2013 - SVMIMAC

• Trend Setters in Math Education

Teachers making sense of student work and learningabout different strategies.

Learning MathematicsPreparing our children for a new world!

Retrospective

• Started in 1998, wanted to push student thinking

• Thought performance assessment made changes in the classroom in ways that innovative curriculum did not

What does it mean to know something?

• First: Tool Possession

Is the tool in the tool box?What is the average of 19, 21, 23, 25, 27?• Second: Tool UnderstandingIs the operation of the tool understood?The average of five numbers is 23. What might

the numbers be?

What does it mean to know something?

• Third: Tool ApplicationCan the tool be used in a real-world context?You are one member of a household of five people

whose average age is 23. What are the ages of the other four people and who might they be?

• Fourth: Tool SelectionA toolbox is of little value if the student never

chooses to open it. What tools does the student choose to use?

Andrea is having her 13th birthday today. How many other children in the USA have their 13th birthday today?

Promote learning/ push thinking

“As teachers we are not interested in our students’ ability to do what we have taught them to do. We are only interested in their ability to apply their newly acquired knowledge to a similar but different situation.”

Asking a Question that gives Insight into learning

How much longer was the longest wingspan from the shortest?

Understanding Place Value and Subtraction

What does a student need to understand to use this process?What principals remain in place from subtraction with whole numbers?

Administer Tasks

Examine Student Work

Inform Teacher Knowledge

Inform Instruction

Formative Assessment

Cycle

TOOTHPICK SHAPESTom uses toothpicks to make the shapes in thediagram below.

shape 1

6 toothpicks

shape 2

9 toothpicks

shape 3 shape 4

1. How many toothpicks make sh ape 3?_________________

2. Draw sh ape 4 next to sh ape 3 in th e diagramabove .

5. Tom says, “I need 36 toothp icks to make shape 12.”Tom is not correct. Explain wh y he is n ot correct.How many toothpicks are needed to make sh ape 12?

MARS Tasks

Scoring and Student Works Protocols

Tools for Teachers and PD Materials

Re-engagement Lessons

Common Core

Standards

Understanding Place Value and Subtraction

What principals about subtraction doesn’t the student understand?

Understanding Place Value and Subtraction

What is going on in the diagram? Where do the numbers comefrom? Does this make sense?

Dylan Wiliam

• “The one really competitive skill is the skill of being able to learn. It is the skill of being able not to give the right answer to questions about what you were taught in school, but to make the right response to situations that are outside the scope of what you were taught in school. We need to produce people who know how to act when they’re faced with situations for which they were not specifically prepared.

Changing what it means to Know!

Changing what math looks like

Types of tasks studentswork

Adding more . . .

• Grades Kinder and First, Algebra 3• Added counties and states• Added in many High School Districts• Improving the feedback to teachers and

districts in how to improve learning• Getting recognition for the powerful work we

have done with formative assessments

But, what if . . . .• Last week – class didn’t recognize patterns,

didn’t see that numbers they were generating were half the first set of numbers

• Last week – lesson needed to be interrupted when teacher realized students did not prerequisite information because they had skipped the 7th grade book

• Don’t learn in conceptual way, and get stuck a higher grade levels – missing foundational understanding?

Opportunity for change

Purpose of Scoring

• Gather data about student thinking to inform and improve instruction.

• Rubrics designed by international team to reflect shared values and perspectives.

• Rubrics provide one means of analyzing student work and giving teachers feedback.

• Scoring consistency allows us to capture data and gain insight into student thinking.

Leading Scoring is a difficult job.

• Resistance• Search for evidence• Ideas for changing

classroom instruction

• Care about students• Desire for student success• Uncomfortable with the

mathematics• Change from normal

classroom practices

Phases of a Scoring Session Understanding the Audience

Changing the Didactic Contract:

• For most teachers and students, this is changing what is fair or normal to ask in the classroom. This is no longer “business as usual”.

• Change is uncomfortable.

Task Design

• Entry level part - allow access• Ramp up - not all parts are equal• Meeting Standards - not based on percentage

- so doesn’t meet that internal rubric of 90% A• Meeting Standards based on professional

judgment of National Board • Based on Common Core

Rubrics

• Embody value judgments and explicit• Computation and representation• How to tackle an unfamiliar problem• Interpret and evaluate solutions• Communicate results and reasoning to others• Carefully considered evaluation of performance• Now include reference to CCSS’s and MP’s

Logistics

• Secret District Code – inside back cover!

Put on front cover before printing.

Printing Instructions

• Run front to back starting with back of the cover sheet – give students chance to think

• If possible, use book staple on the side- both pages of the task are visible at the same time

• Back page is the same for all tests- its in your folder

• Special printing notes located at the beginning of your folder!

Printer Variances

• We have provided Masters• If using the electronic version, check a sample

copy to make sure pages are correct and materials show.

Secret Code – For Administrator’s

• User: ccmac3• Password:13svmi

Directions for Kinder and First

• Do an interview, rather than whole class. Teacher may write responses for student.

Kinder and First

• Given anytime during the year, as appropriate.

• Not all tasks have 10 Standardizing papers.• Scoring materials on-line.• Not recording data as a collaborative.• Trying to envision what a toolkit might look

like for these grades. If teachers give the tasks, please send sample work – 2 or 3 per class.

High School Needs

• Algebra 2 samples – 2 or 3 per class for audit and toolkits

• Choice of Integrated 1 and Integrated 2• Covers are in folders, just move tasks from

Algebra 1 and Geometry into a different configuration

Giving Everyone a Voice

• Teacher comments on blank tests– Feel heard– See how to improve task selection– Give us ideas about future professional

development needs– Send to me along with scoring questionnaires

Security of Exams

MAC Policies

• Middle School and High School Exams- Time should not be a factor. Currently take test of class they are enrolled in, not grade in school.

• Second Grade Administration• Same day for a grade level• Special Needs/ Accommodations• Inclusion

Pulled Tests

9th Test from every folder• Used for audit at San Jose State• Used for writing tool kits• Would appreciate 2 samples for Algebra

2• Would appreciate 2 or 3 samples for

Kinder and First

Mailing Address

• Teacher Comments• Questionnaires• Pulled Tests: #9 from every folder or group of

20Linda Fisher237 Navigator Dr.Scotts Valley, CA 95066

Materials for Scoring Sessions

• Notes to scorers• Green Sheets• Questionnaires

Scoring Locations

• North• South • East • These are locations by district, not teacher’s

preference (binder and over 150 pgs. per person- not possible or cost effective to run a few extras)

• Except: 8th, Algebra, Geometry, Algebra 2• No morning snacks- sorry• But we will have a light lunch.

Break Time

• Don’t leave until you get yellow data contact information turned in.

Data Collection

Testing Dates

• Test Window: March 4th – March 15th• Data Collection Designee to me by Friday Feb.

10th• Data Entry Template to District Designee by

March 15th

Planning for Data Entry

• Score sheets• Test Levels for Data and M or H for middle

grades and high school• MAC/CSIS numbers• Demographics for Individual Student Reports

Data Entry on Tests

• Two columns in spread sheet – One for year enrolled – M for grades 6 through 8, H enrolled in a High School

• Next enter test taken: 6,7,8, 9= Algebra, 10=Geometry, 11= Algebra 2,

• 12= Integrated 1 13= Integrated 2• This allows students to take any test, but we

can look at data of high school and middle school separately

Data entry

• Write AB for absent students (missed one day of test)

• When entering data into spread sheet or mailing me sample papers – Don’t include absent students.

Data Entry Template/ Student Demographic Data

Optimize Data Entry

• Using Score Sheets• Removing front covers• System to make it faster to return tests to

students and teachers for classroom use

Initial Data Deadlines• Wednesday, April 24th for MAC spreadsheet

and mailing pulled tests• Individual Student Report Files to you by May

17th • Other dates, see chart