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Secondary Mathematics Secondary Mathematics

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Page 1: Secondary Mathematics. 2 Introductions Secondary Mathematics Presenter and campus/work location Presenter and campus/work location

Secondary MathematicsSecondary Mathematics

Page 2: Secondary Mathematics. 2 Introductions Secondary Mathematics Presenter and campus/work location Presenter and campus/work location

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Introductions Introductions Secondary MathematicsSecondary Mathematics

•Presenter and campus/work Presenter and campus/work locationlocation

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NormsNorms• Be constructively engaged.Be constructively engaged.

• Share your best thinking.Share your best thinking.

• Listen actively. Assume positive Listen actively. Assume positive intent.intent.

• Model the attitude of a life-long Model the attitude of a life-long learner. learner.

• Take care of your needs.Take care of your needs.

Enjoy the Day!Enjoy the Day!

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Today’s GoalsToday’s GoalsTeachers will Teachers will

examine critical features and examine critical features and enhancements of the HISD curriculum enhancements of the HISD curriculum documents.documents.

use the HISD curriculum to identify use the HISD curriculum to identify assessment FOR learning opportunities assessment FOR learning opportunities (formative assessments) and discuss (formative assessments) and discuss effective use in their classrooms.effective use in their classrooms.

use the enhanced HISD Curriculum use the enhanced HISD Curriculum documents to plan effective and aligned documents to plan effective and aligned instruction to meet diverse student needs.instruction to meet diverse student needs.

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Graphic Organizer forGraphic Organizer forPersonal Goal Setting and Personal Goal Setting and

FeedbackFeedback In the pre-assessment column, rate your current level of understanding regarding the purpose and use of HAPG components using 1 – 4 scale:

1.1. No knowledge of this or its use No knowledge of this or its use

2.2. Heard of it but don’t know much about itHeard of it but don’t know much about it

3.3. Familiar with this and use it from time to Familiar with this and use it from time to timetime

4.4. Very familiar with this component and use Very familiar with this component and use it frequently for planning and instructionit frequently for planning and instruction

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Recording DataCategory

My current understanding of the purpose of this

component

My understanding at the end of the day of this

component

Learning Focus    

Key Concepts/Key Skills    

ELPS/CSLAEKS    

LLTW strategies    

Essential Understandings    

Guiding Questions    

Power Objectives    

Formative Assessments    

Technology Enhancements and Resources

Renzulli Learning    

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Page 7: Secondary Mathematics. 2 Introductions Secondary Mathematics Presenter and campus/work location Presenter and campus/work location

Goal Setting• Reflect on the Graphic Organizer.

• Use Think-Pair-Share to share at least one personal strength and one growth opportunity related to the HISD Curriculum.

• Based on your reflection, write at least one learning goal for your work today.

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Page 8: Secondary Mathematics. 2 Introductions Secondary Mathematics Presenter and campus/work location Presenter and campus/work location

Critical Features Critical Features and Enhancements and Enhancements

of the HAPGsof the HAPGs

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Page 9: Secondary Mathematics. 2 Introductions Secondary Mathematics Presenter and campus/work location Presenter and campus/work location

Enhanced ComponentsFor 2009-2010

• Key Concepts/Key Skills• ELPS• Formative Assessments• Essential Understandings• Guiding Questions• Literacy Leads the Way

Strategies• Renzulli Learning

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Page 10: Secondary Mathematics. 2 Introductions Secondary Mathematics Presenter and campus/work location Presenter and campus/work location

Key Concepts / Key Skills• Concepts share common

attributes, and are timeless, universal, abstract, and broad.

• Skills represent processes that increase the ability to use knowledge effectively and to apply learning in everyday life.

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Key concepts are the “big ideas” for

this unit.

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Critical content is a list of the key skills covered in this unit.

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English Language English Language Proficiency Standards Proficiency Standards (ELPS)(ELPS)

• PurposePurposeMake content comprehensible Make content comprehensible

bybyo Pairing content and language Pairing content and language

objectivesobjectiveso Addressing students’ Addressing students’

language levelslanguage levelso Building academic languageBuilding academic language

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• Student expectations Student expectations categoriescategoriesLearning StrategiesLearning StrategiesListening, Speaking, Listening, Speaking, Reading, WritingReading, Writing

English Language English Language Proficiency Standards Proficiency Standards (ELPS)(ELPS)

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English Language English Language Proficiency Standards Proficiency Standards (ELPS)(ELPS)

ELPS correlations will be denoted by inserting the ELPS icon immediately underneath the HISD Objective with corresponding ELPS objectives.

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English Language English Language Proficiency Standards Proficiency Standards (ELPS)(ELPS)

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ELPS Correlation PracticeELPS Correlation Practice• Choose an objective from the HAPG Choose an objective from the HAPG

withwithan ELPS correlation.an ELPS correlation.

• Read the instructional considerations Read the instructional considerations and strategies columns.and strategies columns.

• Using the ELPS handout, identify other Using the ELPS handout, identify other ELPS objectives that might connect to ELPS objectives that might connect to this HISD objective.this HISD objective.

• Use a Think-Aloud to explain your Use a Think-Aloud to explain your reasoning.reasoning.

Page 17: Secondary Mathematics. 2 Introductions Secondary Mathematics Presenter and campus/work location Presenter and campus/work location

Formative AssessmentsFormative assessments represent an ongoing process in which teachers use multiple examples of student work to:

monitor and adjust instructionprovide feedback for studentsmeasure the extent to which

students have made progress toward a learning target

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Essential Essential UnderstandingsUnderstandings

EUs contain two or more concepts stated as a relationship that transfers to other situations, through time and across cultures.

EUs reflect the deeper understandings associated with specific factual content.

EUs can be tested against and supported by facts.

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Page 21: Secondary Mathematics. 2 Introductions Secondary Mathematics Presenter and campus/work location Presenter and campus/work location

Guiding Questions

Guiding questions engage student Guiding questions engage student thinking at the analysis level or thinking at the analysis level or higher and facilitate students’ higher and facilitate students’ thinking towards the Essential thinking towards the Essential Understandings.Understandings.

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Literacy Leads the Way Literacy Leads the Way (LLTW)(LLTW)

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Literacy Leads the WayLiteracy Leads the Way 10 Best Practice Strategies 10 Best Practice Strategies

KWLThink-Pair-ShareFrayer ModelSummary FramesTwo-Column Notes

RubricsThink-AloudRAFTAnticipation GuideGraphic Organizers

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Literacy Leads the WayLiteracy Leads the Way10 Best Practice Strategies10 Best Practice Strategies

Same across all content areas for Same across all content areas for student masterystudent mastery

Aligned to Marzano’s categoriesAligned to Marzano’s categories

Linked to a page entitled: Linked to a page entitled: “Literacy Leads the Way Best “Literacy Leads the Way Best Practices including Practices including Accommodations for English Accommodations for English Language Learners”Language Learners”

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Page 27: Secondary Mathematics. 2 Introductions Secondary Mathematics Presenter and campus/work location Presenter and campus/work location

LLTW Strategies with ELL LLTW Strategies with ELL AccommodationsAccommodations

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Page 29: Secondary Mathematics. 2 Introductions Secondary Mathematics Presenter and campus/work location Presenter and campus/work location

Math Resources

• Standard Resources: Standard Resources: Texteams ModulesTexteams ModulesMiddle/High School Middle/High School

Assessments from UT Dana Assessments from UT Dana CenterCenter

Region IV RubricsRegion IV RubricsGraphic Organizer Templates Graphic Organizer Templates

including Problem Solving Matincluding Problem Solving Mat

Page 30: Secondary Mathematics. 2 Introductions Secondary Mathematics Presenter and campus/work location Presenter and campus/work location

Math Resources

• Middle school: Middle school: Neufeld Understanding Math Neufeld Understanding Math

SoftwareSoftwareMath Toolkit Activities from Math Toolkit Activities from

UT Dana Center UT Dana CenterLaying the FoundationLaying the Foundation

• High school: High school: Math Toolkit Activities from Math Toolkit Activities from

UT Dana Center UT Dana CenterLaying the FoundationLaying the Foundation

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Renzulli http://renzullilearning.com

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Page 32: Secondary Mathematics. 2 Introductions Secondary Mathematics Presenter and campus/work location Presenter and campus/work location

Review Enhanced Components

Using Two-Column Notes• Learning Focus• ELPS/CSLAEKS• Formative Assessments• Essential Understandings/Guiding

Questions• Literacy Leads the Way Strategies• Resources

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Page 33: Secondary Mathematics. 2 Introductions Secondary Mathematics Presenter and campus/work location Presenter and campus/work location

AssessmentAssessment

Assessment FOR LearningAssessment FOR LearningAssessment OF LearningAssessment OF Learning

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Define “Assessment”Define “Assessment”Using Frayer ModelsUsing Frayer Models

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Research behind Formative Assessments:

Research indicates that formative assessment can significantly improve student learning. Yet this same research shows that the features of formative assessment that affect student achievement are missing from many classrooms (Black et al., 2003).Black, P., C. Harrison, C. Lee, B. Marshall, and D. Wiliam. Assessment for Learning. New York: Open Univ. Press, 2003.

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Formative AssessmentFormative Assessment

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Summary FrameSummary Frame• The purpose of Formative The purpose of Formative

Assessment (Assessment FOR Assessment (Assessment FOR Learning) is to _______.Learning) is to _______.

The purpose of Summative The purpose of Summative Assessment (Assessment OF Assessment (Assessment OF Learning) is to _______.Learning) is to _______.

• Formative and Summative Formative and Summative Assessment are alike in that they Assessment are alike in that they both _______. both _______.

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InstructionInstructionUsing the HAPG forUsing the HAPG for

Effective Lesson PlanningEffective Lesson Planning

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Page 39: Secondary Mathematics. 2 Introductions Secondary Mathematics Presenter and campus/work location Presenter and campus/work location

Curriculum, Instruction, and Assessment Planning

Choose the Power Objectives

Choose items for the commonly-created assessment

Choose strategies, activities, and resources for planning instruction

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Schema for Lesson Schema for Lesson PlanningPlanning• GGoaloal

Learning Focus, HISD Objectives, Critical ContentLearning Focus, HISD Objectives, Critical Content

• AAccess prior knowledgeccess prior knowledgeInstructional Considerations (Prerequisite Knowledge/Background Instructional Considerations (Prerequisite Knowledge/Background

Knowledge of Students) and Instructional StrategiesKnowledge of Students) and Instructional Strategies

• NNew informationew information Instructional Considerations and/or Strategies and ResourcesInstructional Considerations and/or Strategies and Resources

• AApply Knowledgepply Knowledge Instructional Considerations and/or Strategies and ResourcesInstructional Considerations and/or Strategies and Resources

• GGeneralizeeneralize Essential Understandings/Guiding Questions and AssessmentEssential Understandings/Guiding Questions and Assessment

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Lesson PlanningLesson Planning

• Regroup into grade level/course Regroup into grade level/course content groups.content groups.

• Complete the “Lesson Planning Complete the “Lesson Planning Template” using the HAPG your Template” using the HAPG your group has chosen. group has chosen.

• Transfer your answers to chart Transfer your answers to chart paper and post on the wall for a paper and post on the wall for a gallery walk.gallery walk.

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Graphic Organizer forGraphic Organizer forPersonal Goal Setting and Personal Goal Setting and

FeedbackFeedback In the Post-assessment column, rate your current level of understanding regarding the purpose and use of HAPG components using 1 – 4 scale:

1.1. No knowledge of this or its use No knowledge of this or its use

2.2. Heard of it but don’t know much about itHeard of it but don’t know much about it

3.3. Familiar with this and use it from time to timeFamiliar with this and use it from time to time

4.4. Very familiar with this component and use it Very familiar with this component and use it frequently for planning and instructionfrequently for planning and instruction

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Links to Department

Websites

www.houstonisd.org/portal/site/Curriculum

Literacy Commitments

and LLTW website

Curriculum Documents;

Power Objectives;

Links to TEA44

District CBA information;

TAKS

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Feedback in CLEAR Online

HAPG Feedback Form

Complete and submit

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Page 45: Secondary Mathematics. 2 Introductions Secondary Mathematics Presenter and campus/work location Presenter and campus/work location

We want to hear from We want to hear from you. You will be you. You will be

receiving a survey. receiving a survey. Please respond.Please respond.

Thank You! Thank You!

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