Teaching to the Test

   My job encouraging teachers to explore and experiment with some of the defining MTBoS routines is made easier when there's an explicit connection between those routines and what their students are asked to do on our program's assessments.   When those stars align, I feel we're close to accomplishing real change.
   So why was I heartened to see the Everyday Math second grade  mid-year assessment several weeks ago? Let's take a look:

 MTBoS Routine: Which One Doesn't Belong?

This routine has gained in popularity throughout the school.  Teachers like the way it encourages students to explain their thinking  and how it reinforces multiple content standards.

Mid-Year Assessment: Question 2
 

Hey!  What's this?  Which one doesn't belong?  I'd never before seen an item like this on one of our assessments.  There were a variety of responses:

MTBoS Activity: Counting Circles

We've explored this routine in our PLC.  It's really taken off in second grade.

Mid-Year Assessment: Question 6

Completing counts and noticing patterns are reinforced by the counting circle routine.

MTBoS Activity: Clothesline Estimation

We've just started to explore this routine.

Mid-Year Assessment: Question 7

     The kids are starting to understand how number lines are constructed, especially how the numbers need to be spaced at regular intervals.
 OK, we still have a ways to go...

...but now we know who needs more time hanging out on the clothesline.

     Three MTBoS routines, three aligned assessment questions.
  And I almost forgot about this item, which showed up in a grade 3 journal several months ago:

Is someone out there listening?