1. Day 2 E DUCATOR E FFECTIVENESS A CADEMY S UMMER 2012

2. How many miles did you drive to get here today? A. 5 miles or less B. Between 5 and 15 miles C. 15 to 25 miles D. Over 25 miles

3. How many years of teaching experience do you have? A. 1-5 years B. 6-10 years C. 11-15 years D. Over 15 years

4. Which of these describes your favorite vacation? A. Action and adventure B. Laying on a beach and reading a book C. Sightseeing D. Visiting family and friends

5. OUTCOMES The participants will: analyze an MSDE lesson plan to determine how UDL and the Standards for Mathematical Practice are addressed. develop an understanding of the terms Practice Forward Task and Integrative Task. watch a demonstration of the Curriculum Management System. clarify their understanding of the EEA Project requirements.

6. W ARM U P Outcome The participants will make a list of the pieces of information that should be included in a lesson plan.

7. W ARM U P Rally Table What information would you include in a lesson plan?

8. MSDE L ESSON P LAN 3 Categories Background Information Learning Experience Supporting Information

10. SMP Addressed ComponentDetails Warm Up Motivation Activity 1 UDL Components Key Questions Formative Assessment Evidence of Student Learning Summary

12. O UTCOME The participants will analyze an MSDE lesson plan to determine how UDL and the Standards for Mathematical Practice are addressed.

13. L ESSON P LAN A NALYSIS Focus Questions 1.In what ways do the activities in this lesson plan support the proficiencies described in the Standards for Mathematical Practice? 2.How do the activities address the needs of all learners? 3.How do the activities support the development of the content standards that the lesson plan targets?

14. L ESSON P LAN A NALYSIS Summary 1.In what ways do the activities in this lesson plan support the proficiencies described in the Standards for Mathematical Practice?

15. L ESSON P LAN A NALYSIS Summary 2. How do the activities address the needs of all learners?

16. L ESSON P LAN A NALYSIS Summary 3. How do the activities support the development of the content standards that the lesson plan targets?

17. A NALYSIS – FINAL NOTE!!! FINAL NOTE!!! Any pre-made lesson plan should be adapted to meet the needs of the students in your classroom.

18. J UMP FOR J OY … Take A Break!!!!!

19. Outcome The participants will become familiar : Practice Forward Task Integrative Task

20. PARCC Assessment Two considerations in the design of the PARCC assessments. Some items will: Measure multiple standards Connect content and practices

21. Lets Do a Little Math

22. L ET S D O A L ITTLE M ATH School officials want to build a new football field that will be 120 yards by 53 yards. However, the owner of a local nursery has donated enough grass seed to plant 81,000 square feet of grass. Since they have more than enough grass seed for the football field, school officials would like to plant a uniformly wide border around the field. What are the dimensions of a rectangular area with a uniformly wide border which has an area of 81,000 square feet ?

23. Total area = 81,000 square feet= 9,000 square yards 120 yards 53 yards x x x The dimensions of the rectangular area Solution

24. L ET S D O A L ITTLE M ATH E VALUATING THE P ROBLEM Evaluate the problem for the mathematical content that the problem assesses by answering the following questions. To complete this problem successfully : Which mathematical concepts must a student understand? Which mathematical skills must a student be able to use?

25. L ET S D O A L ITTLE M ATH E VALUATING THE P ROBLEM Which behaviors described in the Standards for Mathematical Practice would come into play as a student solves this problem?

26. Practice Forward Task A task that is intentionally designed to elicit one or more Standards for Mathematical Practice in connection to specified content standards. PARCC Definition

27. Frayer Model for Practice Forward Task

28. Definition (in your own words) A type of math task that will appear on the PARCC assessments that will provide evidence as to how well a student can use the math practices. Practice Forward Task

29. Facts/Characteristics Will be tied to content Would be difficult to complete without engaging in the practices Can assess more than one practice at a time Practice Forward Task

30. Example A physics professor says Of course it is easy to see that when. Give a possible explanation in terms of the structure of the expression on the left why the professor might say that. Practice Forward Task

31. P RACTICE F ORWARD T ASK School officials want to build a new football field that will be 120 yards by 53 yards. However, the owner of a local nursery has donated enough grass seed to plant 81,000 square feet of grass. Since they have more than enough grass seed for the football field, school officials would like to plant a uniformly wide border around the field. What are the dimensions of a rectangular area with a uniformly wide border which has an area of 81,000 square feet ? What characteristics does this problem display that would allow it to be classified as a Practice Forward Task?

32. Non Example Practice Forward Task

33. Frayer Model for Practice Forward Task A type of math task that will appear on the PARCC assessments that will provide evidence as to how well a student can use the math practices. Will be tied to content Would be difficult to complete without engaging in the practices Can assess more than one practice at a time A physics professor says Of course it is easy to see that when v=c. Give a possible explanation in terms of the structure of the expression on the left why the professor might say that.

34. PARCC D EFINITION Integrative Task A task that may best be coded to a cluster heading, domain or grade or course rather than a specific standard.

35. I NTEGRATIVE T ASK School officials want to build a new football field that will be 120 yards by 53 yards. However, the owner of a local nursery has donated enough grass seed to plant 81,000 square feet of grass. Since they have more than enough grass seed for the football field, school officials would like to plant a uniformly wide border around the field. What are the dimensions of a rectangular area with a uniformly wide border which has an area of 81,000 square feet ? What characteristics does this problem display that would allow it to be classified as an Integrative Task?

36. I NTEGRATIVE T ASK Conceptual Category: Number Domain : Quantities Standards N.Q.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. N.Q.2 Define appropriate quantities for the purpose of descriptive modeling. N.Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

37. I NTEGRATIVE T ASK Conceptual Category: Algebra Domain : Creating Equations Standards A.CED.1 Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. A.CED.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context.

38. I NTEGRATIVE T ASK Conceptual Category: Algebra Domain :Reasoning with Equations and Inequalities Standards A.REI.4 Solve quadratic equations in one variable. A.REI.4b. Solve quadratic equations by inspection (e.g., for x 2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation.

39. Create a Frayer Model for Integrative Task

40. Share and justify your example. Integrative Task

41. I NTEGRATIVE T ASK Post one example from your group (include list of Mathematical Skills addressed as justification.) Integrative Task

42. G ALLERY W ALK

43. T URN AND T ALK S UMMARY Big Question How will you modify your instruction to build student capacity for successful completion of Integrative and Practice Forward Tasks?

44. C HECK FOR U NDERSTANDING

45. Group members should stand one behind another

46. H OT S EAT Question #1 Which set of standards describe the varieties of expertise that mathematics educators at all levels should seek to develop in their students?

47. H OT S EAT Question #2 The standards: Model with Mathematics Use Appropriate Tools Strategically Attend to Precision are from of which set of Standards?

48. H OT S EAT Question #3 Which type of task is intentionally designed to elicit one or more Standards for Mathematical Practice in connection to specified content standards?

49. H OT S EAT Question #4 The three principles of Universal Design for Learning call for instruction that provides Multiple Means of: Principle I: ____?___________ Principle II: ____?___________ Principle III: _____?__________

50. H OT S EAT Question #5 Which type of task is best coded to a cluster heading, domain or grade or course rather than a specific standard?

51. H OT S EAT Question #6 Which Unit Plan component would include information on prior learning that supports the learning of the standards in the unit?

52. B R E A K TIMETIME

53. C URRICULUM M ANAGEMENT S YSTEM Outcome The participants will watch a demonstration of the Curriculum Management System.

54. P ROJECT Outcome The participants will clarify their understanding of the EEA Project requirements.

55. P ROJECT Project Choices Power Point Professional Development Module Enrichment Activity UDL Activity Professional Development Module Intervention Activity Enrichment Activity UDL Activity

56. U NTIL TOMORROW … Now, its time to be creative, thoughtful, and productive as you tackle your Project and prepare to share it tomorrow! Have fun!!