1. Math Committee Meeting December 3, 2009

2. Introduction  Agenda Overview  Pink cards are on every table for questions that are out of the scope of today’s work.

3. 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. Productive Disposition is the “habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy. (National Research Council 2001, page 116).

4. 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.

5. Problem Solving Templates

6. 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?

7. 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.

8. 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.

9. Types of Summative Assessments  Unit test  Final exam  State assessment

10. 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.

11. 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.

12. 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

13. 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.”

14. 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.

15. 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

16. 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).

17. 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)

18. 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.