Building Common Assessments in Mathematics Everett Public Schools Mary Ann Stine Director, Curriculum & Instruction Judi Caudle Elementary Math Facilitator Rita Husby Middle School Math Facilitator Jana Wilson Middle School Math Facilitator

History of Math in Everett Everett adopted CMP in Prior to that it was the “Julie Andrews” approach. In 2002, 29% of students met/exceeded standard on the WASL at 7 th grade. In 2006 – 2007, 57.5% of students met/exceeded standard on the WASL in 7 th grade. There was on-going CMP training and professional development. Expectation and accountability to use CMP supported through a pacing calendar.

The Need For Aligning Instruction & Assessment Frustrated with the assessment results Hard to measure the learning Lots of great mathematics, hard to know what to focus on Needed to begin at the end and identify the mathematical big ideas as well as the necessary skills

Building the Teams Grade-Level teams with representatives from each middle school and the middle school math facilitators Teams were released 6 days throughout the year Set the stage for the work Goal was to work on the unit they were currently teaching, or about to teach Reality was we revisited a lot of our work

Our Process Mathematics—Big Ideas and Skills Marriage of CMP, GLEs, Test and Item Specs Learning Targets Aligning Assessment Items to Learning Targets Match to Learning Targets Item Accuracy Freedom from Bias Field Test Assessments Reflection Sheet for Students Next Steps Develop Rubrics Common Scoring of Assessments Select Anchor Papers

Example: Shapes & Designs Identified Big Mathematical Ideas Aligned Learning Targets to the GLEs Used Test & Item Specs as a Guide

Shapes & Designs Learning Targets Processes: I use geometric properties to sort, label, and classify polygons. 1- Below Standard2-Approaches Standard3-Meets Standard4-Exceeds Standard I solve problems using geometric properties. 1- Below Standard2-Approaches Standard3-Meets Standard4-Exceeds Standard Skills: Reasonably estimate angle measures and accurately measure angles with tools. Reasonably Estimate Need More Study Almost ThereGot It! Accurately Measure Need More Study Almost ThereGot It! Determine the angle sum of any regular polygon. Need More Study Almost ThereGot It!

Sample Assessment Items 1) a. List the characteristics of a regular polygon below. 3) Determine whether or not the following side length combinations make a triangle. Explain how you know: 6) Name each triangle according to its sides and angles. a. b. c. Side A Side B Side C Make a Triangle? Yes or No

How Did I Do? Processes: I use geometric properties to sort, label, and classify polygons. Test Items Got It!Missed itEvaluati on Score Calc. Error Needs More Study 1a 3 6a 6b 6c

Practical Experience—Write Learning Targets Data About Us Determine Learning Targets using Big Ideas of CMP, Test and Item Specs Separate into Process and Skills

Practical Experience— Matching Test Items Matching Test Items Match the Learning Targets Does the item measure the important aspects of the target? Is the level of difficulty appropriate? Accuracy Is the content of the item accurate? Is the terminology appropriate? Are all parts of the item clear in their meaning? If there is a graphic, is it accurate and relevant to the item? If multiple choice, do the distractors represent plausible alternatives? Freedom from Bias Does the context or scenario exclude certain groups based on the content, lack of prior experience, etc.

Lessons Learned Uncovered the mathematics Addressed blind spots Accessed new content & process learning Opportunity to question current practices Continued collaboration

Q & A Contact Information Mary Ann Stine Judi Caudle Rita Husby Jana Wilson Variables & Patterns documents will be on our website for two weeks. Click on Teachers-Secondary, Middle School, CMP Resources, Variables & Patterns