Educational Leadership

more leeway than does a rookie, growth happens when we learn from mistakes. I particularly encourage talented and seasoned teachers to take risks and try new things.

Third, I need to be clear in my mind about the amount of autonomy I’m willing to give. On some issues, such as a safety concern, there is no leeway; I make the decision. On other issues, I may have a preference, but I’m fine with a range of strategies. We’ve adopted the Step Up to Writing program, for example, but whether teachers use writers’ workshops, a more teacher-directed approach, or a combination as they implement the program is up to them. However, teaching writing by having students copy famous authors’ works is not an option.

In the situation cited earlier, although I thought the teacher should initiate contact with the student’s mother, her strategy was within my acceptable realm. Also, she is a teacher whose judgment I respect. The teacher waited a couple of weeks, and the eventual meeting with the student’s mom was fine. I’m glad I didn’t force the issue.

Fourth, confusion reigns in the absence of information, so I need to share my thinking with the faculty. Doing this affirms the school’s decision-making structure and avoids miscommunication and altercations. A lack of explanation leads teachers to think I’m inconsistent or disrespectful. We get into trouble if we assume everyone sees things the same way we do.

I often refer to my “your decision, my decision, our decision” model to illustrate that autonomy varies by issue. This helps teachers understand that some issues are theirs to decide, some are mine, and some are shared. I’ve used this phrase enough that my faculty members now refer to it when we are solving problems. Teachers need to know who’s deciding what in order to understand what autonomy they have. Who’s deciding what at your school, and how is that being shared? ;L

Transition Your Teachers to New Standards

Use the Measured Progress COMMON CORE™ Assessment Program to guide teachers as they transition to new standards and formatively assess student understanding of the Common Core.

Create classroom assessments from the Item Bank or use Testlets to formatively assess students’ knowledge and skills within a particular Common Core strand or domain.

Mathematics Testlet Blueprint

Student Analysis and Feedback

Ratios and Proportional Relationships

Purpose of Assessment: To collect evidence of student understanding to inform instruction. ContentArea/Domain:RatiosandProportionalRelationships |Grade: 7

;; FEEDBACKFORMEANDMY TEACHER: Lookingatyourquestionanalysis, yourteacherfeedback, andyour self-assessment of learning targets, what do you still need help learning? STUDENTNAME: TEACHERNAME: DATE:

TimeNeededforAdministration:20minutes |TotalScore:10points

;; Tohelpkeeptrackofyourownlearningandprovidesomeinstructionalfeedbackforyourteacher, lookbackat the questions, review your responses, and check what you understand or what you still don’t understand.

Question Analysis QUES TION ; IUNDERSTAND; ISTILLDON TUNDERSTAND; 1; ; 2; ; 3; ; 4; ; 5; ; 6; ; 7; ; 8; ; 9; ; 10 ; ; 11 ; ; TOTALS

Materials Needed: Student Test Form and Scoring Guide

Item Specifications:

Cluster TargetStandards (Keyconcepts/skillstobeassessed) Depthof Knowledge(DOK) Item Type (MC/SA/CR*) #of Items Item Position

Compute unit rates associated with ratios of fractions, including ratios of lengths, areas, and other quantities measured in like or di;erent units.

Analyze proportional relationships and use them to solve real-world and mathematical problems.

2 SA14 Recognize and represent proportional relationships between quantities: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.

2 MC12

2 SA16 Recognize and represent proportional relationships between quantities: Represent proportional relationships by equations.

2 SA15 Recognize and represent proportional relationships between quantities: Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and ( 1, r) where r is the unit rate.

2 MC13 Use proportional relationships to solve multistep ratio and percent problems.

2 MC11 2 CR17

*MC = Multiple Choice, SA = Short Answer, CR = Constructed Response

For each question, choose the correct answer. Then completely fill in the circle for the answer you chose. Student Test Form

A; CCAP20071

Measured Progress COMMONCORE and its logo are trademarks of Measured Progress Inc

C;Subtracts 4 – 3 D;Key

Scoring Guide

Grade 7 Mathematics Testlet – Ratios and Proportional Relationships

Ratios and Proportional Relationships Multiple-Choice Items

STUDENTNAME: TEACHERNAME: DATE:

CCSS Alignment CCSS Alignment

CLUSTER: Analyze proportional relationships and use them to solve real-world and mathematical problems. STANDARD: Use proportional relationships to solve multistep ratio and percent problems.

DOK: 2

CLUSTER: Analyze proportional relationships and use them to solve real-world and mathematical problems. STANDARD: Recognize and represent proportional relationships between quantities: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.

1. Marcusinvested$2000inabankaccount earning simple interest. The interest, I, he has after t years at interest rate r is given by this equation.

3. Leslie isbuyingpotatoesata store. This graph shows the relationship between the number of pounds of potatoes she buys and the total cost.

1. Marcusinvested$2000ina bankaccount earning simple interest. The interest, I, he has after t years at interest rate r is given by this equation.

DOK: 2

I = 2000rt

After 2 years, the total amount in the account was$2160. Wh wastheannualinterestrate?

I = 2000rt

After 2 years, the total amount in the account was $2160. What was the annual interest rate?

2. Xavierisexchangingsome U.S.dollarsfor Canadian dollars. The equation below shows the relationship between U.S. dollars, x, and Canadian dollars, y, on the day he is making the exchange.

A;4%

B;8%

C;16%

4x = 3y

A;4%

D;40%

Cost (in dollars)

1 3 5 4

B;8%

C;16%

What is the approximate amount in Canadian dollars that Xavier will receive for each U.S. dollar?

12345 0 Cost of Potatoes

D;40%

A;$0.43

Weight of Potatoes (in pounds) 2

B;$0.75

Distractor Rationales

C;$1.00

Based on the graph, what is the unit cost, in dollars, of the potatoes?

A;Key

2. Xavierisexchangingsome U.S.dollarsfor Canadian dollars. The equation below shows the relationship between U.S. dollars, x, and Canadian dollars, y, on the day he is making theexchange.