1. Stepping up for Success on the Math SOL:
Taking the Next Steps toward Authentic Assessment
“It's often the people that no one imagines anything of, that do the things no one can imagine.” — The Imitation Game (2014) 
Prepared for the Professional Learning Network of the
Henry County Public Schools
by Dan Mulligan, Ed. D., flexiblecreativity.com
January 2015

2. page 3

3. Premise of the Workshop
As the United States continues to compete in a global  economy that demands innovation, the U.S. education system must equip students with the four Cs:
critical thinking and problem solving,
communication,
collaboration, and
creativity and innovation.

4. a. The number of cavities the sixth graders have?
b. The number of people in the sixth graders’ families?
c. The ages of the sixth graders’ mothers?
d. The heights of the sixth graders in inches?

5. Premise of the Workshop
As the United States continues to compete in a global  economy that demands innovation, the U.S. education system must equip students with the four Cs:
critical thinking and problem solving,
communication,
collaboration, and
creativity and innovation.

6. It’s All About: The Second Question
page 37

7. Think Pad is a resource designed to:
provide evidence of understanding and participation during student-to student dialogue
facilitate student reflection on their thinking

8. *Please bring your handout and a pen(cil)!
4 – second
partner
Find a new friend in the room. Introduce yourself and share what you ‘do’. Try to seek a partner from a different grade-level/courses. Find 2 comfortable seats and relax.
*Please bring your handout and a pen(cil)!

9. Resources to Share:
flexiblecreativity.com

10. Components of a Focused Mathematics Program
page 4
Diagnostic
Varied
Engaging
Spiraling
Teaching for Mastery Reteach & Reassess as necessary (CLT-driven*)
Assessment
Driven by Essential Knowledge and Essential Skills
Learning
Differentiated based on the needs of the student
Rigor
With Nurturing (STEAM)
Ongoing
Student Focused Mathematics Program
Staff Development
Ongoing to include feedback on success of implementation
Curriculum
Targeting the Essential Knowledge and Essential Skills
Identifies the nonnegotiable vocabulary necessary to decode the content
Pacing reflects Data Analysis & SOL Blueprints
Provides College & Career Ready Skills
Modeling
Data Driven

11. Enjoy working with your new best friend.
math learning strategies
Work collaboratively (e.g., construct viable arguments, critique, agree) to identify key words that capture the essential elements of strategies to assist all students understand math with fidelity.
Enjoy working with your new best friend.

12. Framework for Instructional Planning McREL, 2012
page 42
Create an Environment for Learning
Helping students know what is expected of them, providing students with opportunities for regular feedback on progress, assuring students they are capable of learning content and skills
Helping Students Develop Understanding
Integrating prior knowledge with new knowledge
Procedural knowledge: constructing a model of the steps required of the process and practicing its variations; using the process or skill fluently or without any conscious thought
Helping Students Extend and Apply Knowledge
Moving beyond ‘right answer’ learning to an expanded understanding and use of concepts and skills in real-world contexts.

13. that includes differentiation
SAMPLE
Pre-assessment
that includes differentiation

14. Pre-assessment Tools
Page 11

15. The
WHAT

16. CELEBRATE THE STRUGGLE
Essential
Vocabulary
Essential
Skills
LEARNING TARGET
Essential
Knowledge

17. Name that
Essential Knowledge
Essential Skills, and
Essential Processes

18. VA Math Geometry Strand EKS:
Grades K through Alg2 Edition
Determine and explain why plane figures are congruent or noncongruent, using tracing procedures.
Determine the congruence of segments, angles, and polygons given their attributes.
Subdivide a figure into triangles, rectangles, squares, trapezoids and semicircles. Estimate the area of subdivisions and combine to determine the area of the composite figure.
Describe the characteristics of triangles, squares, and rectangles, including number of sides and number of angles.
Compare and contrast attributes of the following quadrilaterals: parallelogram, rectangle, square, rhombus, and trapezoid.
Compare the slopes to determine whether two lines are parallel, perpendicular, or neither.
Identify the domain, range, zeros, and intercepts of a function presented algebraically or graphically.
3.16
6.12
8.11
K.11
7.7
G.3
AII.7

19. CELEBRATE THE STRUGGLE
Essential
Vocabulary
Essential
Skills
LEARNING TARGET
Essential
Knowledge

20. Essential Vocabulary Driving Question Essential Knowledge/Skills

21. pages
6 – 8
Targeting the
Essential
Knowledge &
Skills

22. Measurement & Geometry

23. Targeted Progress Monitoring
Pages
Targeted
Progress
Monitoring

24. Touring DC

25. Essential Vocabulary Driving Question Essential Knowledge/Skills

26. Curriculum Framework…modified…
page
5 – 7
Curriculum Framework…modified…
Essential Knowledge, Skills, and Processes

27. Measurement & Geometry

30. High-Yield Instructional Strategies
Category
Ave. Effect
Size (ES)
Percentile Gain
Identify similarities & differences
1.61 45
Summarizing & note taking
1.00 34
Reinforcing effort & providing recognition
.80 29
Homework & practice
.77 28
Nonlinguistic representations
.75 27
Cooperative learning
.73
Setting objectives & providing feedback
.61 23
Generating & testing hypotheses
Questions, cues, & advance organizers
.59 22

31. Enit or Enot… that is the question
page 6
VA Curriculum Framework – Essential Understandings – SOL 8.8
How does the transformation of a figure on the coordinate grid affect the congruency, orientation, location and symmetry of an image?
Translations, rotations and reflections maintain congruence between the preimage and image but change location. Dilations by a scale factor other than 1 produce an image that is not congruent to the pre-image but is similar. Rotations and reflections change the orientation of the image.
VA Curriculum Framework – Essential Understandings – SOL 8.8
How does the transformation of a figure on the coordinate grid affect the congruency, orientation, location and symmetry of an image?
Translations, rotations and reflections maintain congruence between the preimage and image but change location. Dilations by a scale factor other than 1 produce an image that is not congruent to the pre-image but is similar. Rotations and reflections change the orientation of the image.
This an attempt to simulate how students feel when they do NOT possess or activate background knowledge.

32. Advanced Organizers Use Visuals
Advanced organizers help students organize the information and retain 5 times more of the information.

33. VENN DIAGRAMS
red
thick
small

34. VENN DIAGRAMS
Linear
Functions
Quadratic
Functions

35. Tools to Facilitate Deeper Thinking
cause
effect
Slope of line is zero
The line is__________ 1 7 16 25 4 3 9 36 11 a.
b. Place the numbers in the Venn Diagram:

36. Targeted
Progress
Monitoring

37. Touring DC

38. Targeting the K – 12 Essential Mathematics Process Standards pages
14 – 15
Targeting the
K – 12
Essential
Mathematics
Process
Standards

40. pages
This is what the process
standards ‘sound-like’…

41. RIGOR …
with Nurturing

42. 1 4 Team Turn 2 3 Name a value for the slope of a line.
State and graph a line that is perpendicular to the line.
Name a value for the y-intercept of the line.
Describe in words, then graph the line. 1 4
Team
Turn 2 3

43. 1 4 Team Turn 2 3 Name a number for the slope of a line.
Describe what you know about your line.
Name the equation of a line perpendicular to the existing line. Explain your process.
Name a number for the y-intercept of a line. Describe what you know about your line.
Graph the line.
Explain your process. 1 4
Team
Turn 2 3

45. Note: This may require recruitment from a neighboring table.
SPREAD the LOVE
Introduce your partner to the other people at your table. Form groups of three (3) or four (4).
Note: This may require recruitment from a neighboring table.

46. Rigor…
with
Nurturing!

48. Read carefully and follow directions. SHOW YOUR WORK.
A pilot wanted to know how many kilometers she flew on her last 3 flights. From NYC to London she flew 5,572 km. Then, from London to Beijing she flew 8,174 km. Finally, she flew 10,996 km from Beijing back to NYC. Round each number to the nearest thousand, then find the sum of the rounded numbers to estimate about how many kilometers the pilot flew.
Mrs. Smith’s class is learning about healthy eating habits. The students learned that the average child should consume about 12,000 calories each week. Kerry consumed 12,748 calories last week. Tyler consumed 11,702 calories last week. Round each to the nearest thousand to find who consumed closer to the recommended number of calories. Use pictures, numbers, and words to explain.
The cost of tuition at Cornell University is 43,000 per year when rounded to the nearest thousand. What is the greatest possible amount the tuition could be? What is the least possible amount the tuition could be?
A teacher asked her students to use estimation to decide if the sum of the problem below is closer to 4,000 or 5,000.
, , =
One student replied that she thinks the sum is closer to 4,000. She used the estimation shown below to support her reasoning:
0 + 1, , = 4,000
Is the student’s reasoning correct? Use numbers and words o explain why or why not. If incorrect, explain a correct method. 1 2 3 4

49. page 14
Norfolk Public Schools

52. WHY ACADEMIC VOCABULARY?
Briefly share what you know about photosynthesis.
Tell a chain story about the process of photosynthesis…
…without using words that begin with:
P, L, T

53. Spin the Word modified Remove the cards from the bag.
Place the deck of cards face down in the center of the table.
Determine the order of playing by each person rolling the die.
Each card contains:
Math vocabulary word, and
Method of giving clues
Remember:
Each person has a turn,
Each person has a lifeline!
Enjoy!

54. Math
Math
History

55. Click on the arrow to start and stop spinner.

56. KEY QUESTION: Why are common assessments so important?
WHY do we ASSESS:
1. INFORM INSTRUCTIONAL DECISIONS
2. ENCOURAGE STUDENTS TO TRY
Grading: each side is worth 4 points:
Front elements:
“In God We Trust”
“Liberty”
Year
Lincoln head
Extra credit point - Mint letter
Back elements:
“United States of America”
“One Cent”
“E Pluribus Unum”
Lincoln Memorial
Extra credit point - Lincoln drawn in memorial
Identify scores by raising of hands. Use 6 or better for mastery. Questions:
Did they do better as an individual or a team?
How would the results be used if this was a “For” assessment?
How would the results be used if this was an “Of” assessment?
“You can enhance or destroy students’ desire to succeed in school more quickly and permanently through your use of assessment than with any other tools you have at your disposal.” Rick Stiggins, Assessment Trainers Institute

57. Talk to Me Form a team of two (2) people…
Determine the person with the most sisters and send them to pick-up a grid sheet for each person.
Distribute a grid sheet to each team member.
One team-member will face the screen and give directions. The other team member will have their back to the screen and follow the verbal clues provided by their partner (clarifying questions are encouraged).
NOTE: Team members should NOT be able to see what each other is drawing.

59. Follow-up Debriefing
Each pair should share with your other team members the method you used to graph the figure.
Discuss with your team:
Which method appeals to you?
Is there another method that you would prefer?
Prepare for a “pairs choice of method” with a new graph.

61. Key Question
Did your performance on the second attempt to complete the grid exercise improve after having an opportunity to self-assess your initial strategy?

62. Students who used imagery to learn vocabulary, on average, performed
Research on Imagery as Elaboration
Students who used imagery to learn vocabulary, on average, performed
# of studies 6
37 percentile pts. higher than…
…students who kept repeating definitions. 4
21 percentile pts. higher than…
…students who were using the terms in a sentence.

63. Identifying Similarities and Differences

64. What processes can students engage in to identify similarities and differences?
Comparing
The process of identifying and articulating similarities and differences among items.
Classifying
The process of grouping things into definable categories on the basis of their attributes.
Creating Metaphors
The process of identifying and articulating the underlying theme or general pattern in information.
Creating Analogies
The process of identifying relationships between pairs of concepts (e.g., relationships between relationships).

67. WHAT’S MY RULE? Theme: Sports
YES No
Strike
Stick
Split
Puck
Pin
Hoop
Gutter
Goal
Rule: Bowling Terms

68. WHAT’S MY RULE? Theme: Geometry
YES No
Triangle
Cube
Rectangle
Pyramid
Square
Pentagon
Quadrilateral
Octagon
Rule: Plane figures with less than 5 sides.

69. Triangle Trivia Organizing Theme: Things someone would say…
EDUCATIONAL
STAKEHOLDER EDITION
Cafeteria Worker
200 POINTS
Parent
Student
100 POINTS 100 POINTS
Principal
Superintendent
Teacher
50 POINTS 50 POINTS 50 POINTS

70. Try TRAPEZOID 200 POINTS CONGRUENT CYLINDER 100 POINTS 100 POINTS
PLANE FIGURE
VOLUME
VERTEX
50 POINTS 50 POINTS 50 POINTS

72. Thank you for your commitment to children!
"It's your attitude, not just your aptitude that determines your ultimate altitude." Zig Ziglar 
Dan