Differentiating Math Instruction: Project EQUAL Ongoing Assessment

Differentiating Math Instruction:Project EQUALOngoing Assessment

What teachers need to know… How are my students responding to mathematics instruction?

In order for students to be successful in Mathematics, each of these intertwined strands must work together, so… What do we measure to determine if they are making progress? Adding it Up, National Research Council, p. 117, 2007

Continuously Assessing Learning Educators should evaluate what students know and can do before, during and after instruction Before Instruction:evaluate student prerequisite knowledge, skills, experiences and interests that relate to the target concept. Know where to begin instruction. During Instruction:Are students gaining understanding? Are they able to use knowledge and skills proficiently? Results allow for immediate adjustment, if necessary. After Instruction:Where are students in terms of their conceptual learning and skill proficiency? Assessing for the purpose of answering this question will help in planning future instruction.

Types of Assessment:Mathematics • Before: Screening • During: Formative Diagnostic (if necessary) • After: Summative

Model for Meaningful Mathematics Instruction Understanding & teaching The big ideas in math AND The big ideas for DOING math Making mathematics accessible through responsive teaching Understanding learning characteristics/ barriers for students with difficulties In mathematics Continuously assessing learning To make informed instructional decisions Adapted from: Allsopp, D., Teaching Mathematics Meaningfully, 2007

Responsive Teaching Framework for Differentiating Mathematics Instruction Big Ideas of Mathematics ~Number & Operations ~Algebra ~Geometry ~Measurement ~Data analysis & probability Processes for Doing Mathematics ~Problem Solving ~Reasoning & Proof ~Connections ~Communications ~Representation

Most Intensive MonitoringProgress orProgress Monitoring? • Daily or Weekly, precise • Graphically represented • EX. : Precision Teaching • Great Leaps • CBM probes Few Progress Monitoring • Weekly or Bi-weekly, • more precise • Graphically represented • EX: CBM Probes Some assess levels of knowledge c-r-a measurement continuum The more intensive the instruction… the more intensive the monitoring should be! • District math benchmark • assessments (as indicated) • Curriculum embedded • assessments • Flexible student interviews • Error Analysis • Student Work Samples • Rubrics for Problem Solving • (Applied Math) Monitoring Progress for ALL Least Intensive

How can I measure student knowledge levels?Thinking Differently… Start

INVESTIGATE! • Review the continuous, formative assessment tools you have at your table. • As a Table Group, prepare to explain what it is, & how it might be used. • Think in terms of the intensity equalizer. Is it more intensive, or less intensive? Keep It REAL

Progress Monitoring Probe Abstract Level Procedural: See/Write 2 digit addition without regrouping (sums < 20) Measure: # of digits correct

Examples of Concrete and Representational/Drawing Probe Tasks Use circle pieces and string to solve the following equations. 1. 3 x 4 = 12 Concrete Representational/ Drawing

Making Instructional Decisions • Create a visual display of student performance data • Chart • Graph • Think of this visual display as a “picture” of your students’ learning • Evaluate what the learning picture reveals about student learning

“goal line” Visual Display “corrects” “incorrects” What does this learning picture show? Allsopp, 2008

Problem Solving Learning Picture Example: Student Use of Strategies Allsopp, 2008

NCTM Process: Representation Algebraic Thinking Standard: Represent, describe, and analyze patterns and relationships using tables, graphs, verbal rules, and standard algebraic notation.

NCTM Process: Communication 0 1 2 3 Algebraic Thinking Standard: Represent, describe, and analyze patterns and relationships using tables, graphs, verbal rules, and standard algebraic notation. Allsopp, 2008

Some General Guidelines for PM Incorporate at concrete, drawing & abstract levels Use short, easy to evaluate “probes” Pinpoint key concepts for monitoring Teach students to chart their learning Use as a way to engage students in setting learning goals At least 2-3 times weekly, more often if needed CELEBRATE SUCCESS!!

Learn More About Continuous Progress Monitoringat the MathVIDS Website: http://fcit.usf.edu/mathvids/ Other Ongoing Monitoring Resources include: www.interventioncentral.org www.aimsweb.com

A Word About Follow Up • Choose an instructional practice you learned about in Project EQUAL • Implement in your Classroom • Join our Project Equal Wiki • Post a reflection about your action research.

With Gratitude… Dr. David Allsopp University of South Florida For his Insightfulness and Collaborative Spirit Thank You! Contact Information: Donna Crocker 407.217.3679 donna.crocker@ocps.net Karen Geisel 407.317.3681 karen.geisel@ocps.net Marcia Levy 407.317.3677 marcia.levy@ocps.net

Differentiating Math Instruction: Project EQUAL Ongoing Assessment