Writing Rigorous Assessment Questions

In our professional learning session today, our math teachers analyzed a sample of rigorous assessment questions. We developed a list of the characteristics we saw in these questions:

• Cover multiple standards in one question
• Connect multiple concepts
• Connect multiple skills
• Most answers are not obvious
• Require deeper, logical, critical thinking
• Some are open-ended; must explain “why”
• Require understanding and use of math vocabulary
• Multi-step/hidden questions
• Multiple choice answers include common misconceptions/distractors
• There are not any explicit clues in the problems
• Can use multiple strategies; several required working backwards
• Some focus on what something is “NOT”
• Some are wordy; can cause loss of focus
• The yes/no examples are “ramped up”
• Goes beyond level of recall/identification; student must analyze/construct/apply
• Must have stamina to complete

We started the process of writing questions that contain these characteristics.  We will consider these factors when writing menu problems, independent performance tasks, and assessments.  Since students spend a significant amount of time working collaboratively, it was suggested that we consider providing students with an independent performance task, after each segment (congress) of an investigation.  This will allow them an opportunity to apply what they have learned, and also become independent thinkers.

We will continue to work on developing these questions.  Thank you for your hard work!  

We have the best math teachers!!!

Math CAD Goals - Trimester 1

“Begin with the end in mind.” ~ Stephen Covey

3^rd Grade Math CAD Goals

1. Students will use the 4-step problem solving procedures to solve single step addition and subtraction real life problems
2. Teachers will study and research management of differentiation of instruction, focusing on student independence, and begin implementation.

4^th Grade Math CAD Goals

1. Teachers will grow professionally in their writing of rigorous & challenging assessment questions as will be evidenced in our biweekly math quizzes, independent performance tasks & math menu problems.
2. Teachers will grow in their sketching during number talks to engage all students.

5^th Grade Math CAD Goals

1. Students will follow the Four Step Problem Solving Plan thoroughly, to correctly solve multi-step problems.
2. Teachers will design and implement Math Congress sessions that maximize student learning.

Math Menu at Paine Intermediate

The Greater Birmingham Math Partnership (GBMP) reported on common characteristics of challenging math coursework.  Their framework focused on teaching big mathematical ideas for understanding.  We do this by offering students rich, investigative problems that engage them in inquiry.  We provide students with a collection of problems organized around these big mathematical ideas, allowing them to apply new understandings.  We expect students to think critically and to provide justification of their reasoning.  We view cognitive dissonance (grappling through a problem) as an opportunity for students to apply their own solution strategies, which facilitates a deep construction of knowledge and understanding.  This helps our students develop resourcefulness and perseverance.  This is a description of Math Menu.

Students have been experiencing math menu in all grade levels over the past several days.  They have been engaged in carefully selected problems, enhancing their critical thinking and problem solving skills.  Math teachers have been diligent in asking those thought-provoking questions that take students to the next level, without giving away too much.  Teachers have also worked with small groups at their “Help Tables” to ensure these students are provided with the necessary supports.  What a difference you are making for our students!!!

Ms. Williamson working with students at the Help Table

Mrs. Wessel rotating around the room to confer with students

Mrs. L.Smith questioning students to expand their thinking

Mrs. Deneke's students engaged in math menu

Tracking Time on Dreambox

We are now up and running with Dreambox!  Many of you are trying to figure out the best way for you, and your parents, to look at time spent on DB for homework.  I discussed this with DB today, and they provided the following suggestions:

Parents:    In the Parent Dashboard it shows a cumulative time and a last session time.  They can look at the last session time, before the students get on the system again (or set up a timer).   It usually takes around 30-50 minutes for the session time to update (it is not immediate).

Teachers:  The reports provide cumulative time on DB, so if you ran a usage report each week, you would need to calculate the difference.  The following is another way to get a weekly check:

1. Select the Classroom Summary Report.

2.  Select a student, and click on weekly.  (FYI, if you click on detail, you will see what the parents see on their child.)

3.  Look in the column on the far left.  You will see the students time on DB from Sunday through Saturday (for each week).

4.  Use the drop-down box (upper right) to quickly advance to the same screen for each student.

Fall 2013 - Performance Series Placement Indicators

The scaled score in Performance Series reflects a student's ability in a specific content area.  Scaled scores can range from 1,300 to 3,700.  A student's scaled score can be tracked over a period of time (within a year or across school years) to measure growth in that content area.  The Performance Series placement indicators provide us with national data in order to make comparisons and evaluate student growth.  The following chart lists the Mathematics placement indicators for Fall 2013.

Fall 2013 Mathematics Placement Indicators
	Quartile 1 Below Avg	Quartile 2 Avg Low	Quartile 3 Avg High	Quartile 4 Above Avg
3	2075	2076 - 2192	2193 - 2305	2306
4	2242	2243 - 2353	2354 - 2456	2457
5	2352	2353 - 2471	2472 - 2573	2574

Global Scholar Initial Math Assessments

We are close to completing fall Global Scholar Math assessments, to obtain initial diagnostic data on each student.  We have approximately 20 students left to test, and will complete these early this week.  It is a difficult task to assess more than 900 students in a two-week period, and we were able to accomplish this because of the flexibility and cooperation of all of our teachers.

The following is a refresher on how to retrieve the data on your students.  See screen shot below.
1.       Go to www.Performance Series.com.
2.       Click on Staff Login.
3.       The Site ID for Paine Intermediate is:  30-6732-4169.
4.       Your Staff ID is your teacher certification number.  If you do not have this, let me know.
5.       Your password is the word “password” & the last 4 digits of your Social Security #, no spaces.
6.       Click on the Classroom tab at the top left.
7.       Select one of your classes using the drop down box with the arrow.
8.       Click on the Performance Diagnostic tab.
9.       Click on Mathematics on the left, and then one of the math category tabs.
Remember, you can sort by any heading that is underlined, by clicking on that heading.