1. Secondary Mathematics

2. 2 Introductions Secondary Mathematics Presenter and campus/work location Presenter and campus/work location

3. 3 Norms Be constructively engaged. Be constructively engaged. Share your best thinking. Share your best thinking. Listen actively. Assume positive intent. Listen actively. Assume positive intent. Model the attitude of a life-long learner. Model the attitude of a life-long learner. Take care of your needs. Take care of your needs. Enjoy the Day!

4. 4 Today’s Goals Teachers will examine critical features and enhancements of the HISD curriculum documents. examine critical features and enhancements of the HISD curriculum documents. use the HISD curriculum to identify assessment FOR learning opportunities (formative assessments) and discuss effective use in their classrooms. use the HISD curriculum to identify assessment FOR learning opportunities (formative assessments) and discuss effective use in their classrooms. use the enhanced HISD Curriculum documents to plan effective and aligned instruction to meet diverse student needs. use the enhanced HISD Curriculum documents to plan effective and aligned instruction to meet diverse student needs.

5. 5 Graphic Organizer for Personal Goal Setting and Feedback In the pre-assessment column, rate your current level of understanding regarding the purpose and use of HAPG components using 1 – 4 scale: 1.No knowledge of this or its use 2.Heard of it but don’t know much about it 3.Familiar with this and use it from time to time 4.Very familiar with this component and use it frequently for planning and instruction 

6. Recording Data Category My current understanding of the purpose of this component My understanding at the end of the day of this component Learning Focus Key Concepts/Key Skills ELPS/CSLAEKS LLTW strategies Essential Understandings Guiding Questions Power Objectives Formative Assessments Technology Enhancements and Resources Renzulli Learning 6

7. Goal Setting Reflect on the Graphic Organizer. Use Think-Pair-Share to share at least one personal strength and one growth opportunity related to the HISD Curriculum. Based on your reflection, write at least one learning goal for your work today. 7 

8. Critical Features and Enhancements of the HAPGs 8 

9. Enhanced Components For 2009-2010 Key Concepts/Key Skills ELPS Formative Assessments Essential Understandings Guiding Questions Literacy Leads the Way Strategies Renzulli Learning 9

10. Key Concepts / Key Skills Concepts share common attributes, and are timeless, universal, abstract, and broad. Skills represent processes that increase the ability to use knowledge effectively and to apply learning in everyday life. 10

11. Key concepts are the “big ideas” for this unit. 11 Critical content is a list of the key skills covered in this unit.

12. 12  English Language Proficiency Standards (ELPS) Purpose Purpose Make content comprehensible by Make content comprehensible by o Pairing content and language objectives o Addressing students’ language levels o Building academic language 

13. 13 Student expectations categories Student expectations categories Learning Strategies Learning Strategies Listening, Speaking, Reading, Writing Listening, Speaking, Reading, Writing  English Language Proficiency Standards (ELPS)

14. 14  English Language Proficiency Standards (ELPS) ELPS correlations will be denoted by inserting the ELPS icon immediately underneath the HISD Objective with corresponding ELPS objectives. 14

15. 15  English Language Proficiency Standards (ELPS)

16. 16 ELPS Correlation Practice Choose an objective from the HAPG with an ELPS correlation. Choose an objective from the HAPG with an ELPS correlation. Read the instructional considerations and strategies columns. Read the instructional considerations and strategies columns. Using the ELPS handout, identify other ELPS objectives that might connect to this HISD objective. Using the ELPS handout, identify other ELPS objectives that might connect to this HISD objective. Use a Think-Aloud to explain your reasoning. Use a Think-Aloud to explain your reasoning.

17. Formative Assessments Formative assessments represent an ongoing process in which teachers use multiple examples of student work to: monitor and adjust instruction provide feedback for students measure the extent to which students have made progress toward a learning target 17

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19. 19 Essential Understandings EUs contain two or more concepts stated as a relationship that transfers to other situations, through time and across cultures. EUs reflect the deeper understandings associated with specific factual content. EUs can be tested against and supported by facts.

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21. Guiding Questions Guiding questions engage student thinking at the analysis level or higher and facilitate students’ thinking towards the Essential Understandings. 21

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23. 23 Literacy Leads the Way (LLTW) 

24. 24 Literacy Leads the Way 10 Best Practice Strategies KWL Think-Pair-Share Frayer Model Summary Frames Two-Column Notes Rubrics Think-Aloud RAFT Anticipation Guide Graphic Organizers 

25. 25 Literacy Leads the Way 10 Best Practice Strategies Same across all content areas for student mastery Same across all content areas for student mastery Aligned to Marzano’s categories Aligned to Marzano’s categories Linked to a page entitled: “Literacy Leads the Way Best Practices including Accommodations for English Language Learners” Linked to a page entitled: “Literacy Leads the Way Best Practices including Accommodations for English Language Learners”

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27. LLTW Strategies with ELL Accommodations 27

28. 28 Resources Adopted text Adopted text Supplemental textbook resources Supplemental textbook resources Supporting documents Supporting documents Technology enhancements and links Technology enhancements and links Other resources Other resources

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30. Math Resources Standard Resources: Standard Resources: Texteams Modules Texteams Modules Middle/High School Assessments from UT Dana Center Middle/High School Assessments from UT Dana Center Region IV Rubrics Region IV Rubrics Graphic Organizer Templates including Problem Solving Mat Graphic Organizer Templates including Problem Solving Mat

31. Math Resources Middle school: Middle school: Neufeld Understanding Math Software Neufeld Understanding Math Software Math Toolkit Activities from UT Dana Center Math Toolkit Activities from UT Dana Center Laying the Foundation Laying the Foundation High school: High school: Math Toolkit Activities from UT Dana Center Math Toolkit Activities from UT Dana Center Laying the Foundation Laying the Foundation

32. Renzulli http://renzullilearning.com http://renzullilearning.com 32

33. Review Enhanced Components Using Two-Column Notes Learning Focus ELPS/CSLAEKS Formative Assessments Essential Understandings/Guiding Questions Literacy Leads the Way Strategies Resources 33 

34. Assessment Assessment FOR Learning Assessment OF Learning 34

35. 35 Define “Assessment” Using Frayer Models 

36. Research behind Formative Assessments: Research indicates that formative assessment can significantly improve student learning. Yet this same research shows that the features of formative assessment that affect student achievement are missing from many classrooms (Black et al., 2003). Black, P., C. Harrison, C. Lee, B. Marshall, and D. Wiliam. Assessment for Learning. New York: Open Univ. Press, 2003. 36

37. 37 Formative Assessment 

38. 38 Summary Frame The purpose of Formative Assessment (Assessment FOR Learning) is to _______. The purpose of Summative Assessment (Assessment OF Learning) is to _______. The purpose of Formative Assessment (Assessment FOR Learning) is to _______. The purpose of Summative Assessment (Assessment OF Learning) is to _______. Formative and Summative Assessment are alike in that they both _______. Formative and Summative Assessment are alike in that they both _______.

39. Instruction Using the HAPG for Effective Lesson Planning 39

40. Curriculum, Instruction, and Assessment Planning Choose the Power Objectives Choose items for the commonly- created assessment Choose strategies, activities, and resources for planning instruction 

41. 41 Schema for Lesson Planning G oal G oal Learning Focus, HISD Objectives, Critical Content A ccess prior knowledge A ccess prior knowledge Instructional Considerations (Prerequisite Knowledge/Background Knowledge of Students) and Instructional Strategies N ew information N ew information Instructional Considerations and/or Strategies and Resources Instructional Considerations and/or Strategies and Resources A pply Knowledge A pply Knowledge Instructional Considerations and/or Strategies and Resources Instructional Considerations and/or Strategies and Resources G eneralize G eneralize Essential Understandings/Guiding Questions and Assessment Essential Understandings/Guiding Questions and Assessment 

42. 42 Lesson Planning Regroup into grade level/course content groups. Regroup into grade level/course content groups. Complete the “Lesson Planning Template” using the HAPG your group has chosen. Complete the “Lesson Planning Template” using the HAPG your group has chosen. Transfer your answers to chart paper and post on the wall for a gallery walk. Transfer your answers to chart paper and post on the wall for a gallery walk. 

43. 43 Graphic Organizer for Personal Goal Setting and Feedback In the Post-assessment column, rate your current level of understanding regarding the purpose and use of HAPG components using 1 – 4 scale: 1.No knowledge of this or its use 2.Heard of it but don’t know much about it 3.Familiar with this and use it from time to time 4.Very familiar with this component and use it frequently for planning and instruction 

44. Links to Department Websites www.houstonisd.org/portal/site/Curriculum Literacy Commitments and LLTW website Curriculum Documents; Power Objectives; Links to TEA 44 District CBA information; TAKS

45. Feedback in CLEAR Online HAPG Feedback Form Complete and submit 45

46. We want to hear from you. You will be receiving a survey. Please respond. Thank You! 46