PARCC DATA is HERE Now what MIDDLESCHOOL MATHEMATICS

PARCC DATA is HERE! Now what? MIDDLE-SCHOOL MATHEMATICS 2 -hour presentation by Judith T. Brendel Ed. M. winter/spring 2016

AGENDA • • DATA … RESOURCES … SUCCESSFUL STRATEGIES What Do We Know About the NJ State Data? What are parents told? What can they access? What PARCC data resources can teachers access? PLDs: What are they; access for your class(es) Analyze data; estimate new year results Find RESOURCES to use with your students Sample DIFFERENTIATED ACTIVITIES to improve student engagement and understanding.

Year One Data Analysis Plan: DRILLING DOWN

Moving Forward with PARCC Data Teachers can use spring 2015 data to • Analyze – their whole class – each students’ performance by level – each students’ performance by specific questions and standards from their test. (available March 2016) • find released test questions that match last spring’s test • evaluate the instructional tools, strategies, methods and interventions they are implementing in the classroom and adjust, as needed. • Teachers can access and use online content resources, activities, games, strategies.

HOW do you MAKE SENSE of the DATA?

STATE-WIDE RESULTS

PARCC Statewide Results • • • In the 2014 -15 school year, approximately 850, 000 students across New Jersey took the PARCC assessments. … nearly 99% of New Jersey’s students took the PARCC test on computer platforms, a percentage that led states in the PARCC consortium and positions New Jersey schools to be a national leader in integrating educational technology in classroom instruction and preparing students for the technology expectations in college and careers. This in itself is a great success story in terms of improving educational outcomes. Source: “The PARCC Assessments: Informing Teaching and Learning” (NJDOE October 20, 2015, page 5) http: //www. state. nj. us/education/assessment/parcc/informing. pdf

Before seeing any scores, what would you have estimated ? Write down % of your students’ with scores that would: MEET expectations (level-4) ALMOST meet expectations (level-3) EXCEED EXPECTATIONS (level-5)

NJ’s 2015 PARCC SCORES: MATH Grade 3 0% 20% 40% 60% 80% 100% source: http: //www. nj. com/education/2015/11/student_parcc_scores_are_coming. html

NJ’s 2015 PARCC outcomes Mathematics What are SPRING 2015 results ? YOUR SCHOOL? YOUR GRADE LEVEL? not representative of grade 8 performance as a whole. Note: numbers may not sum to 100% due to rounding.

CANNOT COMPARE We cannot compare PARCC results to previous tests (NJASK, HSPA) NJASK 3 -8 HSPA - 11 CC R A P re o f e b G N I R SP 5 201 WHAT CAN YOU COMPARE?

End-of-Course Math Outcomes (MS HS) NJ % Meeting/Exceeding Expectations ADP = Algebra Diploma Project 2009 -11

Algebra I PARCC Outcomes vs CLASS Grades Source: PARCC: NEXT STEPS “Measuring College and Career Readiness” (NJ State Board of Education, November 4, 20 * FORM: EOY Paper Pencil Test ex. …. *FORM: student class avg. vs EOY test score

What you can do NOW! (*Activity #1) http: //parcc. pearson. com/practice-tests/math/ 1) Select PARCC content you have already taught this year (from 2014 EOY paper/pencil practice test). No/Calculator & Calculator sections 2) Use Answer Key to assist in your selections (hardcopy) 2) Create a 1 -period test with those examples.

Include VARIETY question formats • • • MC (select A, B, C or D) MMC (select ALL that are correct) SCR (fill-in bubbles with answer) Parts A, B, …. Compare Data given data in different forms (equation, table, graph, scenario) • Calculator and non-calculator section • Reference sheet Focus: Major and supporting content

What you can do NOW! (*Activity #1) ONLINE: http: //parcc. pearson. com/practice-tests/math/ 3) Give your students this 1 -period EOY test. 3) Note individual strong/weak areas now. See CCSS (standards) and Evidence Statements on answer key. 5) Compare to their class grades (quizzes/tests) 6) Meet w/colleagues (share results/strategies) LATER ON Create other tasks, worksheets and assessments; focus on extended response (PBA) questions and online practice.

http: //blog. measuredprogress. org/blo g/parcc-scores-are-in-whats-next When you create an assessment: • “Scaffold items in increasing difficulty to help students incrementally apply mathematical concepts and skills for solving multi-step word problems. ” • “Use extended-response (ER) items to collect evidence of students’ ability to reason mathematically. Student responses serve as classroom examples of meeting expectations. ”

… MORE DATA

MATH: NJ vs PARCC average A comparison of the percentage of students who scored on grade level on PARCC math exams. Comparison of the percentage of students who scored on-grade-level on PARCC’s math exams. % 40 30 20 10 Source: Accessed on December 2, 2015 http: //www. nj. com/education/2015/12/nj_students_beat_the_parcc_average_on_most_exams. html#incart_river_home

PARCC: Areas of Attention Source: PARCC Assessments: Informing Teaching and Learning (NJDOE October 20, 2015, page 8) http: //www. state. nj. us/education/assessment/parcc/informing. pdf

NJ TRANSITIONAL GRADUATION REQUIREMENTS

Transitional Graduation Requirements Classes of 2016, 2017, 2018, 2019 YES, as/ Bari Erhlichson, if a student scores > 4 on their grade-8 PARCC Algebra assessment, they have met their NJ high school graduation requirements. See next sl http: //sat. ivyglobal. com/new-vs-old/ Source: PARCC: NEXT STEPS “Measuring College and Career Readiness” NJSDOE Nov. 4, 2015

UPDATED THRESHOLD REQUIREMENTS for classes of 2016, 2017, 2018 and 2019. Redesigned PSAT/NMSQT was first administered to students Oct. 2015. “For those students who took the redesigned PSAT/NMSQT Oct. 2015, and for those students who will take the redesigned PSAT/NMSQT in future administrations, a 22 on reading and a 22 on math will satisfy their assessment graduation requirement. ” Jan. 7, 2016 memo from NJDOE David C. Hespe, Commissioner of Education

The “New” SAT • math portion of the test will focus on three main areas: ² Linear equations ² Complex equations or functions ² Ratios, percentages and proportional reasoning • Topics: 4 main content areas (next slide) • Answer all: On the new SAT, you simply earn points for the questions you answer correctly. So go ahead and give your best answer to every question — there is no advantage to leaving them blank.

The “New” SAT Content Area Topics Covered Calculator questions No-Calculator questions Heart of Algebra Fundamental concepts in algebra involving linear equations and inequalities 11 8 Problem Solving Interpreting qualitative and quantitative and Data Analysis data, analyzing relationships 17 0 Passport to Advanced Math More advanced concepts in algebra, including quadratic and higher-order equations 7 9 Additional Topics in Math Geometry, trigonometry, complex numbers 3 3 Go directly to Math Sample Questions: https: //collegereadiness. collegeboard. org/sat/inside-thetest/math

The “New” SAT (left side folder ivory sheet; link next) Content Area Topics Covered Heart of Algebra Fundamental concepts in algebra involving linear equations and inequalities Problem Solving Interpreting qualitative and quantitative and Data Analysis data, analyzing relationships Passport to Advanced Math More advanced concepts in algebra, including quadratic and higher-order equations Additional Topics Geometry, trigonometry, complex in Math numbers Comments Which examples could you use now with your students in Algebra-I, Geometry or Algebra-II? (form) activity 1 A. HS: Study your ‘assigned’ CONTENT AREA How does it relate to ‘your’ course? Prepare to share. https: //collegereadiness. collegeboard. org/sat/inside-the-test/math

Online Practice PSAT/SAT tests 4 Practice NEW SAT tests are available online at http: //sat. ivyglobal. com/new-sat-practice/ Test I: Math begins page 34; ends page 56 Part I = 20 questions, 25 minutes Part II = 38 questions, 55 minutes Practice NEW PSAT tests are also available on this site.

Student’s SAT test Results Test booklet form that student used. See each example, directions, etc. Student Report: Form of Test and Date taken Each example (item #) Correct letter choice, fill-in response Difficulty level of question (easy, med, difficult) Student letter choice, fill-in response or blank Student score, ….

What Parents are Told about PARCC and PARCC DATA:

What Parents are Told: This test is just one measure of how well your child is performing academically. Other information, such as grades, teacher feedback and scores on other tests will help determine your child’s academic strengths and needs.

What Parents are Told How do the test scores this year compare to those in past years? The knowledge and skills tested this year are different - and in some cases more rigorous than in the past. If your child’s score is different than you expected, meet with your child’s teacher to understand what that means and how you can help your child improve his or her performance.

How will my child’s school use the test results? Results from the test give your child’s teacher information about his/her academic performance. The results also give your school and school district important information to make improvements to the education program and to teaching.

HOW can I use the Math Scores? • The best way to make sense of these • scores is to compare them to the average for students who met the expectations and the average for students in your child’s school, district, and state. • Also, look at the information below the scores. How is your child doing in each area of mathematics? Ask your child’s teacher how you can give your child more opportunities to be challenged and how you can support his/her academic needs.

WATCH VIDEO “Understanding the SCORE REPORT”

Activity #2 - Watch the “New Video: Understanding the Score Report” Use form; write thoughts and questions. http: //understandthescore. org/help-your-child/resources-for -parents/ Teachers walk through the score report step-by-step. They let parents know what to expect and provide tips on how they can support their child (handout for notes Activity #2 right side folder; link is on slide 36)

What Parents Can Access (links on slide 37) Information and resources including sample PARCC test questions and the PTA’s Guide to Student Success. Visit How Can I learn more? Go to the PARCC website http: //www. parcconline. org When will I receive my child’s score report? During the first year of PARCC administration (2014 -2015 school year), score reports will be released in the fall of 2015. In future years they will come much sooner. http: //www. understandthescore. org

Parent Score Report (handout) ONE STUDENT’S DATA Showing a moc STUDENT: score … levels … and this student’s score compares to SCHOOL DISTRICT STATE PARCC average

Algebra-II (grade 10/11 Sample) ONE STUDENT

Parents see a Sample Algebra II Assessment Report, 2014 -2015 Source: PARCC “Mock Parent Score Report – Algebra 2” (2015) http: //parcconline. org/resources/educator- resources Next slides show data available about one particular Algebra-II student. (hardcopy)

FIRST NAME 8 M. LAST NAME 8 Date of Birth: 05/15/2000 ID: 9999 Grade: 9 SAMPLE DISTRICT NAME SAMPLE SCHOOL ONE NAME ILLINOIS

OVERALL PERFORMANCE (level w/graph) Next, EACH LEVEL is explained for that particular grade level or high school course.

MATHEMATICS PERFORMANCE LEVEL 5 Your child performed at Level 5 and earned a score of 839 Students performing at levels 4 and 5 met or exceeded expectations. ALGEBRA-II SAMPLE

LEGEND Below expectations (Levels 1 or 2) Nearly Meets expectations (Level 3) Meets or Exceeds expectations (Levels 4 or 5) (To see selected questions from the test, visit understandthescore. org )

MAJOR CONTENT (sub claim A) In this area, your child did as well as or better than students who met the expectations. (Algebra-II) Students meet expectations by solving problems involving rational exponents, writing and interpreting algebraic expressions, rational and radical equations, graphs of functions, creating linear, quadratic, and exponential functions, and making inferences and justifying conclusions from data.

ADDITIONAL & SUPPORTING CONTENT (sub claim B) In this area, your child did almost as well as students who met the expectations. (Algebra-II) Students meet expectations by solving problems involving the complex number system, rational expressions and functions, systems of equations, trigonometric functions, interpreting data, and probability.

Expressing Mathematical Reasoning (sub claim C) In this area, your child did as well as or better than students who met the expectations. (Algebra-II) Students meet expectations by creating and justifying logical mathematical solutions and analyzing and correcting the reasoning of others.

MODELING & APPLICATION (sub claim D) In this area, your child did as well as or better than students who met the expectations. (Algebra-II) Students meet expectations by solving realworld problems, representing and solving problems with symbols, reasoning quantitatively and strategically using appropriate tools.

Use LEVEL chart -- YOUR students 1. Find your students’ data 2. Select 1 student at each level: Level 2, 3, 4 and 5 3. Think about these students as we continue.

LEVELS? What do they all mean? What are they?

PLDs: Performance Level Descriptors Grades 3 -11 Reminder: PARCC reports results according to five performance levels that delineate the knowledge, skills, and practices students are able to demonstrate. These levels are: Level 1: Did not yet meet expectations Level 2: Partially met expectations Level 3: Approached expectations ---------------------------------Level 4: Met expectations Level 5: Exceeded expectations

SUB CLAIMS ? What do they all mean? What are they for MY class? See the PERFORMANCE-LEVEL DESCRIPTORS

EXPECTATIONS per PERFORMANCE LEVEL per GRADE LEVEL

Sample PLD Grade 7 math partial What you can see: sample Sub-Claim A This grade-7 PLD has been updated since this slide was created. NOW, Level 2 says only to “recognize” not use proportional relationships. What are specifics for your grade/course? (next slides) HANDOUT right side folder

*ACTIVITY #3: PLDs for your grade level Major. Supporting. Reasoning. Modeling/Applying http: //parcconline. org/assessments/test-design/mathematics/mathperformance-level-descriptors (link on slide 60) 1) Performance-Level Descriptors by Grade Band – PARCC Mathematics Performance Level Descriptors: Grades 3 -5 – PARCC Mathematics Performance Level Descriptors: Grades 6 -8, Algebra I – PARCC Mathematics Performance Level Descriptors: High School (Algebra I, Geometry, Algebra II) (hardcopies PLDs right side of your folder) 2) Find your grade level 3) Take notes each category: Major …. 4) Use PLD CHART to compare 2015 results w/estimates for 2016 (next slide)

*Activity #3 w/PLDs (claims A-D) Compare grade X 2015 with grade X expected 2016 WHOLE CLASS 1. Pick one of your math sections for this activity (one class of students you have this year). 1. Find your grade-level (3 -8) (*hard copies Alg. Geom. Alg. II) 1. Spring 2016 PLDs: For each standard √ check the level you think is the level that will be reached by the highest % of your students. 2. Spring 2015 PLDs: * the actual level most …. Standard 6. xxx 7. yyy 8. aaa Level 5 MAJOR CONTENT (SUB CLAIM A) Level 4 Level 3 Level 2 √ * √ √ * Level 1

Resolution: ELA and Math Minimum Scores for Each Performance Level Partially meeting (Level 2) Approaching Expectations (Level 3) Meeting Expectations (Level 4) Exceeding Expectations (Level 5) Grade 3 ELA & MATH 700 725 750 790 Grade 4 ELA & MATH 700 725 750 790 Grade 5 ELA & MATH 700 725 750 790 Grade 6 ELA & MATH 700 725 750 790 Grade 7 ELA & MATH 700 725 750 790 Grade 8 ELA & MATH 700 725 750 790 Grade 9 ELA/Algebra I 700 725 750 790 Grade 10 ELA/Geometry 700 725 750 790 Grade 11 ELA/Algebra II 700 725 750 790 Source: “PARCC RESULTS: YEAR ONE - Measuring College and Career Readiness” (NJ State Board of Education, November 4, 2015)

HOW do you FIND RESOURCES?

for your general information RESOURCES grades 3 -8

Understandthescore. org (gr. 3 -8) (link on slide 65) Scroll down - Select STATE - Select GRADE …. - Then [submit] - Select MATH …. - Then [Major Content]

RESOURCES grades 3 -8 Understandthescore. org/help-your-child/resources-forparents … scroll down to Great!KIDS 1) Select [state] [grade] … [math] 2) See Labels: Major. Supporting. Reasoning. Modeling FORM WHAT IS HERE? WHAT WILL YOU USE? HOW? 3) Click on [Major] see What it means. How to help your … Want to know more (watch video “What math concepts should ___ graders know before _____ next year. ) 4) If your child didn’t meet the Major Content standards… 5) Sample Problems

Individual Student Scores 2015 LEVEL Analysis (sub claims) Last year Algebra I? (your class last year? ) Last year grade 8? (your students now)

Planning w/ Resources for HS courses FORM SAMPLE: Algebra I Interpreting functions (Major content Claim A)

Planning w/ Resources for HS courses *ACTIVITY. BLANK FORM: teachers to use - Select area in need of work (use PLDs for expectations; use level-4 as a guide) - Go to websites listed; search for your topic - Copy & paste specific links w/your notes about use See Sample sites and tasks on next slides first! Form to be distributed; not in folders

engageny. org NYS COMMON CORE MATHEMATICS CURRICULUM • Select GRADE or HS COURSE • Select a module (on left) • Scroll and click on different resources: – Teacher Resources – Student Resources (examples/ videos / …. ) – Mid module assessments – End module assessments SEE samples next slides

engage. NY Algebra I sample STUDENT MATERIALS Lesson 3: Graphs of Exponential Functions Classwork Example Consider the story: Lesson 3 M 1 ALGEBRA I Darryl lives on the third floor of his apartment building. His bike is locked up outside on the ground floor. At 3: 00 p. m. , he leaves to go run errands, but as he is walking down the stairs, he realizes he forgot his wallet. He goes back up the stairs to get it and then leaves again. As he tries to unlock his bike, he realizes that he forgot his keys. One last time, he goes back up the stairs to get his keys. He then unlocks his bike, and he is on his way at 3: 10 p. m. • Sketch a graph that depicts Darryl’s change in elevation over time.

engage. NY Algebra I (links on slide 72) sample STUDENT MATERIALS Elevation vs. Time #4 http: //www. mrmeyer. com/graphingstories 1/graphingstories 4. mov. • This is the second video under “Download Options” at the site http: //blog. mrmeyer. com/? p=213 called “Elevation vs. Time #4. ” • The video is of a man hopping up and down several times at three different heights (first, five medium-sized jumps immediately followed by three large jumps, a slight pause, and then 11 very quick small jumps). • a. What object in the video can be used to estimate the height of the man’s jump? What is your estimate of the object’s height? • b. Draw your own graph for this graphing story. Use parts of graphs of quadratic functions to model each of the man’s hops. Label your ���� -axis and ���� -axis appropriately and give a title for your graph.

engage. NY Grade 8 sample TEACHER MATERIALS FOCUS STANDARDS Understand the connections between proportional relationships, lines, and linear equations. • 8. EE. b 5 Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distancetime equation to determine which of two moving objects has greater speed. • 8. EE. b 6 Use similar triangles to explain why the slope ��� is the same between any two distinct points ….

engage. NY Grade 7 sample Mid-Module Item Use the expression below to answer parts (a) and (b). 4 �� − 3 ( �� − 2 �� ) + 12 ( 6 �� − 8 �� ) Part a: • Write an equivalent expression in standard form, and collect like terms. Part b: • Express the answer from part (a) as an equivalent expression in factored form.

engage. NYhttps: //www. engageny. org/resource/reg ents-exams-mathematics-webcasts (Link on slide 75)

engage. NYhttps: //www. engageny. org/resource/reg ents-exams-mathematics-webcasts (links on slide 76) • PARCC Model Content Frameworks - Assessment Limits and Clarifications http: //www. parcconline. org/parcc-model-contentframeworks • A Story of Functions - Curriculum Map http: //www. engageny. org/resource/grades-9 -12 mathematics-curriculum-map • Illustrative Mathematics - Examples by Standard http: //www. illustrativemathematics. org/ • Standards for Mathematical Practice http: //www. corestandards. org/Math/Practice

CORE STANDARDS for math a reminder (links on slide 77) Standards for Mathematical Content http: //www. corestandards. org/Math/Content/H SA/CED/ Standards for Mathematical Practice http: //www. corestandards. org/Math/Practice (sample examples imbedded throughout)

engageny. org NYS COMMON CORE MATHEMATICS REGENTS EXAM sample items with annotated rubrics https: //www. engageny. org/resource/rege nts-exams-mathematics (link on slide 78) Grade 7, 8 and/or Algebra-I

ARIZONA EDU (links on slide 79) (progression of content across grades) Resources: Progressions Documents http: //ime. math. arizona. edu/progressions/

ILLUSTRATIVE MATHEMATICS https: //www. illustrativemathematics. org/con tent-standards/7/RP/A/tasks/1564 Sample Tasks (grade 6/7: Task Chichén Itzá was a Mayan city in what is now Mexico. The picture below shows El Castillo, also known as the pyramid of Kukulcán, which is a pyramid located in the ruins of Chichén Itzá. The temple at the top of the pyramid is approximately 24 meters above the ground, and there are 91 steps leading up to the temple. How high above the ground would you be if you were standing on the 50 th step? (links on slide 80)

LOUISIANA (ix. L interactive online) link slide 83 https: //www. ixl. com/standards/louisiana/math/gra de-7 screenshot

LOUISIANA (ix. L interactive online) link slide 83 https: //www. ixl. com/standards/louisiana/math/gra de-8 screenshot

LOUISIANA (ix. L interactive online) link slide 83 https: //www. ixl. com/standards/louisiana/math/hig h-school screenshot

See hardcopy PARCC MATHEMATICS “ONLINE SEARCH and EXPLORE” For DATA DOCUMENTS (by Adele Macula Nov. 10, 2015)

Alignment Document What is it? How can it help me?

Alignment Document spring 2015 • Student’s EOY Exam (task #, type I II III, calculator or not, which ‘form’ of test/online or paper) item analysis not available until March 2016 • EOY Exam Released Items (match task #) • EOY Answer Keys (match task #) • Informational Guide points: sample gr. 6 -8 Major Content(29), Additional/Supporting(11), Math Reasoning(14), Modeling(12) *hardcopy

Individual Student Scores 2015 ITEM Analysis NOT YET AVAILABLE to DISTRICTS (Expected late March 2016? )

Scroll down to bottom Select page for your grade 3 4 5 6 7 Next > Last >> https: //prc. parcconline. org/assessments/parccreleased-items (spring 2015) Grade 3 page- 1 -2 (link on slide 89) Grade 4 page-2 Grade 5 page-3 Grade 6 page-4 Grade 7 page-5 Grade 8 page-6 HS Algebra I (grade 8/9) page-8 HS Algebra II (grade 10/11) page-8, 9 HS Geometry (grade 9/10) page-9

TEST ITEMS spring 2015 PARCC Released Item-Bank RESOURCES for EOY and PBA ASSESSMENT Grade XX Math EOY and PBA Alignment Documents – Item Set (examples w/task code #) – Answer Key – Sample Student Responses with rubrics FORM: Selected Ex. from PARCC 2015 EOY # your students correct

Sample Algebra I item #1 EOY spring operational 2015 1. What are the zeros of the polynomial below? Indicate all zeros. A. -12 B. -6 C. -3 D. -2 E. 0 F. 2 G. 6 H. 12 VH 001570

Sample Algebra I item #3 PBA spring operational 2015 SCREEN SHOT VF 623198

Sample Algebra I item #6 EOY spring operational 2015 SCREEN SHOT VH 004589

Sample Algebra I item #9 PBA spring operational 2015 SCREEN SHOT M 40422

Sample GRADE 7 item #3 EOY spring operational 2015 VF 560633 SCREEN SHOT

Sample GRADE 8 item #2 EOY spring operational 2015 M 21742 SCREEN SHOT

TEST ITEMS spring 2015 Which ITEM #s Will You Use EOY and PBA ASSESSMENT items? – EOY or PBA Item Set (examples w/task code #) – EOY or PBA Answer Key – EOY or PBA Sample Student Responses with rubrics

What STRATEGIES and ACTIVITIES will make a difference?

Lucy Ethel VIDEO “In the Chocolate Factory” assembly line https: //www. youtube. com/watch? v=8 NPz. LBSBz. PI (link on slide 101) See Lucy and Ethel as the students. See their supervisor as their teacher. What’s wrong? We learn and remember more when we have fun!

21 st Century Assembly Line *ACTIVITY Do one step and move to the right (Shhhh! No hints or questions permitted!) - Expressions - Equations

21 st Century Assembly Line DO ONE STEP … and …. PASS IT ON WORK TOGETHER * CREATE YOUR OWN

MATCH your PARTNER’S ANSWER • Set C & D (Inequalities • Set A & B (Expressions) • Set A & B (Equations) • Worksheet form (blanks = last sheets right side folder) WORK TOGETHER * CREATE YOUR OWN

See your CLASS data (PBA exam) • Roster of your students • Student score (task #, level of score: 2, 3, 4 or 5) • Locate matching task by #; see exact task (2015 PARCC released items) • See answer key • Link to Parent (teacher/student) Resources: – Attitude – Sprinkle math into everyday activities – Kahn Academy (examples, answer, show me how/hint, stuck? Watch video)

Data – Using PLCS Ask Four Questions READ article “How PLCs Do Data Right” 1. Which students were unable to demonstrate proficiency on this assessment? 1. Which students are highly proficient and would benefit from extended or accelerated learning? 1. Did one or more of my colleagues have excellent results in an area where my students struggled? What can I learn from my colleagues to improve my individual practice? 1. Is there an area in which none of us achieved the results we expected and do we need to learn as a team to teach this skill or concept more effectively? Source: Educational Leadership (ASCD, Nov. 2015, p. 23 -28) http: //www. educationalleadership-digital. com/educationalleadership/201511? pg=26#pg 26

Online Resources (links on slide 105) Inside Mathematics Leveled a-e; K-HS and aligned to CCSSM http: //www. insidemathematics. org/problems-of-themonth/download-problems-of-the-month Achieve the Core http: //achievethecore. org/dashboard/300/search/1/2/0/1/2/3/ 4/5/6/7/8/9/10/11/12 PARCC Released Items https: //prc. parcconline. org/assessments/parcc-released-items

Online Resources continued (links on slide 106) LOUISIANA http: //www. louisianabelieves. com/resources/library/teachersupport-toolbox-library/6 -8 -grade-math-teachers NEW YORK STATE https: //www. engageny. org/resource/new-york-state-commoncore-sample-questions (2013 and 2014 ) https: //www. engageny. org/resource/released-2015 -3 -8 -ela-and -mathematics-state-test-questions (2015 released items) MAP MATH SHELL http: //map. mathshell. org/index. php (Grade 6 -HS)

www. NCTM. ORG Classroom Resources (links on slide 107) (activity, instructions, explorations) member log-in NOT required to access resources • Adjustable spinner w/interactivities (K-12) http: //www. nctm. org/Classroom-Resources/Interactives/Adjustable-Spinner/ • Geometric Solids (solid, faces, edges, vertices) opens to net/closes back to solid http: //www. nctm. org/Classroom-Resources/Interactives/Geometric-Solids/

High School Resources (links on slide 111) Member log-in may be needed to access these NCTM links. http: //www. nctm. org/Classroom-Resources/Browse. All/? ps=20&cp=2&tx=2681 • Movie Lines: Apply knowledge of linear equations and graphs in an authentic situation. • Sample Interactive Tasks (from NAEP) Scroll down to select grade 12. http: //www. nationsreportcard. gov/science_2009/ict_tasks. asp

More Resources continued: (links slide 112) Illuminations from NCTM website (member sign-in) http: //www. nctm. org Dana Center Toolbox http: //www. ccsstoolbox. org - Resources for Implementation PARCC Prototype Project Engage. NY http: //www. engageny. org/subject/math PARCC http: //parcc. pearson. com/practice-tests/math/ Achieve the Core http: //achievethecore. org Regents. Prep www. regentsprep. org Review, Practice worksheets, Quiz Hotmath (free videos) www. Hotmath. com (free videos) Math. Bits (pre Algebra-Calculus) www. Math. Bits. com ixl (K-12) www. ixl. com

FREE! Concepts in Motion (links slide 113) Individual tutorial videos explaining, modeling, demonstrating selected topics: Glencoe Textbook Series: Pre. Algebra 2008 http: //glencoe. mheducation. com/sites/0078738180/sitemap. html? resource= conceptsinmotion Math. Matters 2010 http: //glencoe. mheducation. com/sites/0078805694/student_view 0/concept s_in_motion. html Pre. Algebra 2010 http: //glencoe. mheducation. com/sites/0078885159/student_view 0/chapter 0/m ath_in_motion. html Algebra-I 2008 (use grade-8 and algebra) http: //glencoe. mheducation. com/sites/0078738229/student_view 0/chapter 1/co ncepts_in_motion. html

FREE! Glencoe ‘Geometry’ (links slide 114) Graphing Technology Personal Tutors (2010) http: //glencoe. mheducation. com/sites/0078884845/student_vi ew 0/graphing_technology_personal_tutors. html Math in Motion (2010) Select chapter first. • Chapter Opener Animations are demonstrations of selected Key Concepts and topics from each chapter. • Animations are demonstrations of selected Key Concepts and topics from your textbook. http: //glencoe. mheducation. com/sites/0078884845/student_vi ew 0/chapter 10/math_in_motion. html

Thoughts and Plans DATA I can access - PARCC. NJ. District. School. Class. Student - Levels. PLDs (Sub Claims). Test Items (2014. 15) - EOY/PBA/new SAT/PSAT tests RESOURCES I can access - tutorials, practice, assess - Activities: 21 st. Century Assembly Line - Activities: Match Your Partner’s Answer What will you use? Share with a colleague? Use at a PLC?

“You Arx a Kxy Pxrson” Xyxn though my computxr is an oldxr modxl. It works vxry wxll - - xxcxpt for onx kxy. You would think that with all thx othxr kxys functioning propxrly, onx kxy not working would hardly bx noticxd; but just onx kxy out of whack sxxms to ruin thx wholx xffort. You may say to yoursxlf – Wxll I’m only onx pxrson. No onx will noticx if I don’t do my bxst. But it doxs makx a diffxrxncx bxcausx to bx xffxctivx a class nxxds activx participation by xvxry onx to thx bxst of his or hxr ability. So, thx nxxt time you think you arx not important, rxmxmbxr my old computxr. You arx a kxy pxrson.

Take a Teacher Survey (link on slide 118) https: //www. surveymonkey. com/r/72 S 5 JWM

JUDITH T. BRENDEL, ED. M. • edleaderk 12@hushmail. com • jbrendel 2112@gmail. com KEEP IN TOUCH