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| Strand 2 Sessions -- Monday, April 24, 2006 |
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Strand 2. Leadership with the Spirit of Quality Assessments Driving Decision Making
Help and support other leaders by sharing your experiences with assessment strategies, techniques, and tools, and the use of collected data to make decisions for teaching and learning. Consider questions such as: What are the implications of No Child left Behind on classroom assessment and instructional practices? What assessment tools do you use that would benefit others? What strategies have you used to counteract the perceived need to teach to the test? What strategies have you used to promote "assessment for learning"? How do leaders ensure that classroom assessments have a balance of knowledge, skill, comprehension, and application? How have you used data from assessments and other sources to improve teaching and learning?
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| 6 | 8:00 - 9:00 | Room D | All Grades | Regular Session | Strand 2: Leadership with the Spirit of Quality Assessments Driving Decision Making
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| The Meaning, Mechanics, and Products of Value-Added Assessment: A Major Enhancement to Data-Driven Instruction |
| This session will focus on Value-Added Assessment: its mechanics, meaning, and power in the quest of data-driven instruction. The session includes a discussion of how value-added data complement achievement data and create a better view of student understanding. Concepts and reports will be shared. |
Speaker(s): |
Jim Bohan, Lancaster Lebanon Intermediate Unit 13, East Petersburg, PA |
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| 25 | 9:10 - 10:10 | Room 121 | Grades 6-12 | Regular Session | Strand 2: Leadership with the Spirit of Quality Assessments Driving Decision Making
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| Linking Professional Development, Curriculum Reform, and Enhancement of Student Mathematical Understanding with State Assessments |
| We’ll share a professional development model that uses in-depth analyses of performance on state assessments as the stimulus for the development of mini-tests and clinical interviews to probe and more carefully target student difficulties, the evaluation of instructional materials, and the design of better programs for students and teachers. |
| Presider: | Eric Simonian, Warwick Veterans Memorial High School, Warwick, RI |
Speaker(s): |
Kathleen Bodie, Arlington Public Schools, Arlington, MA
Eileen Herlihye, Waltham Public Schools, Waltham, MA
Carole E. Greenes, Former NCSM President, Boston University, Boston, MA
Donna Chevaire, Lawrence Public Schools, Lawrence, MA
Ann Halteman, Chelsea Public Schools, Chelsea, MA
Kevin Wynn, Chelsea Public Schools, Chelsea, MA |
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| 26 | 9:10 - 10:10 | Room B | Grades PK-12 | Regular Session | Strand 2: Leadership with the Spirit of Quality Assessments Driving Decision Making
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| Simple Tools to Help in Making Difficult Decisions: Getting a Handle on the Enacted Curriculum |
| The Center for the Study of Mathematics Curriculum will present tools for district leaders to use to examine the enacted curriculum within their districts and to help make decisions about focusing future efforts. Participants will participate in small-group discussions and interact with leaders from the districts who have used the tools. |
| Presider: | Sandra Schoff, Anchorage School District, Anchorage, AK |
Speaker(s): |
Kathryn B. Chval, University of Missouri-Columbia, Columbia, MO
Chris Cox, Kalamazoo Public Schools, Kalamazoo, MI
Kathleen L. Peasley, Grand Ledge Public Schools, Grand Ledge, MI
Chip Sharp, Columbia Public Schools, Columbia, MO
Linda Coutts, Columbia Public Schools, Columbia, MO
Iris R. Weiss, Horizon Research, Chapel Hill, NC
Steven W. Ziebarth, Western Michigan University, Kalamazoo, MI |
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| 34 | 10:20 - 11:20 | Room C | Grades PK-8 | Regular Session | Strand 2: Leadership with the Spirit of Quality Assessments Driving Decision Making
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| Studying Teachers’ Use of Curriculum: How Informal, Ongoing, Classroom-Based Assessment Can Shed Light on Questions of Implementation |
| The Center for the Study of Mathematics Curriculum aims to better understand teachers’ use of curriculum. This session examines one model of collaboration. Michigan State University and Grand Ledge Schools are using tools from Balanced Assessment as a critical link to investigate the intended, enacted, and learned curriculum of the district. |
| Presider: | Shari Coston, The Learning Institute, Hot Springs, AR |
Speaker(s): |
Sandra K. Wilcox, Michigan State University, East Lansing, MI
Kathleen L. Peasley, Grand Ledge Public Schools, Grand Ledge, MI |
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| 69 | 1:00 - 3:00 | Room 232 | Grades 3-8 | Double Session | Strand 2: Leadership with the Spirit of Quality Assessments Driving Decision Making
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| Designing Meaningful Assessment Feedback for Teachers |
| The purpose is to examine student work on performance assessment. How does it reveal big mathematical ideas and what kind of feedback helps teachers reflect on their practice to improve instruction? Participants will learn a process for analyzing student work and practice writing feedback patterned after Tools for Teachers. |
| Presider: | Dan Cartmell, Los Angeles Unified School District, San Pedro, CA |
Speaker(s): |
Linda Fisher, San Jose State University Foundation, San Jose, CA
David Foster, Noyce Foundation, Palo Alto, CA |
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| 79 | 2:00 - 3:00 | Room G | Grades 3-5 | Regular Session | Strand 2: Leadership with the Spirit of Quality Assessments Driving Decision Making
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| If We Slow Down Will They Ever Catch Up? Decisions Made for Effective Intervention |
| Join us as we examine the decisions made in creating meaningful intervention experiences for struggling mathematics students. Presenters will share their choices in using specific concrete and pictorial models, sequencing experiences, encouraging independence, and expecting an explanation in helping children become more mathematically proficient. |
| Presider: | Pat Baltzley, Baltimore County Public Schools, York, PA |
Speaker(s): |
Sandra L. Atkins, Origo Education, San Ramon, CA
Dana McCauley, Garrett County Schools, Oakland, MD |
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| Strand 2 Sessions -- Tuesday, April 25, 2006 |
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Strand 2. Leadership with the Spirit of Quality Assessments Driving Decision Making
Help and support other leaders by sharing your experiences with assessment strategies, techniques, and tools, and the use of collected data to make decisions for teaching and learning. Consider questions such as: What are the implications of No Child left Behind on classroom assessment and instructional practices? What assessment tools do you use that would benefit others? What strategies have you used to counteract the perceived need to teach to the test? What strategies have you used to promote "assessment for learning"? How do leaders ensure that classroom assessments have a balance of knowledge, skill, comprehension, and application? How have you used data from assessments and other sources to improve teaching and learning?
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| 88 | 8:00 - 9:00 | Room 121 | Grades 3-8 | Regular Session | Strand 2: Leadership with the Spirit of Quality Assessments Driving Decision Making
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| Using Rubrics to Improve Assessment and Instruction |
| Ideas for professional development that will help teachers use rubrics to assess student understanding, communicate with students about their learning progress, and help improve student achievement will be the focus of this session. The use of anchor papers as a means of clarifying rubrics for teachers and students will be demonstrated. |
| Presider: | Arlene Mitchell, RMC Research Corporation, Denver, CO |
Speaker(s): |
Mary Pat Sjostrom, Chaminade University of Hawaii, Honolulu, HI
Melfried Olson, University of Hawaii, Honolulu, HI |
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| 96 | 8:00 - 9:30 | Room G | Grades PK-2 | Extended Session | Strand 2: Leadership with the Spirit of Quality Assessments Driving Decision Making
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| Using Second-Grade Performance Assessments to Guide Professional Development That Leads to Changes in Teaching Strategies |
| Primary teachers improve their teaching strategies through a formative performance assessment system. Participate in the ways we use assessments as tools for learning: a scoring session, our “Toolkits for Teachers” document, and ensuing professional development activity. Data and tools from our assessment program will be shared. |
| Presider: | Sharon Jacoby, Columbia Public Schools, Columbia, MO |
Speaker(s): |
Melissa I. Adams, Silicon Valley Mathematics Initiative, San Jose, CA
Leyani von Rotz, Emeryville School District, Emeryville, CA
Carol Hatalsky, Cambrian School District, San Jose, CA |
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| 97 | 8:00 - 9:30 | Room 240 | Grades 3-8 | Extended Session | Strand 2: Leadership with the Spirit of Quality Assessments Driving Decision Making
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| Help Teachers Turn Test-Prep into Real Learning: High-Quality Professional Development and Classroom Tools from Balanced Assessment |
| Do your teachers spend weeks before state/district tests practicing on multiple-choice items and teaching test-taking strategies? You know this effort has little payoff and students learn nothing new. In this session, the NSF-funded MARS showcases a new professional development tool to help teachers turn test-preparation into real learning. |
| Presider: | Eileen Herlihy, Waltham Public Schools, Waltham, MA |
Speaker(s): |
Sandra K. Wilcox, Michigan State University, East Lansing, MI
Elizabeth Jones, Lansing Public Schools, Lansing, MI |
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| 113 | 10:00 - 11:30 | Room 241 | Grades PK-12 | Extended Session | Strand 2: Leadership with the Spirit of Quality Assessments Driving Decision Making
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| The Alignment of the Assessment Triangle - State + District + Classroom Assessment = Student Success |
| Come take an interactive look at the steps needed to align formative and summative assessments. Participants will look at the impact of assessments on daily teaching strategies. Leave with tools to check your system’s alignment, improve upon the spirit of high quality assessment, and (with your leadership) make proper data-driven decisions. |
| Presider: | Deborah Montagna, New York City Department of Education, Staten Island, NY |
Speaker(s): |
David J. Brancamp, Nevada Department of Education, Carson City, NV
Martha O. Robertson, Washoe County School District, Reno, NV |
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| 122 | 10:30 - 11:30 | Room D | All Grades | Regular Session | Strand 2: Leadership with the Spirit of Quality Assessments Driving Decision Making
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| Lesson Study: Assessing Implementation to Guide Professional Development |
| Loras College in Dubuque, IA, has been involved in lesson study for three years. Presenters will discus how assessments were used to inform the content of the professional development needed in order to implement lesson study with fidelity. |
| Presider: | Susan Boyer, University of Maryland Baltimore County, Baltimore, MD |
Speaker(s): |
Christina M. Nugent, Dubuque Community School District, Dubuque, IA
Daniel Willis, Loras College, Dubuque, IA |
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| 133 | 2:15 - 3:15 | Room G | Grades 3-5 | Regular Session | Strand 2: Leadership with the Spirit of Quality Assessments Driving Decision Making
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| Mathematics Performance Assessments and Implication for Classroom Instruction |
| Explore the link between ongoing assessments and instructional decision-making. Participants will have an opportunity to review high quality mathematics performance assessments that reflect the vision of NCTM Standards. Opportunities to examine student responses and determine how students reason and communicate about mathematics will be provided. |
| Presider: | Marian Pasternack, Los Angeles Unified School District, Chatsworth, CA |
Speaker(s): |
Laura A. MacDonald, Clark County School District, Las Vegas, NV
Pamela S. Hays, Clark County School District, Las Vegas, NV |
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| 134 | 2:15 - 3:15 | Room 242 | Grades 3-8 | Regular Session | Strand 2: Leadership with the Spirit of Quality Assessments Driving Decision Making
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| An Urban District Uses the Thinking Skills Classification Framework to Push Teachers and Address Standardized Assessments |
| The Thinking Skills Classification Framework is a process of looking at mathematical tasks and classifying them according to the skill level required to complete them. Thinking skills may be viewed as discrete cognitive processes. |
| Presider: | Amy Getz, Fort Lewis College, Durango, CO |
Speaker(s): |
Bernard J. Rahming, University of Wisconsin-Milwaukee, Milwaukee, WI
Sharonda M. Harris, University of Wisconsin-Milwaukee, Milwaukee, WI |
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| Strand 2 Sessions -- Wednesday, April 26, 2006 |
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Strand 2. Leadership with the Spirit of Quality Assessments Driving Decision Making
Help and support other leaders by sharing your experiences with assessment strategies, techniques, and tools, and the use of collected data to make decisions for teaching and learning. Consider questions such as: What are the implications of No Child left Behind on classroom assessment and instructional practices? What assessment tools do you use that would benefit others? What strategies have you used to counteract the perceived need to teach to the test? What strategies have you used to promote "assessment for learning"? How do leaders ensure that classroom assessments have a balance of knowledge, skill, comprehension, and application? How have you used data from assessments and other sources to improve teaching and learning?
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| 154 | 8:00 - 9:00 | Room 120/124 | Grades PK-8 | Major Session | Strand 2: Leadership with the Spirit of Quality Assessments Driving Decision Making
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| Helping Teachers Make Assessment an Integral Part of Classroom Mathematics Instruction: What’s Required and What to Do with the Information |
| This session focuses on how leaders can help teachers integrate assessment with classroom instruction toward the goal of improving classroom teaching practices and assessing the progress of all students. The session will present ways to use assessment strategies and techniques that help teachers make use of assessment data. |
| Presider: | Linda Morrow, NCSM W1 Regional Director, Navajo County Schools Office, Lakeside, AZ |
Speaker(s): |
Marilyn Burns, Math Solutions Professional Development, Sausalito, CA |
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| 157 | 8:00 - 9:00 | Room A | Grades 6-8 | Regular Session | Strand 2: Leadership with the Spirit of Quality Assessments Driving Decision Making
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| Fidelity of Implementation: The Challenges of Linking Student Achievement to Mathematics Curriculum |
| Which curriculum type works “best” and under what conditions? We share results from a study of eleven middle schools using NSF-funded or publisher-developed curricular materials. Student achievement will be reported in relation to “fidelity of implementation” by middle school mathematics teachers. Implications for teaching and teacher education will be offered. |
| Presider: | Albina Cannavaciolo, Mathematics Education Trust, North Haven, CT |
Speaker(s): |
James E. Tarr, University of Missouri-Columbia, Columbia, MO
Oscar Chavez, University of Missouri-Columbia, Columbia, MO
Aina Appova, University of Missouri-Columbia, Columbia, MO
Troy Regis, University of Missouri-Columbia, Columbia, MO |
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| 165 | 8:00 - 9:30 | Room B | All Grades | Extended Session | Strand 2: Leadership with the Spirit of Quality Assessments Driving Decision Making
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| Data: Don’t Just Analyze It, Catch the Spirit and Act On It! |
| Recently, access to and analysis of data has occupied a lot of leader and teacher time. This session examines steps to guide teacher leaders in moving from the analysis of data into planning, implementing, and monitoring actions that will impact classroom instruction and support improvements in student achievement. |
| Presider: | Kristine Lindeblad, Spokane Public Schools, Spokane, WA |
Speaker(s): |
John T. Sutton, RMC Research Corporation, Denver, CO |
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| 166 | 8:00 - 9:30 | Room 240 | Grades 3-8 | Extended Session | Strand 2: Leadership with the Spirit of Quality Assessments Driving Decision Making
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| Leadership Strategies: Using the “Student Evaluation Standards” to Transform a School’s Math Assessment Practices into Best Practices |
| Have you ever wondered how to get your math colleagues to change some old habits without any major conflict? We will discuss how to affect institutional instructional change through the use of the Student Evaluation Standards. |
| Presider: | Margaret Byrem, Colonial School District, New Castle, DE |
Speaker(s): |
Adam J. Teather, Lake Forest Country Day School, Lake Forest, IL |
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| 174 | 9:15 - 10:15 | Room E | All Grades | Regular Session | Strand 2: Leadership with the Spirit of Quality Assessments Driving Decision Making
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| Assessing Problem Solving Using Constructed-Response Problems |
| Online problem solving using constructed-response problems can develop students’ deep understanding while giving teachers unique insights into their evolving understanding. We will explore problem solving and assessment techniques developed at the Math Forum that are easily integrated into the classroom to supplement and enhance existing curricula. |
| Presider: | Nancy Via, Arch Ford Education Cooperative, Plumerville, AR |
Speaker(s): |
Steve Weimar, The Math Forum @ Drexel University, Philadelphia, PA
Annie Fetter, The Math Forum @ Drexel University, Philadelphia, PA |
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| 182 | 10:00 - 11:30 | Room 231 | Grades PK-8 | Extended Session | Strand 2: Leadership with the Spirit of Quality Assessments Driving Decision Making
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| Quality Assessment of Mathematical Understanding in a Reformed Curriculum Environment: Implications for Classrooms, Schools, and Districts |
| Participants will examine longitudinal video data and assessment rubrics describing variations in students’ understanding and problem solving across grades 1-6 in classrooms using standards-based curriculum materials compared to traditional instruction. Implications of such understanding on school and district assessments will also be considered. |
| Presider: | Patricia Pernin, Los Angeles Unified School District, Los Angeles, CA |
Speaker(s): |
Stephanie Z. Smith, Georgia State University, Atlanta, GA
Marvin E. Smith, Georgia Southern University, Statesboro, GA
Aleen Ure, Alpine School District, American Fork, UT |
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| 190 | 10:30 - 11:30 | Room A | All Grades | Regular Session | Strand 2: Leadership with the Spirit of Quality Assessments Driving Decision Making
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| The Learning Institute: Arkansas’ Answer to Alignment, Assessment, and Accountability |
| The Learning Institute, a component of the Hot Springs School District, shares a model of continuous improvement with 17 school districts across Arkansas. The presenters will discuss how curriculum alignment and periodic assessments matched to the curriculum, along with instant feedback, aids in remediation, and accountability for all. |
| Presider: | Barbara Reiss, Francis Howell School District, Saint Charles, MO |
Speaker(s): |
Lisa F. Walker, The Learning Institute, Hot Springs School District, Hot Springs, AR
Shari A. Coston, The Learning Institute, Hot Springs School District, Hot Springs, AR
Kimberly K. Jones, The Learning Institute, Hot Springs School District, Hot Springs, AR |
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