2013 - SVMIMAC

1. 2013 - SVMIMAC • Trend Setters in Math Education Teachers making sense of student work and learning about different strategies.

2. Learning Mathematics Preparing our children for a new world!

3. Retrospective • Started in 1998, wanted to push student thinking • Thought performance assessment made changes in the classroom in ways that innovative curriculum did not

4. What does it mean to know something? • First: Tool Possession Is the tool in the tool box? What is the average of 19, 21, 23, 25, 27? • Second: Tool Understanding Is the operation of the tool understood? The average of five numbers is 23. What might the numbers be?

5. What does it mean to know something? • Third: Tool Application Can the tool be used in a real-world context? You are one member of a household of five people whose average age is 23. What are the ages of the other four people and who might they be? • Fourth: Tool Selection A toolbox is of little value if the student never chooses to open it. What tools does the student choose to use? Andrea is having her 13th birthday today. How many other children in the USA have their 13th birthday today?

6. Promote learning/ push thinking “As teachers we are not interested in our students’ ability to do what we have taught them to do. We are only interested in their ability to apply their newly acquired knowledge to a similar but different situation.”

7. Asking a Question that gives Insight into learning How much longer was the longest wingspan from theshortest?

8. Understanding Place Value and Subtraction What does a student need to understand to use this process? What principals remain in place from subtraction with whole numbers?

9. MARS Tasks Scoring and Student Works Protocols Re-engagement Lessons Tools for Teachers and PD Materials Examine Student Work Common Core Standards Formative Assessment Cycle Inform Teacher Knowledge Administer Tasks Inform Instruction

10. Understanding Place Value and Subtraction What principals about subtraction doesn’t the student understand?

11. Understanding Place Value and Subtraction What is going on in the diagram? Where do the numbers come from? Does this make sense?

12. Dylan Wiliam • “The one really competitive skill is the skill of being able to learn. It is the skill of being able not to give the right answer to questions about what you were taught in school, but to make the right response to situations that are outside the scope of what you were taught in school. We need to produce people who know how to act when they’re faced with situations for which they were not specifically prepared.

13. Changing what it means to Know!

14. Changing what math looks like

15. Types of tasks students work

16. Adding more . . . • Grades Kinder and First, Algebra 3 • Added counties and states • Added in many High School Districts • Improving the feedback to teachers and districts in how to improve learning • Getting recognition for the powerful work we have done with formative assessments

17. But, what if . . . . • Last week – class didn’t recognize patterns, didn’t see that numbers they were generating were half the first set of numbers • Last week – lesson needed to be interrupted when teacher realized students did not prerequisite information because they had skipped the 7th grade book • Don’t learn in conceptual way, and get stuck a higher grade levels – missing foundational understanding?

18. Opportunity for change

19. Purpose of Scoring • Gather data about student thinking to inform and improve instruction. • Rubrics designed by international team to reflect shared values and perspectives. • Rubrics provide one means of analyzing student work and giving teachers feedback. • Scoring consistency allows us to capture data and gain insight into student thinking.

20. Resistance Search for evidence Ideas for changing classroom instruction Care about students Desire for student success Uncomfortable with the mathematics Change from normal classroom practices Leading Scoring is a difficult job. Phases of a Scoring Session Understanding the Audience

21. Changing the Didactic Contract: • For most teachers and students, this is changing what is fair or normal to ask in the classroom. This is no longer “business as usual”. • Change is uncomfortable.

22. Task Design • Entry level part - allow access • Ramp up - not all parts are equal • Meeting Standards - not based on percentage - so doesn’t meet that internal rubric of 90% A • Meeting Standards based on professional judgment of National Board • Based on Common Core

23. Rubrics • Embody value judgments and explicit • Computation and representation • How to tackle an unfamiliar problem • Interpret and evaluate solutions • Communicate results and reasoning to others • Carefully considered evaluation of performance • Now include reference to CCSS’s and MP’s

24. Logistics • Secret District Code – inside back cover! Put on front cover before printing.

25. Printing Instructions • Run front to back starting with back of the cover sheet – give students chance to think • If possible, use book staple on the side- both pages of the task are visible at the same time • Back page is the same for all tests- its in your folder • Special printing notes located at the beginning of your folder!

26. Printer Variances • We have provided Masters • If using the electronic version, check a sample copy to make sure pages are correct and materials show.

27. Secret Code – For Administrator’s • User: ccmac3 • Password:13svmi

28. Directions for Kinder and First • Do an interview, rather than whole class. Teacher may write responses for student.

31. Kinder and First • Given anytime during the year, as appropriate. • Not all tasks have 10 Standardizing papers. • Scoring materials on-line. • Not recording data as a collaborative. • Trying to envision what a toolkit might look like for these grades. If teachers give the tasks, please send sample work – 2 or 3 per class.

32. High School Needs • Algebra 2 samples – 2 or 3 per class for audit and toolkits • Choice of Integrated 1 and Integrated 2 • Covers are in folders, just move tasks from Algebra 1 and Geometry into a different configuration

33. Giving Everyone a Voice • Teacher comments on blank tests • Feel heard • See how to improve task selection • Give us ideas about future professional development needs • Send to me along with scoring questionnaires

34. Security of Exams

35. MAC Policies • Middle School and High School Exams- Time should not be a factor. Currently take test of class they are enrolled in, not grade in school. • Second Grade Administration • Same day for a grade level • Special Needs/ Accommodations • Inclusion

36. Pulled Tests 9th Test from every folder • Used for audit at San Jose State • Used for writing tool kits • Would appreciate 2 samples for Algebra 2 • Would appreciate 2 or 3 samples for Kinder and First

37. Mailing Address • Teacher Comments • Questionnaires • Pulled Tests: #9 from every folder or group of 20 Linda Fisher 237 Navigator Dr. Scotts Valley, CA 95066

38. Materials for Scoring Sessions • Notes to scorers • Green Sheets • Questionnaires

39. Scoring Locations • North • South • East • These are locations by district, not teacher’s preference (binder and over 150 pgs. per person- not possible or cost effective to run a few extras) • Except: 8th, Algebra, Geometry, Algebra 2 • No morning snacks- sorry • But we will have a light lunch.

40. Break Time • Don’t leave until you get yellow data contact information turned in.

41. Data Collection

42. Testing Dates • Test Window: March 4th – March 15th • Data Collection Designee to me by Friday Feb. 10th • Data Entry Template to District Designee by March 15th

43. Planning for Data Entry • Score sheets • Test Levels for Data and M or H for middle grades and high school • MAC/CSIS numbers • Demographics for Individual Student Reports

44. Data Entry on Tests • Two columns in spread sheet – One for year enrolled – M for grades 6 through 8, H enrolled in a High School • Next enter test taken: 6,7,8, 9= Algebra, 10=Geometry, 11= Algebra 2, • 12= Integrated 1 13= Integrated 2 • This allows students to take any test, but we can look at data of high school and middle school separately

45. Data entry • Write AB for absent students (missed one day of test) • When entering data into spread sheet or mailing me sample papers – Don’t include absent students.

46. Data Entry Template/ Student Demographic Data

47. Optimize Data Entry • Using Score Sheets • Removing front covers • System to make it faster to return tests to students and teachers for classroom use

48. Initial Data Deadlines • Wednesday, April 24th for MAC spreadsheet and mailing pulled tests • Individual Student Report Files to you by May 17th • Other dates, see chart