reflection about how you will use student work.

Guide Pages 13-30

What do you expect?

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Grades 6-8Sports Bag

Grades 9-12Skeleton Tower

Guide Pages 13-15

1. Compare the two sets of expectations.

2. Determine similarities and differences.

3. Generate ideas on why the differences occur.

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Guide Pages 16-17

Theirs vs. Ours

Remember when we did this….

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2 41212

X 412Examine 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.

What do these students understand?

Analyzing Student Work

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Guide Pages 18-29

What will you do with student work?

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Guide Page

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How can analysis of student work help plan future lessons?

Think About It…

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30

Lunch

Assessing Every Day

Section 4

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What strategies can teachers use to elicit

student understanding during a lesson?

Assessing Every Day

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Activity 4a: Viewing a Lesson

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Viewing a Lesson

1. As you view the lesson video consider the following questions:

• Where is there evidence of learning in this lesson?• What did the teacher do to elicit this evidence?• What else might the teacher have done?

2. After the video, discuss your responses to the questions with others at your table and record your responses on pages 35-36 in the Participant Guide.

Guide Pages 32-36

& 53-55View Lesson Video

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?

Two Goals for Assessment

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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

Correct Answers

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May be the result of:

• misunderstanding of fundamental ideas (misconceptions)

• lack of procedural knowledge

• slips in attention

Incorrect Answers

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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

Eliciting Student Understanding

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Guide Pages37-38

• 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?

Before, During, and After

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How can you find out what you need to know?

Activity 4b: Assessment FOR Learning

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Assessment FOR Learning

1. As a group, use a lesson plan brought by somebody at your table or the lesson plan on pages 39-44 of the Participant Guide.

2. Review the plan and develop questions to ask before, during and after the lesson.

• Before - Are students ready for this lesson?• During - What are students learning? How are students thinking?• After - Have students achieved the goals of the lesson?

3. Create a poster of one of your group’s strategies and hang it on the wall.

4. Walk around the room to view the posters and gather strategies to take back to your classroom.

Guide Pages 39-44

How can assessment FOR learning aid teachers and students?

How can teachers plan for ongoing assessment?

Think About It…

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Bringing it All Home: Clarifying Themes and Designing

Messages

Section 5

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The Beginning of the Journey

What motivated the creation of the standards?

What are the goals?Coherence

Rigor

Focus

Understanding Rigor

What makes a math program rigorous?

•Conceptual Understanding•Procedural Skill and Fluency•Application of Mathematics

Rigor

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Focusing on Instruction

How does one teach rigorous math?

•Standards for Mathematical Content

•Standards for Mathematical Practice

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What Needs to Be Taught

Conceptual Understanding• Explain ideas• Make connections among ideas• Use ideas to create new ones

Computational Fluency• Use a repertoire of strategies flexibly• Efficiency

Standards for Mathematical Content

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What needs to be taught

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of

others 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision 7. Look for and make use of structure8. Look for and express regularity in repeated reasoning

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Wait………What???

There was supposed to be less to teach. Isn’t this more?

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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

•Chunking48

How are these ideas understood now at

your school?

Which ideas need further clarification

and visibility?

Where are you now?

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SongsSlogans

Catch-PhraseElevator Pitch

ChartCartoon

Making Ideas Visible

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Here’s a song about getting in wrongYou knew you didn’t get it all along

So you tried the problem and made a mistake You think that for you math just won’t take

But that ain’t true and makes no sense What you need is perseverance –

Don’t Give Up

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Hang in there kid, don’t be tensePerseverance creates competenceRemember this and have no fear-

Success will come if you persevereSuccess will come if you persevere.

Don’t Give Up

Just do it!

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Again!

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Activity 5: Designing Messages

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Designing Messages1. Identify which ideas you feel need

further clarification and/or visibility at your school.

2. Identify one or two creative strategies to clarify and/or increase visibility of the identified ideas.

3. Prepare to share your message strategies with the group.

Guide Page

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Change Isn’t EasyStages of Change

Achivemethecore.org

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Guide Page

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Next Steps

Section 6

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1. What do we think should happen at school to promote implementation of the Florida Standards for Math?

2. What can we do now in our classrooms and in the school to promote implementation of the Florida Standards for Math?

3. What are some expected challenges?

4. How can we work around the challenges?

What's Your Plan?

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Guide Page

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Closing Activities

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Don’t Forget Your Resources…

Project Website flcharterccrstandards.org

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JOIN US FOR A DISCUSSION

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9:00 AM and 3:00 PM

Monday, February 24th

Tuesday, February 25th

Friday, February 28th

NEW - E-Learning Courses!

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Modules on CPALMS Charter

Identified the three types of assessment tasks Determined instructional implications for preparing students

to be successful on Florida Standards-aligned assessments Analyzed student work Incorporated formative assessment into plans for daily

classroom lessons Planned how to communicate to their school leaders and

teaching colleagues the key messages and big ideas from this Math module on Assessment & Data Use

Math Assessment & Data Use Outcomes

64

Click to edit Master title style

Where Are You Now?

Assessing Your Learning

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Post-Assessment and Session Evaluation

Guide Page

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Thanks and see you next time!

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