Mathematics Leadership Support Network Presentation Provided Jointly by the P-12 Math and Science Outreach Division of PIMSER and the Kentucky Department of Education Please begin playing the game on your table (Cousin Uno) as you enjoy your breakfast. We will begin at 9:01.

2 Math Leadership Support Network '09-'10 Feedback/Reflection on Game  Cousin Uno

Math Leadership Support Network '09-'10 3 Welcome CandyDrinks BreakfastLunch Parking Lots: KDE, MLSN Norms 3

Learner Goals for Today 1. I can define formative assessment. 2. I can define summative assessment. 3. I can give examples and non-examples of formative and summative assessments. 4. I can give at least two characteristics or key components of formative assessment that research says leads to greater student learning.

High Quality Instruction In October, facilitators modeled aspects of: Learning climate Clear learning targets Analysis of Student Work Differentiation We will continue to focus on these important aspects of High Quality Teaching and Learning this month.

6 Math Leadership Support Network '09-'10 Morning Line-Up  Community Building—Guess My Word  Whole Group—Percent Problems with Toilet Paper and % Frames  Break  Self Assessment— Classroom Assessment and Reflection  Formativ e and Summative Assessment

Math Leadership Support Network '09-'10 7 Community Building—Guess My Word

8 Math Leadership Support Network '09-'10 Whole Group—Percent Problems with Toilet Paper and % Frames 10%

High Quality Teaching and Learning—Section 2 Classroom Assessment and Reflection  Teacher Self-Rating  Video and Video Viewing Companion

Formative Assessment vs Summative Assessment Now that we have defined both formative and summative assessment and we can give examples of both, here are some questions for your consideration: Identify which assessments and their uses are present in your school/district. 1. Are formative and summative uses in balance? 2. If not, what is one modification might you recommend? 3. With whom might you share your recommendation? 4. What rationale might you give for your recommendation?

11 Math Leadership Support Network '09-'10 Everyone Needs a Break

Math Leadership Support Network '09-'10 12

Math Leadership Support Network '09-'10 13 Afternoon Line-Up  Grade Level Break-outs  Processing time concerning our learning goals and focus on instruction  Closure/Reminders/Homework Assignment

Math Leadership Support Network '09-'10 14 Grade Level Break-Out Groups

15 Math Leadership Support Network '09-'10 Feedback/Reflection on Grade Level Break-outs

Math Leadership Support Network '09-'10 16 Reflection Time What did we do? Cousin Uno Toilet Paper and % Frames (Whole Group) Formative and Summative Assessment Grade Level Break-outs What did we learn?

Math Leadership Support Network '09-'10 17 Reflection on Elements of High Quality Teaching and Learning Intentional Elements of Instruction Today Learning Climate Clear Learning Goals Analysis of Student Work Differentiation What did we learn today?

Math Leadership Support Network '09-'10 18 Wrapping it Up  Evaluation/Sounding Board  Homework assignment from the Seven Strategies of Assessment for Learning (handout)—Chapter 2  Please return your name tags to the meeting box  See you in January!!