Math Program Assessment and Strategies

Winnie introduces her new role and discusses the importance of high expectations and differentiation in education. She presents a math program that includes pre-assessments, explicit teaching, and exit slips. Jess Minette, a contributor to the program, explains the use of group rotations and data collection methods. The video emphasizes the importance of continuous assessment and program adjustments to meet student needs effectively.

What role did Winnie recently acquire?

• Instructional Coach

• School Principal

• Head of Mathematics Department

• Assistant Principal Curriculum Instruction

Why are high expectations important for students?

• They ensure students are always happy.

• They help students perform well and stay challenged.

• They make teaching easier for teachers.

• They reduce the need for assessments.

What components are included in the math programs shared by Winnie?

• Pre-assessment and exit slips only

• Only explicit teaching and exit slips

• Differentiated instruction and explicit teaching only

• Pre-assessment, explicit teaching, differentiated instruction, and exit slips

What teaching stage does Jess Minette currently teach?

• Stage Two

• Stage Three

• Stage One

• Kindergarten

How are pre-assessments conducted in the math program?

• Using QR codes and the Flickers app

• Through written tests

• Via online quizzes

• Using oral questioning

What is the purpose of analyzing pre-assessment data?

• To plan school events

• To determine student seating arrangements

• To group students and adjust teaching strategies

• To decide on classroom decorations

How is differentiated instruction implemented in the math program?

• By assigning homework

• Using a single teaching method for all

• Through lectures

• Through rotations and explicit lessons

What is the role of exit slips in the math program?

• To provide homework assignments

• To assess student understanding and record data

• To entertain students

• To replace final exams

What challenge did the teaching program face during COVID-19?

• Shortage of teaching materials

• Increased classroom sizes

• Difficulty in team teaching

• Lack of student interest

How does the team ensure continuous improvement of the program?

• By sticking to the original plan

• By ignoring feedback

• By making changes and evaluating effectiveness

• By reducing the number of assessments