Transcript Understanding the Bar - Baltimore City Public Schools

1
Understanding the Bar
A Deeper Look at the MCCRS and PARCC
2014 Leadership Institute
Day 1
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Leadership Institute network.
Network ID: BCPS
Password: baltimorecitypublicschool$
If you have not already downloaded today’s materials,
please go to the conference website and download the
documents for the appropriate day and grade level.
Website: 365.bcpss.org/leadership
2
Agenda
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Session Outcome
We will develop a
common understanding of
the urgency of raising the
bar for every student
through a deeper
understanding of content
and grade level
expectations for the
Maryland College and
Career Ready Standards
(MCCRS).
Activities
• Dissect PARCC tasks for
rigor in ELA and
Mathematics
• Deconstruct the MCCRS
aligned to the task
• Make connections to the
curriculum and
Instructional Framework
Group Norms
4
 Understand that those who work, learn.
 Recognize that everyone has expertise.
 Phrase questions for the benefit of everyone.
 Challenge ideas, not people.
 Share talk time
5
K-8 LITERACY
Session Overview: Literacy
6
Participants will...
•
Review PARCC timelines and task types,
•
Complete a sample PARCC task, and
•
Analyze how the task addresses the MCCRS
…in order to better understand how the PARCC
assessment measures readiness for college and
career against the MCCRS.
The MCCRS Shifts Build Toward College and
Career Readiness for All Students
7
Engage with
Complex
Text
Extract and
Employ
Evidence
Build
Knowledge
8
PARCC Performance-Based Assessment for
ELA / Literacy
9
PARCC
PerformanceBased
Assessment:
ELA / Literacy
Grades 3-11
Literary
Analysis
Task
Narrative
Task
Research
Simulation
Task
PARCC Performance-Based Assessments
10
Literary
Analysis Task
• This task will ask students to carefully consider literature
worthy of close study and compose an analytic essay.
Narrative Task
• In this task, students may be asked to write a story, detail a
scientific process, write a historical account of important
figures, or describe an account of events, scenes or
objects.
Research
Simulation
Task
• In this task, students will analyze an informational topic
presented through several articles or multimedia stimuli.
Students will answer a series of questions and synthesize
information in order to write two analytic essays.
3 Types of Questions
11
When taking the PARCC assessment, students will encounter
three question types:
•
Evidence-Based Selected Response (EBSR) items
•
Technology-Enhanced Constructed Response (TECR)
items
•
Prose Constructed Response (PCR) items
Texts Worth Reading
12
We will be looking at the first text for a
Research Simulation Task:
 Eliza’s Cherry Trees: Japan’s Gift to
America by Andrea Zimmerman tells the
story of a young woman who lived in
Washington, D. C. in the 1800s.
 As you read the text, pay attention to
complexity (vocabulary, structure, etc.)
What grade level do you think aligns to
this text?
Research Simulation Task
13
 After reading and
discussing the excerpt
from Eliza’s Cherry Trees,
complete the Sample
PARCC Assessment
questions.
 What do you think is the
appropriate grade level for
this text? Has your
opinion changed? Why or
why not?
Debriefing the Task
14
What type of task did
you complete?
What is the appropriate
grade level for this
text?
What is your
impression of the task
now that you’ve
completed it?
What skills and
strategies do you think
are most relevant for
completing this task?
Sample Item #1—Part A
15
The article includes these details about Eliza’s life:
 She wrote newspaper articles to tell others about what she saw in Alaska to
inform those who had not been there. (paragraph 1)
 She wrote the first guidebook about Alaska. (paragraph 1)
 She was the first woman to work at the National Geographic Society, where
she wrote many articles and books. (paragraph 11)
What do these details help show about Eliza?
a)
b)
c)
d)
They show that she shared the benefits of her experiences with others.*
They show she had many important jobs during her lifetime, but becoming a
photographer was one of her proudest moments.
They show that her earlier travels were more exciting than the work she did
later in life.
They show that she had a careful plan for everything she did in her life.
Sample Item #1—Part B
16
Ideas from paragraphs 1 and 11 were used to help you
learn about Eliza.
Click on (or highlight) two other paragraphs that include
additional support for the answer in Part A.
There are more than two paragraphs that include
additional support, but you need to only choose two.
[Note: in addition to the instructions within the item, the computer
functionality will prevent students from selecting paragraphs 1 and 11 or
more than two paragraphs total.]
Connecting the MCCRS
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Standard RI.3.2:
Determine the main
idea of a text;
recount the key
details and explain
how they support
the main idea.
Connecting the MCCRS
18
Standard RI.3.1:
Ask and answer
questions to
demonstrate
understanding of a
text, referring
explicitly to the text
as the basis for
answers.
Sample Item #1—Part A
19
Which statement best describes how the events in
paragraphs 13 through 15 are related to each other?
a. They explain how Washington DC would change if cherry trees were
planted around the city.
b. They show that Eliza found a new way to get cherry trees planted in
Washington, D.C.*
c. They compare the ways Eliza and Mrs. Taft tried to add beauty to
Washington, D.C.
d. They describe how Mr. Takamine gave Eliza the idea to bring cherry trees
to Washington, D.C.
.
Sample Item #1—Part B
20
Which sentence from the article best
supports the answer in Part A?
a. “When they bloomed, the trees became clouds of pink blossoms.”
b. “She kept trying for more than twenty years!”
c. “She wrote a letter to the president’s wife, Mrs. Taft.”*
d. “With the help of Mr. Takamine, a generous Japanese scientist, they had
trees sent from Japan.”
Connecting the MCCRS
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Standard RI.3.3:
Describe the
relationship
between a series of
historical events,
scientific ideas or
concepts, or steps
in technical
procedures in a a
text, using language
that pertains to time,
sequence, and
cause / effect.
Connecting the MCCRS
22
Standard RI.3.1:
Ask and answer
questions to
demonstrate
understanding of a
text, referring
explicitly to the text
as the basis for
answers.
Reflection
23
 What does this look like in the classroom?
 How do teachers engage students in activities that
allow students to succeed at these tasks?
 How do these activities align to the actions within the
Instructional Framework?
Connecting to the Instructional Framework
24
Connecting to City Schools Model for Effective
Literacy Instruction
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Connecting to City Schools Curriculum
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• Structures
•
•
•
Whole Group
Small Group
Independent Practice
• Strategies
•
•
•
•
•
•
•
Guided Reading
Shared Reading
Rich and Rigorous Conversation
Close Reading
Writing from Sources
Think Aloud / Write Aloud
Text Dependent Questioning
Connecting to City Schools Curriculum
27
Modeling: Think
Aloud (RI.1, RL.1)
Pre-writing:
Outlining/Chartin
g (RI.1, RL.1)
Closing: Table Talk
28
At your tables, discuss the following:
How does this information help you as you
prepare to lead your school/teacher team
for the upcoming year?
29
K-8 MATHEMATICS
Mathematics Assessment
30
Type I
PARCC
Assessment
Mathematics
Type II
Type III
Type I Tasks
31
Type
I
• Concepts, skills,
and procedures
• Balance of
conceptual
understanding,
fluency, and
application
• Can involve any or
all mathematical
practice standards
Type II Tasks
32
Type
II
• Expressing
mathematical
reasoning
• Each task calls for
written arguments/
justifications,
critique of
reasoning, or
precision in
mathematical
statements
• Can involve other
mathematical
practice standards
Type III Tasks
33
Type
III
• Modeling/
application
• Each task calls for
the modeling/
application in a realworld context or
scenario
• Can involve other
mathematical
practice standards
What’s the Task Type?
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Solve
• Solve the task independently.
Discuss
• Turn and talk with a partner about
what was required of you to solve
the task.
Answer
• Determine what type of task you
completed.
Elementary PARCC Task
35
48
18
14
+ 16
48
Elementary PARCC Task
36
Elementary PARCC Task
37
56 = R
X
7
Debrief
38
What type of task did
you complete?
What is the appropriate
grade level for this
task?
What is your
impression of the task
now that you’ve
completed it?
What Standards of
Mathematical Practice
do you think is most
relevant for solving this
task?
Guide to the MCCRS Structure
39
Domains are large
groups of related
standards.
Clusters are subgroups of related
standards.
Standards define
what students should
understand and be
able to do.
MCCRS Standards Progression
40
Priorities in Mathematics
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Grade
Priorities in Support of Rich Instruction and
Expectations of Fluency and Conceptual
Understanding
K–2
Addition and subtraction, measurement using whole
number quantities
3–5
Multiplication and division of whole numbers and fractions
6
Ratios and proportional reasoning; early expressions and
equations
7
Ratios and proportional reasoning; arithmetic of rational
numbers
8
Linear algebra
Required Fluencies in K-6
42
Grade
Standard
K
K.OA.5
Add/subtract within 5
1
1.OA.6
Add/subtract within 10
2.OA.2
Add/subtract within 20 (know single-digit sums from memory)
2.NBT.5
Add/subtract within 100
3.OA.7
Multiply/divide within 100 (know single-digit products from
memory)
2
3
3.NBT.2
Required Fluency
Add/subtract within 1000
4
4.NBT.4
Add/subtract within 1,000,000
5
5.NBT.5
Multi-digit multiplication
6
6.NS.2,3
Multi-digit division
Multi-digit decimal operations
Connecting the MCCRS
43
What content cluster of the MCCRS
does this task address?
Read over the
content
clusters.
Identify the
content cluster
associated with
the task.
Connecting the MCCRS
44
Operations
and
Algebraic
Thinking
• Solve problems involving the
four operations, and identify
and explain patterns in
arithmetic.
3.OA.D.8 Solve two-step word
problems using the four operations.
Represent these problems using
equations with a letter standing for
the unknown quantity. Assess the
reasonableness of answers using
mental computation and estimation
strategies including rounding.
3.OA.D.9 Identify arithmetic
patterns (including patterns in the
addition table or multiplication
table), and explain them using
properties of operations.
Solve two-step word
problems using the
four operations.
3.OA.D.8
Represent these
problems using
equations with a letter
standing for the
unknown quantity.
Assess the
reasonableness of
answers using mental
computation and
estimation strategies
including rounding.
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Connecting the MCCRS
46
3.OA.D.8
Solve two-step
word problems
using the four
operations.
Read and make
sense of word
problems
Proficiency with
addition, subtraction,
multiplication, and
division
Properties of
Operations
Order of Operations
What does this look like in the classroom?
Sample Student Activities
47
Fluency
Games
Problem of
the Day
Math
Journals
Small Group
Computation
Math Talk
Peer Work
Review
Connecting the Curriculum
48
What resources does our curriculum provide to
allow students to engage in these types of
activities?
49
Elementary
Units
Detailed fluency
activities that
support prior
learning and
current learning.
Students need to develop speed and
accuracy with simple calculations
50
Elementary
Units
Fun, fast-paced,
adrenaline-rich
activities that
intentionally
build energy
and excitement.
Sprints – The teacher assumes the role
of athletic coaches and students
recognize their increasing success
which serves to motivate them to do
their personal best.
11
12
14
13
15
16
10
17
19
20
51
Elementary
Units
Students use writing
and speaking to
solve mathematical
problems, reflect on
their learning, and
analyze their
thinking.
They learn more
than the trick to get
the answer right.
They learn the
math.
The curriculum provides opportunities
for students to explain why the math
works
52
Elementary
Units
Students use
mathematical tools
and diagrams that
aid problem solving.
Students solve
single-step and
multi-step word
problems as well as
brain teasers and
exploratory tasks.
The curriculum provides students with
opportunities to apply math in real
word situations and decide which math
to use in the situation.
53
Students interact with real-world
problems to develop concepts & skills
Agile Mind
Animations
Ground
Conceptual
Development
54
Virtual and concrete manipulatives
Agile Mind
Manipulatives
help students
model the world
55
Agile Mind
Students use writing
and speaking to
solve mathematical
problems, reflect on
their learning, and
analyze their
thinking.
They learn more
than the trick to get
the answer right.
They learn the
math.
The curriculum provides opportunities
for students to explain why the math
works
56
Agile Mind
Students use
mathematical tools
and diagrams that
aid problem
solving.
Students solve
single-step and
multi-step word
problems as well as
brain teasers and
exploratory tasks.
The curriculum provides students with
opportunities to apply math in real
word situations and decide which math
to use in the situation.
57
Agile Mind
Students use
technology to
interact with
problems and
organize their
reasoning.
Interactive problem-solving
Connecting to the Instructional Framework
58
Session Reflection
59
• Turn and talk to
about what
implications this
session’s
information has
on your school
for this upcoming
year.
Turn and
Talk
Share
Out
• Designate one
person to share
out your group’s
discussion to the
whole group.
• Jot down three
things your team
can do
immediately in
response to the
information
received today.
Quick Write
References
60
 Maryland College and Career Ready Standards




http://mdk12.org/instruction/commoncore/index.html
City Schools’ Mathematics and ELA Curriculum
http://www.bcpss.org
PARCC Online
http://www.parcconline.org
Achieve the Core: Progressions Documents
http://achievethecore.org/page/254/progressions-documentsfor-the-common-core-state-standards-for-mathematics-detailpg
The Mathematics Common Core Toolbox
http://ccsstoolbox.agilemind.com/index_flash.html
61
Questions or Comments
Contact Information
Dr. Nakia Hardy
Ryan Reid-Salta
Janise Lane
Executive Director of
Teaching and Learning
Director of Mathematics
Director of Literacy ACLs
[email protected]
[email protected]
[email protected]
Looking Forward to Day 2
62
TRACKING STUDENT
PROGRESS TO MEET THE
BAR FOR EVERY STUDENT
63
SECONDARY LITERACY
Session Overview: Literacy
64
Participants will...
•
Review PARCC timelines and task types,
•
Complete a sample PARCC task, and
•
Analyze how the task addresses the MCCRS
…in order to better understand how the PARCC
assessment measures readiness for college and
career against the MCCRS.
The MCCRS Shifts Build Toward College and
Career Readiness for All Students
65
Engage with
Complex
Text
Extract and
Employ
Evidence
Build
Knowledge
66
PARCC Performance-Based Assessment for
ELA / Literacy
67
PARCC
PerformanceBased
Assessment:
ELA / Literacy
Grades 3-11
Literary
Analysis
Task
Narrative
Task
Research
Simulation
Task
PARCC Performance-Based Assessments
68
Literary
Analysis
Task
Narrative
Task
Research
Simulation
Task
• This task will ask students to carefully consider
literature worthy of close study and compose an
analytic essay.
• In this task, students may be asked to write a
story, detail a scientific process, write a historical
account of important figures, or describe an account
of events, scenes or objects, for example.
• In this task, students will analyze an informational
topic presented through several articles or multimedia
stimuli. Students will answer a series of questions and
synthesize information in order to write two analytic
essays.
3 Types of Questions
69
When taking the PARCC assessment, students will encounter
three question types:
•
Evidence-Based Selected Response (EBSR) items
•
Technology-Enhanced Constructed Response (TECR)
items
•
Prose Constructed Response (PCR) items
Texts Worth Reading
70
We will be looking at the first text for a
Literacy Analysis Task:
 Brian’s Winter—Author Gary Paulsen won the
ALA Margaret Edwards Award, which
recognizes an author and a particular body of
work for “significant and lasting contribution to
young adult literature” in 1997.
 As you read the text, pay attention to
complexity (vocabulary, structure, etc.) What
grade level do you think aligns to this text?
Simulation: Literary Analysis Task
71
 After reading and
discussing the excerpt
from Brian’s Winter,
complete the Sample
PARCC Assessment
questions.
 What do you think is the
appropriate grade level for
this task? Has your
opinion changed? Why or
why not?
Debriefing the Task
72
What type of task did
you complete?
What is the appropriate
grade level for this
text?
What is your
impression of the task
now that you’ve
completed it?
What skills and
strategies do you think
are most relevant for
completing this task?
Sample Item #1—Part A
73
What is the meaning of the word adversary as it
is used in paragraph 21?
A.
B.
C.
D.
problem’s solution
indication of trouble
opposing force*
source of irritation
Sample Item #1—Part B
74
Which phrase from paragraph 21 best helps clarify the
meaning of adversary?
A.
B.
C.
D.
“own worst enemy”*
“the primary rule”
“missed the warnings”
“most dangerous thing”
Connecting the MCCRS
75
Standard RL.8.4:
Determine the
meaning of words
and phrases as they
are used in a text,
including figurative
and connotative
meanings; analyze
the impact of
specific word
choices on meaning
and tone, including
analogies or
allusions to other
texts.
Connecting the MCCRS
76
Standard RL.8.1:
Cite the textual
evidence that most
strongly supports
an analysis of what
the text says
explicitly as well as
inferences drawn
from the text.
Connecting the MCCRS
77
Standard L.8.4:
Determine or clarify
the meaning of
unknown and
multiple‐meaning
words or phrases
based on grade 8
reading and content,
choosing flexibly
from a range of
strategies.
Sample Item #2
78
Create a summary of the excerpt from Brian’s Winter by dragging four statements from
the list of events and dropping them in chronological order into the table titled Summary.
1
Brian is sore as he gets into his bag that night.
2
Brian attempts to scare away the bear that wakes
him up.*
3
The bear is more powerful than Brian thinks.
4
Brian believes that he has learned to co-exist with
the bears.*
2
5
Brian takes a serious risk.
3
6
Brian thinks about solutions to his major problem.*
7
The bear tosses Brian and eats the scraps of Brian’s
meal.*
8
The bear looks at Brian and walks away.
9
The bear sits back and sniffs the air.
Summary
1
4
Correct Response: 4, 2, 7, 6
Connecting the MCCRS
79
Standard RL.8.2:
Determine a theme
or central idea of a
text and analyze its
development over
the course of the
text, including its
relationship to the
characters, setting,
and plot; provide an
objective summary
of the text.
Connecting the MCCRS
80
Standard RL.8.1:
Cite the textual
evidence that most
strongly supports
an analysis of what
the text says
explicitly as well as
inferences drawn
from the text.
Sample Item #3—Part A
81
In the excerpt from Brian’s Winter, Brian comes to a
major realization at the end of the passage. Which
statement best describes his realization?
A.
B.
C.
D.
He needs to avoid confronting wild animals.
He needs to prepare for the perils of winter.*
He needs to create a better way to store food.
He needs to find a new, safer shelter.
Connecting the MCCRS
82
Standard RL.8.3:
Analyze how
particular lines of
dialogue or
incidents in a story
or drama propel the
action, reveal
aspects of a
character, or
provoke a decision.
Connecting the MCCRS
83
Standard RL.8.1:
Cite the textual
evidence that most
strongly supports
an analysis of what
the text says
explicitly as well as
inferences drawn
from the text.
Reflection
84
 What does this look like in the classroom?
 How do teachers engage students in activities that
allow them to succeed at tasks like this?
 How do these activities align to the actions within the
Instructional Framework?
Connecting to the Instructional Framework
85
Connecting to City Schools Model for Effective
Literacy Instruction
86
Connecting to City Schools Curriculum
87
 Structures



Whole Group
Small Group
Independent Practice
 Strategies







Text Annotation
Close Reading
Rich and Rigorous Conversation
Prewriting
Writing from Sources
Think Aloud / Write Aloud
Text Dependent Questioning
Connecting to City Schools Curriculum
88
Modeling: Think
Aloud and Write
Aloud (RI.1, RL.1)
Pre-writing: DoubleEntry Journals
(RI.1, RL.1)
Closing: Table Talk
89
At your tables, discuss the following:
How does this information help you as you
prepare to lead your school/teacher team
for the upcoming year?
90
SECONDARY
MATHEMATICS
Mathematics Assessment
91
Type I
PARCC
Assessment
Mathematics
Type II
Type III
Type I Tasks
92
Type
I
• Concepts, skills and
procedures
• Balance of
conceptual
understanding,
fluency, and
application
• Can involve any or
all mathematical
practice standards
Type II Tasks
93
Type
II
• Expressing
mathematical
reasoning
• Each task calls for
written arguments/
justifications,
critique of
reasoning, or
precision in
mathematical
statements
• Can involve other
mathematical
practice standards
Type III Tasks
94
Type
III
• Modeling/
application
• Each task calls for
the modeling/
application in a realworld context or
scenario
• Can involve other
mathematical
practice standards
What’s the Task Type?
95
Solve
• Solve the task independently
Discuss
• Turn and talk with a partner about
what was required of you to solve
the task
Answer
• Determine what type of task you
completed
Secondary Performance Task
96
100 100
t  20
d O  d B t
10 12
Secondary Performance Task
97
d  10t
100  10t
t  10
d  100 12t  20
100  100 12t  20
80  100 12t
9.6  t
10  9.6  0.4s
Debrief
98
What type of task did you
complete?
What is the appropriate
grade level for this task?
What is your impression
of the task now that
you’ve completed it?
What Standards of
Mathematical Practice do
you think is most relevant
for solving this task?
Guide to the MCCRS Structure
99
Conceptual Categories
Number
and Quantity
Algebra
Functions
Modeling
Geometry
Statistics
and
Probability
Guide to the MCCRS Structure
Clusters are
subgroups of
100
Domains are large
related
groups of related
standards.
Standards define what students should know and be able to do.
standards
MCCRS Standards Progression
101
Domain Progression – Secondary School Math
6th Grade
7th Grade
8th Grade
High School
Ratios & Proportional Relationships
Number &
Quantity
The Number System
Expressions & Equations
Algebra
Functions
Geometry
Statistics & Probability
Priorities in Mathematics
102
Grade
Priorities in Support of Rich Instruction and
Expectations of Fluency and Conceptual
Understanding
K–2
Addition and subtraction, measurement using whole
number quantities
3–5
Multiplication and division of whole numbers and fractions
6
Ratios and proportional reasoning; early expressions and
equations
7
Ratios and proportional reasoning; arithmetic of rational
numbers
8
Linear algebra
Connecting the MCCRS
103
What content domain of the MCCRS
does this task address?
Read over the
Conceptual
Categories.
Identify the
Domain
associated with
the task.
Connecting the MCCRS
A-CED - Creating equations that
describe numbers or relationships
A-CED.1 - Create
equations and
inequalities in one
variable and use
them to solve
problems. Include
equations arising
from linear and
quadratic functions,
and simple rational
and exponential
functions.
A-CED.3 - Represent
constraints by
equations or
inequalities, and by
A-CED.2 - Create
systems of equations
equations in two or
and/or inequalities,
more variables to
and interpret
represent
solutions as viable or
relationships
nonviable options in
between quantities;
a modeling context.
graph equations on
For example,
coordinate axes with
represent inequalities
labels and scales.
describing nutritional
and cost constraints
on combinations of
different foods.
A-CED.4 - Rearrange
formulas to highlight
a quantity of interest,
using the same
reasoning as in
solving equations.
For example,
rearrange Ohm’s law
V = IR to highlight
resistance R.
104
Graph equations on
coordinate axes with
labels and scales.
A-CED.2
100
dB 
t  20
12
Create equations in
two or more variables
to represent
relationships between
quantities;
100
dO 
t
10
105
Graphical Solution
106
D
I
S
T
A
N
C
E
TIME
Connecting the MCCRS
107
A-CED.2
Create equations in two or more
variables to represent relationships
between quantities; graph equations on
coordinate axes with labels and scales.
Read and make
sense of word
problems
Model
relationships
between quantities
using variables
Fluency with
algebraic
manipulations
Interpret the
models using units
of measurement
What does this look like in the classroom?
A-CED.2
Graph equations on
coordinate axes
with labels and
scales.
Graph equations on
coordinate axes with
labels and scales.
Create equations
100 in
two or more
d B variables

t  20
12
to represent
relationships between
quantities;
Create equations in
two or more variables
to represent
relationships between
quantities;
100
dAO- CE D . 2 t
10
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Sample Student Activities
109
Fluency
Expectations
Small Group
Manipulatives
Performance
Tasks
Animations
Math
Discourse
Peer Work
Review
Interactive
ProblemSolving
Connecting the Curriculum
110
What resources does our curriculum provide to
allow students to engage in these types of
activities?
111
Students interact with real-world
problems to develop concepts & skills
Agile Mind
Animations
Ground
Conceptual
Development
112
Virtual and concrete manipulatives
Agile Mind
Manipulatives
help students
model the world
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Agile Mind
Students use writing
and speaking to solve
mathematical
problems, reflect on
their learning, and
analyze their
thinking.
They learn more than
the trick to get the
answer right. They
learn the math.
The curriculum provides opportunities
for students to explain why the math
works
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Agile Mind
Students use
mathematical tools
and diagrams that
aid problem
solving.
Students solve
single-step and
multi-step word
problems as well
as brain teasers
and exploratory
tasks.
The curriculum provides students with
opportunities to apply math in real
word situations and decide which math
to use in the situation.
115
Agile Mind
Students use
technology to
interact with
problems and
organize their
reasoning.
Interactive problem-solving
Connecting to the Instructional Framework
116
Session Reflection
117
• Turn and talk to
about what
implications this
session’s
information has
on your school
for this upcoming
year.
Turn and
Talk
Share
Out
• Designate one
person to share
out your group’s
discussion to the
whole group.
• Jot down three
things your team
can do
immediately in
response to the
information
received today.
Quick Write
References
118
 Maryland College and Career Ready Standards




http://mdk12.org/instruction/commoncore/index.html
City Schools’ Mathematics and ELA Curriculum
http://www.bcpss.org
PARCC Online
http://www.parcconline.org
Achieve the Core: Progressions Documents
http://achievethecore.org/page/254/progressions-documentsfor-the-common-core-state-standards-for-mathematics-detailpg
The Mathematics Common Core Toolbox
http://ccsstoolbox.agilemind.com/index_flash.html
119
Questions or Comments
Contact Information
Dr. Nakia Hardy
Ryan Reid-Salta
Janise Lane
Executive Director of
Teaching and Learning
Director of Mathematics
Director of Literacy ACLs
[email protected]
[email protected]
[email protected]
Looking Forward to Day 2
120
TRACKING STUDENT
PROGRESS TO MEET THE
BAR FOR EVERY STUDENT
Please take the next 10-15 minutes to
complete the daily survey.
Website: 365.bcpss.org/leadership
Your responses are important for feedback
not only about today, but also for future
planning!
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