Module 8B for Middle/High School Teachers Florida Standards for Mathematics: Focus on Assessment & Data Use

Professional Development Session Alignment Set 1 – Completed 2013 Governing Board School Leaders Teachers Math Leadership Teams Session 2 Session 2 Session 1 Session 1 ELA Data Use ELA Math Data Use 2

Professional Development Session Alignment Set 2 - August, 2013 to May, 2014 Governing Board School Leaders Module 7 ELA & Data Use Module 8 Math & Data Use Teachers Math Leadership Teams Session 4 Session 4 Session 3 Session 3 ELA Assessments Data Analysis VAM Data Analysis VAM Florida Standards Data & ELA Data & ELA Data & Math Data & Math Session 5 Session 5 Session 6 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 There are specific instructions included with the form to help fill it out correctly Reimbursements for substitutes are NOT an eligible expense 5

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 6

Welcome and Introductions Pre-Assessment Sharing Implementation Experiences Understanding Assessment Tasks Analyzing Student Work Lunch Assessing Every Day Bringing It All Home: Clarifying Themes and Designing Messages Next Steps Post-Assessment Wrap Up Today’s Agenda 7

Pre-Assessment Introductory Activity 8 Guide Page 5

Sharing Implementation Experiences Section 1 9

Activity 1: Tales from the Classroom 10 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 7

Understanding Assessment Tasks Section 2 11

A Comprehensive Assessment System Includes: 12 Annual Statewide Summative Assessment: FCAT/EOC Periodic Interim Assessments Classroom Summative Assessments Classroom Formative Assessment Alignment

Machine scored and hand scored items Multi-step questions that assess clusters of standards How will Florida Assess Student Learning? 13

Activity 2, Part 1: Spicy Vegetables 14 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 9

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 15 Guide Page 10

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 16

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 17

Activity 2, Part 2: Spicy Vegetables 18 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 Page 11

What are the implications of these tasks for classroom practice? Think About It… 19

Let’s Take A Break… 20 Be back in 15 minutes …

Analyzing Student Work Section 3 21

What do you do with student work? 22

Activity 3: Analyzing Student Work 23 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? Page 24 Grades 6-8 Sports Bag Grades 9-12 Skeleton 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. 25 Guide Pages Theirs vs. Ours

Remember when we did this…. 26 Examine 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 27 Guide Pages 18-29

What will you do with student work? 28 Guide Page 30

How can analysis of student work help plan future lessons? Think About It… 29

30 Lunch

Assessing Every Day Section 4 31

What strategies can teachers use to elicit student understanding during a lesson? Assessing Every Day 32

Activity 4a: Viewing a Lesson 33 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 in the Participant Guide. Guide Pages & View 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 34

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 35

May be the result of: misunderstanding of fundamental ideas (misconceptions) lack of procedural knowledge slips in attention Incorrect Answers 36

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 37 Guide Pages 37-38

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 38 How can you find out what you need to know?

Activity 4b: Assessment FOR Learning 39 Assessment FOR Learning 1.As a group, use a lesson plan brought by somebody at your table or the lesson plan on pages 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… 40

Bringing it All Home: Clarifying Themes and Designing Messages Section 5 41

42 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 43

Focusing on Instruction How does one teach rigorous math? Standards for Mathematical Content Standards for Mathematical Practice 44

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 45

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 structure 8.Look for and express regularity in repeated reasoning 46

Wait………What??? There was supposed to be less to teach. Isn’t this more? 47

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 Chunking 48

How are these ideas understood now at your school? Which ideas need further clarification and visibility? Where are you now? 49

Songs Slogans Catch-Phrase Elevator Pitch Chart Cartoon Making Ideas Visible 50

Here’s a song about getting in wrong You 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 51

52 Hang in there kid, don’t be tense Perseverance creates competence Remember this and have no fear- Success will come if you persevere Success will come if you persevere. Don’t Give Up

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Activity 5: Designing Messages 55 Designing Messages 1.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 46

Change Isn’t Easy Stages of Change Achivemethecore.org 56 Guide Page 47

Next Steps Section 6 57

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? 58 Guide Page 49

Closing Activities 59

Don’t Forget Your Resources… Project Website flcharterccrstandards.org flcharterccrstandards.org 60

JOIN US FOR A DISCUSSION 61 9:00 AM and 3:00 PM Monday, February 24 th Tuesday, February 25 th Friday, February 28 th

NEW - E-Learning Courses! 62

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 65 Post-Assessment and Session Evaluation Guide Page 51

Thanks and see you next time! 66