1. The World of Exemplars and Implications for SRBI Sharon Keegan – Secondary Math Curriculum Specialist CREC Magnet Schools

2. 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

3. For each of the Common Core Mathematical Practices standards, only about one-third of students reached the college- and career-ready level. (ACT) Exemplars offer authentic, real world problems. Allow differentiation in Tier 1

4.  INSTRUCT  EXPLORE  DIAGNOSE  SELF ASSESS  COMMUNICATE Exemplars can be used to...

5. An Exemplars task includes four parts

6. 1. THE PROBLEM It is large enough to make a transparency or simply photocopy it to distribute to students. 2. TEACHER NOTES Differentiated material (for Pre K–8), with a more challenging and a more accessible version and solution for each task.

7. 3. RUBRICS Task-specific rubric at four levels: Novice Apprentice Practitioner Expert POST A LARGE VERSION IN YOUR ROOM

8. 4. ANCHOR PAPERS  Annotated to focus on particular aspects  Provides modeling experiences  Used for student self- and peer- assessment

9. 1. Give an Exemplars task to practice 2. Share the anchor papers 3. Discuss and critique them 4. Score them as a class

10. If a task is not going well do not use it as an assessment piece, but use it as an instructional tool, and solve it together.

11. GROUP BRAINSTORM share ideas, strategies, & ask questions of each other STUDENT TO STUDENT DIALOG !

12.  Read the problem  Highlight the important information  What do you know / need to find  Plan your strategies  Solve the problem  Draw / write about your solution  Check your answer  Share a connection or observation

13. Examining Student Work in the Classroom 1. Sort the work into groups by performance: Novice, Apprentice, Practitioner or Expert 2. Describe what the work in each group has in common

14. DISCUSSION STARTERS (use task organizer) Would this problem be easier today than yesterday? Why? Why was this problem easy? Did graphs help you to solve the problem? Why? Are numbers important in solving this problem? Why? What did you do to solve this problem?

15. Helping students become effective self- assessors has an enormous impact on student performance. Studies by Paul Black and Dylan William show that effective classroom assessment has a greater impact on student achievement than any other approach.