PARCC DATA is HERE! Now what?
MIDDLE-SCHOOL MATHEMATICS
2-hour presentation by
Judith T. Brendel Ed.M.
winter/spring 2016
AGENDA
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DATA … RESOURCES … SUCCESSFUL STRATEGIES
What Do We Know About the NJ State Data?
What are parents told? What can they access?
What PARCC data resources can teachers access?
PLDs: What are they; access for your class(es)
Analyze data; estimate new year results
Find RESOURCES to use with your students
Sample DIFFERENTIATED ACTIVITIES to improve
student engagement and understanding.
Year One Data Analysis Plan: DRILLING DOWN
Moving Forward with PARCC Data
Teachers can use spring 2015 data to
• Analyze
– their whole class
– each students’ performance by level
– each students’ performance by specific questions and
standards from their test. (available March 2016)
• find released test questions that match last spring’s test
• evaluate the instructional tools, strategies, methods and
interventions they are implementing in the classroom and
adjust, as needed.
• Teachers can access and use online content resources,
activities, games, strategies.
HOW do you MAKE SENSE of the DATA?
STATE-WIDE RESULTS
PARCC Statewide Results
•
•
•
In the 2014-15 school year, approximately 850,000 students
across New Jersey took the PARCC assessments.
… nearly 99% of New Jersey’s students took the PARCC test on
computer platforms, a percentage that led states in the PARCC
consortium and positions New Jersey schools to be a national
leader in integrating educational technology in classroom
instruction and preparing students for the technology
expectations in college and careers.
This in itself is a great success story in terms of improving
educational outcomes.
Source: “The PARCC Assessments: Informing Teaching and Learning” (NJDOE October 20,
2015, page 5) http://www.state.nj.us/education/assessment/parcc/informing.pdf
Before seeing any scores,
what would you have estimated ?
Write down
% of your students’ with scores that would:
MEET expectations (level-4)
ALMOST meet expectations (level-3)
EXCEED EXPECTATIONS (level-5)
NJ’s 2015 PARCC SCORES: MATH
Grade 3
0%
20%
40%
60%
80%
100%
source: http://www.nj.com/education/2015/11/student_parcc_scores_are_coming.html
NJ’s 2015 PARCC outcomes Mathematics
What are SPRING 2015 results ?
YOUR SCHOOL?
YOUR GRADE LEVEL?
not representative of grade 8 performance as a whole.
Note: numbers may not sum to 100% due to rounding.
CANNOT COMPARE
We cannot compare PARCC results to previous
tests (NJASK, HSPA)
WHAT CAN YOU COMPARE?
End-of-Course Math Outcomes (MS HS)
NJ % Meeting/Exceeding Expectations
ADP = Algebra Diploma Project 2009-11
Algebra I
PARCC Outcomes vs CLASS Grades
Source: PARCC: NEXT STEPS “Measuring College and Career Readiness” (NJ State Board of Education, November 4, 20
* FORM: EOY Paper Pencil Test ex. …. *FORM: student class avg. vs EOY test score
What you can do NOW!
(*Activity #1)
http://parcc.pearson.com/practice-tests/math/
1) Select PARCC content you have already taught
this year (from 2014 EOY paper/pencil practice
test). No/Calculator & Calculator sections
2) Use Answer Key to assist in your selections
(hardcopy)
2) Create a 1-period test with those examples.
Include VARIETY question formats
•
•
•
•
•
MC (select A, B, C or D)
MMC (select ALL that are correct)
SCR (fill-in bubbles with answer)
Parts A, B, ….
Compare Data given data in different forms
(equation, table, graph, scenario)
• Calculator and non-calculator section
• Reference sheet
Focus: Major and supporting content
What you can do NOW!
(*Activity #1)
ONLINE: http://parcc.pearson.com/practice-tests/math/
3) Give your students this 1-period EOY test.
3) Note individual strong/weak areas now.
See CCSS (standards) and Evidence Statements on answer key.
5) Compare to their class grades (quizzes/tests)
6) Meet w/colleagues (share results/strategies)
LATER ON
Create other tasks, worksheets and assessments;
focus on extended response (PBA) questions and
online practice.
http://blog.measuredprogress.org/blo
g/parcc-scores-are-in-whats-next
When you create an assessment:
• “Scaffold items in increasing difficulty to help
students incrementally apply mathematical
concepts and skills for solving multi-step word
problems.”
• “Use extended-response (ER) items to collect
evidence of students’ ability to reason
mathematically. Student responses serve as
classroom examples of meeting expectations.”
… MORE DATA
MATH: NJ vs PARCC average
A comparison of the percentage of students who scored
on grade level on PARCC math exams.
Comparison of the percentage of students who scored on-grade-level on PARCC’s math exams.
%
40
30
20
10
Source: Accessed on December 2, 2015
http://www.nj.com/education/2015/12/nj_students_beat_the_parcc_average_on_most_exams.html#incart_river_home
PARCC: Areas of Attention
Source: PARCC Assessments: Informing Teaching and Learning (NJDOE October 20, 2015, page 8)
http://www.state.nj.us/education/assessment/parcc/informing.pdf
NJ TRANSITIONAL
GRADUATION REQUIREMENTS
Transitional Graduation Requirements Classes
of 2016, 2017, 2018, 2019
YES, as/ Bari Erhlichson, if a
student scores > 4 on their
grade-8 PARCC Algebra
assessment, they have met
their NJ high school
graduation requirements.
See next
slide
http://sat.ivyglobal.com/new-vs-old/
Source: PARCC: NEXT STEPS “Measuring College and Career Readiness” NJSDOE Nov. 4, 2015
UPDATED THRESHOLD REQUIREMENTS
for classes of 2016, 2017, 2018 and 2019.
Redesigned PSAT/NMSQT was first administered
to students Oct. 2015.
“For those students who took the redesigned
PSAT/NMSQT Oct. 2015, and for those students
who will take the redesigned PSAT/NMSQT in
future administrations, a 22 on reading and a 22
on math will satisfy their assessment graduation
requirement.”
Jan. 7, 2016 memo from NJDOE
David C. Hespe, Commissioner of Education
The “New” SAT
• math portion of the test will focus on three main
areas:
 Linear equations
 Complex equations or functions
 Ratios, percentages and proportional reasoning
• Topics: 4 main content areas (next slide)
• Answer all: On the new SAT, you simply earn points
for the questions you answer correctly. So go ahead
and give your best answer to every question — there
is no advantage to leaving them blank.
The “New” SAT
Content Area
Topics Covered
Calculator
questions
No-Calculator
questions
Heart of Algebra
Fundamental concepts in algebra
involving linear equations and
inequalities
11
8
Problem Solving Interpreting qualitative and quantitative
and Data Analysis data, analyzing relationships
17
0
Passport to
Advanced Math
More advanced concepts in algebra,
including quadratic and higher-order
equations
7
9
Additional Topics
in Math
Geometry, trigonometry, complex
numbers
3
3
Go directly to Math Sample Questions:
https://collegereadiness.collegeboard.org/sat/inside-thetest/math
The “New” SAT (left side folder ivory sheet; link next)
Content Area
Topics Covered
Heart of Algebra
Fundamental concepts in algebra
involving linear equations and
inequalities
Problem Solving
and Data
Analysis
Interpreting qualitative and quantitative
data, analyzing relationships
Passport to
Advanced Math
More advanced concepts in algebra,
including quadratic and higher-order
equations
Additional Topics
in Math
Geometry, trigonometry, complex
numbers
Comments
Which examples
could you use
now with your
students in
Algebra-I,
Geometry or
Algebra-II? (form)
activity 1A. HS: Study your ‘assigned’ CONTENT AREA
How does it relate to ‘your’ course? Prepare to share.
https://collegereadiness.collegeboard.org/sat/inside-the-test/math
Online Practice PSAT/SAT tests
4 Practice NEW SAT tests are available online at
http://sat.ivyglobal.com/new-sat-practice/
Test I: Math begins page 34; ends page 56
Part I = 20 questions, 25 minutes
Part II = 38 questions, 55 minutes
Practice NEW PSAT tests are also available on
this site.
Student’s SAT test Results
Test booklet form that student used.
See each example, directions, etc.
Student Report:
Form of Test and Date taken
Each example (item #)
Correct letter choice, fill-in response
Difficulty level of question (easy, med, difficult)
Student letter choice, fill-in response or blank
Student score, ….
What Parents are Told about PARCC
and PARCC DATA:
What Parents are Told:
This test is just one measure of
how well your child is performing
academically.
Other information, such as grades, teacher feedback
and scores on other tests will help determine your
child’s academic strengths and needs.
What Parents are Told
How do the test scores this year
compare to those in past years?
The knowledge and skills tested this year are
different - and in some cases more rigorous than in the past. If your child’s score is different
than you expected, meet with your child’s
teacher to understand what that means and
how you can help your child improve his or her
performance.
How will my child’s school
use the test results?
Results from the test give your
child’s teacher information about his/her
academic performance.
The results also give your school and school
district important information to make
improvements to the education program and to
teaching.
HOW can I use the
Math Scores?
• The best way to make sense of these
• scores is to compare them to the average for
students who met the expectations and the
average for students in your child’s school,
district, and state.
• Also, look at the information below the scores.
How is your child doing in each area of
mathematics? Ask your child’s teacher how you
can give your child more opportunities to be
challenged and how you can support his/her
academic needs.
WATCH VIDEO
“Understanding the SCORE REPORT”
Activity #2 - Watch the “New Video: Understanding the Score Report”
Use form; write thoughts and questions.
http://understandthescore.org/help-your-child/resources-forparents/
Teachers walk through the score report step-by-step. They let parents
know what to expect and provide tips on how they can support their
child (handout for notes Activity #2 right side folder; link is on slide 36)
What Parents Can Access
(links on slide 37)
Information and resources including sample PARCC test
questions and the PTA’s Guide to Student Success. Visit
How Can I learn more? Go to the PARCC website
http://www.parcconline.org
When will I receive my child’s score report?
During the first year of PARCC administration (2014-2015
school year), score reports will be released in the fall of
2015. In future years they will come much sooner.
http://www.understandthescore.org
Parent Score Report (handout)
ONE STUDENT’S DATA
Showing a moc STUDENT: score … levels … and
this student’s score compares to
SCHOOL DISTRICT STATE
average average average
PARCC
average
Algebra-II (grade 10/11 Sample)
ONE STUDENT
Parents see
a Sample Algebra II Assessment Report,
2014-2015
Source: PARCC “Mock Parent Score Report – Algebra 2” (2015)
http://parcconline.org/resources/educator- resources
Next slides show data available about one
particular Algebra-II student. (hardcopy)
FIRST NAME 8 M. LAST NAME 8
Date of Birth: 05/15/2000
ID: 99999999
Grade: 9
SAMPLE DISTRICT NAME SAMPLE SCHOOL ONE NAME
ILLINOIS
OVERALL PERFORMANCE (level w/graph)
OVERALL PERFORMANCE
(level w/graph)
Next, EACH LEVEL is explained for that particular
grade level or high school course.
MATHEMATICS PERFORMANCE
LEVEL 5
Your child performed at Level 5
and earned a score of 839
Students performing at levels 4 and 5 met or
exceeded expectations.
ALGEBRA-II SAMPLE
LEGEND
Below expectations (Levels 1 or 2)
Nearly Meets expectations (Level 3)
Meets or Exceeds expectations (Levels 4 or 5)
(To see selected questions from the test, visit
understandthescore.org )
MAJOR CONTENT
(sub claim A)
In this area, your child did as well as or better than
students who met the expectations.
(Algebra-II)
Students meet expectations by solving problems
involving rational exponents, writing and
interpreting algebraic expressions, rational and
radical equations, graphs of functions, creating
linear, quadratic, and exponential functions, and
making inferences and justifying conclusions
from data.
ADDITIONAL & SUPPORTING CONTENT
(sub claim B)
In this area, your child did almost as well as
students who met the expectations.
(Algebra-II)
Students meet expectations by solving problems
involving the complex number system,
rational expressions and functions,
systems of equations, trigonometric
functions, interpreting data, and probability.
Expressing Mathematical Reasoning
(sub claim C)
In this area, your child did as well as or better
than students who met the expectations.
(Algebra-II)
Students meet expectations by creating
and justifying logical mathematical
solutions and analyzing and correcting
the reasoning of others.
MODELING & APPLICATION
(sub claim D)
In this area, your child did as well as or better
than students who met the expectations.
(Algebra-II)
Students meet expectations by solving realworld problems, representing and solving
problems with symbols, reasoning
quantitatively and strategically using
appropriate tools.
Use LEVEL chart -- YOUR students
1. Find your students’ data
2. Select 1 student at each level: Level 2, 3, 4 and 5
3. Think about these students as we continue.
LEVELS?
What do they all mean? What are they?
PLDs: Performance Level Descriptors Grades 3-11
Reminder: PARCC reports results according to five
performance levels that delineate the knowledge, skills,
and practices students are able to demonstrate. These
levels are:
Level 1: Did not yet meet expectations
Level 2: Partially met expectations
Level 3: Approached expectations
-----------------------------------------------------------------Level 4: Met expectations
Level 5: Exceeded expectations
SUB CLAIMS ?
What do they all mean? What are they?
What are they for MY class?
See the PERFORMANCE-LEVEL DESCRIPTORS
EXPECTATIONS per
PERFORMANCE LEVEL per GRADE LEVEL
Sample PLD Grade 7 math partial
What you can see: sample Sub-Claim A
This grade-7 PLD has been updated since this
slide was created.
NOW, Level 2 says only to “recognize” not use
proportional relationships.
What are specifics for your grade/course? (next slides) HANDOUT right side folder
*ACTIVITY #3: PLDs for your grade level
Major . Supporting . Reasoning . Modeling/Applying
http://parcconline.org/assessments/test-design/mathematics/mathperformance-level-descriptors (link on slide 60)
1) Performance-Level Descriptors by Grade Band
– PARCC Mathematics Performance Level Descriptors: Grades 3-5
– PARCC Mathematics Performance Level Descriptors: Grades 6-8,
Algebra I
– PARCC Mathematics Performance Level Descriptors: High School
(Algebra I, Geometry, Algebra II)
(hardcopies PLDs
right side of your folder)
2) Find your grade level
3) Take notes each category: Major ….
4) Use PLD CHART to compare 2015 results w/estimates for 2016
(next slide)
*Activity #3 w/PLDs (claims A-D)
Compare grade X 2015 with grade X expected 2016
WHOLE CLASS
1. Pick one of your math sections for this activity (one class of
students you have this year).
1. Find your grade-level (3-8) (*hard copies Alg. Geom. Alg.II)
1. Spring 2016 PLDs: For each standard √ check the level you
think is the level that will be reached by the highest % of
your students.
2. Spring 2015 PLDs: * the actual level most ….
Standard
6.xxx
7.yyy
8.aaa
Level 5
MAJOR CONTENT (SUB CLAIM A)
Level 4
Level 3
Level 2
√
*
√ *
√
Level 1
Resolution: ELA and Math
Minimum Scores for Each Performance Level
Partially
meeting
(Level 2)
Approaching
Expectations
(Level 3)
Meeting
Expectations
(Level 4)
Exceeding
Expectations
(Level 5)
Grade 3 ELA & MATH
700
725
750
790
Grade 4 ELA & MATH
700
725
750
790
Grade 5 ELA & MATH
700
725
750
790
Grade 6 ELA & MATH
700
725
750
790
Grade 7 ELA & MATH
700
725
750
790
Grade 8 ELA & MATH
700
725
750
790
Grade 9 ELA/Algebra I
700
725
750
790
Grade 10 ELA/Geometry
700
725
750
790
Grade 11 ELA/Algebra II
700
725
750
790
Source: “PARCC RESULTS: YEAR ONE - Measuring College and Career Readiness” (NJ State Board of Education, November 4, 2015)
HOW do you FIND RESOURCES?
for your general information
RESOURCES grades 3-8
Understandthescore.org (gr.3-8)
(link on slide 65)
Scroll down
- Select STATE
- Select GRADE ….
- Then [submit]
- Select MATH ….
- Then [Major Content]
RESOURCES grades 3-8
Understandthescore.org/help-your-child/resources-forparents … scroll down to Great!KIDS
1) Select [state] [grade] … [math]
2) See Labels: Major.Supporting.Reasoning.Modeling FORM
WHAT IS HERE? WHAT WILL YOU USE? HOW?
3) Click on [Major] see
What it means.
How to help your …
Want to know more (watch video “What math concepts should
___ graders know before _____ next year.)
4) If your child didn’t meet the Major Content standards…
5)
Sample Problems
Individual Student Scores 2015
LEVEL Analysis (sub claims)
Last year Algebra I? (your class last year?)
Last year grade 8? (your students now)
Planning w/ Resources for HS courses
FORM SAMPLE: Algebra I
Interpreting functions (Major content Claim A)
Planning w/ Resources for HS courses
*ACTIVITY . BLANK FORM: teachers to use
- Select area in need of work (use PLDs for
expectations; use level-4 as a guide)
- Go to websites listed; search for your topic
- Copy & paste specific links w/your notes about
use
See Sample sites and tasks on next slides first!
Form to be distributed; not in folders
engageny.org
NYS COMMON CORE MATHEMATICS
CURRICULUM
• Select GRADE or HS COURSE
• Select a module (on left)
• Scroll and click on different resources:
– Teacher Resources
– Student Resources (examples/ videos / ….)
– Mid module assessments
– End module assessments
SEE samples next slides
engageNY Algebra I
sample STUDENT MATERIALS
Lesson 3: Graphs of Exponential Functions
Classwork
Example
Consider the story:
Lesson 3 M1 ALGEBRA I
Darryl lives on the third floor of his apartment building. His bike is locked up
outside on the ground floor. At 3:00 p.m., he leaves to go run errands, but
as he is walking down the stairs, he realizes he forgot his wallet. He goes
back up the stairs to get it and then leaves again. As he tries to unlock his
bike, he realizes that he forgot his keys. One last time, he goes back up the
stairs to get his keys. He then unlocks his bike, and he is on his way at 3:10
p.m.
• Sketch a graph that depicts Darryl’s change in elevation over time.
engageNY Algebra I
(links on slide 72) sample STUDENT MATERIALS
Elevation vs. Time #4
http://www.mrmeyer.com/graphingstories1/graphingstories4.mov.
• This is the second video under “Download Options” at the site
http://blog.mrmeyer.com/?p=213 called “Elevation vs. Time #4.”
• The video is of a man hopping up and down several times at three
different heights (first, five medium-sized jumps immediately followed
by three large jumps, a slight pause, and then 11 very quick small
jumps).
• a. What object in the video can be used to estimate the height of the
man’s jump? What is your estimate of the object’s height?
• b. Draw your own graph for this graphing story. Use parts of graphs of
quadratic functions to model each of the man’s hops. Label your 𝑥𝑥-axis
and 𝑦𝑦-axis appropriately and give a title for your graph.
engageNY Grade 8
sample TEACHER MATERIALS
FOCUS STANDARDS
Understand the connections between proportional
relationships, lines, and linear equations.
• 8.EE.b5 Graph proportional relationships, interpreting the
unit rate as the slope of the graph. Compare two different
proportional relationships represented in different ways.
For example, compare a distance-time graph to a distancetime equation to determine which of two moving objects
has greater speed.
• 8.EE.b6 Use similar triangles to explain why the slope 𝑚𝑚
is the same between any two distinct points ….
engageNY Grade 7
sample Mid-Module Item
Use the expression below to answer parts (a) and
(b).
4 𝑥 − 3 ( 𝑥 − 2 𝑦 ) + 12 ( 6 𝑥 − 8 𝑦 )
Part a:
• Write an equivalent expression in standard form,
and collect like terms.
Part b:
• Express the answer from part (a) as an equivalent
expression in factored form.
engageNYhttps://www.engageny.org/resource/rege
nts-exams-mathematics-webcasts
(Link on slide 75)
engageNYhttps://www.engageny.org/resource/rege
nts-exams-mathematics-webcasts
(links on slide 76)
• PARCC Model Content Frameworks - Assessment
Limits and Clarifications
http://www.parcconline.org/parcc-model-contentframeworks
• A Story of Functions - Curriculum Map
http://www.engageny.org/resource/grades-9-12mathematics-curriculum-map
• Illustrative Mathematics - Examples by Standard
http://www.illustrativemathematics.org/
• Standards for Mathematical Practice
http://www.corestandards.org/Math/Practice
CORE STANDARDS for math
a reminder (links on slide 77)
Standards for Mathematical Content
http://www.corestandards.org/Math/Content/H
SA/CED/
Standards for Mathematical Practice
http://www.corestandards.org/Math/Practice
(sample examples imbedded throughout)
engageny.org
NYS COMMON CORE MATHEMATICS
REGENTS EXAM sample items
with annotated rubrics
https://www.engageny.org/resource/regen
ts-exams-mathematics (link on slide 78)
Grade 7, 8 and/or Algebra-I
ARIZONA EDU (links on slide 79)
(progression of content across grades)
Resources: Progressions Documents
http://ime.math.arizona.edu/progressions/
ILLUSTRATIVE MATHEMATICS
https://www.illustrativemathematics.org/cont
ent-standards/7/RP/A/tasks/1564
Sample Tasks (grade 6/7:
Task
Chichén Itzá was a Mayan city in what is now Mexico. The
picture below shows El Castillo, also known as the
pyramid of Kukulcán, which is a pyramid located in the
ruins of Chichén Itzá.
The temple at the top of the pyramid is approximately 24
meters above the ground, and there are 91 steps leading
up to the temple. How high above the ground would you
be if you were standing on the 50th step?
(links on slide 80)
LOUISIANA (ixL interactive online) link slide 83
https://www.ixl.com/standards/louisiana/math/gra
de-7
screenshot
LOUISIANA (ixL interactive online) link slide 83
https://www.ixl.com/standards/louisiana/math/gra
de-8
screenshot
LOUISIANA (ixL interactive online) link slide 83
https://www.ixl.com/standards/louisiana/math/hig
h-school
screenshot
See hardcopy
PARCC MATHEMATICS
“ONLINE SEARCH and EXPLORE”
For
DATA DOCUMENTS
(by Adele Macula Nov. 10, 2015)
Alignment Document
What is it?
How can it help me?
Alignment Document spring 2015
• Student’s EOY Exam (task #, type I II III, calculator
or not, which ‘form’ of test/online or paper) item
analysis not available until March 2016
• EOY Exam Released Items (match task #)
• EOY Answer Keys (match task #)
• Informational Guide points: sample gr. 6-8
Major Content(29), Additional/Supporting(11),
Math Reasoning(14), Modeling(12) *hardcopy
Individual Student Scores 2015
ITEM Analysis
NOT YET AVAILABLE to DISTRICTS
(Expected late March 2016?)
Scroll down to bottom
Select page for your grade 3 4 5 6 7 Next > Last >>
https://prc.parcconline.org/assessments/parccreleased-items
(spring 2015)
Grade 3 page- 1-2
(link on slide 89)
Grade 4 page-2
Grade 5 page-3
Grade 6 page-4
Grade 7 page-5
Grade 8 page-6
HS Algebra I (grade 8/9) page-8
HS Algebra II (grade 10/11) page-8, 9
HS Geometry (grade 9/10) page-9
TEST ITEMS spring 2015
PARCC Released Item-Bank
RESOURCES for EOY and PBA ASSESSMENT
Grade XX Math EOY and PBA Alignment Documents
– Item Set (examples w/task code #)
– Answer Key
– Sample Student Responses with rubrics
FORM: Selected Ex. from PARCC 2015 EOY
# your students correct
Sample Algebra I item #1
EOY spring operational 2015
1. What are the zeros of the polynomial below?
Indicate all zeros.
x(x 2 + 4x -12)
A. -12
B. -6
C. -3
D. -2
E. 0
F. 2
G. 6
H. 12
VH001570
Sample Algebra I item #3
PBA spring operational 2015
SCREEN SHOT
VF623198
Sample Algebra I item #6
EOY spring operational 2015
SCREEN SHOT
VH004589
Sample Algebra I item #9
PBA spring operational 2015
SCREEN SHOT
M40422
Sample GRADE 7 item #3 EOY spring
operational 2015
VF560633
SCREEN SHOT
Sample GRADE 8 item #2 EOY spring
operational 2015
M21742
SCREEN SHOT
TEST ITEMS spring 2015
Which ITEM #s Will You Use
EOY and PBA ASSESSMENT items?
– EOY or PBA Item Set (examples w/task code #)
– EOY or PBA Answer Key
– EOY or PBA Sample Student Responses with rubrics
What STRATEGIES and ACTIVITIES
will make a difference?
Lucy Ethel VIDEO
“In the Chocolate Factory” assembly line
https://www.youtube.com/watch?v=8NPzLBSBzPI
(link on slide 101)
See Lucy and Ethel as the students.
See their supervisor as their teacher.
What’s wrong?
We learn and remember more
when we have fun!
21st Century
Assembly Line
*ACTIVITY
Do one step and move to the
right (Shhhh! No hints or
questions permitted!)
- Expressions
- Equations
21st Century Assembly Line
DO ONE STEP … and ….
PASS IT ON
WORK TOGETHER
*
CREATE
YOUR OWN
MATCH your PARTNER’S ANSWER
• Set C & D (Inequalities
• Set A & B (Expressions)
• Set A & B (Equations)
• Worksheet form
(blanks = last sheets
right side folder)
WORK TOGETHER
*
CREATE
YOUR OWN
See your CLASS data (PBA exam)
• Roster of your students
• Student score (task #, level of score: 2, 3, 4 or 5)
• Locate matching task by #; see exact task (2015
PARCC released items)
• See answer key
• Link to Parent (teacher/student) Resources:
– Attitude
– Sprinkle math into everyday activities
– Kahn Academy (examples, answer, show me how/hint,
stuck? Watch video)
Data – Using PLCS Ask Four Questions
READ article “How PLCs Do Data Right”
1. Which students were unable to demonstrate proficiency on
this assessment?
1. Which students are highly proficient and would benefit from
extended or accelerated learning?
1. Did one or more of my colleagues have excellent results in an
area where my students struggled? What can I learn from my
colleagues to improve my individual practice?
1. Is there an area in which none of us achieved the results we
expected and do we need to learn as a team to teach this skill
or concept more effectively?
Source: Educational Leadership (ASCD, Nov. 2015, p. 23-28)
http://www.educationalleadership-digital.com/educationalleadership/201511?pg=26#pg26
Online Resources (links on slide 105)
Inside Mathematics
Leveled a-e; K-HS and aligned to CCSSM
http://www.insidemathematics.org/problems-of-themonth/download-problems-of-the-month
Achieve the Core
http://achievethecore.org/dashboard/300/search/1/2/0/1/2/3/
4/5/6/7/8/9/10/11/12
PARCC Released Items
https://prc.parcconline.org/assessments/parcc-released-items
Online Resources continued
(links on slide 106)
LOUISIANA
http://www.louisianabelieves.com/resources/library/teachersupport-toolbox-library/6-8-grade-math-teachers
NEW YORK STATE
https://www.engageny.org/resource/new-york-state-commoncore-sample-questions (2013 and 2014 )
https://www.engageny.org/resource/released-2015-3-8-ela-andmathematics-state-test-questions (2015 released items)
MAP MATH SHELL http://map.mathshell.org/index.php
(Grade 6-HS)
www.NCTM.ORG
Classroom Resources (links on slide 107)
(activity, instructions, explorations)
member log-in NOT required to access resources
• Adjustable spinner w/interactivities (K-12)
http://www.nctm.org/Classroom-Resources/Interactives/Adjustable-Spinner/
• Geometric Solids (solid, faces, edges, vertices)
opens to net/closes back to solid
http://www.nctm.org/Classroom-Resources/Interactives/Geometric-Solids/
High School Resources (links on slide 111)
Member log-in may be needed to access these NCTM links.
http://www.nctm.org/Classroom-Resources/BrowseAll/?ps=20&cp=2&tx=2681
• Movie Lines:
Apply knowledge of linear equations and graphs in an authentic situation.
• Sample Interactive Tasks (from NAEP) Scroll
down to select grade 12.
http://www.nationsreportcard.gov/science_2009/ict_tasks.asp
More Resources continued: (links slide 112)
Illuminations from NCTM website (member sign-in)
http://www.nctm.org
Dana Center Toolbox http://www.ccsstoolbox.org
-
Resources for Implementation
PARCC Prototype Project
EngageNY http://www.engageny.org/subject/math
PARCC http://parcc.pearson.com/practice-tests/math/
Achieve the Core http://achievethecore.org
RegentsPrep www.regentsprep.org Review, Practice worksheets, Quiz
Hotmath (free videos) www.Hotmath.com (free videos)
MathBits (pre Algebra-Calculus) www.MathBits.com
ixl (K-12) www.ixl.com
FREE! Concepts in Motion (links slide 113)
Individual tutorial videos explaining, modeling,
demonstrating selected topics: Glencoe Textbook Series:
PreAlgebra 2008
http://glencoe.mheducation.com/sites/0078738180/sitemap.html?resource=
conceptsinmotion
MathMatters 2010
http://glencoe.mheducation.com/sites/0078805694/student_view0/concepts
_in_motion.html
PreAlgebra 2010
http://glencoe.mheducation.com/sites/0078885159/student_view0/chapter0/ma
th_in_motion.html
Algebra-I 2008 (use grade-8 and algebra)
http://glencoe.mheducation.com/sites/0078738229/student_view0/chapter1/co
ncepts_in_motion.html
FREE! Glencoe ‘Geometry’ (links slide 114)
Graphing Technology Personal Tutors (2010)
http://glencoe.mheducation.com/sites/0078884845/student_vie
w0/graphing_technology_personal_tutors.html
Math in Motion (2010) Select chapter first.
• Chapter Opener Animations are
demonstrations of selected Key Concepts and
topics from each chapter.
• Animations are demonstrations of selected
Key Concepts and topics from your textbook.
http://glencoe.mheducation.com/sites/0078884845/student_vie
w0/chapter10/math_in_motion.html
Thoughts and Plans
DATA I can access
- PARCC . NJ . District . School . Class . Student
- Levels . PLDs (Sub Claims) . Test Items (2014.15)
- EOY/PBA/new SAT/PSAT tests
RESOURCES I can access
- tutorials, practice, assess
- Activities: 21st.Century Assembly Line
- Activities: Match Your Partner’s Answer
What will you use? Share with a colleague?
Use at a PLC?
“You Arx a Kxy Pxrson”
Xyxn though my computxr is an oldxr modxl. It works
vxry wxll - - xxcxpt for onx kxy. You would think that with all
thx othxr kxys functioning propxrly, onx kxy not working
would hardly bx noticxd; but just onx kxy out of whack
sxxms to ruin thx wholx xffort.
You may say to yoursxlf – Wxll I’m only onx pxrson. No
onx will noticx if I don’t do my bxst. But it doxs makx a
diffxrxncx bxcausx to bx xffxctivx a class nxxds activx
participation by xvxry onx to thx bxst of his or hxr ability.
So, thx nxxt time you think you arx not important,
rxmxmbxr my old computxr. You arx a kxy pxrson.
Take a Teacher Survey
(link on slide 118)
https://www.surveymonkey.com/r/72S5JWM
JUDITH T. BRENDEL, ED.M.
• edleaderk12@hushmail.com
• jbrendel2112@gmail.com
KEEP IN TOUCH