Focus on Achievement MTSS Math

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# Focus on Achievement MTSS Math - PowerPoint PPT Presentation

Focus on Achievement MTSS Math. Shawnee Mission School District September 2011 You do not need a computer yet. Agenda for Today. Review SMSD plan for MTSS Math Assessment Brief Training on Test Administration &amp; Scoring Data Interpretation Math Data Reviews Math Progress Monitoring

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### Focus on AchievementMTSS Math

Shawnee Mission School District

September 2011

You do not need a computer yet

Agenda for Today
• Review SMSD plan for MTSS Math Assessment
• Brief Training on Test Administration & Scoring
• Data Interpretation
• Math Data Reviews
• Math Progress Monitoring
• (Common Core Standards Overview)

### Tests of Early Numeracy (TEN)Administration and Scoring

Abbreviated Version

Oral Counting (OC)
• Instructions:
• “When I say start I want you to start counting aloud from 1 like this 1, 2, 3 until I tell you to stop. If you come to a number you don’t know, I’ll tell it to you. Be sure to do your best counting. Are there any questions? Ready, start.”
• Time: 1 minute
• 1 point per correct count
• Maximum Score: 100
Oral Counting-continued
• Scoring Rules
• If a student says the number that comes next in their sequence, score the number as correct.
• If a student repeats a sequence, score the sequence as correct.
• If a student self-corrects, score the number as correct.
• If a student hesitates with a number for 3 seconds, tell the student the number and score the number on which the student hesitated as incorrect. You may tell the student only one number during testing.
• If a student skips a number while counting, score the number as incorrect and continue testing.
Number Identification (NI)
• Instructions:
• Practice Sheet: “Look at the paper in front of you. It has a number on it (demonstrate by pointing). What number is this?” (do at least 2 examples)
• Test: “The paper in front of you has numbers on it. When I say start, I want you to tell me what the numbers are. Start here and go across the page (demonstrate by pointing). If you come to a number you don’t know, I’ll tell you what to do. Are there any questions? Put your finger on the first one. Ready, start.”
• Time: 1 minute
• K-numbers to 10; 1st-numbers to 20
• 1 point per correct number ID
• Maximum Score: K-56; 1st-80 (full page)
Number Identification-continued
• Scoring Rules
• If a student correctly identifies the number, score the item as correct.
• If the student states any number other than the item number, score the item as incorrect.
• If the student hesitates or struggles with a number for 3 seconds, tell the student to “try the next one” and score the item as incorrect.
• If a student skips a number, score the number as incorrect.
• If a student skips an entire row, mark each number in the row as incorrect by drawing a line through the row on the examiner score sheet.
• If the student misses 5 items consecutively discontinue testing.
Number Identification-continued

12

21

**

25

25

24

Score: 15

Note: Inconsistent teens

Quantity Discrimination-QD
• Instructions:
• Practice Sheet: “Look at the piece of paper in front of you. The box in front of you has two numbers in it (demonstrate by pointing). I want you to tell me the number that is bigger.” (do at least 2 examples)
• Test: “The paper in front of you has boxes on it. In the boxes are two numbers. When I say start, I want you to tell me the number in the box that is bigger. Start here and go across the page (demonstrate by pointing). If you come to a box and you don’t know which number is bigger, I’ll tell you what to do. Are there any questions? Put your finger on the first one. Ready, start.”
• Time: 1 minute
• K-numbers to 10; 1st-numbers to 20
• 1 point per correct number
• Maximum Score: K-28; 1st-40 (full page)
Quantity Discrimination-continued
• Scoring Rules:
• If a student states the bigger number, score the item as correct.
• If the student states both numbers, score the item as incorrect.
• If the student states any number other than the bigger number, score the item as incorrect.
• If a student hesitates or struggles with an item for 3 seconds, tell the student to “try the next one.” Score the item as incorrect.
• If a student skips an item, score the item as incorrect.
• If a student skips an entire row, mark each item in the row as incorrect by drawing a line through the row on the examiner score sheet.
• If a student misses 5 items consecutively, discontinue testing.
• Note: Pointing is not sufficient; the student must state the number
Quantity Discrimination-continued

25

Score: 3

Note: Errors match NI errors

Missing Number (MN)
• Instructions:
• Practice Sheet: “The box in front of you has two numbers in it (point to the first box). I want you to tell me the number that goes in the blank. What number goes in the blank?.” (do all 3 examples)
• Test: “The piece of paper in front of you has boxes with numbers in them. When I say start, you are going to tell me the number that goes in the blank for each box. Start with the first box and go across the row (demonstrate by pointing). If you come to one you don’t know, I’ll tell you what to do. Are there any questions? Put your finger on the first one. Ready, start.”
• Time: 1 minute
• K-numbers to 10; 1st-numbers to 20
• 1 point per correct number
• Maximum Score: K-21; 1st-30 (full page)
Missing Number-continued
• Scoring Rules:
• If a student correctly states the missing number, score the item as correct.
• If a student incorrectly states the missing number next, score the item as incorrect by placing a slash through the number on the examiner score sheet.
• If a student hesitates or struggles with an item for 3 seconds, tell the student to “try the next one” (demonstrate by pointing). Score the item as incorrect.
• If a student skips an item, score the item as incorrect.
• If a student skips an entire row, mark each item in the row as incorrect by drawing a line through the row on the examiner score sheet.
• If a student misses 5 items consecutively, discontinue testing.
Missing Number-continued

7

4

5

5

Skipped row

8

3

Score: 0

Based on scores and error patterns:

Jenny needs support for learning the teens.

Teacher needs additional information to know if Jenny needs support for learning number relationships or if number identification is really the issue.

Jenny likely needs support for strategic counting (counting on, counting down) as the precursor to addition and subtraction.

The lowest-level skill below the target is the priority area for support.

In Jenny’s case, number identification (support for learning the teens) takes priority.

### Monitoring Basic Skills Progress(MBSP)Administration and Scoring

Abbreviated Version

MBSP

Computation

• Addition, subtraction, multiplication and division
• Whole numbers, fractions and decimals
• 2-6 minutes + instructions

Concepts & Applications

• 18-25 problems
• Number concepts
• Names of numbers and vocabulary
• Measurement
• Charts and graphs
• Areas and perimeters
• Fractions, decimals and word problems
• 6-8 minutes + instructions
MBSP Scoring

Computation

• 1 point per digit “in correct place value position”
• (No decimal point or decimal in wrong place = all wrong; no R for remainder; etc.)

Concepts & Applications

• 1 point per answer blank
• Exceptions
• 2nd-4th Word Problems & Money problems 1 point per digit
• 5th-6th Word Problems & Charts/Graph 1 point per digit
• \$ and . are not worth points but must be present for student to earn any points (c ok if less than 1 dollar)

Chris needs support in developing computation skills.

Teacher can do item analysis on his test to determine and/or pull in additional data if issue is addition, subtraction, or both.

Chris is on track with concepts and applications. His scores do not indicate additional support is necessary.

The lowest-level skill below the target is the priority area for support.

In Chris’s case, computation takes priority.

### Math Data Reviews

AIMSweb Data System
• K-2 Benchmark Testing Data Only
• Handout—AIMSWeb Data System—Getting Started
• Customer ID: 17356
• Case-sensitive
• Temporary password, will need to change
Types of Users
• Customer/District Manager
• Debbie Schluben, Dan Gruman, Mark Lange
• Principal
• View/print reports, no data entry
• School Manager (You)
• Data entry, view/print reports, manage teachers and students for whole school
• Teacher
• Data entry, view/print reports, manage students for his/her class
Acronym Cheat Sheet
• AIMSweb TEN (Tests of Early Numeracy)
• OCM—Oral Counting
• NIM—Number Identification
• QDM—Quantity Discrimination
• MNM—Missing Number
• F+F Math (MBSP—Monitoring Basic Skills Progress)
• F+F Math—Computation
• F+F MAP—Concepts & Applications
Reports
• Key Report—Instruction Recommendation
• Handout—Getting Started has overview and most commonly used reports
• Handout—AIMSWeb Report Summary has full list of reports
• Key Point—Norm Referenced versus Criterion Referenced
• Dan Gruman, Mark Lange, and Debbie are creating reports for Cognos
Sample Class Report

Suzanne

Kristy

Joe

Diane

Rick

Maria

Lucy

Dan

Fred

Christopher

Annie

Nathan

Bob

Hannah

George

Tim

Preston

Michael

Ginny

Wally

Amber

Brian

Outcomes of the Intervention Sort
• Having the classroom teacher understand and verify areas of strength and need for each of his/her students.
• Creating a team understanding of intervention group needs.
• Ensure that the model of support is adequate for identified needs.

Copied from Dawn Miller’s PPT, September 2011 Principal Meeting

Intervention Sort
• All students are included in the sort.
• Math interventions are matched to skill need, not service label.
• Math interventions are selected based on data, not preference.
• It goes beyond “the numbers,” but the numbers give us a starting point to the discussion.

Copied from Dawn Miller’s PPT, September 2011 Principal Meeting, “reading” changed to “math”

Intervention Sort
• Use the Instruction Recommendation Report
• Option 1: Header Card Sort
• Similar to “old” reading card sort
• Header Cards and Data Card template posted on Debbie Schluben’s Web Back Pack
• Cognos data cards—coming soon
• Option 2: Paper/Pencil Intervention Sort
• Posted on Web Back Pack

Disclaimer: Not all possibilities are represented here. These are the basics, subdivide as indicted by data.

What does the data make me think about the core?
• Sample Class
• 50% of students below benchmark
• 11 benchmark (50%)
• 4 strategic (18%)
• 7 intensive (32%)
• 55% of students below target for NIM
• Supplemental number identification work with the whole class is warranted

Disclaimer: Not all possibilities are represented here. These are the basics, subdivide as indicted by data.

“Math Workshop”
• Discuss in depth at November FOA
• Reminders for now
• Not an additional time for math
• Kindergarten—math extension time for full-day
• 1st-3rd—20 to 30 minutes
• 4th-5th—10 to 20 minutes
• 6th—10 to 15 minutes
• Aim for 3-4 times per week
School Improvement Plans
• How do we know if an action step falls into Tier 1, Tier 2, and/or Tier 3?

### Math Progress Monitoring

Kindergarten

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Progress Monitoring Data
• All progress monitoring data (K-6) should be entered in DIAT
• NO monitoring data should be entered in AIMSwebs site
• See handout for instructions
Discussion
• At your table, brainstorm the pros and cons of combining reading and math data reviews
• Stand and share
MTSS Math Web Back Pack
• Via Math Webpage
• Click MTSS Math Resources
• Via Web Back Pack
• Curriculum & Instruction
• Debbie Schluben
• http://www4.smsd.org/deborahschluben/default.htm
Next Steps
• Get comfortable with data
• Identify students who need additional support
• Start working with staff on how to meet those needs
• Match students with interventions
• Scheduling—who, how, when
• Start progress monitoring
• November 9 FOA—Math Workshop and Interventions