Digging into the Data Principals’ Meeting March 21, 2013

Let’s Explore:  On which standards was achievement the highest?  On which standards was achievement the lowest?  What “other factors” should be considered?  If these were your school’s results, what should happen next?

In Your Folders…  Scope & Sequence  Standard Descriptions  Major Work of Grade  Prioritization of Standards

5 th Grade  On which standards was achievement the highest?  On which standards was achievement the lowest?  What “other factors” should be considered?  If these were your school’s results, what should happen next? A Closer Look at Grade 5

5 th Grade  On which standards was achievement the highest? A Closer Look at Grade 5 Real world problems in coordinate system Operations with decimals Numerical Patterns

5 th Grade  On which standards was achievement the lowest? A Closer Look at Grade 5 Magnitude of number Rounding decimals Operations with whole numbers Order of operations

5 th Grade  What “other factors” should be considered? A Closer Look at Grade 5 Most of the standards in red are from 1 st quarter Whole number operations is lower than operations with decimals Prioritize the standards ( for ex: 5.OA.1 )

Quarters 1-2 Scope & Sequence

Major Work of the Grade Factors to Consider 3 rd Grade4 th Grade 5 th Grade

Prioritization of Standards Factors to Consider

Other Factors:  Quality of the item  Expectation(s) of the standard  Discrepancy between school and district performances  Discrepancy between teachers on the same grade level  Trends across the same standards  Pacing – when was this taught & will it be taught again Factors to Consider

5 th Grade  If these were your school’s results, what should happen next? A Closer Look at Grade 5 Was whole number operations taught conceptually? How is remediation being handled? Why is decimal operations higher than whole numbers?

What about EOGs?  What is the area of this rectangle?  What are the dimensions of the rectangles that can be made with a perimeter of 30? Which rectangle results in the greatest area?  How do you know?  What do you notice about the relationship between area and side lengths?

Where is the focus moving forward? Multiplication & Division with Whole Numbers; Area Focus on Deep Conceptual Understanding Explore a variety of problem types with models and/or pictures. Looking ahead: FRACTIONS 3 rd Place Value & Operations Focus on Deep Conceptual Understanding No formal algorithms for multiplication or division. Looking ahead: FRACTIONS 4 th Place Value & Operations with Whole Numbers & Decimals Focus on Deep Conceptual Understanding Formal algorithms for multiplication of whole # only. Looking ahead: FRACTIONS 5 th Next Steps

Upcoming Opportunities  SAS Math Summit  August 7, 2013  Flyer on back of updates  Project AIM (NCSU)  2 nd grade teachers  August  Ongoing throughout year  Project LTBI (NCSU)  K-3 teachers  August  Math PD Study (AIR)  Dates TBD  80 hours of PD  4 th grade teachers FREE EVENT! STIPENDS PROVIDED!