Mathematics Assessment and Intervention in a PLC at Workr Second Edition Develop ResearchBased Mathematics Assessment and Rti Model Mtss Inter

This second edition book from the Every Student Can Learn Mathematics series guides you and your collaborative teams in building student and collective teacher efficacy through the formative use of common assessments. Discover how you can work interdependently to design high-quality assessments, calibrate scoring of student work, and analyze data to enhance instructional practices and sustain effective Tier 2 learning experiences for students. New and enhanced protocols and examples provide practical tools and models for immediate implementation.
Improve your mathematics collaborative team assessment processes using the four critical questions of a PLC at Work® along with an RTI or MTSS focus on effective Tier 2 interventions.

This book will help K–12 mathematics teachers and teacher teams:

• Learn the criteria for the formative use of all unit-by-unit common mathematics assessments
• Identify essential learning standards as drivers for common assessments and student reflection
• Design and use high-quality common assessments and team scoring agreements
• Calibrate the scoring of student work for consistent formative feedback to students
• Engage in data protocols that analyze student work to enhance instructional practices, identify students in need of targeted intervention or extension, and create effective intervention learning experiences
• Determine how students can reflect and set goals using the formative feedback process based on common unit-by-unit assessments
• Design and implement an effective Tier 2 mathematics intervention program to support student learning

Contents:
Preface
Introduction
Chapter 1: The Mathematics at Work Common Assessment Process
Chapter 2: Quality Common Mathematics Assessments
Chapter 3: Sample Common Mathematics Assessments and Calibration Routines
Chapter 4: Teacher Actions in the Formative Assessment Process
Chapter 5: Student Actions in the Formative Assessment Process
Chapter 6: Team Response to Student Learning Using Tier 2 Mathematics Intervention Criteria
Summary
Epilogue
Appendix
References and Resources
Index

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.
Dr. Kanold earned a bachelor’s degree in education and a master’s degree in mathematics from Illinois State University. He also completed a master’s degree in educational administration at the University of Illinois and received a doctorate in educational leadership and counseling psychology from Loyola University Chicago.
To learn more about Timothy D. Kanold’s work, visit his blog, Turning Vision Into Action (www.turning visionintoaction.today) and follow him @tkanold on Twitter.

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). Schuhl earned a bachelor of science in mathematics from Eastern Oregon University and a master of science in mathematics education from Portland State University.
To learn more about Sarah Schuhl’s work, follow her @SSchuhl on Twitter.

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 served as president of the National Council of Teachers of Mathematics (NCTM) from 2016–2018. Dr. Larson has taught mathematics at the elementary through college levels and has held an honorary appointment as a visiting associate professor of mathematics education at Teachers College, Columbia University. He is coauthor of several mathematics textbooks, professional books, and articles on mathematics education, and was a contributing writer on the influential publications Principles to Actions: Ensuring Mathematical Success for All (NCTM, 2014) and Catalyzing Change in High School Mathematics: Initiating Critical Conversations (NCTM, 2018). A frequent keynote speaker at national meetings, Dr. Larson’s humorous presentations are well-known for their application of research findings to practice.
To learn more about Bill Barnes’s work, follow him @BillJBarnes on Twitter.

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 works with teachers and schools around the country to meet the needs of their students. Specifically, 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 @jkanold on Twitter.

Mona Toncheff, an educational consultant and author, is also currently working as a project man- ager for the Arizona Mathematics Partnership (a National Science Foundation–funded grant). A passionate educator working with diverse populations in a Title I district, she previously worked as both a mathematics teacher and a mathematics content specialist for the Phoenix Union High School District in Arizona. In the latter role, she provided professional development to high school teachers and administrators related to quality mathematics teaching and learning and working in effective collaborative teams.
To learn more about Mona Toncheff’s work, follow her @toncheff5 on Twitter.