Part of the Every Student Can Learn Mathematics series
Harness the power of formative assessment processes within an RTI model (MTSS) to inspire student learning in mathematics. This user-friendly resource is divided into two parts, each covering a key team action for mathematics in a PLC at Work™. First you'll learn how to develop high-quality common assessments. Then discover how to use the mathematics assessments for formative student learning and intervention. The book features unit samples for learning standards, sample unit exams, student performance trackers, and more.
Improve your math assessment methods using RTI Tier 2 interventions and PLC processes as a guide:
- Explore an assessment model for writing quality common assessments.
- Utilize RTI Tier 2 intervention strategies for effectively responding to student learning.
- Make sense of the grade-level content standards and corresponding tasks.
- Learn how to write quality common unit assessments and score them accurately.
- Determine how students can reflect and set performance goals using common unit assessment results.
- Develop a Tier 2 RTI math intervention program to support student learning.
Contents:
Preface
Introduction
Part 1: Team Action 1 -- Develop High-Quality Common Assessments for the Agreed-On Essential Learning Standards
Chapter 1: The Purpose and Benefit of Common Mathematics Assessments
Chapter 2: Quality Common Mathematics Unit Assessments
Chapter 3: Sample Common Mathematics Unit Assessments and Collaborative Scoring Agreements
Part 2: Team Action 2 -- Use Common Unit Assessments for Formative Student Learning and Intervention
Chapter 4: Quality of Mathematics Assessment Feedback Processes
Chapter 5: Team Response to Student Learning Using Tier 2 Mathematics Intervention Criteria
Chapter 6: Student Action on Assessment Feedback During the Unit
Epilogue
References and Resources
Index
Books in the Every Student Can Learn Mathematics series:
- Mathematics Assessment and Intervention in a PLC at Work™
- Mathematics Instruction and Tasks in a PLC at Work™
- Mathematics Homework and Grading in a PLC at Work™
- Mathematics Coaching and Collaboration in a PLC at Work™
Timothy D. Kanold, PhD, is an award-winning educator, author, and consultant and national thought leader in mathematics. He is former director of mathematics and science and served as superintendent of Adlai E. Stevenson High School District 125, a model professional learning community (PLC) district in Lincolnshire, Illinois.
He is a past president of the National Council of Supervisors of Mathematics (NCSM) and coauthor of several best-selling mathematics textbooks over several decades. Dr. Kanold has authored or coauthored thirteen books on K-12 mathematics and school leadership since 2011, including the best-selling book HEART! He also has served on writing commissions for the National Council of Teachers of Mathematics (NCTM) and has authored numerous articles and chapters on school leadership and development for education publications since 2006.
To learn more about Timothy D. Kanold's work, visit his blog, Turning Vision Into Action (turningvisionintoaction.today) and follow him on twitter @tkanold.
Sarah Schuhl is an educational coach and consultant specializing in mathematics, professional learning communities, common formative and summative assessments, school improvement, and response to intervention (RTI). She has worked in schools as a secondary mathematics teacher, high school instructional coach, and K-12 mathematics specialist.
Since 2015, Schuhl has co-authored the books Engage in the Mathematical Practices: Strategies to Build Numeracy and Literacy With K-5 Learners and School Improvement for All: A Guide to Doing the Right Work.
To learn more about Sarah Schuhl's work, follow her on Twitter @SSchuhl.
Matthew R. Larson, PhD, is an award-winning educator and author who served as the K-12 mathematics curriculum specialist for Lincoln Public Schools in Nebraska for more than twenty years. He has served as president of the National Council of Teachers of Mathematics (NCTM).
He is coauthor of several mathematics textbooks, professional books, articles on mathematics education, and was a contributing writer on the influential publications
Principles to Actions: Ensuring Mathematical Success for All and
Catalyzing Change in High School Mathematics: Initiating Critical Conversations.
Bill Barnes is the chief academic officer for the Howard County Public School System in Maryland. He served as second vice president of the NCSM.
Barnes is passionate about ensuring equity and access in mathematics for students, families, and staff. His experiences drive his advocacy efforts as he works to ensure opportunity and access to underserved and underperforming populations.
To learn more about Bill Barnes's work, follow him on Twitter @billjbarnes.
Jessica Kanold-McIntyre is an educational consultant and author committed to supporting teacher implementation of rigorous mathematics curriculum and assessment practices blended with research-informed instructional practices. She specializes in building and supporting the collaborative teacher culture through the curriculum, assessment, and instruction cycle.
To learn more about Jessica Kanold-McIntyre's work, follow her on Twitter @jkanold.
Mona Toncheff, an educational consultant and author, is also currently working as a project manager for the Arizona Mathematics Partnership (a National Science Foundation-funded grant). A passionate educator working with diverse populations in a Title 1 district, she previously worked as both a mathematics teacher and a mathematics content specialist for the Phoenix Union High School District in Arizona.
To learn more about Mona Toncheff's work, follow her on Twitter @toncheff5.
