Audio

• Please run the Audio Setup Wizard right now– Find

• Tools Audio Audio Setup Wizard

– And carefully read each screen as you work through the wizard

• Do this prior to the start of every one of our sessions together.

Information

• Paula.Thompson@yesnet.yk.caYukon Education, Mathematics Consultant1000 Lewes Blvd., Whitehorse, YT Y1A 3H9

• Main Information Page– www.tinyurl.com/YukonEducation2013-2014

• Meeting Room– www.tinyurl.com/MeetingRoom2013-2014

• 867-667-8249 (Office Phone)• 867-393-6339 (Fax)

Cypher IV Mathematics Leadership Project & Yukon

Education Formative Assessment Pilot

Numeracy Nets Session - Dig Deeper Into Numeracy Nets

Tonight!

• Numeracy Nets: Bridging the Gap Between Assessment and Instruction Introductory Workshop & Numeracy Nets - Class Baseline Data

Next Time!

• If you are in the Cypher IV group the next literature circle meeting is on Wednesday, October 15, 2013 beginning at 4 PM

• The next numeracy nets session is on Wednesday, October 16, 2013.

The Groups

• Grades K-3 Group– Bruce McKay (Cypher IV)– Richard Malvasio

(Assessment Pilot)– Andrew Cameron (Cypher

IV)– Vicki Fitzpatrick

(Assessment Pilot)– Colleen Slonski

(Assessment Pilot)– Tanya Duchaine (Cypher

IV)– Cynthia Freeman

(Assessment Pilot)

• Grades 3-5 Group– Laurie Berglund

(Assessment Pilot)– Jane MacArthur (Cypher

IV)– Catherine Lamarch

(Cypher IV)

• Grades 6-9 Group– Véronique Thériault

(Cypher IV)– Allysa Fryer-Thomas

(Cypher IV)

Objectives

• Work within the Blackboard Collaborate online meeting room with increasing ease

• To be able to answer the following:– What is a numeracy net?– How is a numeracy net structured?– How can numeracy nets be used:

• as a diagnostic tool?• for planning and monitoring progress?• to build Individual Education Plans (IEPs)?• to build Student Support Plans (StSPs)?• with Professional Learning Communities?

Objective (Continued)

• Dig deeper into the numeracy nets to enhance student learning by:– Completing Step 1 of the

Collaborative Planning Cycle

– Completing Step 2 of the cycle

– Beginning Step 3 of the cycle

Blackboard Collaborate Orientation

• Objective– Work within the

Blackboard Collaborate online meeting room with increasing ease

• We will talk and act our way through things as the night unfolds

(Re)Introductions

• In your introduction consider one of more of the following:– Tell us two truths and one lie about yourself and

we will try to guess the lie– Share a funny experience from your classroom– Identify one of your favourite math websites– Demonstrate or tell us about a Blackboard

Collaborate skill that you have already acquired– Tell us what you already know about the

Numeracy Nets resources– What is new for you in this school year?

Before - Group Norms

• Technicial Norms– Sign on as early as possible

and run the audio setup wizard prior to each session

– Turn off your mic on and off– Once a timer has expired,

wrap up your conversations and turn off your microphone

– Use the step away button, emoticons, hand up/down buttons when appropriate

– Alert me to questions or comments that go unanswered in the chat box.

• Discussion Group Norms– Share book title, page, activity

name, description of the activity etc.

– All voices must be included and participants must feel included

• Let people pass• Take turns• Interrupt politely• Continue on the ideas of

others• Provide input and ask follow-

up questions• Show enthusiasm

– The discussion should move us to new understandings

Numeracy Nets: Bridging The Gap Between Assessment &

Instruction

Objectives

To be able to answer the following:• What is a numeracy net?• How is a numeracy net structured?• How can numeracy nets be used:

– as a diagnostic tool?– for planning and monitoring progress?– to build Individual Education Plans (IEPs)?– to build Student Support Plans (StSPs)?– with Professional Learning Communities?

Objectives (Continued)

• Dig deeper into the numeracy nets to enhance student learning by:– Completing Step 1 of the

Collaborative Planning Cycle

– Completing Step 2 of the cycle

– Beginning Step 3 of the cycle

What Do You Wonder?

• What do you wonder about Blackboard Collaborate?

• What do you wonder about Numeracy Nets?

What is a Numeracy Net?

• A numeracy net is an assessment and planning tool.

• Research base?

• Built on the belief that…

• 5 key words associated with numeracy nets

How might an educator use a numeracy net? (cont’d)

• About Checkpoint 1

How might an educator use a numeracy net? (cont’d)

• Common Misconceptions

• Checkpoint Indicators

• Sample Assessment Tasks

• Required Materials

How might an educator use a numeracy net? (cont’d)

• Planning Resources For Next Steps

How might an educator use a numeracy net? (cont’d)

• Planning Resources For Next Steps

How might an educator use a numeracy net? (cont’d)

• Appendix A– Classroom

Resources Correlations

Gathering and Analyzing Evidence (cont’d)

Gathering and Analyzing Evidence (cont’d)

Objectives

• Use “Elluminate Live!” with increasing ease

• Dig deeper into the numeracy nets to enhance student learning by:

– Completing Step 1 of the Collaborative Planning Cycle

– Completing Step 2 of the cycle– Beginning Step 3 of the cycle

#1: ID The Learning Goals

• Agree on the Checkpoints that are considered to be of particular significance. (These will be our learning goals.)– The grades K-3 group will

be working with the Numeracy Nets K-2 Checkpoints

– The grades 3-5 group will be working with the Numeracy Nets 3 Checkpoints

– The grades 6-9 group will be working with the Numeracy Nets 6 Checkpoints

• Please consider/continue to refer to the Numeracy Net binder for your grade and working it into your daily work too.

#1: ID The Learning Goals

• Identify the students who will be involved.– We will have to keep this in mind as we

think about which learning goals we would like to focus on.

#1: ID The Learning Goals

• Criteria– How many students and which students?– Time between meetings.– Will the outcomes associated with the checkpoint provide

your students with essential knowledge and skills that are:• Endurance - relevant beyond a single test date?• Leverage - are of value in multiple disciplines?• Readiness For The Next Level - absolutely necessary for their

success in the next grade level?

– (Recommended Benchmarks for Critical Foundations in Mathematics by Grade Level from the final report of the National (US) Mathematics Advisory Panel)

– Other?

#1: ID The Learning Goals

• Individually, choose your top six - eight checkpoints

• I think that this choice of checkpoints will: – Provide the basis for our in-depth collaboration in

future meetings– Be our “power” checkpoints– Help us to accomplish more by focusing on less– Reduce anxiety– Make things measurable and more clear– Make things manageable or more simple

#1: ID The Learning Goals

• The Results– Grades K-3 Group Tally

– Grade 3-5 Group Tally

– Grades 6-9 Group Tally

Step 2: Prepare For The Assessment

• Review the Checkpoint Indicators and the Sample Assessment Tasks in the Numeracy Nets binder for the results from Step 1 (or in any binder with any checkpoint). Discuss as a team how we will carry out the assessments and ensure that the procedures are clearly understood (formally or informally; individually or as a whole class; some of each?).

• Homework: Administer the assessments as agreed by the team with your students.

Step 3: Identify and Clarify Student Needs

• Homework: Analyze your student work samples and observations. (See p. 8, “How are assessment tasks marked?” Do #1-5 and we will collaboratively review 4, 5 and do 6 next time.) Identify what each student understands.

– Which tracking sheet(s) are we going to use to record conclusions? How can we gather these tracking sheet(s) in advance of our next “Digging Deeper” meeting?

– Next time we will negotiate a common interpretation of what each student needs.

Gathering and Analyzing Evidence (cont’d)

Gathering and Analyzing Evidence (cont’d)

Gathering and Analyzing Evidence (cont’d)

Classroom Homework

• (Re)read the checkpoint elaboration and relevant professional resources, in our case, Teaching Student-Centered Mathematics, for further insights. (See “Planning Resources for Next Steps” in each individual Checkpoint for page references.)

Classroom Homework (cont’d)

• Administer the assessments as agreed by the team with your students.

• Analyze your student work samples and observations. (See p. 8, “How are assessment tasks marked?” Do #1-5 and we will collaboratively review 4, 5 and do 6 next time.) Identify what each student understands.– How can we gather these tracking sheet(s) in advance of

our next “Digging Deeper” meeting?

Materials

• Numeracy Nets Binders/Books (Grades K-2, 3, or 6)

• Teaching Student-Centered Mathematics (Grades K-3, 3-5 or Grades 5-8) by John Van de Walle

• Optional Items– Optional: Headset with a microphone– Optional: K-7 Curriculum Overview Poster

• Other resources to be supplied as needed throughout the sessions

After - Round-table Sharing

• Reflect Stems– I feel good about…– I used to… but now I…– My goal is… I will know I am on my way when…– One thing that worked today was…– One question I have…– Two things I remember are…– If I could do something again differently, I would…– Our discussions tonight have made me realize that …– One thing that I will try in my classroom after this

session is …