+ Adapted, with permission: Akay Tuncak, NYC DOE Amy Hoffman, NYC DOE Hal Melnick, Bank Street...

+

Adapted, with permission:

Akay Tuncak, NYC DOEAmy Hoffman, NYC DOEHal Melnick, Bank Street College Faculty Marvin Cohen, Bank Street College Faculty

ECAM

Paul PerskinCFN 204

+Today’s agenda Become more fully acquainted with the Early

Childhood Assessment in Mathematics (ECAM)

Observe video of teachers interviewing the counting strand What do we want teachers to be able to know and

do with ECAM?

Discuss how to help teachers use the data collected from ECAM

View tasks (for differentiated learning groups)

Discuss challenges that may lie ahead

+Warm Up – SKIP COUNTING

Materials: Numeral cards and/or Dice, number grids

1. Roll a Number Cube. This is your starting number.   1a. Roll two number cubes and add them

2. Count on by 2’s for the next 5 numbers in the sequence. Record.

3. Using the same starting number count on by 5’s for the next 5 numbers in the sequence. Record.

4. Using the same starting number count on by 10’s for the next 5 numbers in the sequence. Record.

5. Repeat with another starting number

+ Purpose of this Tool

Identify what a child CAN do Provide a snapshot of a child’s mathematical

thinking Align a child’s strengths against a developmental

learning line Inform whole class instruction Inform appropriate groupings and align activities to

specific groups Not an end but a means to more focused instruction

+Central ECAM Concepts

Learning Lines/Developmental Trajectories1. Counting

2. Numeration

3. Operations

4. Geometry

5. Meausurement

6. Time

Functional vs. Instructional Level

What do children need to know in order to move on to the next level of math learning?

+ The tool is NOT meant to:

Evaluate

Provide grades

Determine a grade level

Assess a whole class in one sitting

+ Aspects of the Tool Dealing with Number

Assesses Four Strands Counting Numeration Addition and Subtraction Multiplication and Division

Strands ought to be assessed individually

Interview questions cover a range of tasks on a developmental continuum

+Before the Interview

The Student Booklet Questions to ask the student, accompanied by prompts,

teacher notes, and space for recording responses

Preparation Refer to the materials list in The Student Booklet Make yourself a kit

+The Interview

Observe and listenStart at the section indicated by the

child’s grade level*Ask all questions in section, unless child

is struggling, then go to the previous section

Ask students to explain thinking or talk aloud their thinking

Record answers and relevant observations (i.e. Use fingers to count)

Questions may be re-worded

+Notes about Prompting…

Use suggested prompts

You may rephrase the question in a way that will assist the child to continue

DO NOT, coach or teach

Incorrect answers

Stop when student cannot answer several consecutive questions

+ The Counting Learning Line Reflects development, not grade

level

+ Counting Counting is the first section

+ Counting Notice how the questions in the counting section mesh

with the stages of the Learning Line? (p. 7)

+ The Counting Learning Line

+

A ‘taste’ of ECAM?

Let’s watch interviews

Of Orlando and then Melissa

+ Video - Orlando

What can we learn about Orlando?

How far has he progressed along the Counting Learning Line?

+ Where would you place Orlando?

+ Video - Melissa

What can we learn about Melissa?

How far has she progressed along the Counting Learning Line?

+Where would you place Melissa?

+Discussion

What does a child have to know and be able to do to successfully count?

+Teachers will need help learning about the paper work

Entering notes on the interview pages for each child

Understanding the mathematics of the assessment

Recording on the “Counting Development Checklist” (p.29)

Entering all the children ( Melissa and Orlando today) on the “Class Summary Page for Early Counting” (p.22)

+How can we use the data?

To assess individuals

To give them practice (at functional level)

To group for differentiated instruction (at instructional levels)

+…and to develop a class profile chart.Write names of students in the most advanced stage they have fully completed on the interview.

Note : New version adds column g “Facility with hundreds”

+Then map the groups into the next level they are ready for

Note : New version adds column g “Facility with hundreds”

+Then what?

Tasks Packet Available online

http://www.cfn204.com/paul-perskin/ Additional tasks are available at

http://www.k-5mathteachingresources.com/

+Preparing for next session

Select three students to assess

You might want to assess a typical student, a struggling student, and an advanced student

Please be prepared to discuss the experiences and outcomes at our next meeting.

+Next Math Meeting

Wednesday, February 15, 2012

8:30am-11:30am

Location: PS 153

Content: to be determined