Transcript Middle Grades math leaders learning community #1

Data-Guided
Mathematics Instruction
MIDDLE GRADES MATHEMATICS
DIVISION OF ACADEMICS
DEPARTMENT OF MATHEMATICS
“GIVING OUR STUDENTS THE WORLD”
ANNIE KLIAN, DISTRICT INSTRUCTIONAL SUPERVISOR
RACQUEL GIBSON, DISTRICT CURRICULUM SUPPORT SPECIALIST
ANNE MATTHEWS, DISTRICT CURRICULUM SUPPORT SPECIALIST
RAQUEL MCKINNON, DISTRICT CURRICULUM SUPPORT SPECIALIST
MICHELLE WHITE, EXECUTIVE DIRECTOR
DEPARTMENT OF MATHEMATICS
OFFICE OF ACADEMICS AND TRANSFORMATION
“Without data, all anyone has are
opinions. Data elevates the
probability that you’ll make the
right decision.”
-W. Edwards Deming
Today’s Goals:
1. Progress Monitoring: Mid-Year Assessment: What is our current level of
performance as a district? As a school? What guidance can we gain from
our school and district data results?
2. School-Wide Strategies: What strategies can we implement school-wide
to reach our intended outcomes?
3. Classroom Strategies-A Focus on Differentiated Instruction: What
instructional adjustments need to be made in the core classes to reach
our intended outcomes?
What is our current level of performance as a district? As a school?
What guidance can we gain from our school and district data results?
*KeepDistrict
in mind that
the for
percentages
forAssessment
Algebra 1 and 2014
Geometry
Scores
Mid-Year
also include the high school students that are tested.
Grade/
Course
District
Average Percent
Correct
Grade 3 Math
Grade 4 Math
Grade 5 Math
Grade 6 Math
Grade 7 Math
Grade 8 Math
Algebra 1
Geometry
63
61
60
50
40
32
35
42
School’s average % correct vs.
District’s average % correct
It is also important to compare to schools in your
region and schools with similar populations.
-6
-7
+12
same
+20
Think-Pair-Share
Review the MYA data at your school for each
grade/mathematics course.
• Turn to a partner and discuss which grade levels
had the greatest disparity from the District average.
• Brainstorm solutions together for:
• Improving areas of weakness
• Maintaining and increasing areas of strength
• Poll Everywhere:
• Please text your school site’s grade level/course
of greatest concern for the math FSA.
Please text your school site’s
grade level/course of greatest
concern for the math FSA.
Please answer
“A-E”
A~Sixth Grade
B~Seventh Grade
C~Eighth Grade
D~Algebra I Honors
E~Geometry Honors
Poll Everywhere
A Deep Dive~
Grades 6-8
Mid-Year Assessment
Data Analysis
th Grade Standards
%Itofis6imperative
to administer
assessed
Topic
on
Assessments
the Grade
for 6upcoming
MYA: 37.9%
standards
Interpret and compute quotients of
fractions, and solve word problems
involving division of fractions by
fractions, e.g., by using visual fraction
models and equations to represent
the problem.
Understand the absolute value of a
rational number as its distance from 0 on
the number line; interpret absolute value
as magnitude for a positive or negative
quantity in a real-world situation.
Find a percent of a quantity as a
rate per 100 (e.g., 30% of a
quantity means 30/100 times the
quantity); solve problems
involving finding the whole, given
a part and the percent.
Not Assessed on MYA
Standard
% Correct on MYA
MAFS.6.NS.1.1
33.75%
MAFS.6.NS.2.2
58%
MAFS.6.NS.2.3
62.98%
MAFS.6.NS.2.4
47.68%
MAFS.6.NS.3.5
50.28%
MAFS.6.NS.3.6a
38.68%
MAFS.6.NS.3.6b
50.34%
MAFS.6.NS.3.6c
48.03%
MAFS.6.NS.3.7a
53.05%
MAFS.6.NS.3.7b
61.84%
MAFS.6.NS.3.7c
38.02%
MAFS.6.NS.3.7d
56.1%
MAFS.6.NS.3.8
54.91%
MAFS.6.RP.1.1
43.35%
MAFS.6.RP.1.2
54.91%
MAFS.6.RP.1.3a
53.75%
MAFS.6.RP.1.3b
61.51%
MAFS.6.RP.1.3c
37.64%
MAFS.6.RP.1.3d
47.17%
% of 7th Grade Standards assessed on
the Grade 7 MYA: 33.3%
Understand that rewriting an
expression in different forms in a
problem context can shed light on
the problem and how the quantities
in it are related.
Understand subtraction of rational
numbers as adding the additive inverse,
p – q = p + (–q). Show that the distance
between two rational numbers on the
number line is the absolute value of their
difference, and apply this principle in realworld contexts.
Understand that integers can be divided, provided
that the divisor is not zero, and every quotient of
integers (with non-zero divisor) is a rational
number. If p and q are integers, then –(p/q) =
(–p)/q = p/(–q). Interpret quotients of rational
numbers by describing real-world contexts.
Not Assessed on MYA
Standard
% Correct on MYA
* = no calculator
MAFS.7.EE.1.2 *
22.93%
MAFS.7.EE.2.3
42.98%
MAFS.7.NS.1.1a *
49.43%
MAFS.7.NS.1.1b *
53.52%
MAFS.7.NS.1.1c *
28.43%
MAFS.7.NS.1.1d *
31.6%
MAFS.7.NS.1.2a *
47.17%
MAFS.7.NS.1.2b *
30.18%
MAFS.7.NS.1.2c *
40.37%
MAFS.7.NS.1.2d *
45.02%
MAFS.7.NS.1.3 *
45.7%
MAFS.7.RP.1.1
37.58%
MAFS.7.RP.1.2a
49.48%
39.4%= average for non-calculator
43.96%
standards
MAFS.7.RP.1.2c
47.13%
42.9%= average for calculator
MAFS.7.RP.1.2d
45.25%
standards
MAFS.7.RP.1.2b
MAFS.7.RP.1.3
33.96%
% of 8th Grade Standards assessed on
the Grade 8 MYA: 46%
Derive the equation y = mx for a line
through the origin and the equation
y = mx + b for a line intercepting the
vertical axis at b.
Give examples of linear equations in one
variable with one solution, infinitely many
solutions, or no solutions. Show which of
these possibilities is the case by successively
transforming the given equation into simpler
forms, until an equivalent equation of the
form x = a, a = a, or a = b results (where a
and b are different numbers).
Solve systems of two linear
equations in two variables
algebraically, and estimate solutions
by graphing the equations. Solve
simple cases by
Notinspection.
Assessed on MYA
Standard
% Correct on MYA
* = no calculator
MAFS.8.EE.1.1
33.66%
MAFS.8.EE.1.2*
38.51%
MAFS.8.EE.1.3
32.72%
MAFS.8.EE.1.4
32.83%
MAFS.8.EE.2.5*
39.75%
MAFS.8.EE.2.6*
23.45%
MAFS.8.EE.3.7a*
21.73%
MAFS.8.EE.3.7b*
35.34%
MAFS.8.EE.3.8a*
44.1%
MAFS.8.EE.3.8b*
23.17%
MAFS.8.EE.3.8c*
29.35%
MAFS.8.F.1.1 *
36.38%
MAFS.8.F.1.3 *
37.39%
32.9%= average for non-calculator
32.5%
standards
MAFS.8.NS.1.1
27.77%
31.9%= average for calculator
MAFS.8.NS.1.2
32.52%
standards
MAFS.8.F.2.4 *
16. Kevin’s savings account had x
dollars in it at the beginning of the
month. At the end of the month,
there was 4% more money in
Kevin’s account. Which expression
represents the number of dollars in
Kevin’s account at the end of the
month?
A. 0.04x
B.
Only 13.59% answered correctly
1.04x
C. x + 0.04
D. x + 1.04
Grade 7
MAFS.7.EE.1.2
Understand
that rewriting
an expression
in different
forms in a
problem
context can
shed light on
the problem
and how the
quantities in it
are related. For
example, a +
0.05a = 1.05a
means that
“increase by
5%” is the
same as
“multiply by
1.05.”
24. The number a is less than 0 and the
number b is greater than 0. Which
of these represents the distance
between a and b on the number
line?
Only 21.56% answered correctly
A. a + b
B.
a−b
C. │a + b│
D. │a − b│
Grade 7
MAFS.7.NS.1.1c
Understand
subtraction of
rational
numbers as
adding the
additive inverse,
p – q = p + (–q).
Show that the
distance
between two
rational
numbers on the
number line is
the absolute
value of their
difference, and
apply this
principle in realworld contexts.
29. The variables n and d represent
integers greater than 0. Which of
𝑛
the following is the same as −
?
𝑑
A.
𝑛
𝑑
B.
−𝑛
𝑑
C.
−𝑛
−𝑑
D.
𝑑
𝑛
Only 29.78% answered correctly
Grade 7
MAFS.7.NS.1.2b
Understand that
integers can be
divided,
provided that the
divisor is not zero,
and every
quotient of
integers (with
non-zero divisor)
is a rational
number. If p and
q are integers,
then –(p/q) =
(–p)/q = p/(–q).
Interpret
quotients of
rational numbers
by describing
real-world
contexts.
School-Wide Strategies:
Tiered Support
Levels
Support
• Push-in
≥70%
(Highest Tier)
•
•
•
McGraw-Hill:
• Enrich
• Problem-Solving Practice
Item Specs Sample Items
Khan Academy
• Push-in
Standard-based support:
• McGraw-Hill:
• Skills Practice
• Interactive Guide for ELL
• CPALMs Mathematics Formative Assessment (MFAS)
• Item Specs Sample Items
• Computer
• Pull-out
• i-Ready Learning Path and Extra Lessons
• Edgenuity Benchmark Review
TLC (MYA Focus):
• McGraw-Hill:
• Extra Practice
• Re-Teach
 Instructional Tools Resources hyper-linked in Pacing
Guides: Illustrative Mathematics, EngageNY packets,
Mathematics Assessment Resource Service (M.A.R.S.)
• Item Specs Sample Items
50% ≤ % correct< 70%
(Middle Tier)
< 50%
(Lowest Tier)
Resources
School-Wide Strategies
• Implement Push-In/Pull-Out Interventions
• Before School/After School/Saturday Tutoring
• Homeroom Remediation (for schools with Extended
Homeroom)
• Develop grade-level, course-alike Instructional
Focus Calendars infusing Secondary, DataDriven Standards
• Differentiated Instruction during Mathematics
Classes (i.e. DI day)
1. Data
Disaggregation
PDCA Inst ruct ional Cycle
PLAN
• Data Disaggregation
• Calendar Development
ACT
2. Timeline
Development
DO
• Direct Instructional
Focus
CHECK
• Tutorials
• Assessment
• Enrichment
• Maintenance
• Monitoring
3. Direct the
Instructional
Focus
4. Ongoing
Assessment
5.
Tutorials
6.
Enrichment
8. Monitoring
7.
Maintenance
Data-Driven Spiral Review
• An often overlooked element is deliberate explicit
spiral review. This deliberate planning of spiral review
will allow students to maintain the knowledge level of
skills taught earlier in the school year and further
allows students in need of remediation at least one
additional opportunity for explicit instruction and
review on that skill.
PRIMARY and SECONDARY
Standards
• PRIMARY Standard- based on the Pacing Guide
Curriculum (new concepts)
• SECONDARY Data Driven Standard- based on
the MYA and Topic Assessment data
– What do we need to revisit that has already been
taught?
– Best Practice: Revisit through the Bellringers
• Resources: McGraw-Hill Power-Up, Item Spec Sample Items,
McGraw-Hill Extra Practice Word Problems, Topic
Assessment Questions
8
What instructional adjustments need to be made in the core classes
to reach our intended outcomes?
D.I. Planning Templates
CHOOSE A STANDARD
TO ADDRESS
Reporting Categories
D.I. Planning Templates
 McGraw-Hill:
 Enrich
 Problem-Solving Practice
 Skills Practice
 Extra Practice
 Re-Teach
 Interactive Guide for ELL
 E-Assessment Item Bank
 i-Ready Extra Lessons
 Edgenuity Benchmark Review
 CPALMs Mathematics Formative Assessment (MFAS)
 Item Specs Sample Items/ Sample Training Test problems
 Khan Academy
 Gizmos
 Algebra Nation
 Website resources hyper-linked in Pacing Guides: Websites: Illustrative
Mathematics, EngageNY, Mathematics Assessment Resource Service
(M.A.R.S.)
• MFAS include tasks or problems teachers can implement with
their students and rubrics that help the teacher interpret
students’ responses. Teachers using MFAS ask students to
perform mathematical tasks, explain their reasoning and
justify their solutions. Includes videos of questioning strategies
with students.
• This system is available on CPALMS to all stakeholders in Florida,
including teachers, parents and students.
• MFAS Performance Tasks on the Math Florida Standards and PD
modules for grades 4-8, Algebra, and Geometry are available in
CPALMs.
• Also available: Lesson Study Toolkits
http://www.cpalms.org/
Edgenuity MAFS Review Modules
•
•
•
•
•
Grade 6 MAFS Review Modules
Grade 7 MAFS Review Modules
Grade 8 MAFS Review Modules
Algebra I MAFS Review Modules
Geometry MAFS Review Modules
https://learn.education2020.com/student/
Edgenuity Username: MA and
Student ID
(Ex: MA1234567)
Edgenuity Password: Student ID
(Ex: 1234567)
i-Ready Implementation Plan
i-Ready Implementation Plan
Option 3:
“There is nothing so
unequal as the equal treatment
of unequals.”
—Thomas Jefferson
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