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-’09Agenda Advance Organizer Advance Organizer Assessment Assessment Leadership Leadership Literature Connection Literature Connection KSI/RTI KSI/RTI KDE KDE Literature Connection Literature Connection Conceptual Change Model Conceptual Change Model Grade-Level Breakouts – Number Grade-Level Breakouts – Number Reflections Reflections

4. Math Leadership Support Network ’08-’09 Advance Organizer Focus for today: Assessment/Grading – Change Leadership

5. Math Leadership Support Network ’08-’09 Advance Organizer (cont’d) Focus for today: KSI – Conceptual Change Model – Number –

6. Math Leadership Support Network ’08-’09 Change Leadership Chapter 2: “Improving student achievement is, first and foremost, a task that requires improving instruction and instructional leadership.”

7. Math Leadership Support Network ’08-’09 What does that look like? Seven Disciplines for Strengthening Instruction: Understanding/Urgency for improvement Understanding/Urgency for improvement Share vision of good teaching Share vision of good teaching Meetings about instruction, model good teaching Meetings about instruction, model good teaching Well-defined standards & performance assessments – teachers/students know quality Well-defined standards & performance assessments – teachers/students know quality Supervision is frequent, rigorous, focused on improving instruction Supervision is frequent, rigorous, focused on improving instruction Professional development is intensive, job- embedded, about teaching/learning Professional development is intensive, job- embedded, about teaching/learning Time/emphasis on frequent/diagnostic use of data Time/emphasis on frequent/diagnostic use of data

8. Math Leadership Support Network ’08-’09 Developing a Shared Vision… Video Clip – No discussion before, during, or after..

9. Math Leadership Support Network ’08-’09 If you had to grade the lesson (from A to F, using plusses or minuses), what would that grade be? If you had to grade the lesson (from A to F, using plusses or minuses), what would that grade be? C Use the small sheets of paper in front of you to write your grade down. Fold the paper in half and wait for directions…

10. Math Leadership Support Network ’08-’09 What criteria did you use to determine your grade? How would your criteria compare to those your colleagues might use?

11. Math Leadership Support Network ’08-’09 Getting on the same page with the 3 R’s… RIGOR Content? Instruction? Or both? Content? Instruction? Or both? NOT more/harder work NOT more/harder work What can students do with the lesson? Performance Standards? What can students do with the lesson? Performance Standards?

12. Math Leadership Support Network ’08-’09 Getting on the same page with the 3 R’s… RELEVANCEStudents… need to understand the purpose of learning to be motivated to achieve rigor need to understand the purpose of learning to be motivated to achieve rigor need opportunities for hands-on and applied learning need opportunities for hands-on and applied learning

13. Math Leadership Support Network ’08-’09 Getting on the same page with the 3 R’s… RESPECTFUL RELATIONSHIPS Does the student know I care… about him/her as an individual? (gap kids?) about him/her as an individual? (gap kids?) about his/her home situation? about his/her home situation? about his/her ability to understand the content? (preferred learning style? misconceptions?) about his/her ability to understand the content? (preferred learning style? misconceptions?)

14. Math Leadership Support Network ’08-’09 Relationships Relevance Rigor

15. Math Leadership Support Network ’08-’09 Relationships impact all aspects of teaching/learning… Carol Ann Tomlinson commenting on Carol Ann Tomlinson commenting on the hallmarks of a well-run the hallmarks of a well-run differentiated classroom: differentiated classroom: “One of the first things I look for are teacher-student connections….(is this) a teacher who is really paying attention to the kids, who is going out of his/her way to study them and understand what makes them tick?” “Another thing I look for is a sense of community in the classroom. Has the teacher pulled this class together as a team?” Making a Difference, Teacher Magazine, September 10, 2008

16. Math Leadership Support Network ’08-’09 Your assignment: Part I Given the sample data set for your school/district, come up with a game plan for addressing an issue (or issues) revealed by the data. The game plan can be for this semester, this summer, and/or next year… * If you used the survey in your own school/district, you can use that data instead…

17. Math Leadership Support Network ’08-’09 Your assignment: Part II Read Chapters 3 and 4 3: Committing Ourselves to the Challenge 4: Why is This So Hard?

18. Math Leadership Support Network ’08-’09 RTI - KSI

19. Math Leadership Support Network ’08-’09 Review: 2 Key Assessments addressed in Intervention Plans… Universal Screening Universal Screening Probes Probes

20. Math Leadership Support Network ’08-’09 Progress Monitoring Teachers assess students’ academic performance using brief measures on a frequent basis to: Teachers assess students’ academic performance using brief measures on a frequent basis to: –Estimate rates of student improvement. –Identify students who are not making adequate progress. –Compare the efficacy of different forms of instruction and design more effective, individualized instructional programs for problem learners.

21. Math Leadership Support Network ’08-’09 Progress Monitoring (cont’d) Use CBM’s/Probes to monitor progress throughout the school year Use CBM’s/Probes to monitor progress throughout the school year Measure at regular intervals Measure at regular intervals Use data to determine goals Use data to determine goals Provide parallel and brief measures Provide parallel and brief measures Display data graphically Display data graphically

22. Math Leadership Support Network ’08-’09 Steps for Progress Monitoring… 1) After students needing math intervention have been identified with US, select appropriate Mathematics Curriculum-Based Measurement Tasks/Probes to begin to “unlayer” the math gaps.

23. Math Leadership Support Network ’08-’09 When selecting your probes, consider… What are you assessing? What are you assessing? Computation? Computation? Concepts and Applications? Concepts and Applications? The sequence of skills/understandings The sequence of skills/understandings needed… needed…

24. Math Leadership Support Network ’08-’09 Generally… Grades K-1 – Number Identification, Quantity, Missing Numbers Grades K-1 – Number Identification, Quantity, Missing Numbers Grades K-6 – Computation Grades K-6 – Computation Grades 2+ – Concepts and Application Grades 2+ – Concepts and Application Sample Sequence – see handout

25. Math Leadership Support Network ’08-’09 Progress Monitoring Sample Practice DIGITS CORRECT IN 5 MINUTES WEEKS OF INSTRUCTION Recorded Student Scores From Probes

26. Math Leadership Support Network ’08-’09 Progress Monitoring Sample Practice DIGITS CORRECT IN 5 MINUTES WEEKS OF INSTRUCTION GOAL LINE

27. Math Leadership Support Network ’08-’09 Progress Monitoring Sample Practice DIGITS CORRECT IN 5 MINUTES WEEKS OF INSTRUCTION Data points/weeks divided into 3 sections

28. Math Leadership Support Network ’08-’09 Progress Monitoring Sample Practice DIGITS CORRECT IN 5 MINUTES WEEKS OF INSTRUCTION Median Week of Instruction and Median Score

29. Math Leadership Support Network ’08-’09 Progress Monitoring Sample Practice DIGITS CORRECT IN 5 MINUTES WEEKS OF INSTRUCTION Trend Line

30. Math Leadership Support Network ’08-’09 How we record student progress on learning targets… DIGITS CORRECT IN 5 MINUTES WEEKS OF INSTRUCTION Trend Line

31. Math Leadership Support Network ’08-’09 Or….? 8/68/78/88/98/108/138/148/15 Ann79864 Bob69384 Connie88495 Jim571067 Ken45958 10 10010 5

32. Math Leadership Support Network ’08-’09 When selecting your probes, consider… Generally… Use material for student’s grade level (where they should be performing by year’s end) However, some students may need to use probes from a different grade level..  What level of material is needed for monitoring progress?

33. Math Leadership Support Network ’08-’09 About the Probes… Probes can be administered whole group or individually (early numeracy is administered individually) Probes can be administered whole group or individually (early numeracy is administered individually) They need to be brief, frequent, and parallel. They need to be brief, frequent, and parallel. The number of digits correct, problems correct, or blanks correct is calculated for a score. The number of digits correct, problems correct, or blanks correct is calculated for a score.

34. Math Leadership Support Network ’08-’09 Examples: Computation Probes Length of test varies by grade, but it should be brief… GradeTime limit 12 minutes 2 33 minutes 4 55 minutes 66 minutes

35. Math Leadership Support Network ’08-’09Example: Scoring different operations in Computation: 9

36. Math Leadership Support Network ’08-’09 Computation Example: Correct digits: Evaluate each numeral in every answer: Correct digits: Evaluate each numeral in every answer: 4507 2146 2 4 61 4507 2146 2361 4507 2146 2 44 1 4 correct digits 3 correct digits 2 correct digits

37. Math Leadership Support Network ’08-’09 Example: Scoring Decimals: Scoring Decimals:

38. Math Leadership Support Network ’08-’09 Second-grade sample, actually 3 pages long. Second-grade sample, actually 3 pages long. Score is the result of the number of blanks correct Score is the result of the number of blanks correct Example: Concepts and Application

39. Math Leadership Support Network ’08-’09 Example: Concepts and Applications

40. Math Leadership Support Network ’08-’09 After considering the type, level, and sequence of skills, decide if commercial or teacher-created probes will best meet your needs… What are the +’s and -’s of each?

41. Math Leadership Support Network ’08-’09 As we think about Probes, Progress Monitoring, Assessment For Learning, etc., we need to ask ourselves the following questions… As we think about Probes, Progress Monitoring, Assessment For Learning, etc., we need to ask ourselves the following questions… 1. What is the learning target for the problem(s)? Is the target clear to both the teacher and the student? 1. What is the learning target for the problem(s)? Is the target clear to both the teacher and the student? Think Abouts…

42. Math Leadership Support Network ’08-’09 Think Abouts… (cont’d) 2. What will it look like if the student masters that learning target? (What is “good enough”?) is “good enough”?) 3. If the student doesn’t master the learning target, what are the gaps in his/her understanding? How do I determine gaps and what do I do next?

43. 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

44. Math Leadership Support Network ’08-’09 Middle School Math Using the Conceptual Change Model

45. Math Leadership Support Network ’08-’09 Commit to an Outcome Paul is comparing the size of the 3 different decimals listed below. He wants to put them in order from smallest to largest. What would his answer be? 1.14 0.089 0.3

46. Math Leadership Support Network ’08-’09 Expose Beliefs Share your answer and your strategy Share your answer and your strategy with other members of your group. with other members of your group. Is there more than one Is there more than one explanation/model that makes sense? explanation/model that makes sense? Select a member of your group to share Select a member of your group to share the group’s ideas and explanations with the group’s ideas and explanations with other members of the class. other members of the class.

47. Math Leadership Support Network ’08-’09 Confront Beliefs Use the materials given to your group to Use the materials given to your group to find ways to model the decimals. Is find ways to model the decimals. Is there more than one way to physically there more than one way to physically model a comparison? model a comparison? How does what you found out compare How does what you found out compare to your original ideas? to your original ideas?

48. Math Leadership Support Network ’08-’09 Extend the Concept Can you use any of the models that were Can you use any of the models that were used in Paul’s problem to compare these used in Paul’s problem to compare these decimals? decimals? 0.025 0.25 0.205 0.025 0.25 0.205

49. Math Leadership Support Network ’08-’09 Extend the Concept (cont’d) How many different sizes of Base-10 How many different sizes of Base-10 blocks would you need to compare… blocks would you need to compare… 1.6 1.075 1.35 1.6 1.075 1.35

50. Math Leadership Support Network ’08-’09 Extend the Concept (cont’d) How many different sizes of Base-10 How many different sizes of Base-10 blocks would you need to compare… blocks would you need to compare… 1.6 1.075 1.35 1.6 1.075 1.35

51. Math Leadership Support Network ’08-’09 Extend the Concept (cont’d) Which of these models would you use Which of these models would you use to compare… to compare… whole numbers? whole numbers? negative numbers? negative numbers? What adjustments might need to be made What adjustments might need to be made to the models for these comparisons? to the models for these comparisons?

52. Math Leadership Support Network ’08-’09 Extend the Concept (cont’d) What questions do you have about What questions do you have about the models? What are some of their the models? What are some of their limitations? limitations? What questions do you have about What questions do you have about comparing decimals? comparing decimals? What statements can we make What statements can we make about comparing decimals that we about comparing decimals that we know to be true. know to be true.

53. Math Leadership Support Network ’08-’09 Go Beyond… We compare decimals in health and We compare decimals in health and banking careers. Give some examples banking careers. Give some examples for why comparing decimals is a for why comparing decimals is a necessary skill in these or other necessary skill in these or other careers/activities. careers/activities. Pose a new problem for comparing Pose a new problem for comparing decimals that would be applicable to this decimals that would be applicable to this career/activity. career/activity.

54. Math Leadership Support Network ’08-’09 Think Abouts… As we think about Probes, Progress Monitoring, Assessment For Learning for this activity, we need to ask ourselves the following questions… As we think about Probes, Progress Monitoring, Assessment For Learning for this activity, we need to ask ourselves the following questions… 1. What is the learning target for the problem(s)? Is the target clear to both the teacher and the student?

55. Math Leadership Support Network ’08-’09 Think Abouts… (cont’d) 2. What will it look like if the student masters that learning target? (What is “good enough”?) is “good enough”?) 3. If the student doesn’t master the learning target, what are the gaps in his/her understanding? How do I uncover gaps and what do I do next?

56. Math Leadership Support Network ’08-’09 Probes and Probing Questions… Tommy: 1. 16 1 64 4 64 4 2. 19 1 95 5 95 5 = = 3.12 1 28 8 28 8 = Students can fool us if we don’t ask the right questions!

57. Math Leadership Support Network ’08-’09 Probes and Probing Questions… Sue: Circle the largest decimal in each pair of decimals 1. 0.804 0.6 2. 0.4 0.51 3.0.365 0.7 Students can fool us if we don’t ask the right questions!

58. Math Leadership Support Network ’08-’09 We can’t help students correct their misunderstandings if we can’t uncover their thinking…

59. Math Leadership Support Network ’08-’09 Example: to see if a student understands the difference between the size and value of 3.0917, ask: a. Is it closer to 3 or 4 ? How do you know ? b. Is it closer to 3.1 or 3.0 ? How do you know ? c. Is it closer to 3.09 or 3.10 ? How do you know ? d. Is it closer to 3.091 or 3.092 ? How do you know?

60. Math Leadership Support Network ’08-’09 Example - put any three numbers on the board and ask: and ask: a. Which two are closest in value? How do you know ? b. Which is closest to 300? To 250? How do you know ? c.Name a number that is more than all of these. How do you know ? d. About how far apart are 219 and 500? How do you know? 219 457 364

61. Math Leadership Support Network ’08-’09 Think Abouts again… 1. What is the learning target for the problem(s)? Is the target clear to both the teacher and the student? 2. What will it look like if the student masters that learning target? (What masters that learning target? (What is “good enough”?) is “good enough”?)

62. Math Leadership Support Network ’08-’09 Think Abouts… (cont’d) 3. If the student doesn’t master the learning target, what are the gaps in his/her understanding? How do I uncover gaps and what do I do next?