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Improve: Better understanding of how group work can be a greater part of assessment. How do we know who did what?

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Improve: Better understanding of how group work can be a greater part of assessment. How do we know who did what?

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Improve: Math Lab as a an opportunity to support students that need help - mandatory as opposed to the current situation that it can be dropped or other electives chosen

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Improve: Math Lab as a an opportunity to support students that need help - mandatory as opposed to the current situation that it can be dropped or other electives chosen

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Well: Freedom to challenge students with content and activities to grow their minds and expose them to world outside

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Well: Freedom to challenge students with content and activities to grow their minds and expose them to world outside

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Well: Great deal of reflection goes into our assessments to ensure that they hit PC correctly and in working with Alicia that they are EAL friendly. Reflection as part of continuous improvement is making assessments stronger.

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Well: Great deal of reflection goes into our assessments to ensure that they hit PC correctly and in working with Alicia that they are EAL friendly. Reflection as part of continuous improvement is making assessments stronger.

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1) A cost/benefit analysis of math time spent assessing??

2) cost/benefit analysis of math fun activities

Something to Change:
Parent anxiety levels towards math!!

-JCh

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Well! Communication with Alicia for the assessment feedback for EAL students

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Well! Communication with Alicia for the assessment feedback for EAL students

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Math 6, 7, 8 seem heavy on A. It looks like you are aware of that. Are there ways to assess that knowledge and understanding through other criteria? Or does it always need to be summatively assessed?

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balancing opportunities for flexible math thinking that assessed and not assessed. I think we save most of our cool, flexible discovery ideas for assessments

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Well!!! Grade level meetings to be on the same page both pacing and assessment.

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Well!!! Grade level meetings to be on the same page both pacing and assessment.

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Being conscientious of the scope of the criterion and working to ensure a balanced program.

Giving students a chance to revisit the criterion at different points throughout the year.

Hands on learning!

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1. Having wild unstructured math fun.
every now and then
2. Focus on multiple intelligences

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Making math less of a rote skill-building experience and having class develop broader understanding of mathematics (attention to detail of language, process, etc)

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SAIL students and Assessments need some attention by SAIL department

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SAIL students and Assessments need some attention by SAIL department

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Time for extended time students.

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1) Providing challenge to a wide range of learners
2) Broadened the idea of what makes a strong math student

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1. Developing minds according to their needs
2. Laying foundation for success in high school

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Two things we're doing well:
1. Assessment criteria fairly well balanced in grades 5 & 6 - lots of good projects and good intro to MYP expectations.
2. Building a more consistent understanding among ourselves for what Criterion B expectations are.

One thing I'd like to change:
1. More single-strand C assessments separate from other criteria - makes it much easier to pinpoint where area for growth is, in addition to being easier to grade.

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Clearer expectations of each Criterion and Developing more of a balance for varying Criterion