MAC Policies and Procedures

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MAC Policies and Procedures

• Testing Instructions 2009

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Security of Exams
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Review of Testing Policies

• 2nd Grade Exam
• Policy on Special Needs Students
• Policy on Inclusion
• Middle School Policy grade level
• Proposed Policy Change - 2 days for all grade
  levels 3-Geometry

4
MAC Policies

• Reading Tests, No explanations
• Intent of test
• Availability of tools (7th Grade needs straight
  edge)
  
• Include test level when entering data

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Test Instructions

• Presenting the tasks to students
• Having appropriate materials available
• Not about time
• Recording Absences on Test
• Dont send in tests or data for any student who
  was absent for one part of the test
  
• Teacher comments - source for professional
  development ideas

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Directions for Teachers

• Time/Marking AB for absences
• Scores for absent students should not be entered
  in the data template.
  
• Materials
• Reading vs. helping
• Teacher Comments on blank exam

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Printing Issues

• No problems with printing this year
• Might add pages between task 3 and 4 or use dots
  to prevent going ahead or back
  
• Two Choices of Front Cover
• Back Cover in your folder
• Secure website
• Login mars2009
• Password secure09!

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Scoring Locations

• Second grade One Location
• 8th, Alg., and Geo. are only offered at one
  location
  
• Scorers for 8th, Alg., and Geo. need to know
  which grade level(s) they are responsible for
  
• North/ South Locations (Palo Alto)
• Changing Locations is not an option.
• Start Times/Lunches

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New Scoring Leaders

• Training on Feb. 10th
• Fremont District Office - Technology Dr.
• Learn scoring protocols, marking schemes, skills
  for dealing with teacher questions and comments,
  how to mine scoring session for professional
  development

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Leading Scoring is a difficult job.
Phases of a Scoring Session
Understanding the Audience

• Resistance
• Search for evidence
• Ideas for changing classroom instruction

• Care about students
• Desire for student success
• Uncomfortable with the mathematics
• Change from normal classroom practices

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Tools for Scoring

• PowerPoint to set the tone
• Provide purpose for teachers
• Understand the need for the common rubric to
  gather useful data
  
• Two sets of Scoring Protocols (the long and short
  of it)

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Check List

• MAC Code on Cover/ See back page of folder
• Send Teacher Comments/ Questionnaires- Linda
• Pulled Tests (13) by April 21st- Linda
• Individual Student Reports
• Toolkit Information
• Setting Cut Scores

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Tools for Teachers

• If you have suggestions on how to improve it, new
  things you would like included, things that dont
  work, send them to lfisher_at_noycefdn.org
  
• Publishers materials/ samples from trialing
  during the adoption period

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Short Break

• Use Cell Phones to get Information on Data
  Contact Form
  
• Blue

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Scoring is Professional Development

• Place to look at expectations and mathematical
  demands. Develop a shared vision for what
  students should know and be able to do.
  
• Work collaboratively to develop plans for helping
  students meet standards.

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Scoring is Professional Development

• Looking at student work helps teachers understand
  the mathematics in a different way
  
• Opportunity to reflect on the difference between
  teaching and learning
  
• Think about different strategies used by students
  - Develop the eyes to see the seeds of
  mathematical ideas in student work

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Tools for Enhancing the Professional Development

• Power Point for Scoring Introduction available
  on-line (Can be made into overheads)
  
• Questionnaire 2009
• MAC Tools for Teachers

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Tools for Enhancing the Professional Development

• Formative Assessment
• Quick Analysis for this year - tools for
  principals or grade level leaders-developed by
  Sally Keyes and team
  
• MARS Analysis sheet - visual analysis of data
• Task Analysis Sheet, analyzing student work and
  developing lessons on re-engagement
  
• Power Point Analyzing MAC data

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• MARS ANALYSIS SHEET
• Prioritize the 5 tasks
• Select ONE task to analyze
• Line Plot
• Measures of Central Tendency
• Sorting of student work by score

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• Re-Engagement in Grade Level
• Groups
• Work with your group members to prepare
  re-engagement questions/tasks for your teachers
  
• Please take good notes and we will send out to
  everyone
  

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Taking Tasks To the Classroom

• New Tools - Under construction, video library of
  teaching lessons on re-engagement
  
• Using student work to look at useful strategies,
  understand and let go of misconceptions, and dig
  deeper into the mathematics of the task
  
• View video

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Task Design

• Entry level
• Core Mathematics - Meeting Standards
• Ramp Up

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Looking at the Ramp

• What is the ramp?
• Are all students getting opportunities to solve
  problems with ramps?
  
• How is ramp different from skipping to a
  different grade level material?
  
• Do textbooks provide opportunities for students
  to work with ramps?

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Third Grade Ramp

• Identifying unnecessary information
• Adding in needed information
• Choosing an operation
• Deriving numbers needed to solve a problem
• Justification
• Working backwards

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Third Grade Ramp

• In algebra, understanding a 0 stage
• Making Conversions/ logic of conversions

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Fifth Grade Ramp

• Perseverance - willingness to try multiple
  possibilities
  
• Understanding constraints - Does my solution fit
  all the criteria in the problem
  
• Conversion between measures
• Explain a process
• Making comparisons (size of decimals, lines on a
  graph, best buy)

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Fifth Grade Ramp

• Linking multiple representations, understanding
  mode on a graph (applying knowledge in a new
  context or unfamiliar way)
  
• Applying scale to frequency

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Algebra Ramp

• Making a complete argument or justification
• Choosing a solution strategy
• Testing solution to see if it fits both
  equations
  
• Relating between multiple representations (graphs
  and equations)

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Algebra Ramp

• Making generalizations (writing an equation to
  describe a pattern)
  
• Working backwards
• Applying information in new ways (writing an
  equation from a graph)

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Ramp- Deeper/ not more

• Learning grade level mathematics for transference
  versus procedure
  
• Understanding the material at a deeper level
• Being able to use it to make generalizations and
  justifications
  
• Being able to work backwards
• Ability to apply knowledge to new situations or
  in new ways
  
• Understanding the idea in a way that allows the
  student to check for reasonableness

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Data Collection

• Testing Dates March 2nd to March 13th
• Data Contact Form to Linda by Friday
• MAC Id and Star id
• Include grade level of the test
• Demographics helpful for individual student
  reports
  
• Data to Eddata by April 21st

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Data Collection

• Individual Student Reports - Wed. May 13th (Mark
  calendar, data person may not know what to do
  with this information)
  
• Cut Scores available at May 13th MAC meeting

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Goals of Assessment

• We must ensure that tests measure what is of
  value, not just what is easy to test. If we want
  students to investigate, explore, and discover,
  assessment must not measure just mimicry
  mathematics.
• Everybody Counts

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Link Assessment and Learning

• Assessment should be an integral part of
  teaching. It is the mechanism whereby teachers
  can learn how students think about mathematics as
  well as what students are able to accomplish.
• Everybody Counts

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Effective mathematics teaching requires
understanding what students know and need to
learn and then challenging and supporting them to
learn it well. Assessment should support the
learning of important mathematics and furnish
useful information to both teachers and students.
NCTM Principles and Standards