1. Math Leadership Support Network ’08-’09 MLSN 2008 - 2009 Change Leadership Assessment KSI Number Sense

2. Math Leadership Support Network ’08-’09 GROUP NORMS Cell Phones Two Feet Participate Sidebars

3. Math Leadership Support Network ’08-’09 Agenda Advance Organizer Advance Organizer Leadership/KSI Leadership/KSI Literature Connection Literature Connection Number Number Benchmarks Benchmarks Composing and Decomposing Composing and Decomposing Literature Connection Literature Connection

4. Math Leadership Support Network ’08-’09 Agenda Assessment Assessment Grading and Reporting Grading and Reporting Conceptual Change Model Conceptual Change Model Reflections Reflections

5. Math Leadership Support Network ’08-’09 Advance Organizer Focus for today: Intervention - What math assessment tools are available for use at my grade level(s)? Why are these tools critical in the intervention process? Number - What is the value of benchmark (or target) numbers? How can they be used in composing and decomposing to improve student understanding of Number?

6. Math Leadership Support Network ’08-’09 Advance Organizer Focus for today: Assessment/Grading – What are the principles on which your grading practices are based? What future revisions in your grading practice are you considering? Conceptual Change Model – What are the six critical components in the Conceptual Change Model?

7. Math Leadership Support Network ’08-’09 Review Tier III 1 – 5% Specific, intensive Tier II 5 – 10% Supplemental, small group instruction Tier I 80 – 90% Tier I 80 – 90% All students Preventive/Proactive

8. Math Leadership Support Network ’08-’09 RTI Vocabulary Check-up -RTI -Discrepancy Model -Universal Screening -Probes -Curriculum-Based Measurement -Progress Monitoring -Rate of Increase/Growth -Fidelity

9. Math Leadership Support Network ’08-’09 We discussed…If “good math instruction” is a critical component of Tier 1….what does that look like?

10. Math Leadership Support Network ’08-’09 Sept. Homework: Templates for Math “Looking Fors…” With your talking partner, discuss which template you used to help you be more intentional in implementing/supporting “good math instruction.” How would you edit either document to make it more applicable to your role?

11. Math Leadership Support Network ’08-’09 Intervention is grounded in… Assessment Quality Instruction Data Collection & Analysis

12. Math Leadership Support Network ’08-’09 Similarly… CHANGE LEADERSHIP… Seven Disciplines for Strengthening Instruction 1. Urgency for Instructional Improvement Using Real Data 2. A Shared Vision for Good Teaching 3. Meetings About the Work 4. A Shared Vision of Student Results

13. Math Leadership Support Network ’08-’09 Similarly… CHANGE LEADERSHIP… Seven Disciplines for Strengthening Instruction 5. Effective Supervision 6. Professional Development 7. Diagnostic Data with Accountable Collaboration

14. Math Leadership Support Network ’08-’09 Think about… How many of these disciplines (factors) for strengthening instruction are impacted by the assessment piece? How many of these disciplines (factors) for strengthening instruction are impacted by the assessment piece? How important are the tools we use to determine who “gets it,” and who doesn’t? How important are the tools we use to determine who “gets it,” and who doesn’t?

15. Math Leadership Support Network ’08-’09 “If we don’t trust the assessment, we won’t value the data.” “If we don’t trust the assessment, we won’t value the data.”

16. Math Leadership Support Network ’08-’09 2 Key Assessments addressed in Intervention Plans… Universal Screening Universal Screening Probes Probes (CBM’s) (CBM’s)

17. Math Leadership Support Network ’08-’09 Universal Screening Used to determine effectiveness of curriculum/instruction Used to determine effectiveness of curriculum/instruction Used school-wide to identify each student’s level of proficiency Used school-wide to identify each student’s level of proficiency Usually given 3 times per year Usually given 3 times per year Allows for analysis of group and individual performance on specific skills Allows for analysis of group and individual performance on specific skills

18. Math Leadership Support Network ’08-’09 Universal Screening Quick, low-cost, repeatable testing of age-appropriate critical skills Quick, low-cost, repeatable testing of age-appropriate critical skills Typically a curriculum based measurement assessed in a relatively short time Typically a curriculum based measurement assessed in a relatively short time

19. Math Leadership Support Network ’08-’09 Universal Screening allows Admin. to see… Status of learning for a grade level Status of learning for a grade level School’s rate of growth School’s rate of growth Specific class in a school Specific class in a school Class’s rate of growth Class’s rate of growth Specific sub-population in a school Specific sub-population in a school Student’s rate of growth Student’s rate of growth

20. Math Leadership Support Network ’08-’09 Universal Screening allows Admin. to see… PD needs PD needs Staff effectiveness Staff effectiveness Curriculum/Instruction red flags Curriculum/Instruction red flags Are there any deficit areas within C/I Are there any deficit areas within C/I frameworks? frameworks?

21. Math Leadership Support Network ’08-’09 Universal Screening allows Teacher to… Objectively view class progress Objectively view class progress Objectively view student progress Objectively view student progress Set class goals Set class goals Set individual student goals Set individual student goals Better communicate student learning with parents Better communicate student learning with parents

22. Math Leadership Support Network ’08-’09 With your group, discuss the assessment options for your grade band. Which of these assessments could be used for Universal Screening Purposes? With your group, discuss the assessment options for your grade band. Which of these assessments could be used for Universal Screening Purposes?

23. Math Leadership Support Network ’08-’09 Resources for Powerpoint: The RTI Guide, John McCook, Ed.D. The RTI Guide, John McCook, Ed.D. Response to Intervention, NASDSE Response to Intervention, NASDSE Introduction to Curriculum-Based Measurement for Progress Monitoring in Math, Pam Fernstrom & Sarah Powell Introduction to Curriculum-Based Measurement for Progress Monitoring in Math, Pam Fernstrom & Sarah Powell