1. A Change in Assessment Procedures

2.  Looking at Infrastructure  Computer updates  Working with IT department (more than pre id)  Integrating technology into lessons  Practicing with the equipment- SBAC training and practice tests

4.  The course needs to be taught around “Big Ideas”. Unlike previous courses where chapters and skills were taught in isolation and it was not apparent why students studied certain skills, there is a need to connect concepts and skills and teach them in multiple perspectives.  So for example, a “Big Idea” would be on Functions. Functions can be linear or non-linear. All functions involve five perspectives that are taken into consideration: Data Tables, Equations, Graphs, Word Problems, and Pictorial Representations. So students would take this “Big Idea” and apply it to linear, quadratic, exponential, step, logarithmic and trigonometric functions.

5.  Therefore there is a purpose and a connection made around these perspectives rather than teaching each function as something totally separate  Be sure to explicitly model the Standards for Mathematical Practice  When students explain their reasoning have them justify their responses by using the Standards for Mathematical Practice they become familiar with them.

6.  Linear Functions and Inequalities ◦ How do you get the other four perspectives of a linear function given one perspective?

7.  Training – outside District and within District to strengthen all teachers knowledge of the new standards  Training by grade levels in the shifts in content, new terminology and perspective of mathematics  Follow up trainings  Developed cohorts of teachers at sites and district level  Developed Core team to assist with writing of questions a

8.  Developed a variety of assessments ◦ Common Formative Assessments by PLC’s ◦ Chapter tests ◦ Performance Tasks ◦ Benchmarks to include enhanced multiple choice ◦ Used item banks- Key Data/ Illuminate ◦ Piloted online testing with Illuminate

9.  Discussed results in PLC’s and with District level teams  Piloted new textbooks  Looked at updating our placement procedures for mathematics ◦ Incorporated MDTP ◦ Grades ◦ Benchmark Data  Collaboration!

10.  Item types: ◦ Selected response ◦ Short constructed response ◦ Extended constructed response ◦ Technology enhanced ◦ Performance task

11.  Continue to refine what we have  Look at the blueprints provided by the State  Browse the Digital Library for resources  Browse other states for resources  Delve into ancillary adopted math materials  Communication and collaboration  Support from District, Site and teacher level

12.  Jennette Harper  Executive Director  jharper3@rialto.k12.ca.us jharper3@rialto.k12.ca.us  909-820-7700 x 2300