1. “Charting the Course Together” Implementing the Common Core State Standards -Mathematics- Math Leadership Teams High School and Math 1 December 9, 2014

2. Warm Up -1, 2, 7, 14,... What is the 10 th term in this sequence? Show how you found your solution.

3. Goals for Today Morning 1.Collaboratively build a “balanced” Unit Assessment for an upcoming unit Afternoon 2.Investigate and plan instructional strategies that facilitate student conversations and the formative assessment cycle, and embed strategies for students with special needs.

4. - Small Group Rooms, Morning SCUSD Curriculum Map Unit 3: Connecting Algebra and Geometry CA room Walch Unit 2: Functions Part I Lessons 1 – 6 Community Rooms Walch Unit 2: Functions Part II Lessons 7 – 9 Indiana Room JohnsonKennedyWest Campus Kit CarsonAmerican LegionCap City McClatchyRosemontBurbank Health ProfessionsEinsteinSutter The METNew TechSac Accelerated SESCal Carver

5. Backward Design Process Stage 1 Identify Desired Results as Determined by the Standards (Content & SMP) Stage 2 Determine Acceptable Evidence [Assessment] Reflective of the Standards Stage 3 Plan Learning Experiences and Instruction Aligned to the Standards

6. Teacher Quarterly Survey Scan ID Number: Last 4 digits of phone number Form: B Grade: 7, 8, or 9 (Math 1) We appreciate your honest feedback! ----------------------------------------------------------------- Turn in your survey and sign up for 1 afternoon session

7. What’s the Content? Text: Chapter 2 Lessons 7-10 Focus on Constructing/Building Functions Map: Unit 5 Focuses on Constructing/Building Functions F.BF.1a, 1b, 2, 3 F.LE.2, 5 F.BF.1a, 1b, 2, 3 F.LE.1b, 1c, 2

8. Stage 1: Understand what the Content Standards mean 1.Read the content standards 8.F.1, 3, 4, 5 (Map Unit 4 or Text Chapter 6) 2.What’s your interpretation? 3.Analyze a “web” and compare the “web” to your thinking of the standards

9. Analyzing/Creating a Balanced Assessment 1.Do the assessment questions address the content standards? 2.Identify the response type, DOK level, “rigor” (procedural fluency, conceptual understanding, or application), and SMPs addressed for each assessment item 3.Is the assessment balanced? 4.Create a plan to Revise/Add/Delete items 5.Write your assessment!

10. Prepare for Afternoon Break-Out Sessions Using Formative Feedback to Assist Students in Developing Their Ability to Productively Engage in Academic Conversations (EL focus) Structuring Student Interactions to Move Student Thinking; Supporting Students with Special Needs Moving beyond “Check for Understanding” in the Formative Assessment Cycle; Supporting Students with Special Needs Community Rooms (Downstairs) Indiana (Downstairs, by Bistro) CA Room (Upstairs) RichNickSuzie

11. Lunch 11:30 PM – 12:30 PM

12. Breakout Session: “Structuring Student Interactions to Move Student Thinking” UDL Focus

13. Goals of the Session 1.Consider a structure to be used for giving an instruction, having students think and interact, and holding them accountable for their responses. 2.Connect the structure explicitly to how it will support students with special needs in your classroom, and plan for it with a partner.

14. Let’s Start “Fishing” (from Ch. 2 Unit Test, #9) List 2-3 questions you might ask students…

15. Debrief: Consider how Nick “set up” the task… 1. What things did he say that created a structure for the task? 2. Would you add anything to his instructions that could have created a better structure for the task?

16. A Questioning Structure that Supports Students: ANTPI AcronymWhat it Means… AAppropriate question NNovel student actions TTime limit PPublic accountability IInstructions are clear

17. A: Ask an Appropriate Question (Owen’s worm) ExplanationExamples What they think about: The task should be chunked into something doable for the students. Everyone In the class can engage in the question. Question focuses on why or how, with more analysis that answer-getting Open-ended “Why do you think a student would…” “How are the lines similar and different?” “What do you think this point means in the context of the situation?” “If I changed _______, how would that change what we decided?”

18. N: Novel Student Actions (Owen’s rod/pole) ExplanationExamples What they actually do: Novel/new means to mix it up Students need to know what actions they should be doing to actually engage in our questions Think time Silent appointment Pair share (talk to a partner) Clock partner Write a list of what you see 2 Cents White boards Physical actions

19. T: Time Limit (Owen’s Line) ExplanationExamples How long they have: State the time limit in the instruction. It gives students a sense of urgency, prompting accountability for themselves and their partner. Timer (project from online) Physical timer Reminders for wrapping up

20. P: Public Accountability (Owens’ Hook) ExplanationExamples How they will respond: State exactly how they will have to respond, so that they are aware of what will happen after the time is up. This prompts urgency and alerts them to how to be thinking in preparation for how they will respond. “I’ll call on someone randomly to explain what their partner said.” “After Eric explains his thinking, I’ll ask someone to summarize what he said.” Strategies: 2 Cents Share Out White boards Sending back into a pair share to discuss a follow up question

21. I: Instructions are Clear (“Owen, what 4 things do we have?”) ExplanationExamples A check that ANTP is clear for every student: Are you sure that every student knows what the question is, how they should do it, how long they have, and how they will be accountable? Call on a student randomly to explain the instructions. Think time about the instruction prior to saying, “Ready, go.” Do quick partner share about what they will do. Non-example: “Does everyone understand?”

22. ANTPI supports students with learning barriers…

23. Applying ANTPI to our questions about the graph We’ve got some A, now let’s make NTPI…

24. ANTPI ComponentYour teacher instructions. A: Appropriate task: what they will do, what’s the question for students to discuss? N: Novel action: how students will do it T: Time: clearly stated parameter for time limit P: Public accountability: how they will respond afterward I: Instructions are clear: how will you know?

25. ANTPI ComponentYour teacher instructions. A: Appropriate task: what they will do, what’s the question for students to discuss? N: Novel action: how students will do it T: Time: clearly stated parameter for time limit P: Public accountability: how they will respond afterward I: Instructions are clear: how will you know?

27. Barriers to Learning (aka Bugs and Mud) Fine Motor/Writing Comprehension, language Basic Math Reading Skills Executive Functioning Short attention span (ADHD), sensory needs

28. Go Fishing: put ANTPI into Practice Think of a lesson you will be teaching in the next several days. Identify the actual learning barriers that happen in your classroom. Create a plan to incorporate 1-2 ANTPI experiences.

29. Taking it Back What strategies will you implement? As a math department:  What will you commit to doing team-wide?

30. Collaborative Planning Time: 1 hour Ideas:  Implement any EL/UDL strategies  Create a scoring rubric for any extended response items on your Unit Assessment  Look at another upcoming unit and begin to create a unit assessment (using process from this morning)