2013-14ProfessionalDevelopmentCatalog
2013-14ProfessionalDevelopmentCatalog
2013-14ProfessionalDevelopmentCatalog
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Improving Student Performance in Mathematics: Using The Common Core Practices and<br />
Progressions to Develop Classroom-Based Assessments for Grades 5 - 8<br />
How do I design classroom-based assessments to inform instruction, support<br />
mathematical learning and improve student performance?<br />
During this session participants will work to understand how to use the Common Core Practices<br />
and Content Progressions to design classroom-based assessments that inform our instruction and<br />
provide feedback to our students. Using an analytic set of criteria founded on accuracy, reasoning,<br />
representation and communication, teachers will create a framework for collecting and analyzing<br />
examples of strong math performance that aligns with the New York State Assessments and researchbased<br />
practices.<br />
PARTICIPANTS: Administrators, math teachers, staff developers and instructional coaches<br />
DATE/TIME: Nov 20 <strong>2013</strong> 8:30AM - 3:00PM<br />
COST: $142 for Curriculum Center Members; $163 Curriculum Center Non Members<br />
LOCATION: Putnam/Northern Westchester BOCES; Yorktown Heights, NY; School Services Building<br />
FACILITATOR: Dr. Brenda Myers is currently the Superintendent of the Valhalla Union Free School District.<br />
Previously, Dr. Myers served as Superintendent of the Groton Central School District. She also previously<br />
served as Deputy Superintendent of Broome-Tioga BOCES. Currently, Dr. Myers serves on the New York<br />
State Assessment Committee. She is well known for her work across New York State in the areas of<br />
leadership development, instructional theory, and assessment design. Dr. Myers previously served on the<br />
New York State Association of Women in Administration (NYSAWA) and was the recipient of the<br />
Ann Myers Award.<br />
Race to the Top: Assessment and Data<br />
REGISTRATION REQUIRED BY: 11/6/<strong>2013</strong><br />
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