N E P F
Nevada Educator Performance Framework
Southern Nevada
Regional Professional Development Program
www.rpdp.net
Secondary Mathematics
Module 1 Part 2
Standard 1 Module for Mathematics
Part I – What and Why
 Goal 1: What is Standard 1?
 Goal 2: What are the indicators for Standard 1?
Part II – Implications for Mathematics
 Goal 3: What activities/instruction in the classroom
would provide evidence of them?
 Goal 4: What specific plans can be designed to
implement them?
Explicit connections to
prior knowledge?
Are we creating links to
student’s prior knowledge?
Are we using humor to
connect to prior knowledge?
TEACHER HIGH LEVERAGE INSTRUCTIONAL STANDARDS AND INDICATORS
STANDARD 1
STANDARD 2
STANDARD 3
STANDARD 4
STANDARD 5
New Learning is
Connected to Prior
Learning and
Experience
Learning Tasks have
High Cognitive
Demand for Diverse
Learners
Students Engage in
Meaning-Making
through Discourse
and Other
Strategies
Students Engage in
Metacognitive
Activity to Increase
Understanding of
and Responsibility for
Their Own Learning
Assessment is
Integrated into
Instruction
Indicator 1
The teacher activates all
students’ initial
understandings of new
concepts and skills
Indicator 1
The teacher assigns tasks
that purposefully employ all
students’ cognitive abilities
and skills
Indicator 1
The teacher provides
opportunities for extended,
productive discourse between
the teacher and student(s)
and among students
Indicator 1
The teacher and all students
understand what students are
learning, why they are
learning it, and how they will
know if they have learned it
Indicator 1
The teacher plans on-going
learning opportunities based
on evidence of all students’
current learning status
Indicator 2
The teacher makes
connections explicit between
previous learning and new
concepts and skills for all
students
Indicator 2
The teacher assigns tasks
that place appropriate
demands on each student
Indicator 2
The teacher provides
opportunities for all students
to create and interpret multiple
representations
Indicator 2
The teacher structures
opportunities for selfmonitored learning for all
students
Indicator 2
The teacher aligns
assessment opportunities with
learning goals and
performance criteria
Indicator 3
The teacher makes clear the
purpose and relevance of new
learning for all students
Indicator 3
The teacher assigns tasks
that progressively develop all
students’ cognitive abilities
and skills
Indicator 3
The teacher assists all
students to use existing
knowledge and prior
experience to make
connections and recognize
relationships
Indicator 3
The teacher supports all
students to take actions based
on the students’ own selfmonitoring processes
Indicator 3
The teacher structures
opportunities to generate
evidence of learning during
the lesson of all students
Indicator 4
The teacher provides all
students opportunities to build
on or challenge initial
understandings
Indicator 4
The teacher operates with a
deep belief that all children
can achieve regardless of
race, perceived ability and
socio-economic status.
Indicator 4
The teacher structures the
classroom environment to
enable collaboration,
participation, and a positive
affective experience for all
students
NEVADA EDUCATOR PERFORMANCE FRAMEWORK – IMPLEMENTATION PHASE 1
Indicator 4
The teacher adapts actions
based on evidence generated
in the lesson for all students
Standard 1:
New Learning
is Connected
to Prior
Learning and
Experience
Handout
Review of the Indicators
On your chart,
record key words
(in the column for
Standard 1
Indicators) that
will trigger your
thoughts of what
the indicator is
about.
Initial
Understanding
(Activate)
Explicit
Connections
(Make)
(Make clear)
Purpose & Relevance
(Provide opportunities to)
Build on/Challenge
Samples of Concepts for Instruction
GEOMETRY
ALGEBRA
Systems of linear
equations
PREALGEBRA
Pythagorean
Theorem and
the coordinate
plane
Properties and
attributes of
polygons
ALGEBRA 2
Graph and write
equations of
hyperbolas
MATH 6
MATH 7
Surface area of
rectangular
prisms
Volume of
rectangular
prisms
Handout Revisited
For your course and identified concept,
brainstorm a list of the skills
students should have mastered prior to
the start of the unit.
Record this on your handout.
Back to the handout….
On your chart
record prior
knowledge/skills
required
Time for Activity
Algebra
Systems of Linear Equations
Let’s identify
strategies/activities/instruction that
produce evidence of connecting new
learning to prior knowledge!
Resources for Launching Your
Lesson
We have all used quick, simple links to prior knowledge.
Daily warm-up questions displayed as students enter the
classroom might be one example….
THIS IS A REFERENCE TO HELP YOU
THINK OF MORE VARIED AND
EFFECTIVE WAYS TO ACCESS PRIOR
KNOWLEDGE!
www.rpdp.net Math -> Middle School
-> NEPF Secondary Math Resources
Resource Reference List (abbrev)
Peruse the resource lists and
examples
 Choose a strategy new to you.
 Share that strategy with a colleague sitting
near you.
 Commit to use that strategy next week in
your classroom.
Back to the handout….
Initial
Understanding
(Activate)
Explicit
Connections
(Make)
(Make clear)
Purpose & Relevance
(Provide opportunities to)
Build on/Challenge
On your chart
record strategies,
activities or
instruction that
could
demonstrate the
indicator for this
concept in your
classroom.
NEPF: Evidence Indicators
What Teachers Need to Demonstrate
Indicator 1
Teacher activates all students’ initial
understandings of new concepts and skills
Mandatory Evidence
Sources of Instructional
Practice
Optional Evidence of
Instruction
• Direct evaluator
observation
• One confirmatory item
from optional evidence
source
• Lesson plan
• Teacher pre/post
conference
• Student work
What Teachers Need to Demonstrate
Indicator 2
Teacher makes connections explicit between
previous learning and new concepts and
skills for all students
Mandatory Evidence
Sources of Instructional
Practice
Optional Evidence of
Instruction
• Direct evaluator
observation
• One confirmatory item
from optional evidence
source
• Lesson plan
• Teacher pre/post conference
• Student classroom
interviews
• Student feedback (e.g.,
survey, writing)
What Teachers Need to Demonstrate
Indicator 3
Teacher makes clear the purpose and
relevance of new learning for all students
Mandatory Evidence
Sources of Instructional
Practice
Optional Evidence of
Instruction
• Direct evaluator
observation
• Student classroom
interviews
• Lesson plan
• Teacher pre/post conference
• Student feedback (e.g.,
survey, writing)
What Teachers Need to Demonstrate
Indicator 4
Teacher provides all students
opportunities to build on or challenge
initial understandings
Mandatory Evidence
Sources of Instructional
Practice
Optional Evidence of
Instruction
• Direct evaluator
observation
• One confirmatory item
from optional evidence
source
•
•
•
•
Lesson plan
Teacher pre/post conference
Student classroom interviews
Student feedback (e.g., survey,
writing)
• Student work
Student Work (evidence for Standard 1)
Direct observation or in lesson plans
(evidence for Standard 1)
In a lesson you could show explicit connections to
previous learning as shown in the following video clip.
(If this was not observed, it would be evident in your
lesson plans.)
Multiplying Polynomials
(Using Previously Learned Math Concepts)
Bill Hanlon
Explicit connections….
 http://www.screencast.com/t/uqe6Tgcv5kF
Connecting Arithmetic Sequences to Skip Counting, Charts, Ordered
Pairs and Functions
 http://www.screencast.com/t/yFj290W9v900
Connecting Adding Fractions and Decimals
 http://www.screencast.com/t/mWpECJA5Z5
Connecting Polynomial Addition to Place Value & Expanded Notation
Explicit Connections
Resource: Linking Algebra with Basic Math Skills
Entrance Card (evidence for Standard 1)
You could model a warm-up as seen in the My Favorite
No with Leah Alcala.
“I put a warm-up problem on the board, hand out
index cards to all the kids, have them write their answer. I
collect it, and then I sort it, and I say "Yes, no, yes, no", and I
look for my favorite wrong answer, or my favorite "no." And,
we analyze that.”
Student
response
chosen on video
Resources
 RPDP website
 List of strategies: “Resources for Launching Your
Lesson”
For additional NEPF
resources
rpdp.net
Select NEPF
In this module…
 We have introduced and supplied a resource with
strategies/techniques/activities to use in the classroom
that would provide evidence of connecting new
learning to prior learning.
 We have provided a template to help you make specific
plans for future units/chapters/concepts to identify
prior knowledge, implement the indicators, and
choose strategies to address them.
IN CLOSING….
Write a few sentences addressing what the following quote means to you:
“If I had to reduce all of educational psychology
to just one principle, I would say this:
the most important single factor
influencing learning is what the
learner already knows.”
Ausubel, D., Novak, J. & Hanesian, H. 1978,
Educational Psychology: A Cognitive View, Holt, Rinehart and Winston, New York, p. 163.