SECONDARY MATHEMATICS

LEADERSHIP MEETING

October 25, 2012

AGENDA Introduction and Updates Book Study: Rigor is Not a Four-

Letter Word Differentiated Instruction STAAR

INTRODUCTION & UPDATES

Old Business:Evaluations from first DC meetingAlgebra II EOC resultsQuestions about Math 8 PreAP

Recent Events:HISD TI Math Day, Oct. 20“Early Dismissal” PD, Oct. 24Khan Academy

INTRODUCTION & UPDATES Upcoming Events:

Curriculum Preview Videos“Early Dismissal” PD, Nov. 14ERC Mathematics Contents: Jan. 26

Curriculum Support:Think Through Math: www.texassuccess.org Exemplary LessonsCurriculum Heat MapsWikispace:

http://houstonmath.wikispaces.com

BOOK STUDYRigor is Not a Four-Letter Word Read and annotate (pp. 6 — 9)

√ – indicates a concept or fact already known? – indicates a concept that is confusing or leaves you wondering! – indicates something new or surprising

Table DiscussionWhat does rigor look like on your campus?Were there any ideas you liked from the

reading?

Debrief

WHAT IS DIFFERENTIATION?

Differentiation is the teacher’s response to the learner’s needs.

WHAT IS DIFFERENTIATION?

Differentiation is …

Providing access to curriculum for all students.

Creating meaningful, rigorous curriculum for all students.

Using on-going assessment to drive instruction.

Using time, space, instructional strategies and materials flexibly.

Differentiation is not…

Giving students easier or harder assignments based on their perceived ability level.

Focusing on mastery of facts.

Teaching “one” way for all students.

Teacher-centered

WHERE DO WE BEGIN AND WITH WHO?

English Language Learners

General Education Learners

Gifted & Talented Learners

Special Needs Learners

Instruction can be differentiated in Content Process Product

According to the students’ Readiness Interests Learning profile

WHAT TO DIFFERENTIATE…

Content

• What we teach and how we give students access to the information and ideas

• TEKS: knowledge and skills students are expected to gain at each grade level

Process

• How students “own” the knowledge, understanding, and skills essential to the topic

• Sense-making activities

WHAT TO DIFFERENTIATE…

Product

• The “proof” that students have internalized and can demonstrate their learning

• Authentic performance tasks• The current knowledge, understanding,

and skill level a student has related to the new learning

• Changes from topic to topic, and skill to skillReadiness

WHAT TO DIFFERENTIATE…

Interests

• What a student enjoys learning about, thinking about, and doing

• Helps students connect with new information and skills

Learning Profile

• A students preferred mode of learning : Multiple Intelligence

• Helps students learn in the ways they learn best

UNIVERSAL DESIGN FOR LEARNINGWWW.CAST.ORG ; WWW.UDLCENTER.ORG

Provide Multiple Means of

Representation

Provide Multiple Means of Action and Expression

Provide Multiple Means of

Engagement Provide options for perception

Provide options for physical action

Provide options for recruiting interest

Offer alternatives of auditory information

Provide options for expression and communication

Provide options for sustaining effort and persistence

Offer alternatives for visual information

Provide options for executive functions

Provide options for self-regulation

PROBLEM SCENARIODevonte collects baseball cards. He purchases five cards per week. For

every five cards he purchases, he gives his best friend, Javier, two cards.

If he continues to do this, how many cards will he need to purchase to

have thirty cards in his collection? How many cards will Javier have

when Devonte has thirty? Explain your thinking.

Devonte collects baseball cards. He buys 5 cards per week. For

every 5 cards he buys, he gives his best friend, Javier, 2 cards. If

he continues to do this, how many cards will he need to buy to

have 30 cards in his collection? How many cards will Javier have

when Devonte has 30? Explain your thinking.

TEKS:ⓇMATH.7.3B Estimate and find solutions to application problems involving proportional relationships such as similarity, scaling, unit costs, and related measurement units using intuitive methods (such as unit-rate method, factor-of-change approach, or a graphical/visuals approach). MATH.7.13B Use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness.

LEARNERS CONTENT PROCESS PRODUCTEnglish Language Learner

Students write and solve real-world problem involving proportional reasoning.

Post problem and solution on chart paper

General Education Student

Students write and solve real-world problem involving proportional reasoning.

Post problem and solution on chart paper

Read with a partner, then reread Selective highlighting Model using 2-Colored Counters & draw the model Sentence stem… Oral explanation of reasoning/ describe steps to their problem- solving process (justification) Read with a partner or independently Model via a drawing & create a table Write their reasoning/ describe steps their problem-solving process (justification)

TEKS:ⓇMATH.7.3B Estimate and find solutions to application problems involving proportional relationships such as similarity, scaling, unit costs, and related measurement units using intuitive methods (such as unit-rate method, factor-of-change approach, or a graphical/visuals approach). MATH.7.13B Use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness.

LEARNERS CONTENT PROCESS PRODUCTSpecial Education Student

Students write and solve real-world problem involving proportional reasoning.

Post problem and solution on chart paper

Gifted & Talented/Advanced

Students write and solve real-world problem involving proportional reasoning.

Post problem and solution on chart paper

Read with a partner, then reread Selective highlighting Model using 2-Colored counters & draw the model Sentence stem… Read independently Create a table and a graph Justify solution Look of the problem

TEKS:Ⓡ ALGI.8B Solve systems of linear equations using [concrete] models, graphs, tables, and algebraic methods.

LEARNERS CONTENT PROCESS PRODUCT

English Language Learner

General Education Student

Special Education Student

Gifted & Talented/Advanced

Working with Cumulative Score – Phase IMath

10,938 7,452 10,540 10,170 10,639

YY Y N YRHSP MHSPMHSP RHSP None

19

STAAR PERFORMANCE STANDARDS

2 Cut-Points / 3 Levels

Level IUnsatisfactory

AcademicPerformance

 

Level IISatisfactoryAcademic

Performance 

Level IIIAdvancedAcademic

Performance 

Satisfactory AdvancedAb

ove

Min

imum

For EOCs Only

WHAT ARE THE DIFFERENCES AMONG LEVELS I, II, AND III?

STAAR Performance Level Descriptors

Level I Level II Level IIIIdentify slopes and y-intercepts of linear functions from tables, graphs, and equations given in slope-intercept form.

Describe the concept of slope as a rate of change and use it to solve problems.

Apply the concept of slope as a rate of change in a variety of situations.

AIMING FOR LEVEL III

From the teachers’ experiences, what is hard to teach? (Look at STAAR Snapshot)

From the students’ view what is hard to learn and apply? (Student Data)

Are my students sufficiently ready or well prepared? (Students’ previous years data)

AIMING FOR LEVEL III

Does the activity I normally use meet all levels of the performance descriptors?

Share with your table partners how your activity meets those performance descriptors or how you could enhance those activities.

RIGOR AND THE MATHEMATICS STAAR FOR STUDENTS WITH SPECIAL NEEDS

The least dangerous assumption that we can make about special needs students is to presume competence!

Brez Jimenez, 2012

BRAIN RESEARCH TIDBITS

Stress kills Dendrites.

Twenty years ago, the average person could hold 7 — 9 bits of information in working memory. Now the average is only 3 — 4 bits.

BRAIN RESEARCH TIDBITS A student needs to

experience a concept at least 25 times within a three week period.

In order for a student to achieve at a rigorous level, they need a ratio of 7 positives to 3 concerns.

BRAIN RESEARCH TIDBITS Information is

moved from short term memory to long term memory through sleep. It takes 8 hours, or 5 REM cycles, for this to occur.

STAAR MODIFICATION GUIDELINES

TEA website for STAAR Modification Guidelines

http://www.tea.state.tx.us/student.assessment/special-ed/staarm/guidelines/

Separate guidelines for grades 3 – 8 and end-of-course assessments

Subject specific guidelines

Updated 8/12/2012

EVALUATIONS & CLOSURE