2012 NCSM Annual Conference

Strand 4 Sessions

Session information last updated: 4-12-2012

 
Strand 4 Sessions -- Monday, April 23, 2012
 
Strand 4: Making Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning


104  9:30 AM to
10:30 AM
114Making Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Classroom Challenges: Making Formative Assessment a Reality
The power of formative assessment for learning, when well done, is firmly established in the research. But the challenge it presents to most teachers in taking them outside their current comfort zone is equally well-recognized. Previous implementation efforts have involved expensive programs of continuing professional development. MAP, the Mathematics Assessment Project, is the first to provide the necessary support primarily through curriculum materials, with professional development playing a supportive role. This talk will discuss formative assessment, show some lessons, and discuss the challenges of implementation in schools and school systems. Hugh Burkhardt has been at the Shell Centre for Mathematical Education at the University of Nottingham since 1976, as director until 1992. Since then he has led a series of collaborative projects with Berkeley, Michigan State, Harvard and many US school systems. He is director of MARS, the Mathematics Assessment Resource Service. Hugh takes an "engineering" view of educational research and development - that it is about using research-led imaginative design and systematic development to make a complex system work better. Currently, the Shell Centre team is leading the design of formative assessment and tests in the Mathematics Assessment Project, another collaboration with UC Berkeley, with support from the Gates Foundation. Hugh led the foundation of the International Society for Design and Development in Education, and the development of its e-journal Educational Designer. Presider: Valerie Mills, NCSM Regional Director , Central Region 1

 

Lead Speaker: Hugh Burkhardt

110  9:30 AM to
10:30 AM
113CSecondary
(9 - 12)
Making Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Assessment: Why Bother?
With students taking so many high-stakes tests, why should a mathematics teacher use valuable class time testing what is being done in class? With the right type of assessment, however, students can actually learn. Participants will look at the different assessments with an eye toward what will promote student learning.

 

Lead Speaker: Karen Wootton
Co-Presenter: Chris Mikles

117  9:30 AM to
11:30 AM
103BMiddle
(6 - 8)
Making Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Inspiring Students with Meaningful Assessment of the Common Core State Standards for Mathematical Practice
Explore using interviews of students as professional development; learn to create pre-assessments, identify misconceptions in big ideas of the Common Core State Standards for Mathematical Practice, as well as investigating formative assessments to measure them; scaffold and use student performance assessments to address misconceptions and develop open and parallel tasks to use as warm-ups and extensions.

 

Lead Speaker: Cathy Brown
Co-Presenter: Giny Christensen
Co-Presenter: Winnie Miller

122  10:45 AM to
11:45 AM
111Intermediate
(3 - 5)
Making Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Visible Thinking in the K-8 Mathematics Classroom
Do you ever wish your students could read each other's thoughts? Now they can-and so can you! Veteran mathematics educators Ruth Harbin Miles and Ted Hull will explain why making students' thought processes visible is the key to effective mathematics instruction and formative assessment.

 

Lead Speaker: Ruth Harbin Miles
Co-Presenter: Ted Hull

128  12:15 PM to
1:15 PM
114GeneralMaking Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Common Core State Standards in Mathematics-What Will it Look Like in the Classroom and How Will Students Be Assessed?
How will the new Common Core State Standards affect the teaching and learning of mathematics? How might the CCSS influence summative and formative assessments? How are the standards being addressed and embraced? What innovations are occuring in other states? How will curriculum change? What are some examples of curriculum and assessments for the CCSS? How will teaching and learning change? This session will address these questions and share work and products from several states that are embracing the new core standards. David Foster is the executive director of the Silicon Valley Mathematics Initiative (SVMI) comprised of 45 member districts in the greater San Francisco Bay Area. Besides the intensive work in California, SVMI consults across the country including New York, Illinois, Massachusetts, Ohio, Tennessee and Georgia. SVMI is affiliated with programs at University of California, Berkeley, Stanford University and San Jose State University. David established SVMI in 1996 working as Mathematics Director for the Robert N. Noyce Foundation. Foster is the primary author of Interactive Mathematics: Activities and Investigations, published by Glencoe/McGraw-Hill, 1994. David was a Regional Director for the Middle Grade Mathematics Renaissance, of the California State Systemic Initiative. David taught mathematics and computer science at middle school, high school, and community college for eighteen years. He also works part-time for San Jose State University. He is Co-Director of the Santa Clara Valley Math Project. He is also Co-Chair of the advisory committee of the Mathematics Assessment Resource Service/Balanced Assessment. He is a consultant to the Urban Math Leadership Network that works with the 25 largest school districts in America. Presider: Richard Seitz, NCSM Regional Director, W1

 

Lead Speaker: David Foster

132  12:15 PM to
1:15 PM
113BGeneralMaking Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Supporting the Implementation of Formative Assessment: The Role of Supervisors, Mathematics Specialists, and Coaches
Implementation of formative assessment takes place in the classroom and is the responsibility of each teacher. Supervisors, mathematics specialists, and coaches have the responsibility of providing guidance, feedback, support, and encouragement. In this session we will discuss five strategies to facilitate formative assessment in classrooms at every level.

 

Lead Speaker: Jeane Joyner
Co-Presenter: Mari Muri

151  2:45 PM to
3:45 PM
111GeneralMaking Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Identifying, Reviewing, Selecting, Creating, Developing, and Applying Mathematics Assessment Apps with Educational Value to Support Assessment of Student Learning of Mathematics
We are in an era when the number of mobile mathematical apps is growing rapidly; however not all of these apps are of educational value. This session will address the issues and provide an up-to-date list of the mathematics assessment Apple/Android apps available for free and for a fee.

 

Lead Speaker: Gary Bitter
Co-Presenter: Rusen Meylani

 
Strand 4 Sessions -- Tuesday, April 24, 2012
 
Strand 4: Making Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning


202  8:45 AM to
9:45 AM
114GeneralMaking Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Assessment and Curriculum in the Common Core State Standards Era
The presentation will provide an overview of earlier standards-based eras to draw lessons for assessment and curriculum policy in the new CCSS era. I will argue that standards and assessment are not the end points of reform, but rather should be viewed as part of a larger systemic change process with the end point being the overall improvement of the educational system. Challenges associated with relying too heavily on new assessments and curricula will be identified and a call will be issued to give "teacher learning" a seat at the table as an essential building block of whole system reform. Mary Kay Stein holds a joint appointment at the University of Pittsburgh as Professor of Learning Sciences and Policy and Senior Scientist at the Learning Research and Development Center. She is the Founding Director of the Learning Policy Center (founded in 2006), and in 2008 was named the Associate Director of the Learning Research and Development Center. Dr. Stein is a frequent advisor to the Center for Urban Education across disciplines including school improvement and best practice. Dr. Stein holds a PhD in Educational Psychology from the University of Pittsburgh. She also earned a MEd in Counselor Education from the Pennsylvania State University in 1976. Presider: Beverly Kimes, NCSM Awards

 

Lead Speaker: Mary Stein

204  8:45 AM to
9:45 AM
113AGeneralMaking Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

New Directions in Assessment: The PARCC Prototype Project
In preparation for the PARCC assessment system, a coalition of mathematicians, mathematics educators, and K-12 educators, led by the Charles A. Dana Center at the University of Texas, has been contracted to work with PARCC to develop a set of prototype assessment tasks to inform the new assessment system.

 

Lead Speaker: Susan Hull
Co-Presenter: Cathy Seeley

210  8:45 AM to
9:45 AM
108BGeneralMaking Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Using Screening Tests to Identify Student Needs and Research-Based Strategies to Implement Instruction for RTI Tiers-Sharing of Case Studies
Experience the power of using the Moving with Math Web-Based Assessment Suite to guide and improve mathematics instruction. RTI case studies will be used to demonstrate how to use formative and summative reports to easily and effectively differentiate instruction, monitor progress, and provide accountability. Attendees will receive a FREE 30-day trial.

 

Lead Speaker: Amy Johnson
Co-Presenter: Caryl Pierson
Co-Presenter: Nelson Palmer

212  8:45 AM to
10:15 AM
105GeneralMaking Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Moving from "Formative Assessments" to Assessment for Learning: The Student Is the Missing Piece
Research-based formative assessment practices go far beyond the use of "formative assessments"; they define a role for the teacher and-often overlooked-for the student. Hear how teachers in the FACETS project are learning to support this student role and the impact on the mathematics conversations in their classrooms.

 

Lead Speaker: Fred Gross
Co-Presenter: Susan Janssen
Co-Presenter: Cheryl Tobey

223  10:00 AM to
11:00 AM
Secondary
(9 - 12)
Making Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Using TI-Nspire Navigator for Networked Computers to Assess Student Understanding
Are you a 1-1 laptop school? Or headed in that direction? Come and explore how the Common Core State Standards, Formative Assessment, and TI-Nspire Navigator for Networked Computers work together to make an interactive classroom where students are making sense of mathematics.

 

Lead Speaker: Jennifer Wilson

227  10:45 AM to
12:15 PM
103AMiddle
(6 - 8)
Making Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

How One District Used Formative Assessments Based on Learning Progressions to Differentiate Instruction
Learn the latest research on how to maximize the potential of formative assessment. Hear of how a team of teachers collaborating with a college professor designed formative assessments based on learning progressions, and how they then used data gained from these assessments and from regular work to differentiate instruction daily.

 

Lead Speaker: Leslie Laud
Co-Presenter: Laura Palin

228  10:45 AM to
12:15 PM
103BSecondary
(9 - 12)
Making Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Classroom Grading for Secondary Mathematics
Classroom grading can be a source of great frustration for students and teachers alike. This interactive presentation will explore how meaningful grades truly are and how we can go about grading in far more substantive ways that promote learning and raise student achievement.

 

Lead Speaker: William Tozzo

233  11:15 AM to
12:15 PM
113APrimary
(PK - 2)
Making Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Read the Writing on the Wall: Developing Data Teams and Data Walls
Presenters will share their experiences, successes, and challenges as mathematics coaches developing data teams at four high-risk, underperforming elementary schools. By establishing protocols and gaining trust, the presenters made data visible through the creation of data walls and ultimately created opportunities for open conversations among teachers about moving all students forward.

 

Lead Speaker: Karen Grigsby
Co-Presenter: Patricia Monosky

246  2:45 PM to
3:45 AM
203Secondary
(9 - 12)
Making Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Formative Assessments-Helping the Unmotivated Build Confidence and Explore the Possibilities
Too many students are unmotivated and lack confidence in learning mathematics. Traditional motivational techniques are often teacher directed for the purpose of intimidation or punishment for non-compliance. Formative assessment is a bi-directional process between teacher and student; with skill it can improve student achievement over time.

 

Lead Speaker: Linda Fulmore

 
Strand 4 Sessions -- Wednesday, April 25, 2012
 
Strand 4: Making Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning


302  8:45 AM to
9:45 AM
114GeneralMaking Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Lessons Learned from Interviewing Students
Numerical proficiency is essential for students' continued math success with algebra and beyond. This session presents MRI, a web-based formative assessment tool funded by the Bill & Melinda Gates Foundation that provides teachers information about strategies essential for numerical reasoning and insights into their students' numerical reasoning skills. Marilyn Burns is the founder of Math Solutions, dedicated to the improvement of K-12 math instruction through professional development services, books, and DVDs. Her K-8 resource, About Teaching Mathematics, now in its third edition, is widely used by teachers and in pre-service courses. Marilyn's most recent contribution has been as lead author for Math Reasoning Inventory (MRI), a web-based formative assessment tool for middle school funded by the Bill & Melissa Gates Foundation. In 1991, Marilyn was awarded an honorary doctorate degree from Bank Street College of Education in New York. In 1996, she was the recipient of the NCSM Glenn Gilbert National Leadership Award. In 1997, she received the Louise Hay Award for Contributions to Mathematics Education by the Association for Women in Mathematics. In 2010, for her lifetime achievement in educational publishing, she was elected into the Association of Educational Publishers Hall of Fame. Presider: Mari Muri, NCSM Regional Director, Eastern 1

 

Lead Speaker: Marilyn Burns

304  8:45 AM to
9:45 AM
111GeneralMaking Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Assessment of Students on the Common Core State Standards: We Must Take Charge!
This session is a review of the progress, areas of strength, and major concerns around the development of the assessment consortia plans, products, and professional involvement. After the challenges of engaging in the development, critique, and evolution of the Common Core State Standards, the profession, organizations, and institutions face this same challenge.

 

Lead Speaker: Henry Kepner

306  8:45 AM to
9:45 AM
113BIntermediate
(3 - 5)
Making Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Designing Formative Assessments to Reflect on Learning and Guide Instruction
Formative assessment is a classroom tool to inform students and educators about their learning and teaching. Learn current research and best practices for formative instruction; strategies for implementation at the classroom, grade, and building levels; and techniques and skills to enable teachers to design real-time assessments that reflect and inform.

 

Lead Speaker: Timothy Hudson

318  10:00 AM to
11:00 AM
109Primary
(PK - 2)
Making Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Does Your Assessment Tell You What You Need to Know? Findings from mClass: Mathematics Data and What They Mean for Instruction
The mClass: Mathematics K-3 assessment system combines curriculum-based measures (CBM), diagnostic interviews (DI), and cognitive science. Research data shows that using both CBM and DI measures is better. Learn and discuss the relevance of these findings to your mathematics program. Student profiles and effective implementation strategies will be shared.

 

Lead Speaker: Herbert Ginsburg
Co-Presenter: Sandra Pappas

322  10:00 AM to
11:00 AM
108AMiddle
(6 - 8)
Making Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

How "The Teacher as the Coach" Mode of Instruction Leads to Ongoing Assessment of Student Learning
Are your teachers surprised by poor student performance on the unit test? In this presentation we will model some key elements of a coaching model which provides real-time feedback on student performance. We will illustrate these ideas using Hands-On Equations to work algebraic equations and word problems.

 

Lead Speaker: Henry Borenson

323  10:00 AM to
11:00 AM
108BSecondary
(9 - 12)
Making Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Simply Calculate the Difference!
Technology that grows with students as they advance through mathematics! Explore Casio's redesigned, seamless and intuitive fraction & scientific calculators, from Elementary to Engineering! Our patented Natural Display removes technological barriers to learning - giving Educators what you need, when you need it! Attendees receive emulator software of their choice.

 

Lead Speaker: Amber Branch

330  11:15 AM to
12:15 AM
108AIntermediate
(3 - 5)
Making Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

A Focus on Multiplicative Reasoning: A Case of Research to Practice-VMP's Ongoing Assessment Project (OGAP)
The Ongoing Assessment Project (OGAP) is a formative assessment system based on mathematics education research concerning students' development of specific mathematics concepts. Participants will engage in activities based on the OGAP Multiplicative Framework which is a tool for analyzing evidence in student work, understanding instructional materials, and informing instructional decisions.

 

Lead Speaker: Marjorie Petit
Co-Presenter: Elizabeth Hulbert
Co-Presenter: Robert Laird

329  11:15 AM to
12:15 PM
114GeneralMaking Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Panel: The PARCC and SBAC Assessments-Determining Evidence of Student Proficiency
We will describe various projects that are underway to support implementation of the PARCC and SBAC assessments. This will include a question and a as well time for the audience to discuss the roll-out and implementation process. At the Council of Chief State School Officers (CCSSO), Carrie Heath Phillips is responsible for implementation of the Common Core State Standards (Common Core) and next-generation state accountability systems. Carrie has been involved with the Common Core initiative since its inception and, during the standards development process, was responsible for building support for the initiative among national education stakeholders. Prior to working at CCSSO, Carrie was a fellow on Capitol Hill for Senator Chris Dodd, former chair of the Subcommittee on Children and Families. She began her career in education as a fourth and fifth grade classroom teacher in the Chicago Public Schools. Carrie holds a Bachelor's degree in Social Policy and a Master's degree in Education from Northwestern University in Evanston, Illinois. Carrie will serve as the moderator for the panel. Doug Sovde works for Achieve as Director, PARCC Instructional Supports and Educator Engagement. While at Achieve, Doug has worked with a dozen states to increase the rigor of their standards and align their standards and assessments. Recently, he participated as a member of the writing team of the Common Core State Standards, having principal responsibility for creating Appendix A to the mathematics standards, also known as the Model Course Pathways in Mathematics. Prior to joining Achieve, Doug spent 12 years in the Bellevue (WA) Public Schools as a teacher, an assistant principal and a principal. As a mathematics teacher, Doug taught courses from pre-algebra to AP Calculus BC and participated in district-wide curriculum development. He later became an assistant principal at Bellevue High School and Sammamish High School, where he supervised the mathematics departments and supported mathematics curriculum development. In 2006, Doug became the principal of Chinook Middle School, where he managed the development of new curriculum in mathematics, science, and social studies at the school level. Mr. Sovde earned his bachelor's degree in mathematics from the University of Washington, his master's degree in Curriculum and Instruction from Western Washington University, and his principal certification from the University of Washington's Danforth Educational Leadership and Policy Studies Program. Joe Willhoft is the Executive Director for the SMARTER Balanced Assessment Consortium. For the six years prior to that he was assistant superintendent for assessment and student information for the state of Washington, where his responsibilities included design and implementation of Washington's assessment program and collection and reporting of student information for the state's longitudinal student database. Before moving to state-level work, Joe directed assessment and evaluation activities at the local level for more than twenty years, primarily in the Tacoma School District in Washington and in Charles County schools in Maryland. Joe has a doctorate in educational measurement and statistics from the University of Maryland. He is past president of the Maryland Assessment Group and the Washington Educational Research Association, and was a founding member of the AERA Special Interest Group for Classroom- Based Assessment. He has been involved in several collaborative data and assessment efforts, including the Technical Work Group for a congressionally-mandated evaluation of the National Assessment of Educational Progress (NAEP), and as chair of the NAEP Policy Task Force for the National Assessment Governing Board, a collaborative effort co-sponsored by the Board and the Council of Chief State School Officers. Joe has served on the Technical Advisory Committee for several states. He has a master's degree in Special Education, and in his more than forty-year career has taught at all grade levels from kindergarten to graduate school - his favorite being third grade. He and Mark Twain share the same birthday. Presider: Laura Godfrey, NCSM Regional Director, Central Region 2

 

Co-Presenter: Doug Sovde
Lead Speaker: Carrie Heath Phillips
Co-Presenter: Joseph Willhoft

335  11:15 AM to
12:15 PM
113AIntermediate
(3 - 5)
Making Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Coaching Teachers to Make the Process Standards Visible in Their Classroom Assessments to Support Student Learning
Leaders will apply a framework focusing on the mathematical process standards to assessments that accompany published curricula and consider the implications of the analysis for assessment practices. Leaders will discuss how this approach can be used with teachers to enhance their assessments to maximize insight into students' thinking and learning.

 

Lead Speaker: Denisse Thompson
Co-Presenter: Patricia Hunsader
Co-Presenter: Barbara Zorin

338  12:30 PM to
2:30 PM
Grand BallroomGeneralMaking Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Wednesday Luncheon - Sponsored by Houghton Mifflin Harcourt and CASIO AMERICA, INC.
Focus and Fragmentation: Challenges and Opportunities for 2012 In this keynote address, Douglas Reeves will share new research findings on the impact of focus on student performance. His study of more than 2,000 schools reveals that most schools have a fragmented approach not only to mathematics education, but to instructional practices in general. Moreover, the schools that most need focus - high poverty schools - are least likely to have it. While the Common Core State Standards provide an opportunity for greater focus, that opportunity will be squandered unless teachers and administrators are also willing to make significant changes in instructional and leadership practices and give teachers the time they need to be successful. Douglas Reeves is the founder of The Leadership and Learning Center that serves school systems around the world. The author of 30 books and many articles on leadership and organizational effectiveness, D. Reeves has twice been named to the Harvard University Distinguished Authors Series. Douglas Reeves was named the Brock International Laureate for his contributions to education. He also received the Distinguished Service Award from the National Association of Secondary School Principals and the Parents Choice Award for his writing for children and parents. He is the 2010 recipient of the National Staff Development Council's Contribution to the Field Award. In writing the foreword to Doug's most recent book, Michael Fullan wrote, "Reeves doesn't just tell us what not to do. His research is so carefully documented and so clearly argued that we see precisely what should be our focus . . . Reeves takes us further and deeper into the critical territory of whole system reform. He does it with such elegance and relentless insistence that we are drawn - indeed, compelled - to want to take action."

 

Lead Speaker: Douglas Reeves

347  2:45 PM to
3:45 PM
203GeneralMaking Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

The PARCC Assessment Consortia - Making Student Learning Visible
Come and share your states' progress with the resources released by PARCC. You will also receive an update about status and latest implementation efforts.

 

Lead Speaker: Doug Sovde

353  4:00 PM to
5:00 PM
203GeneralMaking Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

The SBAC Assessment Consortia - Making Student Learning Visible
Come and share your state's progress with resources released by SBAC. You will also receive an update about status and latest implementation efforts.

 

Lead Speaker: Joseph Willhoft