DataGuided Mathematics Instruction MIDDLE GRADES MATHEMATICS DIVISION OF

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?

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?

*Keep. District in mind that the for percentages for. Assessment 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

2014 -2015 Mid-Year Assessment Report by School

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 same +12 +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.

: e r e h w y r e v Please text your school site’s E ll o grade level/course of greatest P 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

rt I tem An sis y l a o Rep Stan dard Ana lysis Rep ort

th Grade Standards %Itof is 6 imperative to administer assessed Topic on Assessments the Grade for 6 upcoming 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. 6 a 38. 68% MAFS. 6. NS. 3. 6 b 50. 34% MAFS. 6. NS. 3. 6 c 48. 03% MAFS. 6. NS. 3. 7 a 53. 05% MAFS. 6. NS. 3. 7 b 61. 84% MAFS. 6. NS. 3. 7 c 38. 02% MAFS. 6. NS. 3. 7 d 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. 3 a 53. 75% MAFS. 6. RP. 1. 3 b 61. 51% MAFS. 6. RP. 1. 3 c 37. 64% MAFS. 6. RP. 1. 3 d 47. 17%

% of 7 th 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. 1 a * 49. 43% MAFS. 7. NS. 1. 1 b * 53. 52% MAFS. 7. NS. 1. 1 c * 28. 43% MAFS. 7. NS. 1. 1 d * 31. 6% MAFS. 7. NS. 1. 2 a * 47. 17% MAFS. 7. NS. 1. 2 b * 30. 18% MAFS. 7. NS. 1. 2 c * 40. 37% MAFS. 7. NS. 1. 2 d * 45. 02% MAFS. 7. NS. 1. 3 * 45. 7% MAFS. 7. RP. 1. 1 37. 58% MAFS. 7. RP. 1. 2 a 49. 48% 39. 4%= average for non-calculator 43. 96% standards MAFS. 7. RP. 1. 2 c 47. 13% 42. 9%= average for calculator MAFS. 7. RP. 1. 2 d 45. 25% standards MAFS. 7. RP. 1. 2 b MAFS. 7. RP. 1. 3 33. 96%

% of 8 th 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. 7 a* 21. 73% MAFS. 8. EE. 3. 7 b* 35. 34% MAFS. 8. EE. 3. 8 a* 44. 1% MAFS. 8. EE. 3. 8 b* 23. 17% MAFS. 8. EE. 3. 8 c* 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. 04 x Only 13. 59% answered correctly B. 1. 04 x 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. 05 a = 1. 05 a 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? A. a + b. Only 21. 56% answered correctly B. a − b C. │a + b│ D. │a − b│ Grade 7 MAFS. 7. NS. 1. 1 c 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.

Grade 7 MAFS. 7. NS. 1. 2 b 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 realworld contexts. Only 29. 78% answered correctly

School-Wide Strategies What strategies can we implement schoolwide to reach our intended outcomes?

School-Wide Strategies: Tiered Support Levels Support • Push-in ≥ 70% (Highest Tier) • • • Mc. Graw-Hill: • Enrich • Problem-Solving Practice Item Specs Sample Items Khan Academy • Push-in Standard-based support: • Mc. Graw-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): • Mc. Graw-Hill: • Extra Practice • Re-Teach § Instructional Tools Resources hyper-linked in Pacing Guides: Illustrative Mathematics, Engage. NY 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, Data. Driven Standards • Differentiated Instruction during Mathematics Classes (i. e. DI day)

1. Data Disaggregation 2. Timeline Development 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: Mc. Graw-Hill Power-Up, Item Spec Sample Items, Mc. Graw-Hill Extra Practice Word Problems, Topic Assessment Questions

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Classroom Strategies. A Focus on Differentiated Instruction 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

Resources: § Mc. Graw-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, Engage. NY, Mathematics Assessment Resource Service (M. A. R. S. )

Mathematics Formative Assessment System (MFAS) • 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. education 2020. com/student/ Edgenuity Username: MA and Student ID (Ex: MA 1234567) Edgenuity Password: Student ID (Ex: 1234567)

i-Ready Implementation Plan Optio n 3:

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. 2 nd Avenue, Suite 326 Miami, Fl 33132 Office: 305 -995 -1939 Fax: 305 -995 -4188 Florida Department of Education http: //www. flstandards. org/home. aspx