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What do they know?

How to make the best of data from the GloSS and IKAN

Turtle Gunn Toms

on 30 June 2016

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Transcript of What do they know?

Why do we Monitor Progress?
Improve the teaching and learning of mathematics
Increase student and teacher understanding of mathematics
Group students and plan activities to meet the needs of students
Student Learning Objectives (SLO)
Response To Intervention (RTI)
Benchmark Assessment, Common Assessment, Universal Screener
Why do we want to know what students know?
"The best instructional planning can be done from the GloSS assessment if the teachers themselves test their own students. They can better address the needs of their students in Number Talks, workshop, etc."
Dana Smith- Rome City Schools
What will we do with the information gained from assessments?
How can we best use the information from the GloSS and IKAN?
What is it we want to
know about what students know
How do you know what your students know?
How long does it take?
The GloSS takes 15 minutes if being administered to an older student who has some strategy stage knowledge, and has no previous GloSS and IKAN data. If schools begin by assessing Kindergarten students and add a grade each year, the information builds from year to year and the time to administer the assessments drops accordingly. The IKAN takes 10 minutes to assess an entire class, as it is administered whole group. Schools who have seen the student and teacher benefits reaped through use of the GloSS and IKAN feel the time investment is well worth it.
How much does it
The GloSS, IKAN, and all of the Numeracy Project resources are FREE.

Yes, you'll have to make some copies of the recording forms and the GloSS interviews, along with any intervention materials you decide to use. But you can use most of them over and over. The cost of printing these materials is much less than any other assessment we've seen, particularly when you factor in the depth of information you'll gain and the increase in student and teacher understanding you'll develop.

Some schools enlist PTA members to assist in creating GloSS interview packets and intervention materials.

Thanks to Cobb County, there's an easy to use flip card version of the GloSS forms E, H, and I.

You can find the flip cards and many other helpful GloSS and IKAN documents posted and downloadable on the wikis, here: https://ccgpsmathematics6-8.wikispaces.com/GLoSS+%26+IKAN

Where can I find this magic wand?

Numeracy Project, GloSS, and IKAN
: http://nzmaths.co.nz/numeracy-projects https://gfletchy.com/ncsm-2016/
Georgia Math Educator Wiki GloSS and IKAN page
: http://ccgpsmathematics6-8.wikispaces.com/GLoSS+%26+IKAN
Graham Fletcher’s Numeracy Project guide, how-to on creating a manual, and links
: http://gfletchy.com/numeracy-project/
GloSS and IKAN research:
No, really. Your students will thank you for
to them.
"For many years, we discovered that teachers were assessing and getting lots of data from what I call "microwave assessments" and then they were realizing that the data isn't telling them anything.
The conversations during Tier III RTI meetings were not based on specific data necessary to demonstrate where the students were struggling. The school psychologists were also indicating that the data teachers were providing were not explicit enough."

Dr. Lya Snell- GADOE
For reading we give a DRA (developmental reading assessment) and that determines their reading level and their gaps. You can determine specific areas in which students need more assistance. For math it is hard because there are so many topics/domains. So how can we determine what our students need?

Vinnie Prasad- Cobb County A
"The last thing teachers need is more data and a longer to-do list.
Thankfully many administrators do what they can to help "shield" their teachers and students from a culture that is data-rich, yet information poor. "

Graham Fletcher- Griffin Spalding
This prezi is the result of a collaborative effort by this team of knowledgable and innovative educators:
Nicole Anderson- Cobb County
Vinnie Prasad- Cobb County
Meleia Bridenstine and Brandi Moore- Dalton Public Schools
Dr. Brian Lack- Forsyth County
Dr. Lya Snell- Georgia Department of Education
Graham Fletcher- Griffin-Spalding
Jenise Sexton- Gwinnett County
Sarah Marshall- Henry County
Krystal Shaw- Henry County
Mike Wiernicki-Henry County
Dana Smith- Rome City Schools
Turtle Toms- Math Crone
Numeracy Project Tasks
Small Group Instruction
Number Talks
After School Program
The GloSS and IKAN are noteworthy because they provide an excellent source of information about student thinking and understanding, may be used with students beginning in Kindergarten and up to at least 8th grade, and are aligned with a wealth of interventions through the New Zealand Numeracy Project.
I don't know how to administer the assessments...
GloSS and IKAN training is available -

georgiastandards.org : https://www.georgiastandards.org/Georgia-Standards/Pages/FOA/Foundations-of-Algebra-Day-1.aspx
Georgia Mathematics support wikis :https://ccgpsmathematics6-8.wikispaces.com/GLoSS+%26+IKAN
NZmaths Numeracy Project Professional Learning, Module 4: http://www2.nzmaths.co.nz/frames/ONPD/M4/01.aspx

Nicole Anderson (Cobb)
Lindsay Boyle (Learners Advantage)
Katie Breedlove (Henry)
Graham Fletcher (Griffin-Spalding)
Whitney Fletcher (Henry)
Brian Lack (Forsyth)
Sarah Marshall (Henry)
Vinnie Prasad (Cobb)
Jenise Sexton (Gwinnett)
Krystal Shaw (Henry)
Lya Snell (GADOE)
Mike Wiernicki (Henry)

"One of the biggest obstacles I've encountered with the GloSS and IKAN is the amount of time it takes to administer the assessment. It takes time because it requires that every homeroom teacher sit down with every student. It asks that teachers begin to understand the ways in which their students reason and think mathematically on a much more intimate level.
At first this can be overwhelming for teachers as they try to grapple with the day to day operations of being a classroom teacher. With that being said, countless teachers have recognized that there is a gap in their tool box as it relates to inventorying their students mathematical knowledge. The need for a comprehensive math reasoning inventory is widely evident because paper and pencil or digital assessments have missed the mark for years and continue to do so.
This has left k-8 mathematics teachers with piecemeal assessments, which unknowingly allows OUR students to slip between the cracks.

If the Numeracy Project asks that we, as a collective math community, invest time, I think it's fair to ask, "what do WE get in return?"

• From one assessment being administered 3 times a year we are able to collect data that is diagnostic, formative, and summative. The result of synthesizing our assessments is
less time spent on assessment
as a whole.
• Because the assessment serves multiple school AND district assessment needs, it reduces the overall number of assessments and the amount of time spent testing (which
increases instruction time
• Empowering teachers to make the connections between the different types of assessments allows for more targeted instruction before, during, and after units of study. This in turn
reduces the amount of time
spent on lesson planning and "diving into the data."
• Many of the interventions which are currently in place are ineffective. The result is that teachers must spend more time searching, evaluating, and implementing activities on a weekly basis. The Numeracy Project has pre-identified activities which align to the information gained from the assessments. The result?
More time
• The current RTI model is like "spaghetti to the wall model" where we throw everything at students and hope something sticks. The Numeracy Project allows teachers to diagnose gaps in student learning, then immediately AND purposefully address those gaps. We become much more efficient in the RTI process which
frees up time
If we invest the time to administer the Numeracy Project
we free up more time to do what we love...teach

I've come to learn one thing as it relates to the Numeracy Project and using a math reasoning inventory in general which is this:
We don't have the time to not have the time

Graham Fletcher- Griffin-Spalding

Is it really worth the time?
"Introducing the Numeracy Project with GloSS and IKAN as the assessments was a game changer. We were already engaging in running records for reading, so this was a natural next step for us in math. Teachers realized they were getting robust information from reading, but not math until we introduced the numeracy project. At first, it was a shift for teachers because they were not used to spending quality time with assessment in mathematics, so they had to readjust their thought process to embrace running records type assessment in math. We encouraged administrators to be creative in how they assisted teachers during the initial phases of the assessment (i.e. Offering support from coaches, IEP teachers, and even release time with a substitute). This made the transition much easier for teachers. We also offered extensive professional learning to help teachers understand he how, why and what next. When the use of GloSS and IKAN became pervasive, we started noticing major shifts in instructional practices. Teachers started embracing Number Talks and they started engaging learners in productive mathematical discourse in their classrooms. Classroom instruction truly started shifting across the district to being more student-centered and strategy-based. The data then started reflecting huge increases in student achievement. When teachers started seeing the positive outcomes in student learning, they totally bought in (even those that were late believers) and the fact that the tests are thorough, rigorous, and comprehensive no longer was an issue in many cases. "
Dr. Lya Snell- GADOE

How can we help students advance in the strategy stages?
"What do we do now to monitor progress? How can we determine why our students aren’t achieving as well as they should in math? "

Vinnie Prasad- Cobb County
"One thing that I have been trying to address is the “my kids can’t” conversation. I like to help teachers focus on what students CAN do and what the next step is with them. The Stage continuum provided by the Numeracy Project helps me with those conversations. Even if you are a 4th grade teacher and you have students at a Stage 4 in addition and subtraction, you can talk about the fact that they CAN count on, but the next step is to get them using part/whole strategies. It puts a positive spin on the conversation and helps teachers pinpoint how they can help their students instead of discussing how low they are.
This also helps with trajectories of mathematical understanding. For example, in the kindergarten classroom teachers may be pushing equations as soon as the student can count objects. I use the Strategy Stages to talk about what the next natural step
be as the student develops an understanding of number. The introduction of the Numeracy Project was a game changer for teachers' growth and development in their understanding of the mathematics standards and expectations, as well as student learning of the strategies and understanding of place value necessary to master the standards."

Sarah Marshall- Henry County A
"We used the GloSS activities/Number Talks/ and problem solving during our after school tutoring program. Teaching students using their GloSS overall level and Strategy Stage activities instead of using their grade level standards really helped us close some gaps. Classroom teachers that were not part of the tutoring program saw huge gains in confidence with their students as the interventions worked. We learned to “go slow to go fast ”. This tutoring program looked at our lowest 90 kids based on GloSS and a few other formative assessments. Oh….and we paid our tutors to make the games….which was also super helpful!"
"Last year, I decided to take the numbers and operation from the paddock problem (within the GloSS interview) and embed it into a number string for a number talk. I then pulled the possible solutions/stages from the interview guide and distributed it to teachers as they observed the students share their strategies in the number talk. I asked the teachers to use this as a checklist, and to highlight any strategies they observed. This was very eye-opening for them, because 1) they did not realize there were so many possible strategies, 2) this helped them to see a hierarchy of strategies from lower- to higher-levels of cognitive demand, and 3) they suddenly began to see connections between the GloSS tasks and what their students can and cannot do (and therefore, where there instructional plans could go). As Graham and Sarah said repeatedly when they trained us in Forsyth, if the teachers only see the stages as numbers rather than as existing on a continuum of strategy development (and truly understanding the continuum), that prevents them from being able to make instructional connections. I tell my teachers all the time to "get your nose out of the book" and try to understand the meaning of the stages and how they relate to each other. "

Dr. Brian Lack- Forsyth County
"From a middle school perspective, I found it difficult to begin with the GLoSS due to the number of students. However, students who showed significant holes in their understanding were assessed using the GLoSS. It helped me to see what strategies they already possessed, and gave me a specific area to target. Often, the student struggles within my 7th grade class were due to a weak foundation rather than grade level content. Using the model I set up for small group instruction, I was able to provide interventions for the area of weakness identified by the GLoSS for that handful of students. The information helps parents as well. Once, while having a conference with a concerned parent, I was able to show her the data from the GLoSS assessment which supported her in understanding why her daughter was struggling in math."

Jenise Sexton- Gwinnett County A
"I realized we needed to improve strategies for computation to help students achieve higher strategy stages on the GloSS assessment. Teachers had noticed that students were getting stuck on stage 4 (basically, the majority of students – even those in 5th grade – had one strategy for everything- counting on).
They were stuck because we continued to assess, but hadn’t looked at the data gathered from those assessments to come up with a course of action to help students.
The ideas were out there and we had discussed strategies before, but few teachers were implementing these ideas daily. We wanted the pig to grow, but we were weighing it instead of feeding it!
Teachers were amazed, and so was I, when one month after introducing number talks to a third grade class, I walked in just to see what was happening and saw student after student mentally adding two three digit numbers using strategies based on place value, friendly numbers, and compensation. These were a mixture of Special Ed., EIP, Title, and Gifted students. They were all at different places in their understandings of the strategies they were hearing and using, but because
were developing the strategies,
were empowered to keep trying to use them and develop new strategies that were
efficient (quick, easy to think about, and work every time)

The teachers who did the number talks consistently and with fidelity were the ones whose students reaped the rewards. When the teachers assessed with the GloSS at the end of the year, those teachers were the ones tracking me down to tell me their stories. I heard things like:

“All but two of my students went up 2 strategy stages. The others went up 1. It has to be the number talks. That’s the only thing that really changed this year.”

“Number talks was a great way to really listen to my students and hear what they know. The GloSS makes more sense now.”

“I can’t believe what my lower students said during the last GloSS assessment. They really used what we did in those number talks.”

“Number talks really helped my kids with their strategies, and it shows in their other math work. I love number talks!”

Number talks have been a huge success for all teachers at my school who have used them with fidelity. We’ve hired some new teachers this year and they seem just as eager to learn about number talks as the teachers I worked with a few years ago. Now, with all of this experience and several number talks experts, our school can offer more support than ever to these new teachers. We’re all expecting the best."

"We have helped teachers to understand that the GloSS interview guides are actually very powerful PD documents. For example, I have video footage of a really bright kid pretty much destroying task 6 and task 9 of the GloSS fall assessment (the "paddock" problem and the "electrician" problem). But, upon further review he used the same strategy each time: namely, "adding up in parts". I wondered, had he ever been exposed to learning about a more advanced/efficient strategy, such as subtraction as constant difference? And, if so, would he prefer this strategy over adding up for these particular tasks? In other words, was he a one-trick pony? The data certainly suggested that."

Dr. Brian Lack- Forsyth County A
Pause and discuss.
Is this it?
Using the Numeracy Project to bridge stages:

Please take a tour! You'll find intervention tables linked to http://nzmaths.co.nz/numeracy-projects for each unit in the K-5 Frameworks.
The NZMaths site is a goldmine.

Just as we expect students to persist (SMP 1), we need to persist in the implementation of GloSS and IKAN. Don't give up after a year. It may take several years for the benefits to be

Pause and discuss.
Pause and discuss.
What is it we want to know?
Pause and discuss.
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Pause and discuss.
Pause and discuss.
Pause and discuss.
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"I will also say that the test itself is a little difficult for the students. Because it is based out of New Zealand, they use words that are unfamiliar to our students especially those with language deficiencies. Words like lamington have to be taught to children. Even the phrasing of the questions can be cumbersome in ways. We would like to be able to alter the questions but we don't want to mess with the validity of the test.

There is also a push to be able to use the universal screener for SLOs for teachers to limit the amount of testing. GloSS is questionable because it is not aligned to GSE. "

Dana Smith- Rome City Schools

"If teachers use the Global Stage and incorporate the Numeracy Project into small group/RTI instruction, then we have hit the sweet spot. Those teachers have the most growth on the GloSS administration for winter. So this really meets our needs when used in combination. I have one math coach who will sing praises for this. Her last statement to me was, '
This is the most growth I have ever seen at Main Elementary
.' "

Dana Smith- Rome City Schools A
Other concerns...
Pause and discuss.
"If the language is
not mathematical
in nature, and changing or explaining it will remove barriers to understanding, then do so."

Graham Fletcher- Griffin Spalding
Teachers discuss the GloSS
GloSS training videos
GloSS Administration
Multiple grades/ages

IKAN for Hearing Impaired
Brandi Moore is a middle school mathematics coach and I serve as the district mathematics coordinator K-12 in Dalton Public Schools. Together, we have begun to expand the Gloss/IKAN to the middle school level. After working across the district with a district math team, we were searching for a math tool that would provide formative assessment. We wanted to use the data with teachers in order to tailor instruction for students with the ultimate goal of closing the number sense gaps. Gloss/IKAN has been pivotal for our math work at the middle school level. A lot of teachers say, “Well, how do we have time to do the Gloss/IKAN?” We reply, “How do we not have time to listen to students’ math understandings?” In Literacy, would you ever dream of skipping a running record? Would you skip shared reading because you don’t have time? Would you select texts for readers without knowing their text level? Why would mathematics be any different? It is our charge to be responsive to student learning. In order to do that, we must have a way in which we talk to students about their mathematical understandings. At the middle school level, we used the IKAN to screen rising sixth graders so that we could be sure we identified where students were with respect to number sense. It also allowed us to see who needed the Gloss portion of the assessment. This assessment was also helpful for 6th-8th grade students served by ESS. It enabled us to specialize our instructional design using the tasks that accompany the Gloss/IKAN. Teacher understanding of number sense improves when formative assessment is used to design student work. Gloss/IKAN provides a solid wealth of resources not only to assess, but to close gaps—and even to accelerate student understanding. Teachers not only learn what kids know, but begin to understand what students should know regarding number sense at a much deeper level. Once the Gloss/IKAN is embraced, it is hard for teachers to ever want to go back to a “one size fits all” instructional model. The best work that has come from our expanding Gloss/IKAN to the middle school is that we are beginning to permeate a more equitable mathematics course offering.
This prezi has audio in some spots. Audio is indicated by the letter A beside the speaker's photo.
The audio plays automatically as you advance.
Meleia Bridenstine and Brandi Moore
Dalton Public Schools
no audio
Full transcript