Transcript Document

ELEMENTARY
MATHEMATICS
February Scaled Leadership PD sessions
Agenda
◦ My MYA Learning
◦ Overview of district MYA results~ Instructional Implications
◦ Differentiated Instruction Addressing critical standards as per
MYA results
◦ Additional Resources for FSA Practice
My Learning Goals
1. Goals: What outcomes do we want for our students in our
district, in our schools?
2. Knowledge: What do we want to know and what
guidance can we gain from our school data results?
3. Progress Monitoring Assessment: How are we doing? What
is our current level of performance as a school? As a
grade? As a class? As an individual student?
4. Outcome Assessment: How far do we need to go to reach
our goals and outcomes?
5. Core Instruction: What are the critical components that
need to be in place to reach our goals?
6. Differentiated Instruction: What more do we need to do
and what instructional adjustments need to be made?
A CLOSER
LOOK AT
OUTCOMES. . .
Grade/Course
Grade 3 Math
Grade 4 Math
Grade 5 Math
District MYA 2014
Average Percent Correct
63
61
60
Keep
Moving . . .
• Core Instruction:
What are the
critical components
that need to be in
place to reach our
goals?
• Differentiated
Instruction: What
more do we need
to do and what
instructional
adjustments need
to be made?
My MYA Learning
2014 – 2015
MYA
1. Goals: What outcomes do we want for our students in our
district, in our schools?
2. Knowledge: What do we want to know and what
guidance can we gain from our school data results?
3. Progress Monitoring Assessment: How are we doing? What
is our current level of performance as a school? As a
grade? As a class? As an individual student?
4. Outcome Assessment: How far do we need to go to reach
our goals and outcomes?
5.
5. Core
Core Instruction:
Instruction: What
What are
are the
the critical
critical components
components that
that
need to be in place to reach our goals?
6. Differentiated Instruction: What more do we need to do
6.
and
and what
what instructional
instructional adjustments
adjustments need
need to
to be
be made?
made?
≥ 70
60% ≤ % correct < 70%
< 60%
My MYA Learning
Levels
≥ 70
DI Model
• Push-in
Resources
•
•
• Push-in
60% ≤ % correct < 70%
• Computer
• Pull-out
< 60%
DI Models &
Resources
HMH Go Math Preparing Students for Florida
Assessments (“Form C”)
Item Specs Samples
Standard-based support:
• HMH, RtI Tier 1 DI Activity in TE
• HMH, ELL Language Support Strategy
Activity in TE
• HMH Go Math Preparing Students for Florida
Assessments (“Form C”)
• Item Specs Samples
• i-Ready Learning Path
TLC (MYA Focus):
• HMH, RtI Tier 2 DI Activity in TE
• HMH, RtI Tier 1 DI Activity in TE
• HMH, ELL Language Support Strategy
Activity in TE
• HMH Go Math Preparing Students for Florida
Assessments (“Form C”)
• Item Specs Samples
≥ 70
60% ≤ % correct < 70%
< 60%
Grade 4
16. Elizabeth found a red dress that cost $96.
The red dress costs 3 times as much as the
blue coat that Elizabeth likes. If Elizabeth
buys the red dress and the blue dress, what
is the total amount she will spend?
F.
$128
Only 21.71% answered correctly
G. $192
4790
H. $288
I.
$384
1596
11929
3530
MAFS.4.OA.1.2
Multiply or divide to
solve word
problems involving
multiplicative
comparison, e.g.,
by using drawings
and equations with
a symbol for the
unknown number to
represent the
problem,
distinguishing
multiplicative
comparison from
additive
comparison.
Grade 4
21. Julia has 473 stickers in her sticker book.
How many tens of stickers does Julia have?
A.
B.
7
40
C. 47
D. 70
Only 37.19% answered correctly
3498
2081
8208
8060
MAFS.4.NBT.1.1
Recognize that in a
multi-digit whole
number, a digit in
one place
represents ten times
what it represents in
the place to its
right.
For example,
recognize that
700 ÷ 70 = 10 by
applying concepts
of place value and
division.
Grade 4
MAFS.4.OA.2.4c
Determine whether
a given whole
number in the
range 1—100 is
prime or composite.
25. Which number is a prime number?
A. 38
B.
41
C. 57
D. 63
Only 42.71% answered correctly
5386
9426
4469
2552
Grade 4
37. Which is the product of the prime numbers
between 4 and 10?
A. 35
B.
45
C. 48
D. 63
MAFS.4.OA.2.4c
Determine whether
a given whole
number in the
range 1—100 is
prime or composite.
Only 30.7% answered correctly
6775
6477
5464
3084
Grade 4
27. Which statement is true about the digit 8 in the
whole numbers 1,825 and 8,367 ?
A. The 8 in 8,367 represents 1 times the 8 in 1,825
B. The 8 in 8,367 represents 10 times the 8 in 1,825
C. The 8 in 8,367 represents 100 times the 8 in 1,825
D. The 8 in 8,367 represents 1000 times the 8 in 1,825
8158
4471
recognize that 700 ÷
70 = 10 by applying
concepts of place
value and division.
e value and
division.
Only 36.97% answered correctly
3694
MAFS.4.NBT.1.1
Recognize that in a
multi-digit whole
number, a digit in
one place
represents ten times
what it represents in
the place to its
right. For example,
5604
Grade 4
51. Mr. Jeffrey has 147 folders. He wants to
divide them so that each of 8 students get
the same number of folders. How many
folders will be left over after Mr. Jeffrey gives
each student the greatest number of folders
possible?
A. 3
B.
5
C. 11
D. 18
MAFS.4.NBT.2.6
Only 36.96% answered correctly
8157
2392
3901
7416
Find whole-number
quotients and
remainders with up
to four-digit
dividends and onedigit divisors, using
strategies based on
place value, the
properties of
operations, and/or
the relationship
between
multiplication and
division. Illustrate and
explain the
calculation by using
equations,
rectangular arrays,
and/or area models.
My MYA Learning
My MYA Learning
HMH Go Math~ Teacher’s Edition
Assessment
&
Re-teaching
Tools
Think
Central
Access via
Employee
Portal~
Single Sign-on
“Form C”
Sample
Items
Item Specs
Sample Item
i-Ready Implementation Plan
Option 3:
It is important to remember that
differentiated mathematics instruction is
most successful when teachers:
•
•
•
•
•
•
•
Believe that all students have the capacity to
succeed at learning;
Recognize that diverse thinking is an essential and
valued resource;
Know and understand mathematics and are
confident in their ability to teach mathematical
ideas;
Are intentional about curricular choices
Develop strong learning communities in their
classrooms;
Focus assessment; and
Support each other in their efforts.
Differentiated
Instruction
“In the end, all learners need your energy, your heart, and your mind.
They have that in common because they are young humans.
How they need you, however, differs. Unless we understand and respond to those
differences, we fail many learners.”
~ Carol Ann Tomlinson
Department of Mathematics
1501 N.E. 2nd Avenue, Suite 326
Miami, Fl 33132
Office: 305-995-1939
Fax: 305-995-4188
Florida Department of Education
http://www.flstandards.org/home.aspx