Jean Richardson . District Math ... - Mayfield City Schools

Jean Richardson . District Math Specialist K-8, Mayfield City Schools

Allison Golem. 8th Grade Math Teacher, Mayfield Middle School

Felecia Evans. Assistant Principal, Mayfield Middle School

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Our Mission: Every Student. Every Day.

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Mayfield Middle School Mayfield Heights, Ohio • Gates Mills • Highland Heights • Mayfield Heights • Mayfield Village

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Promote Learning

Monitor Student Achievement

Employ Best Practice

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2012-13 – 829 Students

Asian 4.7%

African American 13.8%

Hispanic < 1%

Multi-racial 4.5%

White 75.9%

Students with Disabilities 14.6%

Economically Disadvantaged 25.7%

Limited English Proficient 4%

6th Grade Achievement Assessment Reading: 86.9% Mathematics: 86.9%



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Value Added Data:

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We believe that successful schools for young adolescents provide assessment and evaluation systems that promote quality learning. We will demonstrate how we have transformed our assessment and reporting policy for mathematics to de-emphasize the accumulation of points and emphasize individual progress and efficacy.

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I understand how a standards-based grading system can work in a middle school math class.

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How do we change a grading system that has been established for over 50 years?

How do we change beliefs? How do we change practices? How do we make it sustainable?

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“For changes to occur in the way middle school teachers view assessments, a change in the overall culture of the school is necessary so that new methods of assessment become a part of teachers’ belief systems, rather than merely a new innovation.”

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The school and its teachers must come to view themselves as a learning community.

There must be proactive leadership at the district and building level.

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Teachers must have access to ongoing, meaningful, and relevant professional development.

Teachers must have time for collaboration.

Professional Learning Communities

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A proven professional development model to increase teacher effectiveness and improve student achievement

Based on teaching the standards to the proficient or above level of understanding

Teaching materials, assessments, sequence, emphasis, decided upon collectively through collaboration

Jeff, seventh grader, has a 230 RIT Score on the MAP Assessment (above grade level) and has consistently passed the OAA but receives F’s on his report card every quarter.

Sally, sixth grader, is recommended for Math Advantage class after receiving a basic score on the OAA. Her mother is surprised considering she’s always received A’s in math in elementary school.

Annie, sixth grader, is identified as gifted in math yet she lacks confidence and does not believe she is good at math.

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Teachers at the same grade level give different assessments and use different grading policies.

An “A” looks different depending on which elementary school you attended in grade 5. This is confusing for 6th grade teachers when the students come to learn math at the Middle School.

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One teacher counts homework completion toward the final grade but another teacher at the same grade level in the same school does not.

A student receives a “C” in a 4th grade geometry unit but neither the student nor the parent know what specific part of the geometry content is not understood by the child.

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has a history of low achievement test scores.

A learning disability or a teaching disability?

Robert J. Marzano

Carole S. Dweck, Ph. D.

happiness comes before success?

Shawn Anchor

The power of positive psychology.

feel that education

does not feed their spirit.

Ken Robinson, Ph. D.

feel they “suck at learning”.

Daniel Coyle

Ignition Deep Practice Master Coaching Sweet Spot

Teachers started a movement to improve instruction, assessment and reporting using a standards-based approach.

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2010-11 School Year Sixteen middle and high school staff members received in-depth training on 9 instructional design questions.

2011-12 School Year Sixteen additional middle and high school staff members received training on 9 instructional design questions.

Action Research 2010-2013 These 32 teachers implemented The Art and Science of Teaching principles in their classrooms.

2009-10 School Year High School PLCs begin discussion of grading practice

2010-13 School Years High School PLCs develop learning targets, aligned assessments, and achievement levels.

Middle School PLCs in Math and Language Arts develop learning targets, assessments and achievement scales.

Focused

Instruction

2009-10 School Year

5th Grade District-wide Math PLC established to address OAA scores

2010-11 School Year

4th through 7th Grade District-wide Math PLCs established

2011-12 School Year

4th through 7th grade standards-based assessment and reporting pilot

2012-13 School Year

K-5 Building PLCs established

K-3 Elementary Math PLCs develop achievement scales & learning targets

K-5 LA PLCs begin to develop learning targets, scales and assessments

2013-14 School Year

Elementary and Middle School Science and Social Studies, and Special

Areas begin to develop learning targets, scales and assessments

2011-12 School Year A district-wide Assessment and Reporting Committee convened to coordinate the initiatives taking place at elementary (grades 4-5), middle and high school.

A district-wide survey was conducted to determine teacher readiness for a move to standards-based assessment and reporting

Committee created a Mission Statement and Principles

2012-13 School Year Ongoing work of district-wide Assessment and Reporting Committee

What SBG looks like at Mayfield Middle School Structure & Terminology Levels of Understanding Achievement Scales Learning Targets Assessment Online Gradebook The Report Card Life Skills

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Domains are the broad categories within the content area. For example, in Math, the domains are Number and Quantity, Operations and Algebra, Geometry, and Measurement, Data, Statistics and Probability.

Measurement topics are groups of standard statements that are related within a domain. Assessments are developed at the measurement topic level.

Teachers must connect assessments to specific learning targets and make students aware of the connection before the assessment is given (what standards?).

Clarification:

“I can” statements in student-friendly terms must be communicated verbally, in writing and visually (posted) prior to the lesson

Written assessments must include an “I can” statement to clarify the learning target

Achievement scales are built for each measurement topic, these are used to build assessments.

Teachers can use the achievement scale to communicate a students’ level of understanding.

Students can use the achievement scale to determine what they need to grow to the next level.

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The student is meeting grade level expectations.

I can determine the rate of change and initial value of a function from a description of a relationship or from two values. (8.F.4)

The student demonstrates understanding of the simpler details that support the grade-level expectations.

I can determine the function that models the situation given the rate of change. (8.F.4)

The student demonstrates partial understanding of the simpler details that support the grade level expectations with teacher help.

I can recall and/or recognize specific vocabulary such as decrease, function, graph, increase, initial, linear, nonlinear, and rate of change.

The student is meeting grade level expectations.


The student demonstrates in-depth inferences and applications of the learning goal(s) that go beyond what was taught.

I can calculate and interpret average rate of change of a function in a real world situation. (HS.IF.6)

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•Homework/Class Work

•Checkpoints

•Summative Assessments

•Math Reflection

Five purposes of homework/classwork • Practice • Interaction • Application • Extension • Exploration • Preparation

Homework/classwork is formative

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Scores must be based on the student’s level of understanding of the learning target.

Clarification:

Students are evaluated based on their level of understanding of each learning target

Formative: Checkpoints are for learning: are assessed as proficient or not proficient (P or NP)… this information directs future intervention or enrichment

Summative assessments are a summary of learning: are evaluated using levels of understanding (0 through 4)

Summative: Summative assessment is conducted at the end of a unit of instruction or at a logical point within a measurement topic.

Summative assessments determine the student’s level of understanding of an I Can Statement.

On summative assessments, students score from level 0 to level 4.

Teachers may also assign a level midway between, namely 0.5, 1.5, 2.5, and 3.5

Students should have more than one chance to show what they know and are able to do.

Clarification:

If a student does not reach proficiency (P) on a checkpoint, he/she will have a chance at a second trial after intervention… this second trial may be oral or through observation.

If a student does not reach proficiency (level 3) on a summative assessment, the teacher may allow a retake.

Grade book is designed to support SBG

Domains and Measurement Topics are imbedded for every subject

Summative assessments are linked (by the teacher) to MTs

MTs are organized into Domains

Domains are reported quarterly on report card

Students and parents can see progress at the MT level in real time in PIV

Student assignment reports are used to provide more detailed information to parents and students.

Traditional report cards provide information at a set point in time, usually at the end of a quarter year – this is aggregate information.

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Student behaviors and attitudes toward learning (life skills) must be assessed separately from achievement of the standard.

Clarification:

The student’s level of understanding is based on summative data only and must not be affected by Life Skills

Behavior, Working in Groups, Work Completion, and Participation are life skills assessed on a scale from 1 - 3 with 3 being the highest

Supporting Individual Academic Understanding

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I can compare properties of two functions represented in different ways. (8.F.2)

I can describe qualitatively the functional relationship between two quantities by analyzing a graph. (8.F.5)


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I can use the equation of a linear model to solve problems in

the context of bivariate measurement data, interpreting the

slope and intercept. (8.SP.3)

I can interpret patters of association by displaying

frequencies and relative frequencies in a two-way table;

describe associations between variables. (8.SP.4)

I can derive the equation for a line given two distinct points. (8.EE.5)

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y mx b

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Level 3

I can represent relationships in tables and graphs and make predictions based on the relationships.

describe the relationships in terms of the variables

accurately collect data in a table and represent in a graph

accurately make predictions

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Level 2


collect data in a table

accurately graph data from a table

I can make sense of problems and persevere

in solving them.

I can reason abstractly and quantitatively.

I can construct viable arguments and critique

the reasoning of others.

I can model with mathematics.

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I can use appropriate tools strategically.

I can attend to precision.

I can look for and make use of structure.

I can look for and express regularity in repeated

reasoning.

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Checkpoints

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Advisory

Classroom

Learning Center

Study Tables

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Summative and formative assessments

Include mathematical practices as well as content standards

Interdisciplinary

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We don’t get docked points on every little mistake. It’s great!

I used to focus on details and try not to make silly mistakes, now on tests I feel more comfortable knowing that the level of understanding is my grade and not points.

I like getting another chance if I mess up on checkpoints.

I like it because it never says F or “zero out of twenty” or something

I think it is great because you don’t get told just what you do wrong.

The teacher will help me when I am confused before the test

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It’s easier to see the decimal and level of understanding rather than a letter grade where I don’t know where I fall in the letter grade.

Before I felt stuck and no one cared what I knew and now the teacher cares and knows when I am confused.

It is much better to just grade tests, the teacher can see my thinking and what I understand

I like it because instead of grades, I see what I understand instead of kids getting points for extra assignments and I do not have time to do big extra credit projects at home.

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If you want an A you have to be advanced.

I do not like how hard it is to get an A.

I do not like how only the kids that are advanced get the higher grades.

I don’t like not having extra credit and chances to bump up my grade.

The only thing I don’t like is that it is challenging to get an A because you have to answer level 4 questions.

It’s unfair… because kids who got As in the past have a harder time getting As now. It could disappoint their parents since they used to get As.

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Homework should not count because often the grade is higher because the student did the homework, not because they understand the math.

If my child is at a level 3 and proficient, I am satisfied that he gets the concepts and I let him know that. What I say affects my child’s attitude about his progress and achievement. I encourage him to reach for level four.

I do like that the student has to look back at the test to see what they got wrong, figure out what they did wrong, and correct it. Students who do this will excel.

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I like the approach: teach, checkpoint, formative assessments, summative assessment – it’s great!

I was happy to hear feedback from teachers that now they get to know exactly where a student needs help and that their relationships seem to get closer/better.

I am a high school math teacher and am seeing many of the issues that you discussed regarding students not remembering concepts and the lack of basic math skills necessary to do higher levels of math. I do appreciate your efforts to make changes at lower levels to increase retention of skills for future math courses.

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I think this system has the potential to give the children real confidence. Our children need to know how to think in order to make good decisions, in more areas than school.

If the grades don’t matter, don’t report them. Leave it as a number with the kids knowing 4’s are the goal. I do believe the grades don’t matter!

I believe it is a good thing that results are being recognized; effort is important of course, but ultimately what a student knows is important. If students get the same results, they should have the same grade.

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How will you assess the success of this program?

Can’t there be a consistent scale to score test to avoid “judgment” calls?

More materials from school to keep track of teaching content and better help the student, such as test copy, online homework, practice questions, syllabus, etc.

I don’t see much homework that gives the student a chance to practice some more.

What were the kids who pass the checkpoint on the first try doing while the rest are relearning?

Are students provided instruction or given exposure to Level 4 questions in class by their teacher?

Please provide a definitive answer with regard to the teacher’s ability to look back at a student’s body of work in determining a grade.

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Jean Richardson, District Math Specialist (K-8) [email protected]

Allison Golem, Eighth Grade Math Teacher [email protected] Felecia Evans, Assistant Principal, Mayfield Middle School [email protected]

mailto:[email protected]



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Jean Richardson . District Math ... - Mayfield City Schools