1. Kindergarten AMC Professional Development Day 1

2.  Introduction/Opening ◦ Introductions ◦ Tribal Counting ◦ Why AMC Anywhere Assessments?  Counting Assessment Part 1  Lunch  Data  Counting Assessment Part 2  Stations  Discussion/Breakdown

3. Looking beyond the “I” in the rush to get our job done Based on the work of Susan Dellinger, Ph.D.

4. TRIANGLE BOX RECTANGLE CIRCLE SQUIGGLE Which Shape Best Describes You as a Person?

5. Box’s Motto If you want a job done right……. DO IT YOURSELF

6. Triangle’s Motto I did it my way…….. And you will do it my way, too

7. Rectangle’s Motto I know you think that what I said was what I meant, but are you sure that what I meant was what I said?

8. Circle’s Motto Forget your troubles and just get happy. I’m gonna chase all your cares away.

9. The Squiggle’s Motto If it feels good, do it!

10. How Many Picked the Right Shape?  86% pick right the first time  Can you identify with 2 shapes?  Rectangles and squiggles may be all 5 shapes  Knowing your shape and others is described by Dr. Dellinger as Flexing

11. Each of you embodies every shape Use it to your advantage!

12.   

13.  Seize + jingle =  Seize + drift =  Romp – seize=  Romp – nudge = Tribal addition and subtraction

14.  We were counting… (sort of)  Why can’t we quickly add and subtract?  How do we know when students are struggling in math? What’s Happening? Why is this difficult?

15.  http://youtu.be/aJqNLcOkwhw http://youtu.be/aJqNLcOkwhw Lost in the Sea of Assessment

16. Why are we using these assessments?

17. Assessing Math Concepts It is not enough to know if the child can get right answers. We need to know what mathematics the child knows and understands. ©Math Perspectives Teacher Development Center, Bellingham, WA www.mathperspectives.com

18. Assessing Math Concepts is: A cohesive look at the development of children’s understanding of core math concepts. ©Math Perspectives Teacher Development Center, Bellingham, WA www.mathperspectives.com

19. AMC Assessments Inform instruction Document growth Uncover the child’s edge of understanding Help us understand how children construct mathematical understandings

20. The assessments are not about “helping children be right,” but about uncovering what they need regarding instruction.

21. Counting, Comparing & Pattern Addition & Subtraction Place Value, Multiplication & Division The assessments lead you to resources that will help provide appropriate instruction for each child. ©Math Perspectives Teacher Development Center, Bellingham, WA www.mathperspectives.com

22.  Take a moment to read the handout, when you finish, reflect on the following…  … a child you know is struggling with conservation of number. How do you know he/she is struggling? What might you do to support this child?

23.  What did you notice about Abigail’s counting?

24.  Go to www.amcanywhere.comwww.amcanywhere.com Log-in information: District ID: Demo Teacher ID: Demo Password: Demo

25. When presented with 32 http://youtu.be/SMj AyVYpnyo http://youtu.be/SMj AyVYpnyo -what does he estimate? -how does he count? When presented with 32 http://youtu.be/SMj AyVYpnyo http://youtu.be/SMj AyVYpnyo -what does he estimate? -how does he count? When presented with 21 http://youtu.be/HYu fHbyOaSs -what does he estimate? -how does he count? When presented with 21 http://youtu.be/HYu fHbyOaSs -what does he estimate? -how does he count? When presented with 12 http://youtu.be/KXYA 0QEVyBk -what does he estimate? -how does he count? When presented with 12 http://youtu.be/KXYA 0QEVyBk -what does he estimate? -how does he count?

26. Look again at the article, Counting is More Than 1, 2, 3. Talk with your partner about Corey- what skills/concepts should he be working on?

27.  What did you notice about the manipulatives used during Corey’s assessments?

28.  Turn to page 28 in your blue book.  Read the indicators for (A) Ready to Apply

29.  Turn to page 16 in your blue book. What does an “A” mean?  Discuss how to read and where to go for instruction

30. Let’s take another look:

31. AbigailCoreyAaronJasmine Station Name As you move to each station….. 1.Read the teacher directions 2.ENGAGE in the work like a student 3.Discuss with your partner/group which games would be beneficial for each student according to their data and record on your matrix. 4.Use the following questions to help guide your thinking.

32.  What stations would best support each student’s needs?  How do you know?  How would you know a student was struggling with this work?  How would you know if a student is ready to move on?