Day 1. PUHSD ACT training

2. • What is PUHSD ACT/CCSS Vision for
mathematics curriculum, instruction and
assessment?
• What is the definition of rigor and relevance?
What does it look like, what does it sound like?
• How will you incorporate researched-based
instructional strategies to create a learning plan
that meets the demand of CCSS?

4. • Fewer and more rigorous. The goal was increased
clarity.
• Aligned with college and career expectations – prepare
all students for success on graduating from high school.
• Internationally benchmarked, so that all students are
prepared for succeeding in our global economy and
society.
• Includes rigorous content and application of higher-
order skills.
• Builds on strengths and lessons of current state
standards.
• Conceptual versus procedural

5. • The same goals for all students
• Coherence
• Focus
• Clarity and specificity

6. • Articulated progressions of topics and performances
that are developmental and connected to other
progressions (PUHSD Learning Trajectory)
• Conceptual understanding and procedural skills
stressed equally
NCTM states coherence also means that instruction,
assessment, and curriculum are aligned.

7. • Key ideas, understandings, and skills are identified
• Deep learning of concepts is emphasized
• That is, adequate time is devoted to a topic and learning it well.
This counters the “mile wide, inch deep” criticism leveled at most
current U.S. standards.

8. • Skills and concepts are clearly defined.
• An ability to apply concepts and skills to new situations is
expected.

10. IB
ACT
Cambridge
Common Core AZ 2010

12. Instructional Resources:
• From course standards to test blueprints and model instructional units,
QualityCore's breadth and depth of educational resources allow educators to
customize instruction to meet their particular students' needs.
Test Builder:
• QualityCore's interactive formative item pools provide educators with
customizable quizzes and interim benchmark assessments, saving time while
ensuring that teachers identify trouble spots in student learning in a timely way.
End-of-Course Assessments:
• QualityCore's End-of-Course Assessments provide educators with constructed-
response and multiple-choice options to evaluate student gains in achievement
course by course.
Score Reports & Progress Reporting:
• Reports provide local, state, and national comparisons of students' performance
within each course, as well as evaluate students' progress toward college
readiness unique to each course.

13. Instructional
Resources
• Sample
Lesson

19. http://www.act.org/qualitycore/

22. http://www.actstudent.org/plan/index.html

23. http://www.actstudent.org/plan/index.html

24. • Essential question:
What is PUHSD
ACT/CCSS Vision for
mathematics
curriculum, instruction
and assessment?

25.  Consider a single concept or standard covered
in your course
 Identify a task students will complete to show
mastery of the concept or standard
 Discuss this information with your team; be
prepared to share one example in whole group

27.  Demonstrate deep, conceptual understanding of
important mathematical content that connects
within and among content domains
 Problem solve, reason, generalize, justify, and
judge the validity of arguments
investigation
 Effectively communicate mathematical
understanding

28.  Address real-world questions, issues, or problems
similar to those encountered in the experience of
mathematicians and other professionals who use
mathematics to solve problems
 Help determine what topics to investigate,
problems to study, and how to tackle them

31.  Return to your student task
 With a partner, examine the task for rigor and
relevance using the template
 Identify specific strengths, weaknesses, and
improvements

33. • How can I use
instructional strategies
to increase rigor and
relevance in our
classroom?

34. • highlights 73 instructional strategies—
applicable to all courses—organized by
four categories:
•Learning Independently
•Sharing Ideas
•Engaging in Inquiry
•Monitoring Progress

37. •What do you think is meant by the
“intended, enacted, and assessed
curriculum”?
•Have you ever experienced a
disconnect from your students due to this
situation?

38. • A framework for evaluating curriculum, standards,
and assessments so they can
be studied for alignment
• Introduced in response to No Child Left Behind, where
states were required to show that their standards,
curriculum, and assessments were aligned with
equivalent breadth and depth
• Focuses on content and cognitive demand
of test items, instructional strategies, and performance
standards

39. •Level 1 measures Recall at a
literal level.
•Level 2 measures a Skill or
Concept at an interpretive
level.
•Level 3 measures Strategic
Thinking at an evaluative
level.
• Webb (2002)

40. •Recall and recognize information
such as facts, definitions,
theorems, terms, formulas, or
procedures
•Solve one-step problems, apply
formulas, and perform well-
defined algorithms
•Demonstrate an understanding of
fundamental math concepts

41. •Simplify this expression:
3(x2 + 2) – 5(2x2 + 3x – 4) +
2(–x2 – 4)
•What is the complex conjugate
of – 2i ?
•In the first year, the tuition at a
local college
is $4,000. If the tuition increases
by $600 per year, how much
will tuition be in the tenth year?

42. •Engage in mental processing
beyond recall or habitual
response
•Determine how to approach a
problem
•Solve routine multistep problems
•Estimate quantities, amounts, etc.
•Use and manipulate multiple
formulas, definitions, theorems, or
a combination of these
•Collect, organize, classify, display,
and compare data

43. • The sum of two integers is 5. The sum of
their cubes is 35. What is the sum of
their squares?
2
• What is the complex conjugate of i 3 ?
• A career advisor tells Ming that a
financial consultant earns $43,000 for
the first year, and there is a 3% annual
pay raise. If Ming takes a job as a
financial consultant, what will be her
highest annual salary after working a
total of
35 years?

44. • Engage in abstract, complex thinking
• Determine which concepts to use in
solving complex problems
• Use multiple concepts to solve a
problem
• Reason, plan, and use evidence to
explain and justify thinking
• Make conjectures
• Interpret information from complex
graphs
• Draw conclusions and develop
logical arguments

45. • Jack, Luka, and Tony took a quiz.
Luka’s score was 12 less than Tony’s
score and 3 times Jack’s score. If Jack’s
1
score was 9 of Tony’s score, what was
Tony’s score?
• Elaine drew a parabola passing
through the point (4, 16) and having x-
intercepts at (6, 0) and (–4, 0). Which
is an equation of the parabola that
Elaine drew?

47. •Work with a partner to determine the DOK
level of your assigned questions and then
discuss with the other pair who has the
same assignment.
•Group should reach consensus on DOK for
each item.

52.  Return to your student task
 Write a Level 2 and a Level 3 assessment for
this task
 Share within your group and be prepared to
share at least one idea in whole group.

53. •Bring student work (range of
responses) from The Pancake Special
problem
•Implement another Educator’s Toolbox
strategy that you do not currently use
•Bring textbook, syllabus, and a lesson