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Elementary Mathematics Blueprint for Converting Data into Actionable Next Steps:

Division of Academics Department of Mathematics 1501 NE 2 nd AVE Suite 326 Miami, FL33132 Phone : (305) 995-1939 Fax: (305) 995-4188. Elementary Mathematics Blueprint for Converting Data into Actionable Next Steps:. A close look at i-Ready and Topic Assessment results.

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Elementary Mathematics Blueprint for Converting Data into Actionable Next Steps:

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  1. Division of Academics Department of Mathematics 1501 NE 2nd AVE Suite 326 Miami, FL33132 Phone: (305) 995-1939 Fax: (305) 995-4188 Elementary Mathematics Blueprint for Converting Data into Actionable Next Steps: A close look at i-Ready and Topic Assessment results

  2. Session Objectives Quick Reminders • Analyzing i-Ready Diagnostic Assessment Data: Predicted Proficiency and Intervention Screener Reports – • What is our current level of performance as a district? As a school? Session Focus • Topic Assessment Data & Actionable Next Steps: • What should I expect to see in math classrooms as the next steps to analyzing Topic Assessment data? • What resources should my math teachers be utilizing to address the varying needs of students when differentiating instruction? • Which G2D reports should teachers utilize and how should the data from these reports be analyzed to create flexible student groups?

  3. MDCPS- Mathematics Administrator Debriefing Protocol i-Ready Data & Topic Assessments

  4. i-Ready Data Predicted Proficiency District Report – Use this report to view the district percentage of students who are likely to be proficient(students at Level 3 and above) by the end of the year and the percentage of students predicted to reach each achievement level Part I

  5. i-Ready Data Predicted Proficiency School Report Use this report to view the percentage of students who are likely to be proficient (students at Level 3 and above) by the end of the year, and the percentage of students predicted to reach each achievement levelat your school. Part II

  6. i-Ready Data Predicted Proficiency by Class Report Use this report to view the percentage of students who are likely to be proficient (students at Level 3 and above) by the end of the year and the percentage of students predicted to reach each achievement level by class. Part III

  7. i-Ready Data Analyze the Intervention Screener Report (After Diagnostic 2 use the table below to compare AP1 to AP2)**can also be found Power BI Part IV

  8. Standards Analysis Using G2D Topic Assessment Reports What does Topic Assessments Results say? How can and will remediation and enrichment occur at your school site?

  9. Standards Analysis Using G2D Topic Assessment Reports Examine the Proficiency, Standard Analysis, Item Analysis, Distractor Analysis, and At-Risk Students by Standard Reports. Look closely for patterns of strengths and weaknesses: MDCPS-Elementary Mathematics Teacher Debriefing Protocol for Topic Assessments Results • Part II: Analyze the At-Risk Students by Standard, Item Analysis, Distractor Analysis and Standard Analysis Reports • Guiding Questions: • What patterns of strengths and weaknesses emerge from the reports? • On which concept or content should you focus to move students to proficiency? • How will you group or regroup students based on the At-Risk Students by Standard?

  10. How will you monitor and measure results? • What re-teaching opportunities are available to remediate standards for the students that show deficiencies? • What do these re-teaching opportunities look like? • Is DI taking place at the level the student(s) needs? • Is there alignment to the rigor and complexity required by MAFS to make learning gains and support mastery? Go Deeper. . .

  11. Putting it in perspective. . . Which G2D reports should teachers utilize? How should the data from these reports be analyzed to create flexible student groups? How will remediation and enrichment occur at your school site?

  12. G2D Website: https://tg.dadeschools.net/FLMiamiDade/tglogin.aspx Topic Assessments: Availability of Topic Assessment Schedules G2D Topic Assessment Administration Instructions, also found in OneNote Online, K-5 Pacing Guide Notebooks; current district version: Paper-based Employee # MiamiDade2017 • Grades K-2: • Topic Assessments – Paper-based • Grades 3-5: • Topic Assessments – Paper-based • CBT versions not available; TBA once available • Comprehensive Assessment – February administration Or Your Own Password if you changed it last year

  13. Teachers need to know purpose of reports ~ Topic Assessment Data. . .

  14. Item Analysis Distractor Analysis Types of Data Reports on G2D Distractor Analysis Item Analysis Standards Analysis At Risk Report Standard Analysis At Risk Report

  15. Groupings: • Approaching: 0 – 49% • Progressing: 50 – 69% • On-Level: 70 – 100% • 70 – 84% Satisfactory • 85 – 100% Proficient

  16. Creating Multiple PathsFor Learning Key Concept or Understanding Progressing Approaching Struggling With The Concept Some Understanding (0 – 49%) (50 – 69%) (70 – 100%) READINESS LEVELS Reaching Back Reaching Ahead On-Level Understands The Concept

  17. Create Groupings Based on Data for the identified Standard*: • Approaching: 0 – 49% • Progressing: 50 – 69% • On-Level: 70 – 100% • 70 – 84% Satisfactory • 85 – 100% Proficient • *Groups should not be based on overall performance on • the assessment nor based on splitting students into equal thirds. For example, the data may show two “approaching” groups and one “on-level” group.

  18. Schools without Ready Florida Teacher-Toolbox

  19. Elementary Schools without Ready Florida Toolbox If YES… then Use INDEPENDENT ACTIVITIES If NO… then INTERVENE

  20. Schools with Ready Florida Teacher-Toolbox

  21. Elementary & K-8 Schools with Ready Florida Toolbox If YES… then Use INDEPENDENT ACTIVITIES If NO… then INTERVENE

  22. What teachers should have in order to be successful in DI and Scaffolding: Tiered Assignments • Knowledge of content • Knowledge of students • Knowledge of learning theory • Repertoire of strategies and resources Approaching, Progressing, and On-Level/Enrichment

  23. As you analyze your teachers’ DI and scaffolding strategies, you should reflect upon. . . Who/ What/ When/ Where/ How? Who are my teachers’ At-Risk Students (i.e., what report will they use)? Based on the data and what was taught, what are the deficiencies? What does the remediation look like (i.e., resources and materials to use)? When and where will my teachers provide remediation/intervention? How will they know if the remediation worked? “The more reflective we are, the more effective we are.” -Pete Hall

  24. Getting Ready • Sit in groups according to whether or not your school has “i-Ready Toolbox.” Choose a Task Leader to direct group discussion and manage packets for smooth activity transitions. Materials: • Sample Grade 4, Topic Assessment 2, At Risk Report as per achievement on MAFS.4.NBT.2.5 • The three resource packets for each student level: • Packet A: Approaching (0-49%) • Packet B: Progressing (50-69%) • Packet C: On-Level (70-100%) • Two DI Planning sheets, per packet • Guiding Questions Worksheet to complete as you review the provided resource packets and accompanied DI Planning sheets Group Activity Putting It to Practice

  25. Group Activity Directions: Be ready to shift gears when time is called. . . • Each group will first receive Packet A: Approaching (0-49%) and two completed DI Planning Sheets, one from Mr. Threeofive Wright and the other from Ms. Taylor Swift. • Task Leaders, review the guiding questions for Packet A with the group. • On the Note-Taking Guide, write the group’s considerations regarding the given packet of resources: • What formative feedback would you provide to Mr. Threeofive Wright and Ms. Taylor Swift regarding student groupings and choice of student tasks as identified on the DI Planning Sheet? • Each group will now receive Packet B: Progressing (50-69%) and two completed DI Planning Sheets, one from Mr. Threeofive Wright and the other from Ms. Taylor Swift. • Task Leaders, now lead discussion regarding the guiding questions for Packet B and DI Planning Sheet. • On the Note-Taking Guide, write the group’s considerations regarding this particular packet of resources. • Each group will receive the final set – Packet C: On-Level (70-100%) – and repeat the process. • Be prepared to share out.

  26. Instructional Frameworks

  27. 60-Minute Primary StandardInstructional Block Primary Standard Instruction DI addressing Primary Standard

  28. HMH GO Math! Instructional Block, Using 5Es

  29. Secondary Standard Bi-Weekly DI Framework Primary Standard Instruction DI addressing Secondary Standard Bi-Weekly DI cycle

  30. Sample Monthly Calendar for Block Schedule • Primary Standard Instruction • DI addressing Secondary Standard • Two-week rotation cycle

  31. Key: (minutes of the DI Block Day) 1 – First 20 minutes; 2- Second 20 minutes; 3 – Third 20 minutes

  32. Instructional Focus Calendars (IFCs) December 2017 iCAD C Agenda Item

  33. Questions? Department of Mathematics Elementary Mathematics 1501 N.E. 2nd Avenue, Suite 326 F Miami, FL 33132 Office: 305-995-1939; Fax: 305-995-4188 We take our Mathematics to the next level . . .

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