3.  Changes/enhances the way subject matter is presented. (More student engagement)  Develop conceptual understanding (Why versus memorization)  Incorporate close read into mathematics  Consider the 8 mathematical practices when developing lessons

4. 1.Make sense of problems and persevere in solving them. I can explain what a problem means, look for ways to begin, make a plan to solve, and change direction if necessary. I will stick with it and always ask myself, “Does my answer make sense?”

5. 2.Reason abstractly and quantitatively. I can make sense of quantities and their relationships in a problem situation. I can represent a given situation symbolically, manipulate those symbols, and then think over what those symbols represent. I understand and know how to use different properties of operations.

6. 3. Construct viable arguments and critique the reasoning of others. I can use previous knowledge to construct arguments. I can communicate and defend my own reasoning. I can listen to or read the conclusions of others and decide whether they make sense.

7. 4.Model with mathematics. I can use the mathematics to make decisions in my everyday life. I can represent relationships using models such as, diagrams, tables, graphs, and formulas. I can reflect on whether my results make sense and whether I can improve my model.

8. 5.Use appropriate tools strategically. I know what tools are available to me when solving a problem. I can recognize the advantages and the limitations of each tool I can use and decide which tools are best for solving the problem. Computers, rulers, paper, programs, etc

9. 6.Attend to precision. I can calculate accurately and communicate precisely by using clear definitions in discussions with others and my own reasoning. (Use words, symbols etc. appropriately)

10. 7.Look for and make use of structure. I look closely at problems to see a pattern or structure. I can see complicated things as single objects or as being made of several objects. I can step back for an overview and shift perspective.

11. 8.Look for and express regularity in repeated reasoning. I pay attention and notice if there are repetitions in my calculations. I look for general methods and more efficient ways to solve problems. I continually check for if my method and answers are reasonable.

12. Define the Task Should have multiple solution paths (Handout Copy of Bike and Truck Task) Explore Phase Individual works (private time) to generate solutions Explore Phase Individual works (private time) to generate solutions Explore Phase Small Group Generate and compare solutions in order to assess and advance student learning Explore Phase Small Group Generate and compare solutions in order to assess and advance student learning

13. Share, Discuss, and Analyze Lesson Whole Class Share, Discuss, and Analyze Lesson Whole Class Explain solution path and model Compare solution with other groups Focus on key mathmatical ideas Compare similarities and differences Wrong answers are a learning tool Explain solution path and model Compare solution with other groups Focus on key mathmatical ideas Compare similarities and differences Wrong answers are a learning tool Reflection Engage students in a Quick Write Reflection Engage students in a Quick Write

15. STRATEGIC PLAN Common Core Reading and Writing Standards in all Classrooms

16. 16 Core Beliefs Earning a living wage has never demanded more skills. This generation must learn more than its parents to do as well. All children are capable of learning and thinking at a high level. Children in Tennessee are as talented as any in the country and often capable of more than we expect. Our current education results pose a real threat to state and national competitiveness and security. Improving the skills of our children is vital for the future of Tennessee and America. Tennessee is on a mission to become the fastest improving state in the nation. Doing so will require hard work and significant learning for all. We must learn to teach in ways we were not taught ourselves. There is no recipe that will deliver a successful transition. Preparing for Common Core will demand effective leadership focused on student growth. PARCC is coming in two years. We need to use the transition wisely to make sure our students and our state are ready.

17. 17 1.Complexity: Regular practice with complex text and its academic language. 2. Evidence: Reading, writing and speaking grounded in evidence from text, both literary and informational. 3.Knowledge: Building knowledge through content rich nonfiction. What questions do you have about the key shifts? 17 Key Shifts in ELA/Literacy CCSS

18. 18 1.) Begin with overarching questions (guiding questions, clear targets) 2.) Move to argumentative writing vs. persuasion 3.) Use multiple texts to support argument 4.) Utilize sequenced, text-dependent questions and tasks that simultaneously develop students’ reading, writing, speaking, listening, and thinking skills. 5.) Engage students in academically productive talk 18 Key Shift for Teachers this Year in CMCSS

19. 19 -Encourage student to read non-fiction pieces at home (read the newspaper together). -Ask questions about what they are doing in class, help process through difficult assignments. -Support reflection after that day’s lesson. -Ask questions, spark meaningful conversation about that day’s lesson. 19 What Parents Can Do

20. Advanced Placement (AP) Registration for classes beginning in 2013-2014

21. What is AP? College-level coursework College-level coursework Collaborative problem solving Collaborative problem solving Curriculum focused on discussion, problem solving, writing Curriculum focused on discussion, problem solving, writing

22. Why shift from honors to AP? Qualify for an honors diploma Qualify for an honors diploma Stand out from others in college, scholarship and workforce application process Stand out from others in college, scholarship and workforce application process Earn college credit for passing the exam Earn college credit for passing the exam

23. What is the NMSI grant? Funded by the National Math and Science Institute Funded by the National Math and Science Institute Provides high school students and teachers with the support services needed to be successful in AP classes Provides high school students and teachers with the support services needed to be successful in AP classes

24. What is the student commitment? Mandatory monthly tutoring – 4 hours per month outside of the school day Mandatory monthly tutoring – 4 hours per month outside of the school day Saturday workshops (3)with other AP students taught by college professors Saturday workshops (3)with other AP students taught by college professors

25. What are the extra incentives? NMSI pays ½ of the AP exam entrance fee ($45 of the $90) whether you pass the test or not – CMCSS will pay the other ½ if you pass NMSI pays ½ of the AP exam entrance fee ($45 of the $90) whether you pass the test or not – CMCSS will pay the other ½ if you pass Pays students $100 per AP test passed Pays students $100 per AP test passed Student cost of AP exam if passed - $0 vs student cost of tuition for 1 class at APSU - $862. Student cost of AP exam if passed - $0 vs student cost of tuition for 1 class at APSU - $862.

26. NMSI Saturday Student Study Sessions 2013-2014 English Saturday Sessions: 11-2-13 CHS 1-25-14 RHS 11-2-13 CHS 1-25-14 RHS 3-8-14 NEHS Math Saturday Sessions: 11-23-13 NEHS 2-8-14 CHS 4-5-14 RHS Science Saturday Sessions: 2-22-14 RHS 3-15-14 CHS 4-12-14 NEHS *All sessions will run from 8:30-2:30. *Pizza lunch will be provided

27. Academy of Computer and Game Programming Technology Northeast High School

28. Choosing the NEHS Academy DO YOU….. …want to know HOW your phone, iPad, Xbox or Wii works? …want to CREATE a mobile app or a game to play? …want to learn about computer hardware and software? Northeast High School has an APP for THAT!!!

29. “Upgrade” your future by joining the NEHS EAGLES!! Create computer programs for games Create computer software for mobile apps Gain hands-on hardware and software experience

30. Need more? Let’s fit the pieces together…

31. Academy Strands StrandsProgramming & Gaming Computer Information Technology Freshman Comp Applications/Game Foundations Computer Applications /Hardware & Software Fundamentals Sophomore Computer Programming/Game Composition Information Technology Foundations JuniorComputer Programming/Animation Networking SeniorComputer Programming/ Computer Science Project Based Computer Systems Choice

32. Earn your high school diploma and prepare for a career, NOT just a job!  High School preparation that provides options after high school:  Enter college or university directly to earn a 2 or 4 year degree  Enter technology school for certification  Enter the work force We have something for everybody!

34.  STEM: Presentation Learning Math & Science through STEM

35. The Engineering Design Process ASKIMAGINEPLANCREATEIMPROVE This Engineering Design Process is cyclical. It is appropriate that students repeat the steps at any time during the problem solving process. The description in the text boxes can be used in more than one step, but it is imperative that all steps be used.

36. Speed Trap Challenge Clarksville Police Department would like your help to determine where the most effective locations for a speed trap would be on two sections of roadways. They have indicated that they will be issuing tickets for anyone going at least 5 mph over the speed limit. In the past, patrol cars have sometimes sat in locations where drivers have not had time to drive long enough to reach the speed limit or have sat in locations where drivers are slowing down for a stoplight or stop sign. They would like to get information on where to sit when catching people who speed & not sit in locations that are ineffective.

37. What Coming Up?  September- “Dead Car in the Desert” (Physical Science)  September- “Speed Trap” (PWC)  October- “Behind Enemy Lines”  February- “Blueway to the Bash”  March- “Go with the Flow”

38.  Title I

39. What is Title I?  Federally funded program to support local school districts improve teaching and learning for students in high-poverty schools so that these students meet the state’s challenging content and performance standards.

40. Who benefits from Title I?  NEHS has elected to use their funds to improve the entire program of the school so that ALL students are impacted

41. How will our students benefit? Funds will be used to  Improve curriculum  Enhance instructional activities  Increase parental involvement  Implement an at-risk administrative assistant

42. 