1. Hope Academy
May 31, 2013

2.  QR is short for Quick Response. QR Codes can
be read quickly by cell phones and other
devices
 If you have a smart phone or other device
which has scanning capability, use the QR code
provided to view today’s presentation.
 If you have a smart phone, but do not
have scanning ability, you can down-
load an application for free from your
application device

3.  Administrators will receive training on SLDS at the
Adm Retreat
 A core group of teachers from each building will be
trained on SLDS and the new Thinkgate platform
one day this summer, either July 31st or August 1st
 This information needs to be redelivered to your
staff before December. Please make sure this is
added to your building Professional Learning
calendar

6.  Empower students to become innovators and
technologically proficient problem solvers
 Increase the number of students pursuing careers in
STEM-related fields and/or post-secondary STEM
related education/training
1. Schools/Districts apply to the state for
STEM certification, following a 7 step
protocol. It includes school visits and
documentation.
2. STEM certification is obtained
when 15 criteria are met.
*See Handout for additional information

7. Division Discussion

8. Break

10. MDC
Math Design Collaborative
What is it?
Pre-packaged Lessons that incorporate Math Specific Standards
along with
Standards for Mathematical Practice (SMP’s)
Using
Formative Assessment Lessons (FAL’s)
Funded by the Bill and Melinda Gates Foundation

11. CCGPS Standards for Mathematical Practice
1.Makesenseofproblems
andpersevereinsolving
them
6.Attendtoprecision
2. Reason abstractly and quantitatively
3. Construct viable arguments and critique the reasoning of
others
4. Model with mathematics
5. Use appropriate tools strategically
7. Look for and make use of structure
8. Look for and express regularity in repeated reasoning
Overarching habits of mind of a productive mathematical thinker
Reasoning and explaining
Modeling and using tools
Seeing structure and generalizing
The Standards for Mathematical Practice represent the habits and attitudes of
mathematical thinkers and are integral to the superstructure of CCGPS mathematics. The
practice standards define the way knowledge comes together and gets used by students.
Administrators are encouraged to focus on the practice standards when evaluating the
teaching and learning process.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
June 27, 2012

12. Standard/Essential
Question Opening
Mini-
Lesson
Student
Work
Session
Closing
Pre-
Assessment
(NO HELP
from
teacher)!
Analysis of
Student Work
and
Understandings
Creation of
Leading
/Guiding
Questions
Opening
Collaborative
Session (Utilize
Questioning)
Student
Work
Session
(Utilize
Questioning
, Create
“Experts”)
Plenary
(Summarizing)
Discussion
Post-
Assessment
(Students
can have
their Pre-
Test to use
during Post-
Assessment)
What a Formative Assessment Lesson will look like
Compared to Instructional Framework

13. We construct bridges between what we are learning now
and what we already know.
FOR INSTANCE:
A third grader constructs the following “rule” for themselves
based on their previous learning:
 I will get larger number whenever I multiply two
numbers together.
 We know that if we multiply a positive and a
negative number, the result will be a smaller
number.
Misconceptions arise naturally as a result.

15. Commonalities Differences
 2/3 of the way through the unit.
 Pre-assessment/Post
assessment
 Teachers give feedback to pre-
assessment
 Students are paired based on
pre-assessment performance
 Not graded
 Accessible to ALL students
 Make effective use of Standards
for Mathematical Practice
 Concept Development –
Hands on Collaborative
Activity
 Problem Solving – Individual
task like activity

16. Formative Assessment is shown to be
more successful than direct
instruction alone.

17. The PLATES of MATH TEACHERS are FULL

18. See Handout

19.  Pre selected teachers will go through MDC
training July 30-31, 2013. (delivered by RESA
representatives)
 Teachers will be required to teach 2 FAL’s
per semester.
 The RESA representative will observe
each teacher during their Formative
Assessment Lesson and provide
feedback to the teachers.
 SIPs

20. Formative assessment is like a biopsy.
You use it to diagnose and treat the
problem.
Summative assessment is like an
autopsy. By the time this occurs
it is too late to provide treatment.

22.  LDC stands for Literacy Design Collaborative.
 LDC offers a framework for building
the college-and-career-ready literacy skills
specified by the Common Core State Standards
through 29 template tasks with argumentation,
informational/explanatory, and narrative
options.
 The LDC Module Creator tool gives
teachers access to numerous
informational texts with Lexiles.

23.  Building knowledge through content-rich
nonfiction
 Reading, writing, and speaking grounded
in evidence from text, both literary and
informational
 Regular practice with complex text and
its academic language (complex
text at appropriate Lexiles)

24.  Shifting from
content knowledge
primarily from
teacher-led lecture
 To building
knowledge through
a balance of reading,
writing, lecture
(listening), and
hands-on experience

25.  Within LDC, students develop their reading
and writing skill as they take on teaching tasks
that set demanding assignments in science,
history, English, or another subject.
 Teachers create LDC template tasks with
content appropriate to their own classrooms.
 Teachers then build lessons that show the
skills and instruction students need to
succeed.

27. [Insert essential question] After reading
_____ (literature or informational
texts), write _________ (essay or
substitute) that addresses the question
and support your position with
evidence from the text(s). L2 Be sure
to acknowledge competing views.

28. Should animals be kept in zoos? After
reading the informational texts
provided, write an essay that addresses the
question and support your position
with evidence from the texts. Be sure to
acknowledge competing views.

29.  Students engage in critical thinking, employing
a range of literacy practices and skills including
discussion, speaking, and listening
 The Module Creator tool allows teachers to
select informational texts to use in their
classroom instruction.
 Lexiles are provided to help teachers
make appropriate selections and allow
for differentiation.

30.  When teachers enter their teaching task and
select mini-tasks in Module Creator, the CCSS
Anchor Standards the teacher will address are
automatically filled in.
 Teachers can then add subject specific
standards.

31.  Formative Assessment
 Constructed Response
 Use of OAS (Online Assessment System) as a
resource for pulling question, formative, and
constructed response items
 Coaches will address assessment during
collaborative planning and Content
Planning Days

32.  Feedback
 Planning

35. Possible 3-year adoption for grades 6-8
Consumable Student Book
Online Text
Online Tutor
Overwhelming favorite
Features

36.  Consumable workbooks have been ordered for all
students in the following courses for the 2013-2014
school year.
 Coordinate Algebra
 Accelerated Coordinate Algebra
 Analytic Geometry
 Accelerated Analytic Geometry
 Online Teacher Resources have been purchased for
each teacher that is teaching these courses
 (i.e. online textbook, lesson resources,
assessment resources and enrichment
and intervention resources)

37. With new Math and ELA curriculum, as well as
budget cuts, there is little to no money at the
district level to purchase additional social studies
resources.
If there is money available from your budget,
please consider purchasing additional
Georgia Experience workbooks for
your Social studies’ classes.
(See handout with details)

38.  State requires that science classes spend 25% of
time in labs.
 FEW…if ANY of our classes meet that
requirement
 Most teachers say it is because they lack lab
supplies

39.  See handout for preliminary
content planning days scheduled
for the 2013-2014 school year
 Additional days may be added
at a later date

40.  AWIM is a K-8 science and engineering based
program funded by KIA with a three year
implementation phase.
 2013-2014 - All 8th grade science classes will utilize
the JetToy Challenge kit in the Force and Motion
Unit. Teachers will receive training September 24th.
 The Motorized Toy Car Challenge is being
evaluated for possible use in CTAE.
 The Glider Challenge is being evaluated
for possible use during ELT.

41.  AWIM kits left over from training earlier this
year will be distributed for use in high school
CTAE STEM classes
 Fuel Cell Challenge – 9 Student Kits and 1 Teacher Kit
 Gravity Cruiser – 1 box for a classroom
 Motorized Toy Car – 9 Student Kits and 1 Teacher Kit
 AWIM Electricity & Magnetism Kits
 10 Kits to high school Physical Science