Ontario Numeracy Assessment Program

-Sign in and take a name tag. - Leave you student samples in the pile.- Help yourself to refreshments!- We’ll begin at 8:45!

Ontario Numeracy Assessment Program

Warm UpGraffitiData WallAddressing the NeedsLayers of SupportModerated MarkingAssessment for LearningNext Steps

Welcome

21 Flags

Assign the following roles in your group:

RUNNER – delivers the graffiti sheet to the next group

RECEIVER – receives the graffiti sheet from another group

MATERIALS MANAGER – assigns a different colour marker for each group member

REPORTER – reads the question to the group and reports during the whole group discussion

Graffiti: Learning from Our Experiences

Looking at the Data

1. Look at your scores (class averages).

2. Identify the 2 lowest overall expectations.

3. Write the name of your school and grade on the sticky notes (1 per expectation).

Specific ONAP Question

Proportional Relationships – Grade 6

Overall- demonstrate an understanding of relationships involving percent, ratio, and unit rate.

Specific– determine and explain, through investigation using concrete materials, drawings, and calculators, the relationships among fractions (i.e.,with denominators of 2, 4, 5, 10, 20, 25, 50, and 100), decimal numbers, and percents (e.g., use a 10 x 10

Proportional Relationships – Grade 7Overall- demonstrate an understanding of proportional relationships using percent, ratio, and rate.

Specific- determine, through investigation, the relationships among fractions, decimals, percents, and ratios

Backwards Planning

Guide to Effective Instruction in Mathematics 4- 6Decimal Numbers

Fractions, decimal numbers, and percents involve part-whole relationships:

•in a fraction, the whole is divided into equal parts•in a decimal number, the whole is divided into tenths, hundredths, thousandths, and so on.•in a percent, the whole is comprised of 100 parts or 100%

Fractions, decimal numbers, and percents can represent the same quantities (e.g., ½, 0.5, and 50% all represent ‘half’).

Concrete Materials

10 X 10 Grids

Concrete Materials

Fraction Circles

Concrete Materials

Number Lines

Concentration

Fraction-Decimal-Percent Connectors

Grade Team Data

Layers of Support

•Workshops (2:30 – 4:30)

•Menu of Choices

•Focused on overall expectations

Break TimeBreak Time

Teacher Moderation of Performance Tasks

Analyze student work samples and compare judgements to either confirm or adjust them.

Establish a shared understanding of what achievement of curriculum expectations looks like at Levels 1, 2, 3, and 4, and whether or not the student has demonstrated achievement of the expectation(s).

Make judgements about student work that are consistent, comparable, valid, reliable, and fair.

What is moderation?

Develops common language for assessment in relation to the Achievement Chart in the OC.

Develops common or shared interpretations of curriculum expectations and what student achievement of the expectations looks like at the various levels (1,2,3,4).

Ensures judgements are fair with respect to implications for individual students’ learning.

Helps to inform classroom practice and programs. Aligns assessment and curriculum expectations.

Why Teacher Moderation?

Going through the Process

Assessment for Learning

What are the needs of my students? What areas of the achievement chart should I

focus on? What are my plans to address those needs? How will I know my students have learned what I

set out to teach them? How can I use my current resources? What other supports do I need?

Next Steps

•Workshops (2:30 – 4:30)

•Math Coach

•Individual or Grade Group Planning

•Co- teaching

•Whatever your need

Ticket Out the Door

Something that validated your thinking or ‘squared’ with you.

A question that’s still ‘circling’ around what you learned today.

Something that you learned that will form the ‘base’ of your knowledge.

Draw and Prizes