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AGENDA Durham Public Schools Board of Education

Instructional Services Committee

November 3, 2014

Fuller Administration Building, 511 Cleveland Street, Durham, NC

1. Call to Order

2. Moment of Silence

3. Agenda Review and Approval

4. Public Comment

5. Instructional Services Committee Meeting Minutes

I. October 6, 2014

6. Reports

I. Proposal for Little River K-8 Conversion

II. Formative Assessments

III. Updates– Grants, Surveys and Research Process

IV. Summary of Follow Up Items

V. Adjournment

Mission Statement In collaboration with our community and parents, the mission of Durham Public Schools is to provide all students with an outstanding education that motivates them to

reach their full potential and enables them to discover their interests and talents, pursue their goals and dreams, and succeed in college, in the workforce and

as engaged citizens.

1

Date: November 3, 2014

Durham Public Schools


PRECIS

Agenda Item: Instructional Services Committee Meeting Minutes

Staff Liaison Present: Stacey Wilson-Norman, Ed.D. Phone #: 560-3874

Main Points:

Administration is presenting meeting minutes for consideration and approval:

o October 6, 2014 – Instructional Services Committee

Fiscal Implications:

None

Strategic Plan Alignment:

None

Purpose

Information Discussion Action Consent

Reviewed by: Finance __________ Attorney __________

2

Minutes of the

Instructional Services Committee of the Board of Education


The Instructional Services Committee of the Durham Public Schools Board of Education held a meeting

on Monday, October 6, 2014 at 4:30 p.m. in the Board Room, Fuller Administration Building - 511

Cleveland Street, Durham, NC.

Committee members present

Minnie Forte-Brown, Chairperson, Matt Sears, Co-Chairperson, Natalie Beyer, Heidi Carter, and Leigh

Bordley. Sendolo Diaminah and Mike Lee were not present for the meeting.

Administrators present

Dr. Bert L’Homme, Superintendent; Dr. Stacey Wilson-Norman, Deputy Superintendent for Academic

Services; Dr. Julie Spencer, Assistant Superintendent of Research and Accountability; Dr. Debbie Pitman,

Assistant Superintendent of Student, Family and Community Services; Dr. Alisa McLean, Area

Superintendent; Hugh Osteen, Deputy Superintendent of Operations; Jacqueline Ellis, Area

Superintendent; and Chrissy Pearson, Chief Communications Officer.

Attorney present

None

Call to Order/Moment of Silence

Chairperson Forte-Brown called the meeting to order and presided over a moment of silence. Following

the moment of silence, Dr. Bert L’Homme welcomed the newest Area Superintendent, Mrs. Jacqueline

Ellis.

Agenda Review and Approval

Chairperson Forte-Brown moved to adopt the agenda as presented.

General Public Comment

One person signed up for public comment. Mr. Allan Lang provided comments regarding out of school

suspension (OSS), Lowe’s Grove (iPads), girl gangs, buses and bus monitors, traditional calendar and

Title I and the relationship to OSS.

Approval of Minutes The minutes were approved as written. Moved by committee member Leigh Bordley; seconded by

committee member Matt Sears.

Reports

Graduation Updates

Public Comment: None

Ms. Megan Riggs, Performance Specialist and DPS Graduation Coordinator provided an overview of

changes to graduation for DPS. The changes include the following: 1) tickets are required for admission

to the graduation venues, 2) the number of tickets is limited to ten (10) tickets per graduate, and 3) bag

checks will be completed before admission to the graduation venues. These changes were implemented

beginning with the 2013-2014 graduations at Duke’s Cameron Indoor Stadium and at North Carolina

Central University’s McDougald Gymnasium. The changes were made as part of the standard security

procedures at each of the venues. A memo with this information will be sent to the graduation

coordinators and principals, and a letter will be sent home with seniors outlining this information. The

information will also appear on the DPS graduation website.

The Board had a full discussion about this update. This agenda item was presented for information.

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Instructional Services Committee Minutes

Page 2

School Improvement Grant and Race to the Top District Update


Dr. Stacey Wilson-Norman, Deputy Superintendent for Academic Services, Dr. Dietrich Danner, Director

of Federal Programs, Title I, II and Office of Civil Rights, and Janneke Pulliam, School Improvement

Coordinator SIG and Priority, presented an update on the School Improvement Grant and Race to the Top

for the district. Also joining the discussion via Skype was Dr. Younkin. The first part of the discussion

with Dr. Younkin provided a program evaluation overview for Race to the Top (RttT) and the School

Improvement Grants (SIG), including the purpose of the evaluation which was to determine the overall

impact of grant implementation for DPS district-wide. Schools participating in the program evaluation

for RttT were W. G. Pearson Elementary, Lowe’s Grove Middle, and Neal Middle. Schools participating

in the program evaluation for SIG were Y. E. Smith Elementary, Hillside High and Durham Performance

Learning Center. The update also included a look at the program evaluation findings by the Biscayne

Research Group, April 2014. Some of the program areas the evaluation looked at were professional

development, teacher attendance, teacher retention, student learning and behavior, and school impact.

Also discussed were school transformation lessons learned, conclusions, next steps and recommendations.

The discussion also included updates on RttT initiatives including iPad integration/use at W. G. Pearson

Elementary and Lowe’s Grove Middle, and the Citizens School extended day program at Neal Middle.

Committee Co-Chair Matt Sears discussed his relationship with North Carolina New Schools as an

employee and that he has checked with legal counsel to ensure that there is no conflict of interest.

The Board had a full discussion about this update. The agenda item was presented for information.

Evaluating the Use of Out of School Suspension


Dr. Debbie Pitman presented Dr. Jacob Vigdor, formerly Professor of Policy and Economics, Duke

University, who was contracted from Duke University to conduct an independent analysis of the district’s

discipline data. The purpose of the analysis was to explore various factors and the possible impacts on

student behavior and suspension rates, with the ultimate goal of the analysis being to shape student

service programs and to improve instruction within DPS. Dr. Pitman provided background information

on how the analysis was established based on 2012-2013 school year data. Dr. Jacob Vigdor then

provided an overview including an analysis of the offense/consequence data for school year 2012-20103,

which focused on the disparities in the application of Out-of-School Suspensions by race and student

exceptionality status, the findings, and recommendations. The overview included a look at the path to

school discipline, why disparities exist, days lost to suspension, observations, testing for disparities and

discrimination and the methodologies used. The overview also included a look at possible strategies to

reduce OSS disparities, conclusions and next steps.

The Board had a full discussion about this update. This agenda item was presented for information.

Summary of Follow-up Items

1) Send the RttT/ SIG Report to the Board members.

2) Provide a detailed report regarding next steps based on the findings/ recommendations

from the report Evaluating the Use of Out-of-School Suspension in Durham Public

Schools.

Having no further business, the meeting was adjourned.

4




PRECIS

Agenda Item: Proposal for Little River K-8 Conversion

Staff Liaison Present: Stacey Wilson-Norman, Ed.D. Phone #: (919) 560-2309

Hugh Osteen (919) 560-3831

Main Points:

The Administration conducted a feasibility study to address the under enrollment of Little River

Elementary School.

Administration is recommending that Little River Elementary School be reconfigured to create a

K-8 school in the existing facility.

Administration is presenting for discussion and subsequent Board Approval.


State, Local and Capital Improvement funds will be used to support this project.

Purpose


Reviewed by: Finance __________ Attorney:

5

Little River Elementary Analysis K-8 November 1

PROPOSAL FOR A K-8 PROGRAM AT LITTLE RIVER ELEMENTARY SCHOOL

RECOMMENDATION: Little River Elementary School (LRES) has a clear focus on student learning and high levels of collaboration and communication within the learning community. This school has a proven track record of consistent levels of high student achievement along with an atmosphere of safety and support. The primary purpose of this study is to determine how to best capitalize on the strengths of LRES to support increased enrollment, maintain its tradition of excellence and offer the community enhanced options. Durham Public Schools administration proposes changing the existing K-5 program to a K-8 configuration. The capacity of the new program/facility will be 567 plus the enrollment of three exceptional children’s autistic separate classrooms in K-2, 3-5 and 6-8.

The opportunity for serving students at Little River in a K-8 program structure is driven by many factors including:

Under-enrollment of Little River student population

Significant underutilization of the facility

Enrollment beyond capacity at Lucas Middle School (103 percent)

Opportunity to reduce transitions for students

Provide a small school setting for middle school students

Reducing the size of existing middle schools (Lucas and Carrington)

Students will be allowed to opt out and go back to their original base assignment school (Lucas or Carrington) if a K-8 school is not acceptable

The recommendations are based on the following considerations:

WHY K-8 Research on the benefits of K-8 schools suggests that these schools have advantages for self-esteem and for student performance over time. In a study of Philadelphia’s K-8 schools, researchers analyzed achievement data from approximately 40 K-8 and 40 middle schools. The analysis revealed that students in the K-8 schools had higher academic achievement than those in middle schools and that their academic gains surpassed those of the middle schools’ students in reading and science, with statistically higher gains in math (Weiss and Knipes 2006). Researchers from Columbia University also found that K-8 students did experience higher levels of self-esteem and lower levels of perceived threat in the traditional middle school environment. In separate findings among these studies K-8 students outperformed traditional middle schools (Byrnes & Ruby, 2007). Recent findings from Duke University scholars suggest that North Carolina’s own 6th grade students in elementary schools had far fewer behavioral issues than their counterparts in middle schools, providing support for the kind of uninterrupted continuity from elementary school to middle school the K-8 model provides (Cook, MacCoun, Muschkin, & Vigor, 2008).

6


ENROLLMENT: Little River’s enrollment in recent years has declined. The existing facility, designed in 1993, was intended for a capacity of approximately 600 K-5 students. This school began experiencing declining enrollment beginning in the 2007-08 school year. The school was able to sustain enrollment through the No Child Left Behind Choice Program via transfer students who were opting out of other Title I schools deemed as underperforming. Little River served as a Title I choice school in 2008-09 and 2009-10; a total of 229 students received transfers to Little River. The choice program was discontinued at Little River in 2010-2011 due to the negative impact on Eno Valley and was discontinued district-wide in 2011-12 in accordance with the changes to No Child Left Behind. Little River’s enrollment data from 2007-2013 is provided in Table 1.

TABLE 1. LITTLE RIVER FIVE-YEAR ENROLLMENT

CAPACITY OF OTHER SCHOOLS IN THE REGION

TABLE 2. CAPACITY AND ENROLLMENT AT LITTLE RIVER AND THE REGION

School Capacity Enrollment Utilization

Little River Elementary 574 350 61%

Mangum Elementary 408 348 85%

Glenn Elementary 591 650 110%

Eno Valley Elementary 596 552 93%

Sandy Ridge Elementary 628 604 96%

Lucas Middle 644 664 103%

561

639 656

634

501

436

300

350

400

450

500

550

600

650

700

2007-08 2008-09 2009-10 2010-11 2011-12 2012-13

# o

f St

ud

en

ts

School Year

Little River Student Enrollment

7


ACADEMIC PROGRAM OVERVIEW:

Student Assignment

Elementary and middle school students residing within the Little River Elementary district will have first priority to attend the school. If space remains open after all district students have enrolled then other students throughout the district may apply through the established district transfer process in accordance with Board Policy 4132 (Student Transfers). Transportation would not be provided to students outside of the Little River Elementary district.

A phase-in process would be used to transition to a K-8 configuration. It is recommended that the middle school years be added one grade each year beginning in 2015-16. This approach will allow us to minimize grade level imbalances and allow students, faculty, and administration to adjust to the changes. The 6

th

grade would be added during 2015-16, 7th

grade will be added 2016-17, and the expansion will be complete in 2017-18 by adding the 8

th grade. Currently there are 40 rising 6

th graders slated to attend

Carrington and 19 who would be assigned to Lucas who would instead be reassigned to the base attendance zone at Little River (OSA October 2014).

Academic Day and Extra-Curricular Activities

The bell times at Little River would run from 9:00-4:00. The current middle bell schedule allows for 410 minutes (6 hours and 50 minutes). The middle school day is 30 minutes longer than the elementary day.

The sixth grade year would be used as a transition year maintaining some of the existing features of an elementary school in the first middle school year.

Furthermore, 7th and 8th

grade students will have the opportunity to participate in the athletic programs at their current base schools. Transportation would be provided for students to reach Lucas and Carrington Middle Schools for sports. Intramural or other sports activities will be embedded in the 6-8 program.

All students would participate in a minimum of two discovery classes on a daily basis. Discovery classes should provide students with opportunities for additional enrichment. All students must receive a semester for health. The planning team would work closely to examine the best elective offerings for the middle school students.

All supplemental programs will be provided: o Exceptional Children’s, o English as a Second Language and o Academically and Intellectually Gifted

Staffing and funding formulas would be based on the student enrollment. K-3 classrooms will be staffed in accordance with the state class size requirements. Grades 4 through 8 would utilize a 1:21 students per class rather than 1: 26 students.

Students needing afterschool programming would either need to be bused to Lucas or Carrington or we would develop an Encore program to support middle school students

8


FACILITY OVERVIEW: Building Layout:

The layout of the existing facility is conducive to a K-8 program. Each of the three wings can offer reasonable separation of grade groups, yet not so much as to create isolation. The draft layout suggests that Pre-K-2

nd, 3

rd – 5

th and 6th – 8

th would each have a separate wing. The configuration supports a

team atmosphere and allows for age-appropriate groupings. Based on the current enrollment the facility will accommodate three classrooms per grade level. The following chart reflects the proposed grade level configurations and a floor plan is attached to illustrate the layout.

The DPS Long Range Facilities Plan and the Durham County Capital Improvement Plan (CIP) did not list capital improvements for LRES in the next three years. These are “plans” and are not funded in any way at this time. Therefore, as new decisions and direction arise, the opportunity to change priorities in future plans exists. Additionally, the county recently sent notices to DPS and other agencies that a new CIP is underway.

Funding will be needed for upgrading furniture, cabinetry and equipment for the middle school grades. Restroom fixtures may also have to be upsized. Lastly, the playgrounds may need minor modifications for the older grades. Some of the 2007 bond funding for kitchen and asphalt upgrades remains, but it would not be advisable to redirect the funding at this time. The best and most immediate solution to capital funding is to utilize lottery or annual capital sources. Both are limited but could help a great deal.

Other miscellaneous changes like signage and converting a room to Science will be determined. New furniture would cost approximately $5,000 per room or $45,000 for nine middle school classes. Other costs are being estimated and will be included in this proposal soon.

Utilities, custodial and maintenance services are already provided, and the cost to operate the physical environment would be roughly the same as before.

Grade

Number Classes

Students/ Classroom

Students/ Grade

PK* 2 17 34*

K 3 21 63

1 3 21 63

2 3 21 63

3 3 21 63

4 3 21 63

5 3 21 63

6 3 21 63

7 3 21 63

8 3 21 63

Total Capacity 567*

*Pre-K not included in capacity.

9


REFERENCES

Bynes, V. and Ruby A. (2007). Comparing achievement between K-8 and middle schools: A large scale empirical study. American Journal of Education, 114(1). 101-135. Cook, P.J., MacCoun, R. Mushkin, C. and Vigdor, J. (2008). The negative impacts of starting middle school in sixth grade. Journal of Policy Analysis and Management, 27 (1), 104-121. Weiss, C.C. and Knipes L. (2006) Reexamining middle school effects: A comparison of middle grades students in

middle schools and K-8 schools. American Journal of Education, 112 (2), 239-272.

10

Little River School Site 2014-15

Play Field

Play Field

To Lucas Middle

Car Loop

Bus Loop

11

Music

Art MP

PE

Media

Cafeteria

PK

K K K

PK

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1s

t 1s

t 1s

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2n

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3r

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Comp

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Grades 6-8

Grades 3-5

Grades PK-2

Entry

Proposed Little River K-8 Floor Plan

Draft October 1, 2014

12

Date: _November 3, 2014_



PRECIS

Agenda Item: Local Assessments Update

Staff Liaisons Present: Teresa Daye, Ed.D. Phone #: 919-560-9181 ext. 21675

Rhonda Kaye Phone #: 919-560-9128 ext. 21893

Heidi Elmoustakim Phone #: 919-560-2605 ext. 21592

Main Points:

During the summer of 2014, the district began using the Understanding by Design (UbD)

framework to develop local curriculum to standardize teaching and learning. In order to

align formative and summative assessments with curriculum, administration revised the

local assessment process to include common district assessments (CDA’s) and

performance tasks (PT’s), replacing small goal assessments (SGA’s) and cumulative

assessments (CA’s), respectively.

Formative assessments include diagnostic pretests, essays, review games, quizzes,

classroom observation, lab reports, anecdotal records or performance tasks. Summative

assessments are standards-based tests, such as end of unit exams, national and state

standardized tests, and performance tasks.

Administration will provide an overview of formative and summative local assessment

components for the 2014-2015 school year:

o common district assessments (CDA’s)

o performance tasks (PT’s)


None at this time

Purpose

Information Discussion

Reviewed by: Finance __________ Attorney __________

13

DPS Local Assessments


Meeting November 3, 2014

Dr. Teresa Daye Curriculum, Instruction, and

Assessment Officer Heidi Elmoustakim & Rhonda Kay

Secondary Literacy Specialists

14

Common District Assessments

Practice Drills • Short • Focused on 1-2

needs/skills • Part of practice

routine • Coaching and

correction on targeted needs/skills

Performance Tasks

Scrimmage • Extended/full

length • Incorporates

multiple skills • Used periodically • Coaching and

correction on skills integration and transfer

16


• Provided as short, formative assessments to collect objective data which can be used to inform instruction

• Focused on 1-2 standards • Multiple choice • Available at the beginning of the

unit/marking period for instructional planning

• Data available, immediately, to inform instruction & leadership

• Optional administration 17


• Provided for the following grades, subjects, and courses: Grade 3 through 8 Mathematics and

ELA Grade 5 and 8 Science Common Core Mathematics I (for

both middle schools and high schools) English I English II Biology

18


19

Performance Tasks

Performance tasks assess students' ability to transfer what they have learned as they complete an academic, scholarly task.

20

Performance Tasks

• Extended tasks • Integration of knowledge and

multiple skills • Transfer of knowledge and skills to

transferable abilities to tackle new situations

• Part of DPS Unit Maps to ensure instructional alignment

• Data available after teacher, PLC or NC Write evaluation for teacher, PLC and leadership planning

21

Performance Tasks

22

Next Steps

1. Compile data reports from first marking period

2. Analyze trends observed 3. Develop and facilitate greater

understanding of how to use each data set independently and in concert

4. Deliver targeted support and professional development on unpacking performance tasks and planning instruction to support student success on performance tasks

5. Provide targeted support and professional development for schools, based on data

23

Discussion

24

DPS Unit Map Grade 8 – ELA Unit 2: Building An Argument 9 Weeks

10/21/2014 ▪ Rhonda Kaye ▪ DPS Curriculum, Instruction and Assessment Page 1 of 6

Stage 1: Examine and Unpack Standards

UNIT FOCUS STANDARDS RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. W.8.1 Write arguments to support claims with clear reasons and relevant evidence.

a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

d. Establish and maintain a formal style.

e. Provide a concluding statement or section that follows from and supports the argument presented.

Transfer Goal

Students will be able to independently use their learning to… Understand and analyze an argumentative text and determine how discrete pieces combine to create overall meaning.

Write a well-developed argument that is appropriate for a specific audience and purpose. Making Meaning

UNDERSTANDINGS Students will understand that… Some arguments are more effective than others.

Some evidence is more effective than other.

An author’s intended audience and purpose shapes the argument he/she makes.

Argument writing uses different structures that other informational texts.

The organizational structure of a text impacts its effectiveness.

ESSENTIAL QUESTIONS How do authors structure their writing for maximum

effectiveness?

How do writers vary their writing for different audiences and purposes?

What makes a convincing argument?

How does one develop and present an effective argument?

Demonstrating Mastery

KNOWLEDGE Students will know… How central idea functions in an informational text.

Text features of informational texts

Common organizational structures of informational texts What makes an effective argument and counter-argument

Common organizational structures of effective argumentative texts (e.g. graphic organizers, logical order, cause and effect relationships, comparison and contrast).

How counter-claims are used.

Differences in structure for paragraphs that present evidence, provide a quote, share an anecdote, or include other types of support.

Bias can be overt or subtle. Subtle bias is often expressed through diction (“she left the party” compared to “she fled the party”)

SKILLS Students will be able to… Recognize and analyze and organize an effective

argument.

Analyze and evaluate how parts of a text (sentences, paragraphs, chapters, or sections) contribute to the whole (development of ideas).

Analyze the role of a particular paragraph in a text and trace how the sentences in that paragraph develop a concept.

Recognize and trace the development of an author’s argument, point of view, or perspective in text.

Explain how the point of view of an author is distinguished from that of others.

Recognize an author’s bias - both overt and subtle.

Use counter-claims within an argument piece.

Summarize a piece without intentional or unintentional bias.

Develop and write an effective argumentative piece.

25



Key Vocabulary

Tier 3 Vocabulary Words

abstract (n.) claim fallacy index quote

ancedote clause fluency in-text citation rhetoric

argument conclusion footnote introduction subordinate clause

body counterclaim formal style modifier summary

body paragraph editorial glossary paraphrase topic sentence

central idea evidence independent clause phrase transition

Tier 2 Vocabulary Words

analogy comparison extraneous similarity/difference supporting

bias credible objective (adj.) subjective valid

Stage 2: Calibrate Rigor and Design Assessment

Evaluative Criteria Assessment Tasks

Objective Multiple Choice

6 Traits Argumentative Writing Rubric – NC Write (PEG) Content & Textual Evidence Rubric – NCWrite (Teacher)

Specific Task Rubric: Introduces claim, acknowledges opposing claim, clearly organized reasons, reasons are relevant and

effectively support the claim, sources are credible, transitions used to clarify relationships between claims and evidence and create cohesion in the paper, features an effective concluding

statement.

Common Formative Assessments Common District Assessment 3 (CDA 3) on RI.8.2, RI.8.3– Deadlines YR: 11/12, TR: 11/25 CDA 4 on RI.8.5 – Deadlines YR: 12/5, TR: 12/19 DPS District Cumulative Assessment NCWrite Task: Writing an Editorial Considering the alternatives and the outcomes, write an editorial answering the following question:

Is it a good idea to enter the war? Your editorial should be written from one of the RAFT options. Your writing should introduce your claim, acknowledge an opposing claim, provide clearly organized reasons that are relevant and effectively support the claim, and cite sources that are credible. You should use transitions to clarify relationships between claims and evidence and create cohesion in the paper and have an effective concluding statement. RAFT Options:

Role Audience Format Time Period

Northern Carpetbagger Editor & Readers of an NC Newspaper

Editorial Eve of War

African American Southern Congressman

Conclusion of War

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Stage 3: Plan and Deliver Instruction

Professional Resources Instructional Resources DPS Literacy Toolkit – Reading Strategies - http://literacy.dpsnc.net/literacy-

toolkit/reading-strategies

Reading Routines

Text Structures

Transitions & Key Words Writing Strategies - http://literacy.dpsnc.net/literacy-toolkit/writing-strategies

Types of Argumentative Claims

Organizing and Presenting Evidence Writing Frame Creating Close Reading Assignments – Frederick Douglass - https://learnzillion.com/search?query=RI.8.5&page=1&models%5B%5D=Resource

Developing Evidence-Based Arguments from Texts -http://www.readwritethink.org/professional-development/strategy-guides/developing-evidence-based-arguments-31034.html Finding Main Idea and Writing Objective Summaries -

http://secondarysolutionsblog.com/attacking-the-common-core-standards-informational-texts-part-four-determining-the-central-idea-providing-an-objective-summary/

10 Timeless Persuasive Writing Techniques – http://www.copyblogger.com/persuasive-

Summarizing a Source - http://www.sophia.org/ccss-ela-standard-ri82-

pathway Writing Argumentative Papers - http://www.sophia.org/ccss-ela-standard-

w81-pathway Common Text Structures and Transition Words - http://media-cache-

ec0.pinimg.com/originals/66/c7/d1/66c7d1b3f680e22cb137e2eed46012d8.jpg

Close Reading of “The Little League World Series’ Only Perfect Game” - https://learnzillion.com/courses/57#collection_1055 Picturing an Organizational Pattern - http://www.readwritethink.org/classroom-resources/lesson-plans/comparing-contrasting-picturing-organizational-974.html Argumentative Writing from “The Little League World Series’ Only Perfect Game” https://learnzillion.com/courses/57#collection_1057

Plantation Owner Editor & Readers of a Northern Newspaper

During Reconstruction

Enslaved Person Modern Day

Woman (Either Northern or Southern)

Other Evidence – Embedded Stage 3 Learning Events

Teacher Determined

PLC Determined

PLC Determined

DPS 6-8 RACER Constructed Response Rubric

Minute by Minute Assessments PLC-Created Formative Assessments Speech, Debate or Socratic Seminar Text-Dependent Constructed Response Question & Tasks

27

http://literacy.dpsnc.net/literacy-toolkit/reading-strategies

http://literacy.dpsnc.net/literacy-toolkit/reading-strategies

http://literacy.dpsnc.net/literacy-toolkit/writing-strategies

https://learnzillion.com/search?query=RI.8.5&page=1&models%5B%5D=Resource

http://www.readwritethink.org/professional-development/strategy-guides/developing-evidence-based-arguments-31034.html

http://www.readwritethink.org/professional-development/strategy-guides/developing-evidence-based-arguments-31034.html




http://www.copyblogger.com/persuasive-writing/

http://www.sophia.org/ccss-ela-standard-ri82-pathway

http://www.sophia.org/ccss-ela-standard-ri82-pathway

http://www.sophia.org/ccss-ela-standard-w81-pathway

http://www.sophia.org/ccss-ela-standard-w81-pathway

http://media-cache-ec0.pinimg.com/originals/66/c7/d1/66c7d1b3f680e22cb137e2eed46012d8.jpg



https://learnzillion.com/courses/57#collection_1055

http://www.readwritethink.org/classroom-resources/lesson-plans/comparing-contrasting-picturing-organizational-974.html

http://www.readwritethink.org/classroom-resources/lesson-plans/comparing-contrasting-picturing-organizational-974.html

https://learnzillion.com/courses/57#collection_1057



writing/ WritingFix.com’s Foundation for Teaching Persuasive Writing -

http://writingfix.com/genres/persuasive.htm Argument Writing Live Binder - http://www.livebinders.com/play/play?id=139678 Evaluating Student Argument Essays - http://education-

portal.com/academy/lesson/evaluating-reasoning-in-an-essay-or-article.html Methods for Teaching Writing - http://education-portal.com/academy/topic/methods-

for-teaching-writing.html Teacher to Watch Writing an Objective Summary - http://commoncore.americaachieves.org/module/22 Scaffolding Reading Tasks - https://www.teachingchannel.org/videos/middle-school-ela-

unit-persuasion Writing Recipe for ELLs - https://www.teachingchannel.org/videos/ell-essay-structure-

lesson

Summary of Key Learning Events, Opportunities, and Instruction

# of Days

Focus for Lesson Standard Support

1 4 What is central idea? How do authors communicate the central idea of a text?

RI.8.2

Lesson Resources Collecting and citing specific, significant evidence to support inferences (RI.8.1, RI.8.2) Using annotation to enhance understanding of text (RI.8.1, RI.8.2, RI.8.3)

2 4

What are some common organizational structures of argumentative pieces? How are those structures similar? How are they different?

Compare & contrast the effectiveness of different text structures (cause and effect, compare and contrast, etc.)

Practice writing different organizational structures

RI.8.2, RI.8.3

Lesson Resources Collecting and citing specific, significant evidence to support inferences (RI.8.1, RI.8.2)

3 4 How do authors use the structure of a text to develop an idea?

RI.8.3 Lesson Resources Using annotation to enhance understanding of text (RI.8.1, RI.8.2, RI.8.3)

4 4 How do I write a summary of a text without subtle or overt bias?

RI.8.2, RI.8.3

Lesson Resources Using annotation to enhance understanding of text (RI.8.1, RI.8.2, RI.8.3)

5 2 Common District Assessment 3 (CDA 3) on RI.8.2, RI.8.3 – Deadlines YR: 11/12, TR: 12/5

Lesson Resources Recognizing the importance of word choice and its impact on meaning of a text (RI.8.1, RI.8.2, RI.8.4)

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http://www.copyblogger.com/persuasive-writing/

http://writingfix.com/genres/persuasive.htm

http://www.livebinders.com/play/play?id=139678

http://education-portal.com/academy/lesson/evaluating-reasoning-in-an-essay-or-article.html

http://education-portal.com/academy/lesson/evaluating-reasoning-in-an-essay-or-article.html

http://education-portal.com/academy/topic/methods-for-teaching-writing.html

http://education-portal.com/academy/topic/methods-for-teaching-writing.html

http://commoncore.americaachieves.org/module/22

https://www.teachingchannel.org/videos/middle-school-ela-unit-persuasion

https://www.teachingchannel.org/videos/middle-school-ela-unit-persuasion

https://www.teachingchannel.org/videos/ell-essay-structure-lesson

https://www.teachingchannel.org/videos/ell-essay-structure-lesson

https://drive.google.com/folderview?id=0B9Vk_IWZu_SeSm44cGJhXzJuS3M&usp=sharing

https://drive.google.com/folderview?id=0B9Vk_IWZu_SeRHNzTGQ2UFpvb2c&usp=sharing

https://drive.google.com/folderview?id=0B9Vk_IWZu_SeNlFqREdTMW1PN2c&usp=sharing

https://drive.google.com/folderview?id=0B9Vk_IWZu_SeSktZNlY1NmhnSDg&usp=sharing

https://drive.google.com/folderview?id=0B9Vk_IWZu_SeRG5SajJRVUZ1a3c&usp=sharing



1 day to administer CDA

1 day for CDA review & targeted corrective instruction

Using context clues, word parts, relationships between words, and connotations to figure out the meaning of unfamiliar words (RI.8.4, L.8.4, L.8.5)

6 3 How are good paragraphs constructed? What are the key structural elements that develop ideas? How can I construct a good argumentative paragraph?

RI.8.5, W.8.1


7 3 How do authors use quotes in texts to strengthen their arguments? How can I use quotes in my writing to support my position?

RI.8.5, W.8.1


8 4 How do two texts on the same topic use different structures to achieve their purposes?

RI.8.5


9 2 How do transitions and other text features help to develop key ideas and concepts?

RI.8.5


10 2

Common District Assessment 4 (CDA 4) on RI.8.5 – Deadlines YR: 12/5, TR: 12/19

1 day to administer CDA

1 day for CDA review & targeted corrective instruction

RI.8.5

Lesson Resources Recognizing the importance of word choice and its impact on meaning of a text (RI.8.1, RI.8.2, RI.8.4) Using context clues, word parts, relationships between words, and connotations to figure out the meaning of unfamiliar words (RI.8.4, L.8.4, L.8.5)

11 5

How do we develop and present an effective argument?

Developing a thesis statement.

Developing distinct main arguments that support the thesis statement.

Providing supporting evidence and effective elaboration of each main argument that avoid listing.

Create and support claims and counter claims.

Appropriate usage and placement of transitional

W.8.1 Lesson Resources

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https://drive.google.com/folderview?id=0B9Vk_IWZu_SeUDhVV1RmZmZ2eEU&usp=sharing

https://drive.google.com/folderview?id=0B9Vk_IWZu_SeTko3Wlptc1p0WVE&usp=sharing

https://drive.google.com/folderview?id=0B9Vk_IWZu_Sebm5qNFF1TVJmdzQ&usp=sharing

https://drive.google.com/folderview?id=0B9Vk_IWZu_SeYWdIUXRZSEdzZlk&usp=sharing

https://drive.google.com/folderview?id=0B9Vk_IWZu_SeRVBCR3BrWGlGeUE&usp=sharing

https://drive.google.com/folderview?id=0B9Vk_IWZu_SeeG9QbnllX2lwaTQ&usp=sharing



words and phrases.

Writing varying sentences which use verbals correctly.

The use of specific word choice to emphasize a point made in own writing.

12 3 Unit Performance Task: NCWrite Task: Editorial – Deadline YR: 12/18, TR: 1/15

W.8.1, RI.8.2, RI.8.3, RI.8.5

Lesson Resources Using the writing process (and available technology) to create and revise writing (W.8.4, W.8.5, W.8.6, W.8.10) Using pronouns correctly and effectively (L.8.1) Using non-restrictive parentheticals correctly and effectively (L.8.2)

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https://drive.google.com/folderview?id=0B9Vk_IWZu_SebEZGR1ZnYnRxYlk&usp=sharing

DPS Unit Map Grade 6 – Math Unit 4: Expressions 30 Days

Dawn Perks ▪ Curriculum, Instruction and Assessment Page 1 of 4

Stage 1: Examine and Unpack Standards

UNIT FOCUS STANDARDS 6.NS.4 Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. 6.EE.1 Write and evaluate numerical expressions involving whole-number exponents. 6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers.

a. Write expressions that record operations with numbers and with letters standing for numbers. b. Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. c. Evaluate expressions at specific values for their variables. Include expressions that arise from formulas in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations).

6.EE.3 Apply the properties of operations to generate equivalent expressions.

Transfer Goal

Students will be able to independently use their learning to…

represent any number, measure, numerical expression, algebraic expression, or equation in an infinite number of ways that have the same value in order to communicate information and solve problems.

Making Meaning

UNDERSTANDINGS Students will understand that…

Mathematical expressions can be used to represent and solve real-world and mathematical problems.

Flexibility in manipulating expressions to suit a particular purpose (rewriting an expression to represent a quantity in a different way to make it more compact or to feature different information) helps with solving problems efficiently.

Letters are used in mathematics to represent generalized properties, unknowns in equations, and relationships between quantities.

Some mathematical phrases can be represented as algebraic expressions (e.g. Five less than a number can be written as n – 5.)

Some problem situations can be represented as algebraic expressions (e.g. Susan is twice as tall as Tom; If T = Tom’s height, then 2T = Susan’s height.)

Algebraic expressions can be named in an infinite number of different but equivalent ways (e.g., 2(x – 12) = 2x – 24 =2x – (28 - 4)) by using properties of operations.

ESSENTIAL QUESTIONS

What is equivalence?

How properties of operations are used to prove equivalence?

How are variables defined and used?

How is equivalency maintained?

How to I determine the correct mathematical language to communicate information?

Acquisition

KNOWLEDGE Students will know…

Variables can be used to represent numbers whose exact values are not yet specified.

Expressions can be manipulated to generate equivalent expressions to simplify the problem.

Expressions can be decomposed and recomposed in

SKILLS Students will be able to… • Write numerical expressions that have whole

number exponents. (6.EE.1) • Evaluate numerical expressions that have

whole number exponents and rational bases.(6.EE.1)

35



6.EE.4 Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them).

different ways to generate equivalent forms.

Properties of Operations and Order of Operations are used to simplify, evaluate, or find equivalent expressions.

Flexibility with the equivalent forms of an expression (expanded form, factored form, etc.) allows for efficient problem solving.

The equals sign demonstrates equivalence. Ex:2x + x = 3x (equivalent expressions) 2x + x= 3x + 4 = 3x + 4 (not equivalent expressions)

The parts of an expression

Methods to identify common factors

Algebraic methods for combining variables

• Write algebraic expressions to represent real life and mathematical situations (6.EE.2)

• Identify parts of an expression using appropriate terminology (6.EE.2)

• Given the value of a variable, students will evaluate the expression (6.EE.2)

• Use order of operations to evaluate expressions. (6.EE.2)

• Apply properties of operations to write equivalent expressions. (6.EE.3)

• Identify when two expressions are equivalent. (6.EE.4)

• Prove (using various strategies) that two expressions are equivalent no matter what

number is substituted. (6.EE.4) • Use the distributive property to express a sum

of two whole numbers 1-100 with a common factor as a multiple of a sum of two whole numbers with no common factor. (6.NS.4)

Academic Vocabulary

Tier 3 Vocabulary Words exponents, base, numerical expressions, algebraic expressions, evaluate, sum, term, product, factor, quantity, quotient, coefficient, constant, like terms, equivalent expressions, variables

Stage 2: Calibrate Rigor and Design Assessment

Evaluative Criteria for Assessment District Provided Assessment Tasks

Objective Multiple Choice Common District Assessments (administered at the end of the unit)

Rubric in task

DPS Performance Task http://www.insidemathematics.org/common-core-math-tasks/6th-grade/6-2009%20Boxes.pdf (This task will be administered at the end of quarter 2)

Other Evidence – Embedded Stage 3 Learning Events

Teacher designed PLC designed

Additional Performance Tasks

Minute by Minute Assessments Concept Specific Common Formative Assessments http://mathgoodies4u.wikispaces.com/6+Expressions+and+Equations

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http://www.insidemathematics.org/common-core-math-tasks/6th-grade/6-2009%20Boxes.pdf

http://mathgoodies4u.wikispaces.com/6+Expressions+and+Equations



Stage 3: Plan and Deliver Instruction This instructional pacing and sequencing represents one best practice option.

Professional Resources Instructional Resources

Learn Zillion- http://learnzillion.com/courses/44?collection_id=617#collection_615 Teachers to Watch: https://www.youtube.com/watch?feature=player_embedded&v=_azeOixb5JU https://www.youtube.com/watch?v=AQUOS0-SMy0&feature=player_embedded https://www.youtube.com/watch?v=GfYRrNHfJ08&feature=player_embedded https://www.youtube.com/watch?v=ovQnOPnFsqU&feature=player_embedded https://www.youtube.com/watch?feature=player_embedded&v=bW4Ok2AkN1g

Connected Math Project Resources: 6.EE.1- CMP- Prime Time Inv. 4 6.EE.2- CC Inv. 2: Number Properties and Algebraic Equations CMP- Variables and Patterns Inv. 1-3 6.EE.4- CC Inv. 2: Number Properties and Algebraic Equations

Summary of Key Learning Events, Opportunities, and Instruction # of

Days Lesson Focus / Student Learning Target(s)

Standard Support

1 5 Write and evaluate numerical expressions involving whole-number exponents.

6.EE.1

2 12 Write, read, and evaluate expressions in which letters stand for numbers

6.EE.2 6.NS.4

3 5 Apply the properties of operations to generate equivalent expressions.

6.EE.3 6.NS.4

4 5 Identify when two expressions are equivalent 6.EE.4 6.NS.4

5 1 Common District Assessment (CDA) Deadlines YR: __12/17/14__, TR: ___1/14/15___

6.EE.1-4 6.NS.4

6 1 Unit 3 and 4 Performance Task

Deadlines YR: __12/18/14__, TR: ___1/15/15__

6.NS.6 6.EE.4

7 1 CDA review and targeted corrective instruction 6.EE.1-4

6.NS.4

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http://learnzillion.com/courses/44?collection_id=617#collection_615

https://www.youtube.com/watch?feature=player_embedded&v=_azeOixb5JU

https://www.youtube.com/watch?v=AQUOS0-SMy0&feature=player_embedded

https://www.youtube.com/watch?v=GfYRrNHfJ08&feature=player_embedded

https://www.youtube.com/watch?v=ovQnOPnFsqU&feature=player_embedded

https://www.youtube.com/watch?feature=player_embedded&v=bW4Ok2AkN1g



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© 2012 Noyce Foundation

Performance Assessment Task Boxes Grade 6

The task challenges a student to demonstrate understanding of equality. A student must make sense of different mathematical contexts for equality such as scales and balance beams. Using a pictorial representation of the weight of different numbered blocks on either side of a scale, a student must use mathematical reasoning to determine which box is the heaviest. Given additional scenarios with a balance scale, a student must continue to make sense of equivalent weights to determine in each scenario the heaviest box.

Common Core State Standards Math ‐ Content Standards Expressions and Equations Apply and extend previous understandings of arithmetic to algebraic expressions. 6.EE.4 Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them).

Reason about and solve onevariable equations and inequalities. 6.EE.5 Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.

Common Core State Standards Math – Standards of Mathematical Practice MP.3 Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

MP.7 Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 x 8 equals the well‐remembered 7 x 5 + 7 x 3, in preparation for learning about the distributive property. In the expression x2 + 9x + 14, older students can see the 14 as 2 x 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.

Assessment Results This task was developed by the Mathematics Assessment Resource Service and administered as part of a national, normed math assessment. For comparison purposes, teachers may be interested in the results of the national assessment, including the total points possible for the task, the number of core

39

© 2012 Noyce Foundation

points, and the percent of students that scored at standard on the task. Related materials, including the scoring rubric, student work, and discussions of student understandings and misconceptions on the task, are included in the task packet.

Grade Level Year Total Points Core Points % At Standard 6 2009 10 5 56 %

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Grade 6 Copyright © 2009 by Mathematics Assessment Resource Service. All rights reserved.

46

Boxes This problem gives you the chance to: • show understanding of a mathematical situation• explain your reasoning

There are nine small boxes. They all look exactly the same but one is a bit heavier than the others.

Jake says,

This is what Jake does first.

1. Explain what Jake now knows about the heavy box.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

I can use the scales to find the heavy one in

just two steps!

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47

Then Jake does this.

2. Which is the heavy box? _________________________________________________

3. Explain how you know.______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

4. Suppose the scales showed this the first time instead.

What should Jake do now to find the heavy box?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________ 8

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48

Boxes Rubric The core elements of performance required by this task are: • show understanding of a mathematical situation • explain your reasoning Based on these, credit for specific aspects of performance should be assigned as follows

points

section points

1. Gives correct answer: It is 4, 5, or 6 Accept RHS or lower scale pan.

2

2

2. Gives correct answer: 6 1 1

3. Gives correct answer: 4 and 5 weigh the same so 6 is the heavy one. Partial credit 4 and 5 are the same weight.

2

(1)

2

4. Gives correct answer such as: Weigh 7 and 8 and leave 9 out. If 7 and 8 weigh the same, 9 is the heavy one. If the scales do not balance, the heavy parcel is in the lower scale pan. Incomplete explanation. Weighs 7 and 8 and nothing else.

3

(2) (1)

3

Total Points 8

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Grade 6 Copyright © 2009 by Noyce Foundation All rights reserved. .

49

Boxes Work the task and look at the rubric. What are some of the big mathematical ideas a student needs to understand to be successful on this task? ________________________ Look at part one, what do you know from looking at the scale. How many of your students:

• Knew that the heaviest box was 4, 5, or 6?___________ • Thought the higher the number the heavier the box?________

What were students misunderstanding about the scale? How often do students have opportunities to work with balance scales? What experiences have they had this year? Now look at part 2, looking at boxes 4, 5, and 6. How many of your students thought:

• Box 6 was the heaviest box and could give a reason for that?__________ • Box 5 was the heaviest box because its slightly lower (looking at the picture)?_____ • Box 5 is heavier because it’s a larger number?________ • Neither 4 or 5, they’re the same weight (didn’t consider box 6)?______

What was the important logic that students should discern from the diagram? Now look at student work in part 3, what should Jake do next. What should students know so far? How many of your students:

• Could use the constraint of weighing only twice and write a complete explanation of what to do next that includes all the outcomes?____________

• Only thought to weigh 7 and 8 (any two of the remaining boxes), but didn’t talk about how that eliminated the need for any further weighing?_________

• Said to see which of 7, 8, or 9 is the heaviest, but don’t give any details?_______ • Mention that either 7, 8, or 9 is the heaviest, but give no directions?_________ • Suggested weighing the boxes 1 by 1?__________ • Weigh 7, 8, and 9 against one of the other sets of 3?_______ • Talked about adding numbers?_______

What opportunities do students have to develop experiments for themselves to test out ideas? What activities or experiences help students develop their logical reasoning skills? How would you follow up on this task in your classroom?

44


50

Looking at Student Work on Boxes Student A is able to analyze and interpret the meanings of the scales in part 1 and 2. The student describes what is known from the drawing in part 4 and then gives a complete explanation of what do next and how to interpret the results of that next step. Student A

45


51

46


52

While many students could think about the specific situations in parts 1, 2, and 3, they couldn’t construct the reasoning chain of what to do next in part 4. Student B is able to eliminate several boxes and give a logical next step. However, Student B talks about only 1 of the two possible outcomes. Student B

Student C offers a next step, explaining why it comes after the one shown. The student does not explain how this will help. Student C

Student D also offers all possible next steps without explanation for how to interpret the results and solve the task of finding the heaviest box in that one final step. Student D

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53

Student E has determined which three boxes might be heaviest, but does not give a specific next step. Student E

Student F gives a series of steps, rather than using the constraint of only two total steps to find the heaviest box. Student F

Student G is able to interpret the diagram in part 1 and follow the logic. The student can interpret the diagram in part 2, but doesn’t make the logical inference about box 6 being the heaviest. The student doesn’t see the significance of the second step. This is shown in the work in part 4 where the student lists all possible combinations of weighing the boxes against each other. How do we help students develop their able to make inferences? Student G

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54

Student G, part 2

Student H struggles with the meaning of the diagrams. In part 2 the student does not use language about measuring weight, but talks about length instead. The responses do not show an understanding of the math or context. Student H

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55

Student H, part 2

Students I and J have the misconception that the box numbers are weight. Student I

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56

Student I, part 2

Student J

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57

Student J, part 2

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58

6th Grade Task 3 Boxes Student Task Show understanding of a mathematical situation and explain your

reasoning. Core Idea 3 Algebra and Functions

Understand relations and functions, analyze mathematical situations, and use models to solve problems.

• Employ forms of mathematical reasoning and justification appropriately to the solution of a problem.

Mathematics of the task:

• Use diagrams of scales to think about weight and make inferences about heaviest • Understand the constraint of only weighing twice • Develop a logical train of thought about all possible results from weighing two items on a

scale Based on teacher observation, this is what sixth graders know and are able to do:

• Analyze the diagram in part 1 and interpret it in the context of the problem • Analyze the diagram in part 2

Areas of difficulty for sixth graders:

• Understanding that the numbers on the boxes were names not weights • Inferring that 6 is the heaviest when 5 and 4 weigh the same • Determining the next step in part 4 and explaining how to interpret the outcomes

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59

The maximum score available for this task is 8 points. The minimum score needed for a level 3 response, meeting standard, is 4 points. Many students, 60%, could read the scale in part 1 and explain the results in the context of the problem. Some students, about 36%, could interpret the diagram in 1 and 2, and give some explanation in part 3. 33% of the students could give a full explanation in part 3 including making the inference that box 6 was the heaviest. 8% of the students could meet all the demands of the task including describing the next step in part 4 and explaining how to interpret all of the possible outcomes. 29% of the students scored no points on this task. 95% of the students with this score attempted the task.

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60

Boxes Points Understandings Misunderstandings

0 95% of the students with this score attempted the task.

Students could not interpret the diagram in part 1. 21% of the students said that the larger the numbers the heavier the boxes.

2 Students could interpret the scale in part 1 and explain how the information helps identify the heaviest box.

Students had difficulty with interpreting the scale in part 2. 24% of the students thought box 5 was heaviest. 15% thought neither was heaviest. 7% thought box 4 was heaviest.

4 Students could interpret the scales in one and two and give some explanation in part 3.

Students had difficulty explaining part 3. 15% thought 5 was heavier because it’s a bigger number. 7% that 5 was tilted slightly. 7% thought 4 was tilted. 20% said the two boxes weighed the same.

5 Students could interpret the scales in one and two and explain its significance in part 3.

Students struggled with developing the logic of the next step in part 4. 14% suggested weighing the boxes 1 by 1. 11% said to find out which of the boxes, 7,8, or 9 was heavier, but gave no directions. 9% said simply to weigh boxes 7 and 8. 8% said to put 7,8, and 9 on the pan with no explanation. 7% said to add all the numbers.

8 Students could interpret the scales in one and two and explain its significance in part 3. Students could also describe the next step in part 4 and give information to interpret the results from all the possible outcomes.

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Implications for Instruction Students need to be able to look at balance scales and determine if the sides are equal or not equal. Students should be able to make simple deductions; such as if both sides are equal the heavy box is one of the boxes not on the scale. Many students did not seem to have experience with balance scales. Students also need practice with logic problems, trying to figure out what they know and what they need to find. Many students did not understand how to do something in the fewest number of steps. For example, they may have suggested replacing 7,8, and 9 with 1,2, and 3 in part 4. This will tip the scales, but won’t yield new information. If the scale is balanced now, then it is already known that 7, 8, or 9 is the heaviest box. Students don’t often get the opportunity to use logic to solve problems. Ideas for Action Research

Re-engagement – Confronting misconceptions, providing feedback on thinking, going deeper into the mathematics. (See overview at beginning of toolkit). 1. Start with a simple problem to bring all the students along. This allows students to clarify

and articulate the mathematical ideas. 2. Make sense of another person’s strategy. Try on a strategy. Compare strategies. 3. Have students analyze misconceptions and discuss why they don’t make sense. In the

process students can let go of misconceptions and clarify their thinking about the big ideas. 4. Find out how a strategy could be modified to get the right answer. Find the seeds of

mathematical thinking in student work. This is a good task for planning a class discussion because there was so much confusion about the interpretation of the task and students not noticing information that would have disproved their interpretation. A good starting question might be asked while showing a picture of the scale in part 1:

“Carolyn says that the box with the highest number is the heaviest. What information in the diagram might lead Carolyn to that conclusion?” The idea is for students to tease out information that they know and don’t know, to make ideas more explicit. After students find the logic in the initial statement, have them go beyond by examining more evidence. “ Is there any evidence that might convince Carolyn to change her mind?”

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Now have them look at the work of Adam on part 2.

“What is Adam thinking? What evidence supports his idea?” After some discussion, allowing students to really verbalize their thinking, then pose a follow up question, such as, “Can you find any evidence to contradict Adam’s thinking? Could you convince Adam to change his mind?” Finally explore some of the ideas presented in part 4. Have students examine this drawing: This is what Jake does first.

Suppose the scales showed this the first time instead.

What should Jake do now to find the heavy box?

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63

Now pick some student work to cause some disequilibrium. For example you might ask, “Jackie says that Jake should replace box 1,2, and 3 with boxes 7, 8, and 9. What do you think will happen? Bruce says that this is a waste of time. Do you agree or disagree? Why?” Often students appear to understand something by answering one question correctly. But then by posing further questions, their confusion reappears. It is important to not stop with just one correct solution or indication of understanding. An effective teacher keeps probing to make sure that students cement their understanding and can clearly articulate their ideas. What work from the toolkit might you use next to push students thinking and why? Discuss this with colleagues and decide how you might finish the lesson. What are the big understandings that you want students to develop during the discussion? Ideas for Action Research Part 2 Students need exposure to a variety of logic problems to develop their ability to tease out information and follow things through to an evidence-based conclusion. There are a number of good sources for problems. Below are a couple of favorites from Creative Problem Solving in School Mathematics by George Lenchner.

1. Suppose you know that there are ten black, ten navy blue, and ten green socks in your drawer. The room is dark and you cannot turn on a light. What is the least number of socks that you must take out of your drawer to be certain that you meet each of the following conditions?

a. You have a pair of the same color. b. You have a pair of black socks. c. You have one pair of each color.

2. Each of Ina, Jill, Louis and Miguel has a different favorite color among red, blue, green, and orange. No person’s name contains the same number of letters as her or his favorite color. Louis and the boy who likes blue live in different parts of town. Red is the favorite color of one of the girls. What is each person’s favorite color?

3. Alice, Betty, and Carolyn went on vacation. One went to Africa, one went to Bali, and one went to China. Only one of the following four statements is true.

a. Carolyn went to Africa. b. Alice did not go to Bali. c. Carolyn did not go to Bali. d. Alice did not go to China.

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PRECIS

Agenda Item: Research and Grant Updates

Staff Liaison Present: Dr. Julie D. Spencer Phone #: (919) 560-2027

Dr. J. Brent Cooper

Dr. Leann Brennaman

Main Points:

Administration will provide information on the research approval process, including an update

on how many proposals have been submitted.

Administration will provide information on surveys.

Administration will provide an update on the grant process, including an update on grants that

have been received by DPS.


Purpose


Reviewed by: Finance __________ Attorney:

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Research and Grants Update

Instructional Services Committee Meeting

November 3, 2014

Dr. Julie D. Spencer, Ed. D.

Assistant Superintendent for

Research & Accountability

Dr. Leann Brennaman, Ph. D

Coordinator of Grant Writing & Resource

Development

Dr. J. Brent Cooper, Ed. D. Data Analyst and

Coordinator of Surveys, Research & Program

Evaluation

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Objective

• To provide an update on the research process in DPS

• To provide an update on DPS surveys

• To provide an update on DPS grants

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2014-15 Focus Areas – Research and Grants • Mental Health, behavior, intervention • Literacy • Math • Beginning teacher mentoring • Pre-K • LEP, EC literacy and math skills • School leadership development • Dropout prevention, improving

graduation rates

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Research Proposal Process

• Internal, external, and partner researchers

• Duke University School Research Partnership

• Proposal Submission Process – 4 Times a Year

• Research Review Committee

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Research Requirements

• Alignment to Research Guiding Principles

• Benefit to DPS (Graduate Durham alignment)

• IRB Approval • Compliance with FERPA and HIPAA

regulations • Minimal disruption to instructional

time • Minimal disruption to staff time

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Research Approval Flowchart

NO

NO

NO

NO YES

YES YES

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2014-15 Research Review Committee

Internal Committee Members • Dr. J. Brent Cooper (R & A) • Dr. Leann Brennaman (R & A) • Ms. Karin Beckett (R & A) • Dr. Tabathia Baldy (EC) • Dr. Kristin Bell (EC) • Dr. W. Renee Carmon (Morehead ES

Principal) • Dr. Tekeisha Mitchell (Lowe’s Grove MS

Principal) • Ms. Shaneeka Lawrence (Bethesda ES

Principal) • Mr. Thomas Seckler (Lucas MS Principal) • Ms. LaTonya Smith (Brogden MS

Principal) • Ms. Lorna Tobias (City of Medicine

Academy Principal) • Ms. Gloria Woods-Weeks (J.D. Clement

Early College HS Principal)

External Committee Members • Dr. Leslie Babinski (Duke

University) • Dr. Shane Goodridge (Duke

University) • Ms. Jenni Owen (Duke

University) • Dr. Kisha Daniels (NCCU) • Dr. Laurell Malone (NCCU) • Dr. Cassandra Davis

(UNC/EPIC) • Ms. Tina Patterson

(UNC/EPIC)

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Research Proposal Review Summary

August 2013 – October 2014 Year Approved Pending Denied

August, 2013 – June, 2014 *9 were DPS employees

20 10 6

July, 2014 – present *7 were DPS employees

8 4 10

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Surveys Types of Surveys Survey Examples

Annual District Surveys

• Student Climate • North Carolina Teacher

Working Conditions • Stakeholder Feedback

District-Level Surveys

• District Leadership Retreat

• Data Inventory Survey • Special Projects or

Events School-Level Surveys

• Mini-Teacher Working Conditions

• Parent Information • Community

Involvement 68

Grants Process - Review Amount Who

Applies Requires Pre-approval

R&A leads writing/ submission

Finance approval required

Executive Summary to BOE

R&A monitors progress

Award notification to

$10,000 or less

Schools No No No No No R&A

Over $10,000

District, rarely schools

Yes Yes Yes Yes Yes R&A, Finance, Senior Staff, BOE

All grants require alignment to Graduate Durham and either principal (school-level) or district-level support.

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Awarded Grants 2013-present • Digital Learning, NC DPI $231,798 • Education and Workforce Innovation Fund, Governor’s

Office $1,200,000 total ($800,000 grant funds, $400,000 match)

• SPSS Predictive Analytics, IBM, software/training ~$35,000

• Panic Alarm grant, NC DPI, $50,925 total (50% DPI, 50% DPS)

• 21st Century Community Learning Centers, US Department of Education through NC DPI, $1,360,000

• Innovative Approaches to Literacy, US Department of Education, $1,463,034

Total: $3,915,294.50 grant funds + $425,462.50 match = $4,340,757 School awards: $28,770.73

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Research Grants Process Updates

External organization requests a

letter of support from

DPS for a research

grant.

External organization completes Letter of Support Routing Slip and Form Letter,

and provides a copy of the grant to Dr. Leann Brennaman in Research and Accountability

(Documents)

Request reviewed

using Guiding Principles for Research and

Grants.

Letter of support is

drafted and sent for

Superintendent’s signature.

Grant aligns

Letter of support

sent.

Grant does not align

Decision to deny letter

sent, revisions considered

within 3 days.

1 2

3 4a

4b

5

6 7

Timeline: 7 business days

Research review still applies, if grant is funded.

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Questions

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