0. Leading with Algebra
October 7, 8, 9 Session

1. Agenda Welcome Blueprint for the Student Exit Exam
Blueprint for the Student Exit Exam
PARCC Sample Item—Doing the Math
Break
PARCC Sample Item Discussion
Introducing and Recruiting for the Virtual Community
Exit Slips

2. Algebra Exit Exam Blueprint and PARCC Model Content Framework

3. Did You Know?
This is a slide to let participants know some of the differences between high school and K-8 courses.

4. PARCC in SY 14-15
Notes: This slide is intended to communicate to the audience that 7th/8th grade students who are enrolled in an approved High School Algebra I for Middle Grades Students course will NOT take an Algebra I PARCC assessment in SY The change to the Algebra Exit Exam in SY14-15 is part of a larger transition that is taking place across the country with the CCSS-M.

5. Algebra Exit Exam in SY 14-15
CPS Algebra Exit Exam testing window: May 18-May 22
Non-CPS Algebra Exit Exam date: May 16
Number of Items: Multiple Choice and Constructed Response range
Paper-Pencil assessment as in previous years.
Time: 90 minutes
Practice Exit Exam will be available in February
Note for LWA facilitators: Please do not communicate that the Algebra Exit Exam will be teacher-created.

6. PARCC Model Content Framework
Note: This slide is to make a connection from the Algebra Exit Exam Blueprint to the PARCC Model Content Framework. Making the connection establishes credibility to the Blueprint and connects the content of the Blueprint to the PARCC Model Content Framework.

7. PARCC Model Content Framework
The PARCC Model Content Frameworks were developed through a state-led process that included mathematics content experts in PARCC member states and members of the Common Core State Standards writing team. Although the primary purpose of the Model Content Frameworks is to provide a frame for the PARCC assessments, they also are voluntary resources to help educators and those developing curricula and instructional materials. Users are advised to have a copy of the Common Core State Standards available for use in conjunction with the Model Content Frameworks.

8. Model Content Framework Components
Note: These key features may be useful for teachers to know how the content at the current grade level developed from previous content. Additionally, language that highlights areas of fluency may help teachers plan for instruction.

9. Content Emphasis by Cluster
Numerals in parentheses designate individual content standards that are eligible for assessment in whole or in part. Underlined numerals (e.g., 1) indicate standards eligible for assessment on two or more end-of-course assessments. For more information, see Tables 1 and 2. Course emphases are indicated by: Major Content; Supporting Content; Additional Content. Not all CCSSM content standards in a listed domain or cluster are assessed.

10. Assessment Limits
Assessment Limits for Standards Assessed on More Than One End-of-Course Test: Algebra I-Geometry-Algebra II Pathway
This draft table shows assessment limits for standards assessed on more than one end-of-course test. (These “cross-cutting” standards are visible as shaded cells in Table 1.)

11. Algebra Exit Exam Blueprint

12. Algebra Exit Exam Blueprint Questions
Is there anything in the Blueprint standards that surprises you?
Based on the standards that will be covered on the exam, give an implication for your teaching.
Is there a standard you would like to kno w more about or about which you have questions?
Participants will complete a 1-pager, in pairs, on their assigned Conceptual Category. This activity is to help teachers think about what the standard may look like for Algebra I, reflect on the content that may precede this standard (prior knowledge for students), analyze what part of the standard is “fair game” for Algebra I only and what part of the standard is “fair game” for Algebra II in terms of the PARCC assessment.

13. PARCC Sample Item- Doing the Math
Finding maxima and minima of functions
Importance of maxima and minima problems in many areas of science, engineering, social sciences, etc.
Available tools at this point in their own mathematical development and that of their students.
Graphs are one of those tools for understanding what we are talking about.

21. Doing the Math Work on the two problems Work in pairs.
Post solutions on poster paper.
Whole group discussion—two aspects of these problems:
Modeling aspect (creating the equation. This frequently involves using several variables, finding a relation between them, and eliminating one variable. May be challenging for students)
Use of mathematical tools to answer the questions posed by the problem.
Using a graph may help in doing and understanding the mathematics.

22. Break

23. Reflecting on the Sample Item
Choose the question topic that interests you the most, and join that table
Discuss the question with your group, focusing on instructional shifts that will be required to prepare students for PARCC
Chart key group responses on chart paper to share with the whole group
We will use this time to have group discussions about the PARCC sample items you experienced before break. On the next slide are 4 questions, and you will complete this process for one of them. (Read directions above)

24. Reflecting on the Sample Item
Questions
Reflect on the content of this item and how you would teach it. What’s different/new from our past Algebra I course work? Where do you envision the content involved in this problem fitting into the course sequence of Algebra I?
Are my students familiar with the structure of this type of problem? What experiences can I provide to prepare them to approach non-traditional test question formats?
What prerequisite knowledge and skills are needed to solve this problem? According to CCSS-M, what are the expectations about the prior development of these skills? How do you plan to address any of these needs that may arise with your current students?
Design an instructional sequence (i.e. math talk, problem, number string) that you feel will effectively develop the prior knowledge and skills to solve the problem and how it relates to the development of a larger mathematical idea.
Each of these questions is at a separate table in the room. Once you decide which one most interests you, move to that table. Try to divide evenly so that all questions are covered.

25. Reflecting on the Sample Item - Share Out
Each group will share out your main points to give the rest of us a clear overview of what you discussed
As groups are presenting, you may use the organizer to record ideas of other groups. For now, leave the center space blank.
Please share any ideas or questions you have about the other topics during shares

26. Reflecting on the Sample Item - Share Out
Reflect on the content of this item and how you would teach it. What’s different/new? Where do you envision the content involved in this problem fitting into the course sequence of Algebra I?

27. Reflecting on the Sample Item - Share Out
Are my students familiar with the structure of this type of problem? What experiences can I provide to prepare them to approach non-traditional test question formats?

28. Reflecting on the Sample Item - Share Out
What prerequisite knowledge and skills are needed to solve this problem? According to CCSS-M, what are the expectations about the prior development of these skills? How do you plan to address any of these needs that may arise with your current students?

29. Reflecting on the Sample Item - Share Out
Design an instructional sequence (i.e. math talk, problem, number string) that you feel will effectively develop the prior knowledge and skills to solve the problem and how it relates to the development of a larger mathematical idea.

30. Reflecting on the Sample Item - Share Out
Individually, fill out the center space with one action item that you plan to take back your classroom or school
Challenge: Act on this and bring an artifact to share at the next PLC! This may be a task/item you develop or implement, a new strategy you try, a staff development activity, or anything else that you try.
Ask for some volunteers to share what they are planning to act on.

31. LWA Virtual Community Who is in this community? What is the purpose?
All of you
All other CPS middle school math teachers
What is the purpose?
Provide information and resources about math in the middle grades, particularly algebra, via a monthly newsletter and a website.
Provide a site for discussions about teaching math.
Create community.

32. LWA Virtual Community Your role Participate in the virtual community.
Serve as a Point of Contact for 10 middle school teachers.
Expectations for Points of Contact
Distribute monthly newsletter to your contacts.
Pass on messages and questions from them to CPS or DePaul.
Possibilities for Points of Contact
Seed discussions.
Lead interest groups.

33. LWA Virtual Community Benefits to being a Point of Contact
Leadership role.
Stipend of $750 at the end of the year.
Contribute to finding solutions to Problems of Practice
Example
What are the three biggest challenges you face in teaching algebra (middle school mathematics) in the time of the Common Core?
Ask teachers to spend a few minutes thinking about this. Either have them talk with a partner and then share out, or collect written responses to this question.
Describe Gates Teacher2Teacher Challenge that will involve a CPS posed problem of Practice that will be “crowd-sourced” to thousands of teachers in an online 12-week discussion that will be supported and facilitated by experienced staff.

34. LWA Virtual Community Survey and Application Next meeting
Wrap-up and CPDU exit slips