MTSS District Coaches
Network
March 22, 2013
Lea McAllister
Marianne Srock
The Circles of Our World
Environment
Curriculum
Environment
Instruction
Assessment
Environment
CONCERNS
• On a post-it note, write concerns that you
have in the areas of Curriculum,
Instruction, and Assessment
• Place post–it note on the corresponding
poster
Assessment
Assessment
Assessment
• Universal Screeners
• Progress Monitoring
Star Math
Successmaker
Dream Box
Carnegie Learning
Michigan Virtual
E2020
• Formative Assessment
Math Reasoning Inventory
• https://mathreasoninginventory.com/
• Online formative assessment tool
• 3 areas: whole numbers, decimals, and
fractions
• 2 parts: interview & written computation
• Available free of charge to all teachers
Assessment
• Common District Assessments
Test Structure
Are we testing what we need to be
testing?
• Smarter Balanced Assessment
Consortium
A Balanced System
Overall Claims for Mathematics
Summative Assessment
“Each claim is a summary statement about the knowledge and skill students will
be expected to demonstrate on the assessment related to a particular aspect of
the CCSS for mathematics.”
Overall Claim for
Grades 3-8
“Students can demonstrate progress toward
college and career readiness in mathematics.”
Overall Claim for
Grade 11
“Students can demonstrate college and career
readiness in mathematics.”
Student-level score with scaling properties that allow for the valid determination
of student growth over time. It will be a weighted composite of the four claims.
Claims for Mathematics
Summative Assessment
Claim 1:
Concepts and
Procedures, ≈ 40%
“Students can explain and apply mathematical
concepts and interpret and carry out mathematical
procedures with precision and fluency.”
Claim 2:
Problem Solving
“Students can solve a range of complex well-posed
problems in pure and applied mathematics, making
productive use of knowledge and problem solving
strategies.”
Claim 3:
Communicating
Reasoning ≈ 20%
“Students can clearly and precisely construct viable
arguments to support their own reasoning and to
critique the reasoning of others.”
Claim 4:
Data Analysis and
Modeling ≈ 20%
“Students can analyze complex, real-world scenarios
and can construct and use mathematical models to
interpret and solve problems.”
≈ 20%
Item Types
I.
Selected Response (SR): Used primarily for Claim 1 and administered
via computer adaptive testing (CAT)
•
II.
Multiple Choice
(a) Technology Enhanced Constructed Response Tasks (TE/CR):
Used primarily for Claims 2-4 and administered via CAT
•
•
II.
Complex tasks that are structured as a sequence of short constructed response
items
Tasks require longer chains of reasoning
(b) Extended Response Constructed Response Tasks (ER/CR): Used
primarily for Claims 2-4 and administered in the classroom (not
necessarily exclusive of all technology)
•
•
III.
Tasks require longer chains of reasoning and call for extended written answers
Scoring rubric provided
Performance Tasks (PT): Used primarily for Claim 4 and administered
in the classroom (not necessarily exclusive of all technology)
•
•
•
May require more than one instructional period
May incorporate pre-work in small groups
Scoring rubric provided
Assessing the Common
Core Across States
What we think we know…
• The SMARTER Balanced proposal suggests that
there will be a constellation of assessments for
grades 3-11 including:
a) Adaptive comprehensive summative assessment that includes:
•
•
•
•
This is a
preliminary
blueprint of
the
assessment.
22% selected-response
41% technology-enhanced constructed-response
14% traditional constructed response
23% performance
b) Adaptive interim/benchmarks based on learning progressions
and or CCSS content clusters that calls for performance event
bank and non-secure pool of items
c) Formative assessment tools, processes and practices that call
for a variety of lesson embedded tools for different purposes.
Will be
informed and
revised base
on pilot
testing.
12
Curriculum
Curriculum
Curriculum
• Are you currently using an NSF (National
Science Foundation) Textbook?
• Are you currently using a textbook?
• Is your textbook your curriculum?
• Have you aligned your textbook with the CCSS?
National Council of Supervisors of
Mathematics
• Curriculum Analysis Tool
• Position Paper on Math Specialists at the
elementary level
• www.mathedleadership.org
Mathematics Standards
Standards for
Content
Standards for
Practice
 Greater balance of concept and skill development
 Greater access for all students
 New focus on
• Mathematical Modeling
• Problem Solving
• Reasoning
16
Common Core State Standards
MAISA Units
The goal of the Common Core State Standards
Initiative (CCSSI) is to provide support and
direction for educators as they move toward
full implementation:
CCSS are organized into an aligned
curriculum of coherent units of study. The
resources are particularly designed to
highlight needed shifts in content related
and pedagogical practices.
–Unit Template
–Highlight Lesson
–Formative Assessment
–Resources (video, sample student work,
rubrics, instructional websites, etc.)
Atlas Curriculum Mapping
Units, Highlight Lessons, Formative Assessments
and other resources available in Atlas by Rubicon
http://tinyurl.com/MAISAunit
18
Online CCSS
Curriculum
Resources




Units of Study
Lesson resources
Assessment resources
Professional resources
• Video
• Sample student work
• And more
19
Common Core State Mathematical
Practice Standards
1.
Make sense of problems and persevere
in solving them.
2.
Reason abstractly and quantitatively.
3.
Construct viable arguments and critique
the reasoning of others.
4.
Model with mathematics.
5.
Use appropriate tools strategically.
6.
Attend to precision.
7.
Look for and make use of structure.
8.
Look for and express regularity in
repeated reasoning.
20
Grouping the Practices
William McCallum
Standards for
Mathematical
Practice
Tucson, April 2011
Reasoning and
explaining
Modeling and
Using tools
Seeing structure
and generalizing
21
The Standards for Mathematical
Practice
What are the verbs that illustrate the
student actions for your assigned
mathematical practice?
•Circle, highlight or underline them for
your assigned practice…
22
The Standards for Mathematical
Practice
#1: Explain and make conjectures…
#2: Make sense of…
#3: Understand and use…
#4: Apply and interpret…
#5: Consider and detect…
#6: Communicate precisely to others…
#7: Discern and recognize…
#8: Notice and pay attention to…
23
Let’s Take a Closer Look at
Teacher Practice
https://www.teachingchannel.org/videos/thir
d-grade-mental-math
• What evidence do you notice of Math
Practices in this video?
INSTRUCTION
Instruction
Fact Fluency
What does the research say?
Are strategies being addressed…..?
MISD Support
• Check Course Where on the MISD website for
offerings this summer: EMATHS Algebra I,
Algebra II, and Geometry; Developing Number
Sense in Grades K-2
• After school courses for elementary teachers,
available in district, on the topics of
measurement, whole number operations, and
fractions
Questions
• Lea McAllister lmcallister@misd.net
• Marianne Srock msrock@misd.net