Curriculum PlanningCommon Core State Standards

Susan A GendronSenior Fellow

International Center for Leadership in EducationFebruary 8, 2012

Evidence-Based Design Overview

3

Curriculum-Instruction-Assessment • What should students know and to be able to do?

•What should students learn?

•What should students be taught?

• What are students being taught? • How are students being taught?

• What have students learned? • What haven’t students learned?

Curriculum

Students

Instruction Assessment

4

ObservationObservation InterpretationInterpretation

CognitionCognition

“AssessmentTriangle”

5

Models of Cognition

• Describe how students acquire knowledge and develop competence in a particular area

• Reflect recent and credible scientific evidence of typical learning processes and informed experiences of expert teachers

• Describe typical learning progression toward competence, including milestones (benchmarks)

6

Observation Models

• A set of specifications for assessment tasks that will elicit illuminating responses from students

• The tasks or situations are linked to the cognitive model of learning and should prompt students to say, do, or create something that provides evidence to support inferences about students’ knowledge, skills, and cognitive processes

7

Interpretation

• Interpretations use the evidence from observations to make claims about what students understand and can do

• Claims– Frame a manageable number of learning goals

around which instruction can be organized– Guide the specification of appropriate evidence– Provides a basis for meaningful reporting to different

interested audiences

8

Content Specifications …• Create a bridge between standards and assessment and,

ultimately, instruction

• Organize the standards around major constructs & big ideas

• Express what students should learn and be able to do

9

• Rationale for each claim• Why is this learning goal important for

College & Career Readiness (CCR)?• What does the research say about learning in

this area?• What does ‘sufficient’ evidence look like?

• What types of items/tasks?• What content/texts will be emphasized?

• What are some suggested reporting categories?

10

• Indicate proposed prioritized content for the summative assessment- link CCSS to the kinds of items/tasks students will respond to

• Show how one or more (or parts) CCSS addresses the target – ‘bundles’ CCSS (examples on next slide)• Standards or parts of standards that relate to

same type of understanding & comparable rigor/DOK demands

• Several similar CCSS from different strands

11

Reading

Writing

Speaking/Listening

Research/Inquiry

(a/o Round 2 – released 9/20/11)

12

OVERALL 3-8

OVERALL 9-12

(a/o Round 2 – released 9/20/11)

Students can demonstrate

progress toward college and

career readiness in English

language arts and literacy.

Students can demonstrate

college and career readiness in

English language arts and

literacy.

Reading Framework for NAEP 2009

Grade Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%

16

Provide evidence of critical thinking while reading, including: ability to infer, analyze, compare-contrast, synthesize, evaluate or critique information presented or

the author’s reasoning.

17

• Provide evidence of understanding of written language use.

• Majority of these items will be text-dependent items;

• A small number may be stand- alone items when texts used do not provide adequate opportunities to assess skills described in specific CCS standards.

18

• Organization and Expression of Ideas • Use of Evidence • Conventions

19

• Listen to/view a variety of non-print texts, such as following directions or procedures in a simulation or hands-on task, or view demonstrations, lectures, media messages, speeches, etc. and respond to comprehension- and integration/analysis–type questions (similar to the selected response and open response questions described for reading Claim #1)

20

• Two types of summative speaking assessment tasks: • 1) Shorter (approximately 2-5 minutes),

• 1) externally scored audio- or video-recorded presentations in response to a prompt, and

• 2) “common” summative speaking performance tasks (oral presentations) conducted in the classroom at selected grade levels.

21

• Two types of summative speaking assessment tasks: • Students will have time to prepare and then offer

a short summary, explanation, or analysis. • Student responses will be audio or video taped

and scored externally.

The common oral presentation assessments will be scored locally by teachers using the same rubrics

22

The summative (and interim) common speaking assessments (oral presentation) will be developed in conjunction with performance tasks like those for Claim #4, investigating/ researching a topic

Scores on speaking assessment tasks will be “certified” at the district level and reported to the state

23

• Students demonstrate their ability to think critically, analyze and synthesize information, and communicate effectively

• Students explore a topic, issue or complex problem

• May involve working with peers or investigating on the internet

• Interpret information from multiple sources

24

• Individual students then select, analyze, and synthesize information in order to craft a coherent response to the problem or prompt using supporting evidence

• Presentation format (written, oral, visual/graphics, etc.)

• Common rubrics (effective investigation, identification and evaluation of sources, synthesis of ideas/information, and accurate and appropriate documentation)

25

• Students read about static electricity• Conduct an experiment with classmate-collect

data about how static electricity behaves under certain conditions

• Individual students prepare and present their findings, drawing conclusions that integrate or compare what the read with their findings

26

• Students read print and digital resources related to a specific topic – Genetically modified food

• Prepare and present their analysis• Demonstrating an ability to compare, contrast,

integrate information to draw conclusion• Defending their conclusion with evidence that

supports their synthesis and analysis of the claims

33

Concepts and Procedures

Problem Solving

Communicating Reasoning

Data Analysis and Modeling

(a/o Round 1 – released 8/29/11)

34

• Mathematically proficient students look closely to discern a pattern or structure.

7 × 8 equals the well-remembered 7 × 5 + 7 × 3 • They can see complicated things,

5 – 3(x – y)2 • Mathematically proficient students notice if

calculations are repeated, and look both for general methods and for shortcuts

• Mathematically proficient students ... state the meaning of the symbols they choose

35

• Use appropriate tools strategically• Use technology tools to deepen their

understanding• Can explain their work and justify why a

mathematical statement is true• Fluency in computation• Content emphasis

36

• Major –domain/clusters at each grade level• Supporting - support and strengthen the areas of

major emphasis• Additional - not connect tightly or explicitly to the

major work of the grade

37

A Schematic representation of CCSSM content

39

40

Essential properties of tasks that assess Claim #1, conceptual understanding and procedural fluency

Assessment types: short items, including multiple-choice, other selected-response, and short constructed-response items, that focus on a particular skill or concept.

They will also include items that require students to translate between representations of concepts (words, diagrams, symbols) and items that require the identification of structure.

41

Essential properties of tasks that assess Claim #2, problem solving

Evidence for Claim #2 depends on tasks that

• present non-routine problems where a substantial part of the challenge is in deciding what to do, and which mathematical tools to use;

• involve chains of autonomous reasoning, taking a successful student at least 5 to 10 minutes (depending on the age of the student and complexity of the task), including explanation of assumptions and conclusions as well as the use of representational and procedural skills.

42

Essential properties of tasks that assess Claim #3, communicating reasoning

Evidence for Claim #3 depends on tasks that

• present a situation in which either propositions are given or students are encouraged to make their own conjectures;

• ask students to test propositions or conjectures with specific examples;

• ask students to construct, autonomously, chains of reasoning that will justify or refute the propositions or conjectures; these chains should typically take a successful student 10 minutes or more. (Times will be somewhat shorter for younger students, but still giving them time to think and explain.)

43

Claim #4: Mathematical Modeling

Modeling is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations, to understand them better, and to improve decision-making. (p.72, CCSSM)

44

Essential properties of tasks that assess Claim #4, mathematical modeling

Evidence for Claim #4 depends on tasks that

• present non-routine problems from the real world where the solution involves some or all of the phases of the modeling cycle;

• for some tasks, a substantial part of the challenge is in formulating an approach: deciding what to do, and which mathematical tools to use;

• involve substantial chains of autonomous reasoning, taking a successful student at least 10 minutes (less for younger students), and call for explanation of assumptions, interpretations, evaluations, and conclusions as well as reliable representational and procedural skills.

45

There is not necessarily a simple correspondence between standards, claims, and tasks.

Some items will assess student understanding of particular content-related standards. For example,

the task

“If x and y are positive integers, and 3x + 2y = 13, what could be the value of y? Write all possible answers”

addresses Content Standard EE-8.1 and Claim #1.

But, consider the following problem, “Hurdles Race.”

46

47

• Interpreting distance-time graphs in a real-world context

• Realizing “to the left” is faster

• Understanding points of intersection in that context (they’re tied at the moment)

• Interpreting the horizontal line segment

• Putting all this together in an explanation

48

• Make sense of problems and persevere in solving them.

• Reason abstractly and quantitatively.

• Construct viable arguments…

• Model with mathematics.

• Use appropriate tools strategically.

• Attend to Precision.

• Look for and make use of structure.

• Look for and express regularity in repeated reasoning.

49

50

51

52

Performance Task drawn from the Ohio Performance Assessment Project.

53

Performance Task drawn from the Ohio Performance Assessment Project.

54

Performance Task drawn from the Ohio Performance Assessment Project.

55

• Integrate knowledge and skills across multiple standards or strands – Tasks should encompass and/or cut across multiple standards and multiple strands, although in ELA items may focus predominantly on reading, writing, or speaking and listening. In mathematics incorporate the mathematical practices

55

56

• Measure capacities such as depth of understanding, research skills and/or complex analysis with relevant evidence

• Require student-initiated planning, management of information and ideas, interaction with other materials

• Require production of more extended responses (e.g., oral presentations, exhibitions, product development, in addition to more extended written responses which might be revised and edited

56

57

• Reflect a real-world task and/or scenario-based problem - Performance tasks should incorporate real- world, college- and career-related skills that require students to accomplish complex goals over a period of time. Tasks should be multi-stepped and allow for reflection and revision.

• Allow for multiple approaches

57

58

• Represent content that is relevant & meaningful to students

• Allow for demonstration of important knowledge & skills, including those that address 21st century skills such as critically analyzing, synthesizing media texts

• Allow for multiple points of view & interpretations

58

59

• Require scoring that focuses on the essence of the task

• Seem feasible for the school/classroom environment – Some considerations that require attention are: student-teacher interactions, materials/technology necessary for completion of task, and allotted time for assessment.

•

59

60

• What are the implications for performance assessments in your classrooms?

• How often?

61

• Indentify intended rigor/Depth of Knowledge /DOK level for assessment targets and test items/tasks (Appendix B)

• Illustrate how assessment targets relate to a hypothesized* learning progression across grade levels (See excerpts from the example reading Learning Progressions Frameworks (LPFs) in Appendix C.

*Hypothesized learning progressions use our best application of current research to describe typical learning pathways. Student work analysis is used to validate our assumptions about learning.

63

Technology

Compatibility

Long-term Governance

Adoption of best practices

Cost

Common, interoperable, open-source software accommodates state-level assessment options

Test-builder tool available to use interim item pool for end-of-course tests

64

...the SMARTER Balanced Assessment Consortium can be found online at

www.smarterbalanced.org

Rigor and Relevance

Teaching

Rigor/Relevance Rigor/Relevance For For

All StudentsAll Students

67

A B

DC

1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation

Knowledge TaxonomyKnowledge Taxonomy

68

Application ModelApplication Model1.1. Knowledge in one disciplineKnowledge in one discipline

2. Application within one 2. Application within one disciplinediscipline

3. Application across disciplines3. Application across disciplines

4. Application to real-world 4. Application to real-world predictable situationspredictable situations

5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations

69

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication 70

Kn

ow

led

ge

Awareness 1

Comprehension 2

Application 3

1

Knowledge in one

discipline

2

Apply knowledge

in one discipline

A

Acquisition

Students gather and store bits of knowledge/information and are expected to remember or understand this acquired knowledge.

Low-level Knowledge

71

Awareness 1

Comprehension 2

Application 3

B

Application

3

Apply knowledge

across disciplines

4

Apply to real-world

predictable situation

5

Apply to real-world

unpredictable situation

Students use acquired knowledge to solve problems, design solutions, and complete work.

Low-level Application

72

Application 3

Analysis 4

Synthesis 5

Evaluation 6

1

Knowledge in one

discipline

2

Apply knowledge

in one discipline

C

Assimilation

Students extend and refine their knowledge so that they can use it automatically and routinely to analyze and solve problems and create solutions.

High-level Knowledge

73

3

Apply knowledge

across disciplines

4

Apply to real-world

predictable situation

5

Apply to real-world

unpredictable situation

Application 3

Analysis 4

Synthesis 5

Evaluation 6

D

Adaptation

Students think in complex ways and apply acquired knowledge and skills, even when confronted with perplexing unknowns, to find creative solutions and take action that further develops their skills and knowledge.

High-level Application

74

AA BB

DDCC

StandardsStandards

AA BB

DDCC

AssessmentsAssessments

Solid Implementation

• Focus

• Fidelity of Implementation

• Leading and Lagging Indicators

Proportions of students scoring in each decile of the MCAS 8th grade ELA distribution

Proportions of students scoring in each decile of the MCAS 8th grade Math distribution

MCAS Math gains 8th to 10th grade, compared to others from the same 8th grade decile

(School Rank Percentile)

MCAS ELA gains 8th to 10th grade, compared to others from the same 8th grade decile

(School rank percentile/100)

“The main lesson was that student achievement rose when leadership teams focused thoughtfully and relentlessly on improving the quality of instruction.”

- Prof. Ron Ferguson, AGI Conference Report

•The Achievement Gap Initiative At Harvard UniversityToward Excellence with Equity

Conference Report by Ronald F. Ferguson, Faculty Director

The Leadership It Takes• Streamlined and Coherent

Curriculum: The district purposefully selects

curriculum materials and places some restrictions on school and teacher autonomy in curriculum decisions. The district also provides tools (including technology) and professional development to support classroom-level delivery of specific curricula and high yield strategies. Ron Ferguson, “Closing the Achievement

Gap”

OPEN RESPONSE STEPS TO FOLLOW

1. READ QUESTION CAREFULLY. 2. CIRCLE OR UNDERLINE KEY WORDS. 3. RESTATE QUESTION AS THESIS (LEAVING BLANKS). 4. READ PASSAGE CAREFULLY. 5. TAKE NOTES THAT RESPOND TO THE QUESTION. BRAINSTORM & MAP OUT YOUR ANSWER. 6. COMPLETE YOUR THESIS. 7. WRITE YOUR RESPONSE CAREFULLY, USING YOUR

MAP AS A GUIDE. 8. STATEGICALLY REPEAT KEY WORDS FROM THESIS IN YOUR BODY AND IN YOUR END SENTENCE. 9. PARAGRAPH YOUR RESPONSE. 10. REREAD AND EDIT YOUR RESPONSE.

Categories

• Close Reading• Writing about Texts• Research Project• Narrative Writing• Reading and Writing • Reading Foundation Skills

Reading Framework for NAEP 2009

Grade Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%

Close Reading

• Engaging with a text of sufficient complexity • Examining its meaning thoroughly and

methodically• Focus student reading on the particular words,

phrases, sentences, and paragraphs of the author

• Research links the close reading of complex text—regardless if the student is a struggling reader or advanced—to significant gains in reading proficiency

91

Overview of Text Complexity

Reading Standards include over exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade

Text complexity is defined by:

Qua

litat

ive

1. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Q

uantitative

2. Quantitative measures – readability and other scores of text complexity

Reader and Task

3. Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned

Analytical Writing about Texts

• Studies show that learning to present important information in an organized piece of writing helps students generate deep understanding of a text

• Implications for assessment:– Writing routinely in response to complex text– An emphasis on analytic writing that increases through

the grades– Writing under a range of conditions and within set

parameters– Use of technology to produce, edit, and distribute writing– Writing expectations

NAEP 2011 Writing Framework

Grade To Persuade To Explain To Convey Experience

4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%

Research

• Focus in grade 6-12• Deep connection to knowledge

and skills• Formal and informal context

appropriate to the length of the research project

• Priority area in the consortium assessment

Narrative Writing

• In addition to analytic and explanatory writing

• Close attention to detail support other types of writing:– Organization– Word choice– Shaping the narrative real or imagined

reinforces what they are learning elsewhere

Reading and Writing• Critical skills to develop

(Assessment focus)– Cite Evidence and Analyze Content

•Regularly citing the text to support claims•Analyzing texts through close reading

– Understand and Apply Grammar•Building, expanding, and reinforcing

knowledge of grammar•Applying understanding when reading

complex academic texts

Reading and Writing• Critical skills to develop (Assessment

focus)– Understand and Apply Vocabulary

• Academic vocabulary• Building a rich vocabulary• Focusing on context

– Speak and Listen Effectively• Speaking and listening with established norms• Use of evidence to support claims• Use of standard English conventions when the

context requires it

Grade 3

• Reading Complex Texts:– Five to nine short texts from across

the curriculum – Literature includes adventure stories,

folktales, legends, fables, fantasy, realistic fiction and drama, with a special emphasis on myth,

– Informational texts – One extended text

Grade 3

• Proficiently read grade-appropriate complex literature and informational text (RL/RI.3.10)

• ask and answer questions by referring explicitly to a text (RL/RI.3.1)

• ask and answer questions by referring explicitly to a text (RL/RI.3.1)

• Compare and contrast two or more works with the same topic, author or character, describing the traits, motivations and feelings of characters or how ideas relate to one another

Grade 3

• use these emerging skills to negotiate multisyllabic words

• ask questions of a speaker or classmate to deepen understanding of the material

• read aloud fluently and offer appropriate elaboration on the ideas of classmate

• Two new Writing Standards (W.3.4 and W.3.10) are introduced in grade 3

Grade 3 Instructional Priorities

• Build their word analysis skills so that they are reliably able to make sense of multisyllabic words in books (RF.3.3).

• Grade-level fluency

Grade 3 Writing

• Routine writing: Routine writing, such as short constructed-responses to text-dependent questions, builds content knowledge and provides opportunities for reflection on a specific aspect of a text or texts.

• At least two analyses per module: using evidence (RL/RI.3.1), as well as on crafting works that display some logical integration and coherence (W.3.4, W.3.5 and L.3.1–3).

• Research Project: one extended• Narrative Writing: one or two narratives per module

For Reading and Writing in Each Grade 3 Module

• Cite evidence • Analyze content • Study and apply grammar • Study and apply vocabulary • Conduct discussions• Report findings

Reading Foundation Skills in Each Grade 3 Module

• Decode words• Read fluently

• Exploring the Model Content Frameworks:

• Review your grade level• Discuss the instructional

priorities

Mathematics/Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively3. Construct viable arguments and

critique the reasoning of others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in

repeated reasoning

Kindergarten

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

120

Instructional Instructional Planning Planning

a

FROM TO

Planning begins with identification of instructional activities

Planning begins with identifications of what students are to know and do as a result of the unit

Planning for instruction is the same for all students and meets the needs of some students

Intentional planning meets each individual leaner’s needs

Teacher-directed instruction Student-centered instruction (investigation and inquiry

Textbook is used as a main source of information

Variety of instructional resources are used

Interdisciplinary connections are forced

Interdisciplinary connections are appropriate

Assessment is infrequent and at the end of the unit

Assessment is ongoing, informs instruction and allows for extending understanding through application of knowledge (formative & Summative)

Students work toward standards is often unclear

Students work to meet clearly defined and known standards

123

Rigorous and Relevant Instruction

Sharing the standard with Students

Defining the Focus

125

Defining the focus• A statement or question that

communicates the content standards in a way that engages students by connecting learning to prior knowledge skills, experiences, belies and/or customs.

• Provides relevance: the why for learning

• Inquiry-based• Motivates

Rigorous and Relevant Instruction

Analyze the verbs

Defining the Focus

Rigorous and Relevant Instruction

Reword – the standard

Defining the Focus

Rigorous and Relevant Instruction

“I can” statements

Defining the Focus

Student Understanding

“ What does this standard want you to be able to do or know?”

to

“What skills or knowledge do you have to demonstrate to be successful?”

Strong Weak

You are what you eat Nutrition

How can I use measurement to learn about my world?

Measurement

Old “stuff” to new “stuff”: How can a better understanding of matter help us make the world a better place?

Matter

A License to Create – Picasso the Innovative Artist

Picasso

Arkansas’s Government – What’s in it for me?

Arkansas Government130

Focus of Learning Worksheet

• Focus of Unit• Standards• Use pg 64 to brainstorm:

– Concepts (Big Ideas)– Declarative Knowledge– Skills– Behaviors

131

Strategy

• KWL chart (Know, Want to Know, Learned)

• Strategy:– Student create a chart (KWL)– Teachers poses questions– Determine what the focus needs to

be

Teacher Talk

• “We are learning…..”• “So what do you need to

remember to do?” (achieve the standard)

• Classroom discussion changes – we are learning….

Exemplars

Show the students high expectation for the standard

Rigorous and Relevant Instruction

1.Skills, knowledge, behaviors and concepts

2.Student work (Level of Rigor and

Relevance)3.Cross-reference to state

standards

Student Performance

Rigorous and Relevant Instruction

• Assessment matched student performance

• Type of assessment consistent with strategies

• Level matches the level of rigor and relevance

• Multiple measures

Assessment

Low

High

Low High

Traditional

Tests

Performance

Rigor/Relevance Rigor/Relevance FrameworkFramework

RIGOR

RELEVANCE

AA BB

DDCC

Rigor/Relevance Rigor/Relevance FrameworkFramework

RightRightAnswerAnswer

Did Students Get it Did Students Get it Right?Right?

RationalRationalAnswerAnswer

RightRightQuestionsQuestions

RightRightProcedurProcedur

ee

High

High

Low

Low

RIGOR

RELEVANCE

AA BB

DDCC

Rigor/Relevance Rigor/Relevance FrameworkFramework

Recall, Recall, facts, facts,

observationobservations, s,

demonstratdemonstratee

Next GenerationNext Generation

Summarize, Summarize, analyze, analyze, organize, organize, evaluateevaluate

Predict, design, Predict, design, create, innovatecreate, innovate

Apply, relate, Apply, relate, demonstratedemonstrate

High

High

Low

Low

A - Ask questions to recall facts, make observations, or demonstrate understanding:

What is/are ___?How many ___?What did you observe ___?What can you recall ___?In what ways ___? What did you notice about ___?What do/did you feel/see/hear/smell ___?What do/did you remember ___?What did you find out about ___?

B – Ask questions to apply or relate:

How would you do that?Where will you use that knowledge?How does that relate to your experience?How can you demonstrate that?Calculate that for ___?How would you illustrate that?How do you know it works?Can you apply what you know to this

real-world problem?

C – Ask questions to summarize, analyze, organize, or evaluate:

How are these similar/different?How is this like?What’s another way we could express

that?How can you distinguish between ___?How would you defend your position?What evidence can you offer?How do you know?

D – Ask questions to predict, design, or create:

How would you design a __ to __?How would you compose a song?Can you see a possible solution?Can you develop a proposal that

would__?How would you do it differently?How would you devise your own way to

deal with ___?

KNOWLEDGE

A P P L I C A T I O N

•• Extended Extended ResponseResponse

•• Product Product PerformancePerformance

Primary AssessmentsPrimary AssessmentsRigor/Relevance Rigor/Relevance

FrameworkFramework

•• PortfolioPortfolio•• Product Product

PerformancePerformance•• InterviewInterview•• Self ReflectionSelf Reflection

•• Process Process •• PerformancePerformance•• Product Product

PerformancePerformance

•• Multiple Multiple ChoiceChoice

•• Constructed Constructed ResponseResponse

Performance Assessments

• Set criteria• Student knows what is

expected• Teacher must analyze what is

essential in the task

Developing Scoring Guides

• Holistic• Checklist• Analytic

149

CA Standards/CCSS

• Review Take a Look – grade level• Map the Content Framework for

your grade – four modules• Begin planning a unit using the

Rigor/Relevance Framework

150

Resources

• PARCC Resources: http://parcconline.org.

• Progressions & Common Core Tools http://commoncoretools.wordpress.com/

• Illustrative Mathematics:http://illustrativemathematics.org

Resources

• National Council of Supervisors of Math: www.mathleadership.org/ccss

• Mathematics Assessment Project (MAP):

• http://map.mathshell.org.uk/materials/tasks.org

• Gizmos• NCTM Illuminations

Resources

• Thinkfinity www.thinkfinity.org• ScienceNetLinks

http://sciencenetlinks.com• Inside Mathematics http://insidemathematics.org

Sample Items• PISA

http://nces.ed.gov/surveys/pisa/educators.asp

• http://pisa-sq.acer.edu.au/• MARS

http://www.nottingham.ac.uk/~ttzedweb/MARS/tasks/

• SBAC http://www.k12.wa.us/SMARTER/ Resources.aspx

International Center for Leadership in Education

susangendron1@gmail.com1587 Route 146

Rexford, NY 12148

Phone (518) 399-2776

Fax (518) 399-7607

E-mail - info@LeaderEd.com

www.LeaderEd.com