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Transitioning to the Common Core State Standards and Next Generation Assessments Yakima, WA Susan Gendron Senior Fellow June 14, 2012.

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Presentation on theme: "Transitioning to the Common Core State Standards and Next Generation Assessments Yakima, WA Susan Gendron Senior Fellow June 14, 2012."— Presentation transcript:

1 Transitioning to the Common Core State Standards and Next Generation Assessments Yakima, WA Susan Gendron Senior Fellow June 14, 2012

2 Common Core State Standards Define the knowledge and skills students need for college and career Developed voluntarily and cooperatively by states; 46 states and DC have adopted Provide clear, consistent standards in English language arts/Literacy and mathematics Source: www.corestandards.org

3 WHY?

4 PISA 2009 1 Shanghai-China556 2 Korea539 3 Finland536 4 Hong Kong-China533 5 Singapore526 6 Canada524 7 New Zealand521 8 Japan520 9 Australia515 10 Netherlands508 17 United States500 20 Germany497 21 Ireland496 22 France496 25 United Kingdom494 33 Spain481 43 Russian Federation459 48 Mexico425 53 Brazil412 57 Indonesia402 Overall Reading Scale Significantly Above OECD Average Not Significantly Different (OECD Average 493) Significantly below OECD Average

5 PISA 2009 Overall Math Scale Significantly Above OECD Average Not Significantly Different (OECD Average 496) Significantly below OECD Average 1 Shanghai-China600 2 Singapore562 3 Hong Kong-China555 4 Korea546 6 Finland541 9 Japan529 10 Canada527 11 Netherlands526 13 New Zealand519 15 Australia514 16 Germany513 22 France497 28 United Kingdom492 31 United States487 32 Ireland487 34 Spain483 38 Russian Federation468 51 Mexico419 57 Brazil386 61 Indonesia371

6 PISA 2009 Overall Science Scale Significantly Above OECD Average Not Significantly Different (OECD Average 501) Significantly below OECD Average 1 Shanghai-China575 2 Finland554 3 Hong Kong-China549 4 Singapore542 5 Japan539 6 Korea538 7 New Zealand532 8 Canada529 10 Australia527 11 Netherlands522 13 Germany520 16 United Kingdom514 20 Ireland508 23 United States502 27 France498 36 Spain488 39 Russian Federation478 50 Mexico416 53 Brazil405 60 Indonesia383

7 Reading Risk Mapping State Proficiency Standards onto NAEP Scales, IES August 2011 WA

8 Proficiency Grade 4 Reading 2009 Proficiency Grade 4 Reading 2009 Proficient Required NAEP Score California 60 %202 Massachusetts 54 %234 Missouri 47 %229 New Hampshire 74%211 Oregon 84 %177 Washington 73 %205 Vermont 70%214

9 Reading Risk Mapping State Proficiency Standards onto NAEP Scales, IES August 2011 WA

10 Proficiency Grade 8 Reading 2009 Proficiency Grade 8 Reading 2009 Proficient Required NAEP Score California 48%259 Minnesota 67%259 Missouri 50%267 Vermont 69%259 Oregon 69%250 Washington 68%253

11 Math Risk Mapping State Proficiency Standards onto NAEP Scales, IES August 2011 WA

12 Proficiency Grade 4 Mathematics 2009 Proficiency Grade 4 Mathematics 2009 Proficient Required NAEP Score California 65 %220 Massachusetts 48 %255 Hawaii 50 %239 New Hampshire 73 %237 New Mexico 77 %224 Washington 52 %243 Missouri 45 %246

13 Math Risk Mapping State Proficiency Standards onto NAEP Scales, IES August 2011 WA

14 Proficiency Grade 8 Mathematics 2009 Proficiency Grade 8 Mathematics 2009 Proficient Required NAEP Score California 41 %270 Massachusetts 49 %300 Missouri 47 %287 Hawaii 39% 286 Minnesota 58 %287 Oregon 71 %266 Washington 53 %270

15 Partner Discussion What are your risks? How will you prepare your school for a potential dip in scores? 15

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17 Post-Secondary Jobs

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20 20 FOUR KEYS TO COLLEGE AND CAREER READINESS Key Transition Knowledge & Skills + Postsecondary awareness + Aspirations + Norms/culture + Postsecondary costs + Tuition + Financial aid + Matriculation + Eligibility + Admissions + Program + Career awareness + Requirements + Readiness + Role and identity + Role models + Self-advocacy + Resource acquisition + Institutional advocacy Key Content Knowledge + Structure of knowledge + Key terms and terminology + Factual information + Linking ideas + Organizing concepts + Challenge level + Value + Attribution + Effort © 2011 David T Conley Key Cognitive Strategies + Problem formulation + Hypothesize + Strategize + Research + Identify + Collect + Interpretation + Analyze + Evaluate + Communication + Organize + Construct + Precision & accuracy + Monitor + Confirm Key Learning Skills & Techniques + Ownership of learning + Goal setting + Persistence + Self-awareness + Motivation + Help seeking + Progress monitoring + Self-efficacy + Learning techniques + Time management + Test taking skills + Note taking skills + Memorization/recall + Strategic reading + Collaborative learning + Technology proficiency

21 Common Core Research 1900 entry level courses Instructor ratings 25 areas, 14 general education, Reviewed syllabi, assignments and exams 21

22 Key Findings CCSS applicable to success in a wide range of courses Challenge level is sufficient Coherent representation of knowledge necessary Core of knowledge is common across general education and career courses Career areas tend to have knowledge profiles that differ from general education 22

23 Lexile Framework ® for Reading Study Summary of Text Lexile Measures 600 800 1000 1400 1600 1200 Text Lexile Measure (L) High School Lit. College Lit. High School Texts College Texts Military Personal Use Entry- Level Occupa- tions SAT 1, ACT, AP* * Source of National Test Data: MetaMetrics Interquartile Ranges Shown (25% - 75%) 23

24 MetaMetrics Survey 2000 Arkansas Democrat Gazette1230 L Associated Press1310 L LA Times1330 L Miami Herald1200 L New York Post1280 L Oakland Tribune1210 L Raleigh News & Observer1220 L Wall Street Journal1320 L USA Today1200 L

25 On-the Job Lexile Requirements Construction 1,500 1,400 1,300 1,200 1,100 1,000 900 800 Lexile CraftsmanNurseSalesSecretary National Adult Literacy Study 1992 International Center for Leadership in Education 2009

26 Key to Effective Instruction Is Alignment Organizational Leadership Instructional Leadership Teaching

27 Organizational Leadership Instructional Leadership Student Achievement

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29 Organizational Leadership Student Achievement

30 Culture Organizational Leadership

31 Levin and Elmore Everyone needs to collaborate to ensure that daily teaching and learning practices are the focus of the school All responsible for success Principals and teachers are fundamentally evaluators Leaders responsible for cultural changes – by displacing specific norms, structures, and processes by others

32 Does your culture do this? Collaboratively build teams Team works to solve dilemmas in learning Collectively share and critique the nature and quality of evidence that shows our impact on student learning Cooperate in planning and critiquing lessons, learning intentions, and success criteria »Hattie, John Visible Learning for Teachers

33 Culture Vision Organizational Leadership

34 Common Core State Standards All students graduate college and career ready All students are prepared for all entry-level, credit-bearing, academic college courses in English, mathematics, the sciences, the social sciences, and the humanities. All students enter these classes ready for success (defined for these purposes as a C or better). All American students are prepared for the global economic workplace.

35 Discussion How will you create a culture in your schools of ALL students college and career ready? 35

36 Rigor and Relevance Teaching

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38 Blooms Evaluation Synthesis Analysis Application Comprehension Knowledge (NOUNS) Revised Blooms Applying Creating Evaluating Analyzing Understanding Remembering (VERBS) Rigor/Relevance Framework ®

39 STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS JUNE 2010

40 http://www.corestandards.org

41 Design and Organization Three appendices: A: Research and evidence; glossary of key terms B: Reading text exemplars; sample performance tasks C: Annotated student writing samples http://www.corestandards.org 41

42 Shared Responsibility for Students Literacy Development The Standards insist that instruction in reading, speaking, listening, and language be a shared responsibility within the school (p. 4). This division reflects the unique time-honored place of ELA teachers in developing students literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well (p. 4). Adapted from Key Design Considerations (page 4 of the Standards)

43 English Language Arts and Literacy Standards Roadmap READING WRITING SPEAKING & LISTENING LANGUAGE 10 Anchor Standards for College and Career Readiness 10 Anchor Standards for College and Career Readiness 6 Anchor Standards for CCR ELA Standards K-12 Literacy Standards 6-12 ELA Standards K-12 Literacy Standards 6-12 Literary Text Hist. / S.S. Sci. / Tech Subj. Inform Text 1 K 2 3 4 5 6 7 8 9-10 11-12 9-10 11-12 6-8 9-10 11-12 6-8 11-12 1 K 2 3 4 5 6 7 8 9-10 11-12 6-8 1 K 2 3 4 5 6 7 8 9-10 11-12 1 K 2 3 4 5 6 7 8 9-10 11-12 K 1 2 3 4 5 9-10 11-12 6 7 8 Found- ational Skills 1 2 3 4 5 K

44 Increasing Sophistication Kindergarten Integration of Knowledge and Ideas 9. Compare and contrast the most important points and key details presented in two texts on the same topic. Grades 11-CCR Integration of Knowledge and Ideas 9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. Reading Anchor Standard #9 Integration of Knowledge and Ideas Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

45 45 English Language Arts and Literary Shifts Engageny.org

46 Shift 1 Balancing Literature and Informational Text

47 Literary/Informational Text Literature Informational Text StoriesDramaPoetryLiterary Nonfiction and Historical, Scientific, and Technical Texts Includes childrens adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth Includes staged dialogue and brief familiar scenes Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics

48 Reading Framework for NAEP 2009 Grade Literary Informational 4 50% 8 45% 55% 12 30% 70%

49 49 Reading College and Career Readiness Anchor Standards Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

50 Reading College and Career Readiness Anchor Standards Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. 50

51 Reading College and Career Readiness Anchor Standards Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. *8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. 51

52 Shift #2 Building Knowledge in the Disciplines

53 Shared Responsibility for Students Literacy Development The Standards insist that instruction in reading, speaking, listening, and language be a shared responsibility within the school (p. 4). This division reflects the unique time-honored place of ELA teachers in developing students literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well (p. 4). Adapted from Key Design Considerations (page 4 of the Standards)

54 Why Literacy in History/Social Studies, Science and Technical? Students are consistently unable to meet the demands of reading text within a particular discipline. Reading within a discipline is different than reading literature. The ability to read within the discipline is important to citizenship. Being literate across a broad range of disciplines is required to be considered College and Career Ready.

55 How is reading history/social studies different from other types of reading? History is interpretive. History is an argument in favor of a particular narrative. Who the author is matters. (sourcing) The authors purpose matters. (bias and perspective) A single text is problematic. (corroboration)

56 How is reading science and technical reading different from other types of reading? Focus is on claims and counter claims Precise details, complex details and processes Analyze results by comparing Determining what question is being raised Navigate text, graphs, tables, charts Evaluate basis for claims

57 Reading College and Career Readiness Anchor Standards Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. 57

58 Shift #3 Staircase of Text Complexity

59 59 Overview of Text Complexity Reading Standards include over exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade Text complexity is defined by: Qualitative 1.Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative 2.Quantitative measures – readability and other scores of text complexity Reader and Task 3.Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned

60 60 Step 1: Qualitative Measures Measures such as: Levels of meaning Levels of purpose Structure Organization Language conventionality Language clarity Prior knowledge demands

61 61 Measures such as: Word length Word frequency Word difficulty Sentence length Text length Text cohesion Step 2: Quantitative Measures

62 Text Complexity Grade Bands and Associated Lexile Ranges Text Complexity Grade Band in the Standards Old Lexile RangesLexile Ranges Aligned to CCR expectations K-1N/A 2-3450-725450-790 4-5645-845770-980 6-8860-1010955-1155 9-10960-11151080-1305 11-CCR1070-12201215-1355

63 63 Step 3: Reader and Task Considerations such as: Motivation Knowledge and experience Purpose for reading Complexity of task assigned regarding text Complexity of questions asked regarding text

64 Shift #5 Writing from Sources

65 College and Career Readiness Anchor Writing Standards Text Types and Purposes 1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2.Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3.Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well- structured event sequences. 65

66 NAEP 2011 Writing Framework GradeTo PersuadeTo ExplainTo Convey Experience 430%35% 8 30% 1240% 20%

67 College and Career Readiness Anchor Writing Standards Production and Distribution of Writing 4.Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5.Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6.Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. 67

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70 College and Career Readiness Anchor Writing Standards Research to Build and Present Knowledge 7.Conduct short, as well as more sustained research projects based on questions, demonstrating understanding of the subject under investigation. 8.Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9.Draw evidence from literary or informational texts to support analysis, reflection, and research. 70

71 College and Career Readiness Writing Standards Range of Writing 10.Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

72 Writing and Research the Analyzes and Deploys Evidence Draw evidence from texts to support and develop: Analysis Reflection Research Increase opportunities to write in response to sources Extensive practice with short, focused research projects typically taking a week and occurringat a minimumquarterly Increase focus on argumentation and informative writing, less narrative writing

73 Shift #4 Text Based Answers

74 High-quality, Text-dependent Questions & Tasks Among the highest priorities of the Common Core Standards is that students can read closely and gain knowledge from texts. More questions that can be answered only with reference to the text. Sequences of questions should elicit a sustained discussion. Tasks must require the use of more textual evidence.

75 College and Career Readiness Anchor Standards for Speaking and Listening Comprehension and Collaboration 1. Range of conversations and collaborations, diverse partners, building on others ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric. 75

76 College and Career Readiness Anchor Standards for Speaking and Listening Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. 76

77 College and Career Readiness Anchor Standards for Language Conventions of Standard English 1.When writing or speaking. 2.Use capitalization, punctuation, and spelling when writing. Knowledge of Language 3.To comprehend more fully when reading or listening. Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings 6. Acquire and use accurately a range of general academic and domain-specific words

78 Shift #6 Academic Vocabulary

79 Language Progressive Skills 79 Tier I - words of everyday speech Tier II - general academic words, typically found in text, ways to communicate simple ideas Tier III - domain-specific words (informational text)

80 Reading Standards for Literacy in History/Social Studies, Science and Technical Subjects 6-12 Reading critical to building knowledge Appreciation for the norms and conventions Evidence Understanding of domain specific words Analyze, evaluate intricate argument, synthesize Complement the disciplines

81 Teaching Channel http://www.teachingchannel.org/videos/pinwheel- discussions-texts-in-conversation http://www.teachingchannel.org/videos/pinwheel- discussions-texts-in-conversation 81

82 Resources http://www.achievethecore.org http://commoncore.org/maps http://engageny.org http://www.smarterbalanced.org http://parcconline.org

83 STANDARDS FOR MATHEMATICS JUNE 2010 83

84 Topic Placement in Top Achieving Countries

85 Topic Placement in the U.S.

86 K-8 Domain Progressions in CCSS DomainsK12345678 Counting and Cardinality Operations and Algebraic Thinking Number and Operations in Base Ten Number and Operations - Fractions Ratios and Proportional Relationships The Number System Expressions and Equations Functions Measurement and Data Geometry Statistics and Probability

87 Engageny.org

88 Focus – Shift # 1 Key ideas, understandings, and skills are identified Deep learning of concepts is stressed – That is, time is spent on a topic and on learning it well. This counters the mile wide, inch deep criticism leveled at most current U.S. standards. 88

89 Grade Level Overview Critical Areas – similar to NCTMs Curriculum Focal Points

90 Coherence – Shift #2 Articulated progressions of topics and performances that are developmental and connected to other progressions Conceptual understanding and procedural skills emphasized equally NCTM states coherence also means that instruction, assessment, and curriculum are aligned 90

91 Format of Pre-K-8 Standards Standard 2.NBT.1 (code) Domain Grade Level 2.NBT (code) Cluster ClusterCluster HeadingHeading FocusCoherenceClarityRigor

92 Fractions, Grades 3–6 3. Develop an understanding of fractions as numbers. 4. Extend understanding of fraction equivalence and ordering. 4. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. 4. Understand decimal notation for fractions, and compare decimal fractions. 5. Use equivalent fractions as a strategy to add and subtract fractions. 5. Apply and extend previous understandings of multiplication and division to multiply and divide fractions. 6. Apply and extend previous understandings of multiplication and division to divide fractions by fractions. 92

93 Mathematics/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 structure 8.Look for and express regularity in repeated reasoning 93

94 The Common Core State Standards offer the possibility of re-orienting school mathematics around a more robust conception of mathematical competence. Deborah Ball University of Michigan, Nov 2011

95 95 Implications for Instruction Mathematical Practicesrequires that the Content be taught through the Practices. That way, the connections are real integrated rather than interspersed.

96 Viewing Mathematical Practices Practice 1 Practice 2 Practice 3 Practice 4 Practice 5 Practice 6 Practice 7 Practice 8 96 Choose one lesson and watch approximately 5-7 minutes of instruction using your rubric. Have a discussion on evidence of the mathematical practice.

97 97 Institute for Advanced Study/Park City Mathematics Institute Secondary School Teachers Program/Visualizing Functions

98 98 Mathematical practice rubrics http://bestcase.wordpress.com/2011/07/22/ mathematical-practices/ http://bestcase.wordpress.com/2011/07/22/ mathematical-practices/ RESOURCES TO SUPPLEMENT RUBRICS IMPLEMENTING MATHEMATICAL PRACTICES

99 Shift #3 Fluency

100 Rigor -Require fluency, application, and deep understanding Conceptual understanding – solving short conceptual problems, applying math in new situations, and speaking about their understanding Procedural skill and fluency - speed and accuracy in calculation. Application - real world situations

101 Reasoning Invite Exploration of important mathematical concepts Allow students to solidify and make connections Make connections and develop coherent framework for mathematical ideas Problem formulation, problem solving and mathematical reasoning

102 Reasoning More than one solution Development of all students disposition to do math

103 Mathematically proficient students Make conjectures Build logical progressions to explore the truth of their conjectures Justify and communicate their conclusions Respond to arguments

104 Which number does not belong? Why? 4 16 36 48 64 81 Instead of asking which numbers are odd? From: Math for All: Differentiating Instruction, Grades 3-5, Dacey and Lynch

105 Procedural Fluency Knowledgeable about procedures Know when and how to use them Skill in performing procedures flexibly, accurately, efficiently and with understanding

106 Major flow leading to Algebra 106

107 Shift #4 Deep Understanding

108 Cognitively-Guided Instruction Process

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116 Grade 2 116

117 Grade 6

118 Focus in Math http://www.achievethecore.org/steal-these- tools/focus-in-math 118

119 Shift #5 Application

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123 123 Mrs. Olsons sidewalk (SMARTER)

124 Mrs. Olsons sidewalk Content Standards 7.G.6, 7.NS.3, 8.G.7 Make sense of problems and persevere in solving them (P1). They will need to analyze the information given and choose a solution pathway. Attend to precision (P6) in their careful use of units in the cost calculations.

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126 Shift #6 Dual Intensity

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128 A Schematic representation of CCSSM content

129 Dual Intensity

130 HS Pathways 1) Traditional (US) – 2 Algebra, Geometry and Data, probability and statistics included in each course 2) International (integrated) three courses including number, algebra, geometry, probability and statistics each year 3) Compacted version of traditional – grade 7/8 and algebra completed by end of 8 th grade 4) Compacted integrated model, allowing students to reach Calculus or other college level courses

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133 As Felicia gets on the freeway to drive to her cousin's house, she notice that she is a little low on gas. There is a gas station at the exit she normally takes, and she wonders if she will have to get gas before then. She normally sets her cruise control at the speed limit of 70mph and the freeway portion of the drive takes about an hour and 15 minutes. Her car gets about 30 miles per gallon on the freeway, and gas costs $3.50 per gallon. Describe an estimate that Felicia might do in her head while driving to decide how many gallons of gas she needs to make it to the gas station at the other end. Assuming she makes it, how much does Felicia spend per mile on the freeway? Alignment 1: N-Q.1, N-Q.3

134 Teaching Channel http://www.teachingchannel.org/vid eos/surface-area-lesson?fd=1 http://www.teachingchannel.org/vid eos/surface-area-lesson?fd=1

135 Resources PARCC Resources: http://parcconline.orghttp://parcconline.org Progressions & Common Core Tools http://commoncoretools.wordpress.com http://commoncoretools.wordpress.com Illustrative Mathematicshttp://illustrativemathematics. orghttp://illustrativemathematics. org

136 Resources National Council of Supervisors of Math: www.mathleadership.org/ccss www.mathleadership.org/ccss Mathematics Assessment Project (MAP): http://map.mathshell.org.uk/materials/tasks.org

137 Performance Task drawn from the Ohio Performance Assessment Project.

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140 JUNE 22-27 ORLANDO Cutting-edge approaches from schools that are ahead of the curve in preparing for the Common Core State Standards, Next Generation Assessments, and Teacher Evaluation based on student performance: Leveraging rigor, relevance, and relationships to prepare students for success in the increasingly technology-driven global economy Empowering educators to embrace innovation and leverage technology to change the way they teach www.modelschoolsconference.com

141 susangendron1@gmail.com 1587 Route 146 Rexford, NY 12148 Phone (518) 399-2776 Fax (518) 399-7607 E-mail - info@LeaderEd.com www.LeaderEd.com


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