Math Committee
Meeting
December 3, 2009
Introduction
 Agenda Overview
 Pink cards are on every table for questions that are out of
the scope of today’s work.
Productive Disposition
 In grade level groups, share the results of the productive
disposition lesson/s you have taught with your class.
 What has changed for your students?
 Make a list of these changes to share with the entire group.
When do I Teach Problem Solving?
 In the 2002 Oregon Math
Standards, problem solving was
a Core Standard on its own.
 While problem solving is no
longer listed as its own
individual core standard, it is
critical that problem solving be
woven through the mathematic
standards.
Problem Solving Templates
Problem Solving
 Work on the sample problem you were given (independent
work).
 Find at least one person at your table who solved the problem
the same way you did.
 Find a different person at your table who solved the problem a
different way than you did.
 What are the benefits of giving students a graphic organizer to
use for problem solving and/or other areas of the curriculum?
Types of Assessments
 List all of the assessments that you have used this year as a
teacher (include ALL subject areas).
 All of the assessments that you have written down are either
formative or summative.
 As the presentation continues, revisit your list, labeling each
test as either formative or summative.
Summative Assessments
 Given periodically to determine at a particular point in time
what students know and do not know.
 Used to measure achievement.
 Generally part of the grading process.
Types of Summative
Assessments
 Unit test
 Final exam
 State assessment
Formative Assessments
 Students can complete in 5 minutes or less.
 Are based on standards.
 A quick diagnostic tool that drives instruction.
 Informs both teachers and students at a point when
timely adjustments can be made.
 Are used for student learning, not a measure of student
learning.
Types of Formative Assessments
 Free-response questions on one specific learning target
 Observation
 Think-pair-share
 Exit cards
 Problem solving
 Short quizzes
 Pre/Post Tests are a unique type of formative assessment because
they take longer than 5 minutes, but they are still used to drive
instruction.
What do you do with Formative
Assessment Results?
 Give descriptive feedback to students
 Plan instruction
 Stop and re-teach
 Review pieces of standards in future lessons
 Differentiate based on student need
 Student self-reflection
National Mathematics Advisory
Panel Recommendations:
 “…the Panel recommends regular use of
formative assessment, particularly for
students in the elementary grades.”
 “For struggling students, frequent (e.g.,
weekly or biweekly) use of these
assessments appears optimal, so that
instruction can be adapted based on
student progress.”
 “Formative assessment should be an
integral component of instructional
practice in mathematics.”
Formative Assessment Scenarios
 Working in grade level teams, create a
plan to meet the needs of the students
in the classroom scenarios.
 Determine what skills would need to be
taught.
 Make recommendations as to how the
teacher could implement that in their
classroom.
Intervention and Extension
Scenario Assignments
Kindergarten - Group K-C
Grade 1 – Group 1B
Grade 2 – Group 2C
Grade 3 – Group 3A
Grade 4 – Group 4B
Grade 5 – Group 5C
Grade 6 – Group 6B
Building Level Planning
 Sit in building groups.
 Complete and turn in the Building Planning Sheet from the
November 10, 2009 meeting.
 For next time – Please fill out the December 3, 2009
Building Planning Sheet. This information is tremendously
valuable for us as it guides our future meetings (formative
assessment).
Next Steps
 Use a new type of formative assessment in your class and create a
plan to meet the needs of your students based on the results.
 Site Renewal Activities:
1. Mathematical Rope (if not done previously)
2. Drilling into standards (if not done previously)
3. NCSD Web page (if not done previously)
4. Productive Disposition
5. Optional Items – (math beliefs and formative assessment)
Balancing Assessments
When a comprehensive assessment program at
the classroom level balances formative and
summative student learning/achievement
information, a clear picture emerges of where a
student is relative to standards.