1. Cypher IV Math Leadership Project & Assessment Pilot Oct. 16, 2013: Digging Deeper Into Numeracy Nets - Using The Baseline Data To Help Move Student Learning Forward All Groups 4 PM - 6 PM

2. Audio Setup Wizard & Group Norms - DO THIS NOW PLEASE Please run the Audio Setup Wizard prior to each meeting. –Tools –Audio –Audio Setup Wizard Please scroll through the first few slides and (re)read the technical group norms and discussion group norms prior to each meeting.

3. Before - Technical Group Norms Run the audio setup wizard prior to each session Turn your mic on and off as needed When in breakout rooms, once a timer has expired, wrap up your conversations and turn off your microphone Use the step away button, emoticons, hand up/down buttons when appropriate Alert us to questions that go unanswered in the chat box Use the chat box to make connections as other people are speaking

4. Before - Discussion Group Norms Share checkpoint description, book title, page number, activity name or description, etc. All voices must be included and participants must feel included –Let people pass –Take turns –Interrupt politely –Show enthusiasm using emoticons or the chat window –Give everyone a chance to respond before you take a second turn Keep Lines of Thinking Alive –Please refer to Table 4-2 From Comprehension Through Conversation on the following slide The discussion should move us to new understandings

6. Before - Information Page http://tinyurl.com/YukonEducation2013-2014 for all of the info that you will needhttp://tinyurl.com/YukonEducation2013-2014 –The people in this group who are not in the Cypher IV Mathematics Leadership Project, just focus on the Numeracy Nets Sessions and ignore the Yukon Education Literature Circle Meetings Paula.Thompson@yesnet.yk.ca (E-mail your data)Paula.Thompson@yesnet.yk.ca –867-667-8249 (Phone My Office) –867-393-6339 (Fax Your Data) –867-332-0025 (Text - Personal Phone)

7. Tonight! Digging Deeper Into Numeracy Nets - Using The Baseline Data To Help Move Student Learning Forward –All Groups 4 PM - 6 PM

8. Materials Numeracy Nets Binder: Bridging the Gap Between Assessment and Instruction Grades K-2, Grade 3, or Grade 6 Teaching Student-Centered Mathematics Grades K-3 or Grades 6-9 by John Van de Walle Headset with a microphone (Optional) Student data and/or samples from the classroom for the purposes of our discussions together

9. Objectives Use the online meeting room with increasing ease Review the “Three-Part Format for Problem- Based Lessons” (About p. 16 - 21 of Teaching Student-Centered Mathematics) Build a self-assessment table based on the checkpoints selected by the group at the last meeting Continue to build up the summary data chart for our students

10. Objectives (cont’d) Dig deeper into Numeracy Nets to enhance student learning by: –From our analysis of the data, choose one checkpoint for each group to focus on as a largergroup. –Completing Step 3 of the Collaborative Planning Cycle. That is, identify and clarify student needs. –Completing Step 4 of the cycle. That is, formulate and adopt a promising instructional plan to address each need. –Completing Step 5 of the cycle. That is, prepare to deliver the instructional plan in the classroom. –Be set to complete Step 6 of the cycle with your students.

12. (Re)Introductions Grades K-3 Group –Bruce McKay (Lower Post) –Richard Malvasio (Whitehorse) –Tanya Duchaine (Whitehorse) –Andrew Cameron (Watson Lake) –Vicki Fitzpatrick (Faro) –Colleen Slonski (Faro) Grades 3-6 Group –Laurie Berglund (Dawson) –Cynthia Freeman (Carcross) –Jane MacArthur (Carcross) Will be late tonight –Catherine Lamarche (Dawson) –Lois Moore (Whitehorse) Grades 6-10 Group –Allysa Fryer-Thomas –Véronique Thériault

13. Before - Introductory Reflections Reflect Stems (This is a Pause-and-Think Self-Assessment AFL Activity – Phrases and Prompts from p. 22 Knowing What Counts: Self-Assessment and Goal Setting Second Edition by Kathleen Gregory, Caren Cameron, and Anne Davies) –Share a funny experience from your classroom –Identify one of your favourite math websites –I feel good about … –Two things I remember are … –One thing that is new for me since our last time together is … –I wonder what would happen if … –One question I have is … –If I could do something again differently, I would… –I have been incorporating the use of the Numeracy Nets resource into my classroom by... –Numeracy Nets are like... because... (The purpose of the use of metaphor is to engage participants in discussions and reflections on beliefs.)

14. Before - Build the Self-Assessment Data

15. Before - Continue to Build An Excel Data Summary Chart K-3 GroupGr 3-6 GroupGr. 6-10 Group

16. Before - Data Analysis I want to help guide the work with the data that we have gathered by separating the processes of analysis and interpretation. –Analysis refers to examining the data for patterns –Interpretation refers to discerning what those patterns mean and what we are going to do about them. As busy teachers, we tend to be action oriented and are sometimes eager to move directly to problem-solving mode but before we decide what the data means, we have to know what the data is saying.

17. Before - Data Analysis Before I display our self-assessment data of our comfort level with the checkpoints and addressing the associated student needs and the data that we gathered from our students, what do you think that the data will show? –Quick Write –Share

18. Before - Data Analysis (cont’d) Think/Pair/Share Keep an open mind by looking for surprises. If you look only for confirmation, that is all that you will find. –What do you see? –What surprises you? –What patterns do you notice? –What similarities and differences do you see? –What pieces of data stand out from the rest? –What questions do you have?

23. Before - Deciding on a Checkpoint Poll A –K-3 Group Checkpoint 3 (or 4) (Grade 2 Checkpoint) –3-5 Group Checkpoint 1 (Grade 3 Checkpoint) –6-10 Group Checkpoint 1 (Grade 6 Checkpoint) B –K-3 Group Checkpoint 5 –3-5 Group Checkpoint 3 or Checkpoint 7 –6-10 Group Checkpoint 8 C –K-3 Group Checkpoint 6 –3-5 Group Checkpoint 5 or Checkpoint 6 –6-10 Group Checkpoint 7 D –Other »K-3 Group Checkpoint 1 or 7 »6-10 Group Checkpoint 10 or 11

24. During - Step 3 (p. 17 NN) Identify what students you need to focus on with respect to the selected checkpoint Reread the Checkpoint elaboration and relevant professional resources for further insights (selected learning activities first) –(See “Planning Resources For Next Steps” in the individual checkpoint for page references.)

26. During - Steps 4&5 (p. 17 NN) Formulate and adopt a promising instructional plan. –Build a plan that is likely to bring real improvement in student performance. For this challenging step, begin by considering the resources close @ hand: Look to the textbook and teacher guide for any support Revisit professional resources for advice Consider how to adapt what you are doing in class to highlight the checkpoint Remember that the best instructional plans are often familiar ones that need more time, attention, or collective thought.

27. During - Steps 4&5 (cont’d) Prepare to deliver the instructional plan in the classroom. –Map out the instructional sequence. Anticipate potential student responses and plan for follow-up questions. Determine what materials are needed.

28. Next Time - Step 6: Implement the Instructional Plan (Review)

29. Next Time - Step 7: Analyze Student Work & Evaluate The Instructional Plan

30. Next Time - Step 7 & 8 Of The Cycle Analyze student work and evaluate the instructional plan. –Has the instructional plan addressed learning needs? How do you know? –Identify strengths and continuing needs relative to the Checkpoint. Determine what worked and what didn’t. Discuss how the instructional plan contributed to the observed strengths and try to identify what needs to happen in subsequent instruction to address the continuing needs. Reassess: Repeat from Step 4 or Move to another Checkpoint.

31. After - Round-table Sharing Reflect Stems –I feel good about… –I used to… but now I… –My goal is… I will know I am on my way when… –One thing that worked today was … –One question I have… –Two things I remember are… –If I could do something again differently, I would… –Our discussions tonight have made me realize that … –One thing that I will try in my classroom after this session is …

32. After - Homework (Re)submit the Data Sheet as you continue to work on all of the checkpoints. Pay extra special attention to the checkpoints that we are digging deeper into with your group. If you are in the Yukon Education Literature Circle then keep reading Complete Step 6 of the cycle. That is, commit to delivering the instructional plan to the best of your ability. Observe student responses. Collect student work and bring it to the next meeting. Be ready to share your experiences and observations with the team.

33. Next Time For those of you in the literature circle, see you next Wednesday at 4 PM The next Numeracy Nets session is Wednesday, November 27, 2013