Professional Development Topics and Resources:
SAMPLE of tracking student progress in math:

Some have asked for an example of how I tracked student progress in my high school math classroom. By the time a summative assessment was given, I knew students were ready. Here's an example of what I did:

First step was to plan activities for each "I can" student learning target. Once activities were planned, I devised ways that I would collect data to make sure each student was on track for mastery (see formative checksheet below) I also consciously planned how to use the data I collected. That's one of the biggest "ah-has" of my 22 years of teaching. It's easy to create formative assessments and have a lot of data, but what do you DO with the data? I have created a Formative Planning Sheet to help plan before a unit, and then the formative checksheet below shows you how a tracked a sample lesson.

To explain this sample checksheet:I used this to track student mastery of the learning targets prior to a summative assessment. Students had multiple opportunities to demonstrate mastery before they were given a grade. Notice on the sheet, I have the three learning targets we were working on. I had various labs on several levels where students had to solve equations by substitution. They had to demonstrate 3/3 mastery and then could go on to other activities. Some had to do all three labs before they got it, and some had it the first time. I had extension activities, challenging math games, and hands-on application for them after they demonstrated mastery in the labs. At the end of the period, I had an exit card that I used to place students into heterogeneous pairs for the next day's problem solving pairs activity.

Problem solving pairs: Students took the role of coach and learner and rotated roles from problem to problem. The coach had the answer key and a list of questions he/she could ask and appropriate feedback they could provide. I modeled for them how to ask questions and provide feedback and they worked together on solving systems of equations by addition/subtraction. I had the higher achieving student be the learner first and they switched roles each set of 3 problems as I rotated around the room observing, noting mastery, listening, and offering help if needed. I find with effective peer feedback, I don't have to work nearly as hard!!! I collected those papers to make sure they all had 3/3 accuracy on the last section, and then I provided intervention the next day in the form of a "mini-clinic" for the ones who still didn't get it while the rest of the class did the bell work activity I have every day.

The Walkabout activity is group problem solving where they have to solve problems using systems of equations and I write "hint cards" for each problem. They try really hard not to peek. Students self-assessed their readiness for the assessment and identified ways they would practice. The Walkabout always takes 2 days in a traditional 42-minute class setting. All students must solve and explain the problems. Another exit card that day was used to identify which students needed additional assistance or practice...we never call it "homework." The work sent home is practice to help them prepare for the test and is geared to individual need - not the same thing for all students. Anyone can request additional work and you'd be surprised how many ask for it.

The next day was a formative test that was formatted like the summative assessment. After the formative test, students again worked in pairs to check their work and identify their errors. They worked together to fix the errors and explain what they had done wrong. Students who did not achieve 80% accuracy could then get extra practice sheets and/or come and see me during lunch or after school for extra help. By the time I give a summative assessment, I know students are prepared. They CAN reassess and take the higher grade, but they have to provide evidence that they are ready to retake either by selecting additional practice resources or by working with me again.

Invigorating Math Instruction PowerPoint and resources:

SAMPLE of tracking student progress in math:

## Some have asked for an example of how I tracked student progress in my high school math classroom. By the time a summative assessment was given, I knew students were ready. Here's an example of what I did:

First step was to plan activities for each "I can" student learning target. Once activities were planned, I devised ways that I would collect data to make sure each student was on track for mastery (see formative checksheet below) I also consciously planned how to use the data I collected. That's one of the biggest "ah-has" of my 22 years of teaching. It's easy to create formative assessments and have a lot of data, but what do you DO with the data? I have created a Formative Planning Sheet to help plan before a unit, and then the formative checksheet below shows you how a tracked a sample lesson.Problem solving pairs: Students took the role of coach and learner and rotated roles from problem to problem. The coach had the answer key and a list of questions he/she could ask and appropriate feedback they could provide. I modeled for them how to ask questions and provide feedback and they worked together on solving systems of equations by addition/subtraction. I had the higher achieving student be the learner first and they switched roles each set of 3 problems as I rotated around the room observing, noting mastery, listening, and offering help if needed. I find with effective peer feedback, I don't have to work nearly as hard!!! I collected those papers to make sure they all had 3/3 accuracy on the last section, and then I provided intervention the next day in the form of a "mini-clinic" for the ones who still didn't get it while the rest of the class did the bell work activity I have every day.

The Walkabout activity is group problem solving where they have to solve problems using systems of equations and I write "hint cards" for each problem. They try really hard not to peek. Students self-assessed their readiness for the assessment and identified ways they would practice. The Walkabout always takes 2 days in a traditional 42-minute class setting. All students must solve and explain the problems. Another exit card that day was used to identify which students needed additional assistance or practice...we never call it "homework." The work sent home is practice to help them prepare for the test and is geared to individual need - not the same thing for all students. Anyone can request additional work and you'd be surprised how many ask for it.

The next day was a formative test that was formatted like the summative assessment. After the formative test, students again worked in pairs to check their work and identify their errors. They worked together to fix the errors and explain what they had done wrong. Students who did not achieve 80% accuracy could then get extra practice sheets and/or come and see me during lunch or after school for extra help. By the time I give a summative assessment, I know students are prepared. They CAN reassess and take the higher grade, but they have to provide evidence that they are ready to retake either by selecting additional practice resources or by working with me again.

## Invigorating Math Instruction PowerPoint and resources:

## Common Core Math Curriculum Resources:

## Inside Mathematics Excellent resource for K-12 teachers with Rich Problems

Dan Meyer's Curriculum High school algebra and geometry with Real World problemsMath Common Core State Standards and Model Curriculum Click this link to find the Model Curriculua, Appendix A, Learning Progressions, Comparison Document, etc.## Resources for Math 101 workshop

## Coolest Math Web Sites EVER:

Inside Mathematics GREAT web site with complete lessons aligned with common core math and videos of teachers teaching lessons with rich problem solving.Geogebra - WOW cool online tool that is FREE for all kinds of algebra and geometry

Online Math Help and Learning - All kinds of videos, worksheets, games for K-college level math

Khan Academy - videos of how to do all kinds of math problems through high school advanced math

IXL Math - IXL math K-8 interactive site

Brain Pop - subscription

Soft Schools Math - online games and worksheets for Pre-K through grade 8 math

The Learning Planet (subcription)

Explore Learning grades 3-12 by subscription, but you can get a 30-day free trial - GREAT website

(scroll down and browse math and science gizmos)

Online Math Resources from Homeschool network, for K-12

Ask Dr. Math High school level

High School Ace High school level

High School Math High School level

EdHelper(has printables)

Prongo Math games ages 3-12

Adapted Minds Great resources, free practice, videos, games for grades 1-6

Gamequarium online games

Learner Interactives (for 6-12)

Brain Bashers

Arcademia video games

Online conversions

Fact Monster (has a math section)

Math Advantage

Fun Brain

Math is Fun grades K-12

Learn Alberta, All subjects, all grades, K-12

Wired Math

, Grades 7, 8, 9

Math Frog grades 4-6

Dositey (click on "free activities" tab)

Cynthia Lanius's Math Lessons

KenKen math game ages 8-88

I Know That -preK through grade 6

King's List of Online Math Activities

Illuminations from NCTM

Cool Math

Virtual Manipulatives

Math Playground elementary and middle school