1. Assessing what “Counts” School Based Professional Development

2. Hunter at the end of Kindergarten He can count to 100 and he knows all of his shapes. His teacher says, “He’s doing great in math”. What Hunter’s teacher doesn’t know … Hunter can’t accurately count out a pile of 32 objects.

3. Hunter at the End of 1 st Grade Hunter can add and subtract and Can solve word problems His teacher says, “His math skills are strong” Hunter doesn’t see groups, he still thinks of everything as one. What Hunter’s teacher doesn’t know …

4. Hunter at the End of 2 nd Grade Look at Hunter now! By the end of 2 nd grade, Hunter can add and subtract two-digit numbers. His teacher says he needs more work with addition and subtraction because he’s not always accurate. Hunter doesn’t understand how to compose and decompose numbers. What Hunter’s teacher doesn’t know …

5. Hunter at the End of 3 rd Grade By the end of 3 rd grade, Hunter is really struggling in math. He’s having a very hard time understanding the concept of multiplication, and often tries to hid the fact that he’s counting on his fingers to add and subtract. What happened to Hunter?

6. Do our Current Assessments… …tell us if our K-2 student have missed critical understandings? …help teachers understand how children learn number concepts?

7. Assessing Math Concepts It is not enough to know if the child can get right answers. We need to know what mathematics the child knows and understands. ©Math Perspectives Teacher Development Center, Bellingham, WA www.mathperspectives.com

8. AMC Assessments Inform instruction Document growth Uncover the child’s edge of understanding Help us understand how children construct mathematical understandings

9. Kindergarten

10. Watch CoreyCorey When presented with 32 http://youtu.be/SMjAyVY pnyo http://youtu.be/SMjAyVY pnyo -what does he estimate? -how does he count? When presented with 32 http://youtu.be/SMjAyVY pnyo http://youtu.be/SMjAyVY pnyo -what does he estimate? -how does he count? When presented with 21 http://youtu.be/HYufHb yOaSs -what does he estimate? -how does he count? When presented with 21 http://youtu.be/HYufHb yOaSs -what does he estimate? -how does he count? When presented with 12 http://youtu.be/KXYA0 QEVyBk -what does he estimate? -how does he count? When presented with 12 http://youtu.be/KXYA0 QEVyBk -what does he estimate? -how does he count?

11. Turn to page 28 in your blue book. Read the indicators for (A) Ready to Apply Corey’s Results – Instructional Level A

12. Turn to page 16 in your blue book. What does an “A” mean? Discuss how to read and where to go for instruction He’s an “A”…now what?

15. First Grade

16. Number Arrangements Assessment The goal of number arrangements is to recognize the parts of numbers and to combine the parts of numbers without counting all. Watch Number Arrangements VideoNumber Arrangements Video How could this assessment help you to better understand, our previous student, Isaiah’s learning needs?

17. Go to www.amcanywhere.comwww.amcanywhere.com Log-in information: District ID: 9001 Teacher ID: Your ID Password: Your password, or your ID again if you have never logged in. Log On to the System

20. Assessment Practice 1.Find a Partner 2.Arrange the three combination trains

21. The BLUE Book Explains each assessment Tells what A, P, I, N mean for that assessment Tell you what to use after the assessment – (Linking Assessment to Instruction)

22. LOGISTICS When will teachers have TIME to administer these assessments? AMC anywhere exploration – Reports – Resources

23. Setting up workshop in Investigations Practice, practice, practice routines Using working levels to ensure students are working independently and quietly Meet with one small group a day, use the rest of the time to assess or progress monitor 3-4 students in the class How do I set up my room for AMC?