WELCOME TO AGDD Please sit with your group

WELCOME TO AGDD! Please sit with your group GROUP 1 Philpot Anzelmi Farooq Ventura Woodson GROUP 2 Quon Balbastro Avilla Chhan Sandoval (PE) GROUP 3 Krier White Mofford Wada Leal GROUP 4 Mercado Sandoval Marroquin Ma Perez GROUP 5 Hutchinson Park Cotton Maciel Lee GROUP 6 Contreras Guthrie Strawhun Reilly Nabarrete

“What’s Math got to do with it? ” Locke Academy C March 23, 2015

Place your… …it’s AUCTION time!

Time Agenda 8: 00 – 8: 30 Review & Preview 8: 30 – 9: 15 Math Practice Standards 9: 15 – 9: 45 Math Performance Task 10: 00 – 11: 00 Student Work Analysis 11: 00 -11: 45 Planning Time 11: 45 – 12: 00 Closure: Exit Slips

• Teachers will be able to apply their understanding of math practice standards in analyzing student work to identify what specific supports students need in EVERY CLASSROOM to develop their critical thinking.

Adding to your toolkit • As we go through today’s presentation, we will be using a variety of strategies to promote cognitive engagement. • Each time you see a toolbox in the corner, that means there is a strategy write up in the strategy toolkit.

Review & Preview Ms. Anzelmi

THE Year of Planning 1. 1 A & B Identify your objective and proving behavior (performance expectations) 1. 2 B Inquiry Lesson (Use SEARCH) 1. 2 B Determine Instructional Approach Direct Instruction Lesson (Use of EEEI) Plan with literacy in mind ATTACK Literacy Planning Routine A: What text? T: What vocabulary? T: What close reading strategies? A: What text dependent questions? C: What discussion, accountable talk strategies? K: What writing?

Direct Instruction Lesson – EEEI This follows the traditional lesson cycle Questioning I do Read Group Structures We do Academic discourse Discuss You do Write

Inquiry Lesson - SEARCH This follows an inquiry based lesson cycle Explore Read Discuss You do Questioning Academic discourse We do Group Structures You can still switch this order Write Read Discuss I do You do Discuss Read Write

: An Inquiry Planning Routine Start with the End: What objective, proving behavior and practice activities will address the conceptual key points (KP’s) that you want students to understand/discover? Illuminate places where common errors may occur in order to asses what students don’t get. Explore the Concept: How will you help students investigate or explore the key points? Consider the prior knowledge students will need and the anticipatory set, hook, examples and information students will need. Identify the methods/strategies that students may use. Ask Facilitative Questions: What questions will you ask to help students see the key points? What misconceptions do you predict students may have as they work? What questions/counterexamples will you present to students to illuminate these misconceptions? Where and when will each question be asked (on students’ handouts, on the Power. Point, verbally during circulation, etc. )? How will you encourage students to ask each other facilitative questions? Review and refine Conclusions: How will you facilitate whole class discussion to draw connections between students’ different methods and conclusions? How will you correct potential student errors? Clarify Conceptual Key Points: Have students grouped strategically: How will you provide direct instruction to teach and/or summarize the KPs? Individuals, pairs, small groups, or whole-group for each section? How will you use data to guide group structures? How will you differentiate the task and/or level of support to meet the needs of students with IEPs and ELLs? How will you ensure that all students are actively participating?

Review: The Six Literacy Shifts in Action ATTACK: A Literacy Routine Shift 1, 2, 3 Reading Assign complex texts to teach content Shift 6 Teach key academic and domain specific vocabulary Shift 3 Teach and model reading and close reading strategies Discussion Shift 4, 5 Ask text-dependent questions during reading, discussion and writing Create conversation using accountable talk with textbased answers Keep writing focused on evidence-based answers and multiple sources. Shift 4 Writing Shift 5

We have to be comfortable being uncomfortable. As a learning organization, we are committed to determining the right answers for us.

Team Discussion Think/Write: When have you embraced being uncomfortable as a teacher this year? Why is important to be comfortable being uncomfortable? Discuss: Share your responses to the prompt above with your team. Report: Prepare to present the information you discussed with your team to the group.

Math Practice Standards Mr. Quon

• Teachers will be able to apply their understanding of math practice standards in analyzing student work to identify what specific supports students need in EVERY CLASSROOM to develop their critical thinking.

Common Core Math Standards Math Content Standards WHAT? Student Mastery of Mathematic s Standards for Math Practice HOW?

• While math teachers have specific content standards for their subject, all math classes operate with the same set of Math Practice Standards. • One could think of it as 8 skills they work on through their k-12 math education.

Math Practices 1 5 2 6 3 7 4 8

In Your Own Word, In Your Own Classroom • Read the group role card for your role and summarize the role in your own words • Whip around the group and explain to your group what your role will be in this process Presenter Recorder Manager Time Keeper

In your own words, in your own classroom • Directions: – Using the chart on your handout, review the math practice standards. – In your own words: write a one sentence summary of the standard. – In your own classroom: consider how you reinforce that specific thinking skill in your content. • Select one MP that resonated with you for further discussion * “What our students need regarding this practice: ” will be completed later.

• Each person chooses one math practice standard he/ she would like to discuss further. – Teacher shares their initial reaction to their chosen MP (1 min) – All participants discuss the MP further (3 mins) – Teacher concludes discussion by getting the last word of the discussion (1 min) • Repeat for each person in the small group • Be prepared to share one a-ha! with the whole group

• As you can see from the MPs, they outline specific thinking skills our students need when tackling a problem. • Similar to embedding literacy in our content, we can reinforce these thinking skills in our classroom. • Today we’re going to look at the math performance tasks to see how our students are assessed on the math practice standards.

Math Performance Task Mr. Quon

CATCH • Silently read the Performance Task using CATCH Annotation: • Circle any unfamiliar words • Acknowledge confusion by using a (? ) • Talk with the text – What math concepts are covered? – How are students are to demonstrate proficiency of Math Practice standards? • Capture the main idea • Highlight important details

Need Crash Course? ! With the support of a partner and google, spend 5 minutes to refresh your memory on the math concepts needed for the performance task.

Let’s get to work! Solve the math performance task INDEPENDENTLY. Voice Level 0

REFLECTION… As you think about the performance task you just completed consider the following: 1. Which mathematical practice(s) were being assessed in the task? Where is it evident in the problem? 2. After seeing how the MPs are assessed, what might be some ways you could support those skills in your own classroom?

TURN AND TALK Partner A Share your response to Question # 1 (30 secs) Partner B Share your response to Question # 2 (30 secs) Whole group share out.

15 minutes

Place your… …it’s AUCTION time!

Analyzing Student Work Ms. Philpot

Analyze Student Work Groups

ANALYZING STUDENT WORK • Review the group role card Presenter Recorder Manager Time Keeper • Whip around the group and explain to your group what your role will be in this process

Analyzing Student Work with MP in Mind • Create a Frayer model to summarize your learnings • Begin by completing the definition and characteristics quadrants • Review the student work and discuss examples or non examples of the math practice you are examining.

What characteristics exemplify this MP? A definition in your own words Math Practice Examples from the student work Non-examples from the student work

Gallery Walk • Walk around and read other group’s Frayer models • Leave post its with your notes and comments for the group – Ask probing and clarifying questions – Praise strong examples that are provided – Share differing points of view

GIST statement • In your group, review the comments left by other participants during the gallery walk. • Create a GIST statement in 30 words or less that answers the question – Are students demonstrating mastery of the math practices? How can we support students to develop their mastery of these practices? • Be prepared to share your GIST statement with the whole group

In your own words, in your own classroom • Directions: – Return to your hand out and complete the box “What our students need regarding this practice: ” – This will be used to start your department planning time.

Planning Time Ms. Philpot

Department Planning (45 mins) • Review the Math Practices and select 12 MPs that can be supported in your content area. • What specific practices will your department implement to ensure that students’ critical thinking skills are strengthened?

Closure Ms. Anzelmi

Place your… …it’s AUCTION time!

Reflection - Padlet • Click on the padlet link emailed to you. • Double click to create an entry. Type your response the question below. Do not include your name. – What specific practice will you “double down on” in your classroom to increase students’ critical thinking? • Read other responses from your colleagues as they appear and feel free to comment on your colleagues comments.

• Select one response that resonates with you and discuss with a partner why you selected it.

Exit Slip and Next Steps • Exit Slip – Please complete the exit slip for the morning session. The link to the exit slip should be in your email box. • Next Steps – Review the strategies toolkit provided. – Arrive to your afternoon session by 1 pm