CCSS and Assessments

PARCC recently released a draft of their model content framework for Mathematics.  PARCC states:

"The model content frameworks serve several purposes: They help identify the big ideas in the Common Core State Standards for each grade level; help determine the focus for the various PARCC assessment components; and will support the development of the PARCC assessment blueprints." 

As we begin to plan for the new assessments, what can math teams do to prepare for this transition?  At the Math Team Leader training last week, a portion of the agenda was focused on ways to use Formative Assessments to engage the learner in the process.  Traditional classrooms  assessment cycles consist of teachers giving tests or quizzes, then they grade the tests, return the results to the students, then start a new unit of instruction.  During this cycle, teachers may or may not know what specific math gaps exist in students, yet the students are not purposefully reflective about learning from their mistakes.  Dr. Kanold shared models on how to use summative assessment measures as a learning tool when "viewed formatively rather than evaluatively."  Below are some examples to reference when creating common assessments that engage students in being reflective about their current level of understanding. 


Pre-Calculus Exam:  Notice the GUS.  As students are completing the practice exam, students monitor their understanding of each concept.  When students receive the results from the practice exam (prior to the actual test), they keep track of each concept on the student self assessment form.  This provides the student specific feedback on each learning target they were supposed to master for the upcoming exam. 

Algebra 1. Chapter 5 example

Geometry Quiz example 

It was a fantastic kick-off for the 2011-2012 school year for the math team leaders.  If you want to read more about the training, you can follow Dr. Kanold's Blog at or you can see the newest blog by North HS Math department. 
Click on SLIDES to view the PowerPoint from the Team Leader training. 

E2020 and CCSS Mathematical Practice #5

Last year we piloted E2020 at 5 schools for mathematics concept recovery (Trevor Browne, Cesar Chavez, North, Camelback, and Bostrom). This Saturday, 25 more teachers attended the E2020 training.  The following teachers are resident experts and will be training the rest of their site over the next month. 

School	Teacher Leaders
Alhambra	Kris Cunningham	Kerstin Vikstrom	Marsha Stoddard	Donna Pickens
Metro Tech	Gwen Lee	Suns-Diamondback	Rashawn Gilmer	Jay Osegueda
Central	Dawn Davis	Jeffrey Johnson Greg Stephens	Lisa Spresser Dorothea Lynch	Lisa Sommer
Maryvale	Shana Rose	Surani Joshua Aracely Shepherd	Vicki Burkhart	Fernando Galvez
Carl Hayden	Steve Pusec	Tanya Arnold	Bioscience	Po-Pe Enrique
Cesar Chavez	Oscar Ramirez
Camelback	Becky Angus	Daphne Anderson Smith	Miranda Jackson

A second group of experts will be attending Saturday, August 28,  from Metro Tech, Carl Hayden, Fairfax, Franklin, South, Desiderata, and Homebound. 

E2020 is currently being used for concept recovery as a Tier 1 or Tier 2 intervention.  Students who are struggling with a specific concept can be assigned an online support unit to supplement the classroom.  At the end of the training, teacher leader teams created plans for implementation at their site.  Some sites will use this in the lab classrooms or as part of their class time.    As I was watching the presentation on the labs I discovered that one of the easiest way to implement E2020 as a Tier 1 intervention (intervention for all students) is to use the labs to Model Mathematics.  Below is an example lab: 

CCSS Mathematical Practice #5 is Use appropriate tools strategically.  Below is a snapshot of “student look-fors” for Mathematical Practice #5.  What student actions would be observed while participating in the virtual labs?  How can teacher teams plan to incorporate the labs (gizmos) as part of their students’ mathematical experience?  (The labs can be presented on SMART boards or on presentation system.)

To see the labs, login to E2020 and view Course Structure for your course.   

Below is a short video on the E2020 training, webistes to access E2020 and course activities within E2020. 

 If you need assistance with accessing E2020 please contact your Math IL.

How is your team embracing the CCSS with ACT quality core?

Four schools (Alhambra, Camelback, Metro Tech, and South) piloted the ACT Quality Core unit framework last year.  This year those four school are adding Algebra 3-4 and Pre-Calculus to their plate and the rest of the PUHSD schools will begin their work with ACT Quality Core at the Algebra and Geometry level.   ACT teachers from the four pilot schools met this summer to continue building units for Algebra and Geometry and all schools (except Central as they are using Cambridge) will be using the ACT units and assessments for Algebra I and Geometry.  Below are a list of resources as you begin implementing the units and piloting tasks for CCSS. 

• Go to SharePoint to find the list of units available and campus assignments for future units.  
• Depth of Knowledge Chart for identifying your current level of DOK an your formative assessments
• Educator Tool Box:  List of instructional strategies to reference when planning engaging lessons
• Six Secrets to planning a lesson 
• Template for ACT unit plan and lesson plans
• Guidelines for developing instructional units  

We also have access to the ACT quality core website  and below is a short video on how to access the site.  You will need to get your login information from your Math Instructional Leader. 





Future blogs will include examples of the instructional strategies. 

Welcome to the 2011-2012 School Year

We are embarking on what I like to phrase the "transition years".  We are transitioning to new curriculum and the CCSS AZ 2010 standards over the next three years. We are transitioning to a new state assessment over the next three years (PARCC).  We are transitioning to a new evaluation system through REIL.  As we go through these transition years, it is crucial that everyone is kept apprised of the teaching and learning required to meet the demands of the CCSS. The purpose of this blog is to deliver a clear and articulate plan for our transition years and provide instructional support along the way. Below is a visual of our implementation plan and future blogs will be about specific initiatives regarding ACT Quality core, D2SC, E2020, AIMS computer tutor, and various high leverage actions that we are working on this year. 

2010-2011	2011-2012	2012-2013	2013-2014	2014-2015
Curriculum ·   Revise Intro to Algebra curriculum:  align with AZ 2010 standards (Integrating Physical Science modeling with the Common Core) ·   Create draft of the AZ 2010 Curriculum for Algebra 1-2 and beyond.Stage 1 of the curriculum document is completed.  Technology ·   Continue integration of technology in math classrooms to increase student engagement ·   E2020 and Laurus soft- E2020 pilot at 4 schools for concept recovery  Instruction and Assessment ·   Increased coaching and use of the RTOP	Curriculum ·   Implement Intro to Algebra AZ 2010 (Integrating Physical Science modeling with CCSS) ·   Implement Personal Finance, Math Technology and Trigonometry ·   ACT Unit: Teachers will pilot mathematical tasks including Stage 2 completion of learning plan and assessment evidence. (Campuses will be assigned specific units to pilot) Technology ·   Continue integration of technology in math classrooms & add modeling tools for each unit ·   E2020 and Laurus soft at all sites for concept/credit recovery Instruction and Assessment ·   Intro taught with modeling emphasis & AZ 2010 ·   Implement the 8 mathematical practices AZ 2010 ·   Implement pilot tasks and assessments from the Algebra 1-2 AZ 2010  (ACT) ·   Use reenactment tasks with students (AFL strategy) ·   6 assessments in D2SC ·   Track students’ progress on specific standards within D2SC ·   RRtI ·   PARCC Pilot year	Curriculum ·   Implement the Algebra 1-2 AZ 2010 CCSS. ·   Geometry 1-2, Algebra 3-4 and Algebra 3-4 honors will complete/revise their curriculum and pilot tasks and assessment items ·   Pre-calculus and all other 4 years will complete their curriculum ·   ACT Units for all 4 courses Technology ·   Continue integration of technology in math classrooms to increase student engagement ·   PD on modeling for Geometry Instruction and Assessment ·   AQT will be assessed on the new standards ·   Assess the implementation of the 8 mathematical practices ·   Algebra will be assessed on Algebra 1-2 AZ 2010 ·   Implement the Geometry 1-2 AZ 2010 tasks (pilot year) ·   RRtI ·   PD on implementation of the Geometry standards ·   PARCC pilot year ·   Begin online testing	Curriculum ·   Implement the Geometry 1-2 AZ 2010 Standards- ·   ACT units for all courses will be complete and teams will be meeting to make any necessary revisions Technology ·   Continue integration of technology in math classrooms ( Smart Boards, Navigators, Document cameras, graphing calculators, Airliners) to increase student engagement ·   PD on modeling for upper level mathematics Instruction and assessment ·   RRtI ·   PARCC pilot year ·   Assess the implementation of the 8 mathematical practices ·   GQT will be assessed on the new standards  ·   Continued PD on CSSS ·	Curriculum ·   Implement the Algebra 3-4  and 4th year AZ 2010 Standards- Technology ·   Continue integration of technology in math classrooms ( Smart Boards, Navigators, Document cameras, graphing calculators, Airliners) to increase student engagement Instruction and assessment ·   RRtI ·   Implement the Algebra 3-4 and 4th year  AZ 2010 Standards- ·   Assess the implementation of the 8 mathematical practices ·   PARCC is officially testing this year ·   Continued PD on CCSS