1. Welcome  We are in the cafeteria (basement)  Pick up a breakfast ticket and come join us

2. Mathematics Professional Learning Menu: Collaborative Assessment Planning MBF3C CEC Room 102 Tuesday, October 19, 2010

3. Prayer for Writers (1 of 2) God of wisdom, please bless us with creative energy so that we may develop projects that ennoble all learning. Grace us with wisdom so that we may understand the needs of students for whom we write. As we begin this curriculum project, help us to work together as colleagues and as sharers in the truth. Spirit of God, inspire our minds so that we may recognize the diversity of abilities and learning styles of our students and in turn, may create programs that respect these realities. Remind us, often, that these students reflect your image and likeness.

4. If we lose our sense of purpose, give us new dreams and a sense of direction that will help us gain perspective. Strengthen us to accept our personal limitations and to be open to the diversity of perspectives that others can offer. Above all, God of Wisdom, help us to achieve a common purpose and to work for the good of the students so that they may achieve success. Amen Prayer for Writers (2 of 2)

5. Agenda  Prayer  Introductions & Overview  Project Timeline  Minds On: Anticipation Guide Defining a CPT using a Frayer Model Curriculum Vocabulary Diagnostic  Action: Review of Growing Success 2010 and Board Guidelines Previous CPT Writing Projects Backwards Design Model Lunch  Consolidation: Project Non-negotiables Brainstorming Expectations and Contexts Next Steps and Exit Ticket  Dismissal

6. Introductions  Introduce yourself and tell the group why you volunteered for this project.

7. Overview  This project has two goals: 1.demonstrate the process of designing an effective culminating performance task; 2.design a task for MBF3C Foundations of College Mathematics to be used as a model by all schools.  The team will have four scheduled release dates to complete the project.  The polished CPT will be shared with all schools.

8. Project Timeline Tuesday, October 19 th Room 102 (Code 59) Introduction Choosing strands, overall expectations & context Wednesday, November 10 th Room 202 (Code 59) Designing a rubric Making a draft task Possible field test Thursday, December 9 th Room 202 (Code 59) Refining the task to administer CPT in your classes in January Collecting student exemplars Thursday, February 17 th Room 202 (Code 59) Polishing task and rubric Creating exemplars for all 4 levels Sharing with subject council

9. Minds On…

10. Anticipation Guide  Take some time now to complete the “before” column in the anticipation guide.  Decide if you agree or disagree with each statement.  Do not discuss the statements with other people. (You’ll have an opportunity to do so later.)

11. Frayer Model to Define CPT  In groups of 2 or 3, define Culminating Performance Task and list examples, non- examples and characteristics.  Share these with the whole group. Culminating Performance Task

12. Curriculum Vocabulary Diagnostic:  With a partner, define each of these terms: Strand Overall Expectation Specific Expectation  Each pair will be required to define their term and answer a question.

13. Action …

14. Growing Success 2010  Released in May 2010 and implemented beginning in September 2010  Policy for K-12 assessment, evaluation and reporting  Teachers in-serviced in September  Key Messages?

15. Growing Success 2010  There are 7 Fundamental Principles: (Page 6)  We will focus on two of them  Teachers use practices and procedures that: are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students; are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;  Questions/Comments?

16. Growing Success 2010  Chapter 5 focuses on Evaluation (P. 38-39) Evaluation refers to the process of judging the quality of student learning on the basis of established performance standards and assigning a value to represent that quality. Evaluation is based on assessment of learning that provides evidence of student achievement at strategic times throughout the grade/course, often at the end of a period of learning. For Grades 1 to 12, all curriculum expectations must be accounted for in instruction and assessment, but evaluation focuses on students’ achievement of the overall expectations. Teachers will use their professional judgement to determine which specific expectations should be used to evaluate achievement of the overall expectations, and which ones will be accounted for in instruction and assessment but not necessarily evaluated.

17. Growing Success 2010  Evaluation continued… Evidence of student achievement for evaluation is collected over time from three different sources – observations, conversations, and student products. “Student products” may be in the form of tests or exams and/or assignments for evaluation. Assignments for evaluation may include rich performance tasks, demonstrations, projects, and/or essays. In addition, the teacher will consider that some evidence carries greater weight than other evidence; for example, some performance tasks are richer and reveal more about students’ skills and knowledge than others.

18. Board Guidelines  The final 30% for MBF3C is outlined on page 17  Final Exam 20%  Course CPT 10%

19. BREAK TIME!

20. Previous CPT Writing Projects  2007-8 Creation of CPT for MFM1P (Every Drop Counts) Creation of CPT for MFM2P (For Pennies More)  Summer 2008 Coalition of Boards: Unit Tasks for TIPS4RM MFM2P  2009-10 Creation of CPT for MAP4C (On My Own)On My Own

21. Backward Design Model  Good pedagogy requires that… planning begins with the end in mind. Wiggins and McTighe 1999  To begin with the end in mind means… starting with a clear understanding of your destination. Steven Covey  Fishbone Organizer Fishbone Organizer

22. Backward Design Planning  In designing culminating performance tasks for MBF3C Foundations of College Mathematics, outline the steps of the planning process using the backward design model.

23. Backward Design Planning  Step 1  Step 2  Step 3  Step 4  Step 5  Step 6 Review Board-Wide values for CPTs and achievement categories Determine the overall expectations to address in two or more strands Determine the time and scope of the task Determine a meaningful and engaging context Design a rubric using criteria based on the Mathematical Processes Design the draft task

24. Enduring Understandings Using the curriculum expectations as a starting point, teachers need to decide what are the enduring understandings they want their students to take away from the course. Enduring Understandings = BIG IDEAS! HEART of the DISCIPLINE!

25. Board Guidelines  A Culminating Performance Task (CPT) is a demonstration and consolidation of student achievement administered towards the end of the course* prior to the formal exam period. The CPT is completed during class time and under the supervision of the teacher, although minor aspects of the task may be completed outside of class time: e.g. rehearsing lines, practising an instrument, locating materials, gathering research/data. Depending on the discipline, course, and grade level, a CPT will vary in value, depth, and number of days allotted for completion. Students may work in groups but they must be evaluated individually and scoring tools will be designed to reflect individual achievement of the curriculum expectations.  (*3-4 weeks in a semestered school; 6-8 weeks in a non- semestered school)

26. Growing Success 2010  In the glossary on page 153 it states…  Rich performance task: An authentic activity, exercise, problem, or challenge that requires students to show what they know and what they can do. Performance tasks lead students to demonstrate their understanding by applying knowledge and skills to real-life situations or scenarios. Performance tasks usually address all four categories of the achievement chart and multiple overall curriculum expectations and provide flexibility in how students can demonstrate their learning.

27. Characteristics of an Effective CPT  Builds on prior knowledge and skills  Relates to several categories of the achievement chart  Involves higher-order thinking skills (T&C not just K&A)  Interesting and engaging and relevant to their real world  Open ended to allow full range of performance (Level 1 to 4)  Allows for student choice in what is produced  Product is clearly identified  Scoring tool (rubric) is given up front  Allows for individual accountability if part of task involves group work

28. LUNCH Bless us, O Lord, and these your gifts, which we are about to receive, from your bounty through Christ our Lord. Amen

29. Consolidation/ Debriefing …

30. Project Non-negotiables 1.The context for the CPT must be based on a topic of Catholic Social Justice. 2.Catholic graduate expectations must be included. 3.The rubric must use the Mathematical Processes for criteria. 4.The time spent on the task must be proportional to the value.

31. Anticipation Guide Revisited  Redo the Anticipation Guide.  Revisit your choices from the beginning of the in-service.  Reflect on those choices that have changed.

32. Brainstorming  In groups of 2 or 3, brainstorm: strands to be addressed; overall expectations to addressed; possible contexts.  Share with the whole group.

33. Next Steps & Exit Ticket  Before the next session you need to reflect on the context for the CPT and gather resources  Complete the exit ticket before you leave

34. For more information, please contact us:  Dorota Jakubowska – Mathematical Literacy Consultant (7-12) x24188  Dwight Stead – Mathematical Literacy Consultant (7-12) x24533