Ontario Numeracy Assessment Program

1. Ontario Numeracy Assessment Program • Sign in and take a name tag. - Leave you student samples in the pile.- Help yourself to refreshments! • - We’ll begin at 8:45!

2. Welcome • Warm Up • Graffiti • Data Wall • Addressing the Needs • Layers of Support • Moderated Marking • Assessment for Learning • Next Steps

3. You may take one, two or three 21 Flags

4. Graffiti: Learning from Our Experiences Assign the following roles in your group: RUNNER– delivers the graffiti sheet to the next group RECEIVER– receives the graffiti sheet from another group MATERIALS MANAGER– assigns a different colour marker for each group member REPORTER– reads the question to the group and reports during the whole group discussion

5. Looking at the Data • Look at your scores (class averages). • Identify the 2 lowest overall expectations. • Write the name of your school and grade on the sticky notes (1 per expectation).

6. Specific ONAP Question

7. Proportional Relationships – Grade 6 Overall - demonstrate an understanding of relationships involving percent, ratio, and unit rate. Specific – determine and explain, through investigation using concrete materials, drawings, and calculators, the relationships among fractions (i.e.,with denominators of 2, 4, 5, 10, 20, 25, 50, and 100), decimal numbers, and percents (e.g., use a 10 x 10

8. Proportional Relationships – Grade 7 Overall - demonstrate an understanding of proportional relationships using percent, ratio, and rate. Specific - determine, through investigation, the relationships among fractions, decimals, percents, and ratios

9. Backwards Planning • Fractions, decimal numbers, and percents involve part-whole relationships: • in a fraction, the whole is divided into equal parts • in a decimal number, the whole is divided into tenths, hundredths, thousandths, and so on. • in a percent, the whole is comprised of 100 parts or 100% • Fractions, decimal numbers, and percents can represent the same quantities (e.g., ½, 0.5, and 50% all represent ‘half’). Guide to Effective Instruction in Mathematics 4- 6 Decimal Numbers

10. Concrete Materials 10 X 10 Grids

11. Concrete Materials Fraction Circles

12. Concrete Materials Number Lines

13. Concentration

14. Fraction-Decimal-Percent Connectors

15. Grade Team Data

16. Layers of Support • Workshops (2:30 – 4:30) • Menu of Choices • Focused on overall expectations

17. Break Time

18. Teacher Moderation of Performance Tasks

19. What is moderation? • Analyze student work samples and compare judgements to either confirm or adjust them. • Establish a shared understanding of what achievement of curriculum expectations looks like at Levels 1, 2, 3, and 4, and whether or not the student has demonstrated achievement of the expectation(s). • Make judgements about student work that are consistent, comparable, valid, reliable, and fair.

20. Why Teacher Moderation? • Developscommon language for assessmentin relation to the Achievement Chart in the OC. • Developscommon or shared interpretations of curriculum expectationsand what student achievement of the expectations looks like at the various levels (1,2,3,4). • Ensures judgements arefair with respect to implications for individual students’ learning. • Helps toinform classroom practice and programs. • Alignsassessment and curriculumexpectations.

21. Going through the Process

22. Assessment for Learning • What are the needs of my students? • What areas of the achievement chart should I focus on? • What are my plans to address those needs? • How will I know my students have learned what I set out to teach them? • How can I use my current resources? • What other supports do I need?

23. Next Steps • Workshops (2:30 – 4:30) • Math Coach • Individual or Grade Group Planning • Co- teaching • Whatever your need

24. Ticket Out the Door Something that validated your thinking or ‘squared’ with you. A question that’s still ‘circling’ around what you learned today. Something that you learned that will form the ‘base’ of your knowledge.

25. Draw and Prizes