Coherent and Efficient Universal Screening for Mathematics March Institute 2016

General Supervision SPP/APR Data Collection Dispute Resolution System Policies, Practices and Procedures Monitoring Activities Improvement, Correction, Incentives, & Sanctions Targeted Technical Assistance Fiscal Management

Academics Continuum of Transitions Behavior SSIP: Focus for Improvement Engagement

This Professional Learning Supports Improved Graduation Rate for Students with Disabilities by: Active implementation of evidence-based instruction, preK through secondary Local capacity building Technical and adaptive leadership Comprehensive and efficient assessment system Student, Family, Staff, and Community Engagement Academics Behavior Continuum of Transitions Engagement

Advanced Organizer Assessment for multiple purposes Coherent and efficient screening for mathematics Data informed implementation choices

A Critical Year Students who enter and leave kindergarten below the 10 th percentile ◦70% remain below the 10 th percentile at the end of 5 th grade Students who enter kindergarten below the 10 th percentile and leave kindergarten above the 10 th percentile ◦36% are below the 10 th percentile in 5 th grade (Morgan et al., 2009)

School Readiness and Later Achievement Across six large longitudinal data sets, results show that early math skills have the greatest predictive value of overall high school achievement by 10 th grade (more so than early literacy and social emotional factors) Early mathematics predicted later literacy achievement (Duncan, et. al., 2007)

Early Numeracy Early numeracy skills are malleable Early numeracy can be developed through formal and informal means Ramani & Siegler, 2014

Comprehensive System Summative Formative Outcome Screening Diagnostic Progress Monitoring

UNIVERSAL SCREENING Purpose and Application

Overview of Universal Screening Who: All students What: General outcomes When: Three times per year: fall, winter, spring Why: Determine risk status of students, develop school-wide norms, evaluate effectiveness of current core curriculum and instruction

If so… What do you do with all that data ?

Kindergarten Math: One Bite at a Time EC Directors March

One Bite at a Time

K Implementation How do we evaluate core instruction? How do we identify specific areas of need in math? How do we determine which students receive intervention? What interventions are provided to which students?

K Implementation Critical Learning Phases/Math Content --Day 1 Training --Ch 1-2 of How Children Learn Number Concepts --Counting & Changing # --Focus on CORE --Complete online training module for Day 2 --Administer NKT 20 days into school year Number Knowledge Test (NKT) --Day 2 Training --Universal screener for all at BOY, MOY and EOY --Data collected through eData platform --Data analysis to identify students at each level --Facilitated discussion to reflect and plan next steps Assessing Math Concepts --Day 3 Training -- Diagnostic (digging deeper) & progress monitoring --Computer-based --Aligned to Developing Number Concepts (DNC), interventions for students --For kids below cut score (AMC) KEA

K Implementation Critical Learning Phases/Math Content --Day 1 Training --Ch 1-2 of How Children Learn Number Concepts --Counting & Changing # --Focus on CORE --Complete online training module for Day 2 --Administer NKT 20 days into school year (AMC)

Critical Learning Phases

are essential ideas that are milestones in children’s growth in mathematical understanding. determine the way a child is able to think with numbers and use numbers to solve problems. are the understandings that must be in place to ensure that children are not just imitating procedures or saying words they do not really understand (illusions of learning).

Critical Learning Phases What does it mean to be a proficient counter? Proficient Counter?

Critical Learning Phases Proficient Counter?

Critical Learning Phases Is this child a proficient counter? Proficient Counter?

Critical Learning Phases Proficient Counter?

Counting Objects Knowing One More/Less Counting Objects by Groups Using Symbols Critical Learning Phases Changing Numbers Comparing Numbers Chapter 1: Counting Chapter 2: Number Relationships

Use the bag of YELLOW cards. Work together as a table. Be prepared to defend your work. Critical Learning Phase: Counting Counting Objects First, students will…Then…Last… (Next Title) First, students will…Then…Last…

Use the bag of GREEN cards. Work together as a table. Be prepared to defend your work. Critical Learning Phase: Number Relationships Changing One Number to Another First, students will…Then…Last… (Next Title) First, students will…Then…Last…

Critical Learning Phase: Counting

Critical Learning Phase: Number Relationships What do you observe about the student as it relates to the critical learning phases? What do you notice about the student’s ability to work with certain SIZES of numbers?

Critical Learning Phase: Number Relationships

Critical Learning Phase: Number Relationships What do you observe about the student as it relates to the critical learning phases? What do you notice about the student’s ability to work with certain SIZES of numbers?

Critical Learning Phases 140 characters or #wcpsskindermath How would you summarize what you have learned about the critical learning phases?

K Implementation Critical Learning Phases/Math Content --Day 1 Training --Ch 1-2 of How Children Learn Number Concepts --Counting & Changing # --Focus on CORE --Complete online training module for Day 2 --Administer NKT 20 days into school year Number Knowledge Test (NKT) --Day 2 Training --Universal screener for all at BOY, MOY and EOY --Data collected through eData platform --Data analysis to identify students at each level (red, yellow, green) --Facilitated discussion to reflect and plan next steps (AMC)

Number Knowledge Test (NKT) Use as a universal screener at BOY, MOY and EOY Nationally normed assessment to measure students’ conceptual understanding of number Administered 20 days into school year All training was virtual through the Supporting K-2 Instruction Blackboard course

Number Knowledge Test (NKT)

Level 3: Knowledge of Number Sequence and Arithmetic Level 2: Knowledge of ArithmeticLevel 1: Number SequenceLevel 0: Ability to Count and Quantify Small SetsPreliminary: Basic Counting Item

Number Knowledge Test (NKT)

TIPS

NKT School Data Report

Day 2 NKT Data Analysis

Number Knowledge Test ComponentGuiding Questions Environment Is there a 60 minute math block in your master schedule? Is each teacher delivering 60 minutes of math instruction? What comes right before and right after math instruction in the master schedule? Does this impact your 60 minutes of instruction? Is there an intervention time/block built into the master schedule for remediation? If “yes” is it at least a 30 minute block? What does the classroom learning environment look like (table arrangement, opportunity for collaboration, access to technology, etc.)? Curriculum Are the resources on CMAPP being implemented? What other curriculum resources are being used? Does your grade level utilize collaborative planning? Are grade level common assessments being used? Instruction Are daily routines being followed consistently? Are you fostering a math environment of collaboration and discourse? Is there a focus on conceptual understanding? Are math models being used as evidence of problem solving?

Number Knowledge Test (NKT)

Most Important Points Write down 3 most important points that you learned about NKT. Think about things to consider if you were to move forward. What do you need to take back as “reminders”? 1.MIP 2.MIP 3.MIP

K Implementation Critical Learning Phases/Math Content --Day 1 Training --Ch 1-2 of How Children Learn Number Concepts --Counting & Changing # --Focus on CORE --Complete online training module for Day 2 --Administer NKT 20 days into school year Number Knowledge Test (NKT) --Day 2 Training --Universal screener for all at BOY, MOY and EOY --Data collected through eData platform --Data analysis to identify students at each tier --Facilitated discussion to reflect and plan next steps Assessing Math Concepts --Day 3 Training -- Diagnostic (digging deeper) & progress monitoring --Computer-based --Aligned to Developing Number Concepts (DNC), interventions for students --For kids below cut score (AMC)

Assessing Math Concepts (AMC) Uncover students’ understanding & misconceptions related to the critical learning phases Digging deeper & progress monitoring tool Computer-based for teacher Aligns to specific interventions based on students’ needs Only for students who fell BELOW the NKT cut scores

Assessing Math Concepts (AMC) A: Ready to Apply P: Needs Practice I: Needs Instruction This student fell below the NKT cut score. Where does the student need intervention?

Developing Number Concepts

What We Learned … 1 st year will be the hardest year. Progressive launch worked better for us. Involve ALL stakeholders and keep everyone informed. Sub-committees to get the work done. Be strategic on timing! Plan ahead!! Every teacher needs both books. Provide on-going curriculum support. Balance the training between virtual and face-to-face. Data collection for NKT, including establishing cut scores. Checks & balances for AMC licenses. Maintained a support site (Blackboard).

KinderFilms

A Cohesive System

Presentation Resources

Contact Information Heather Lynch ◦Lead School Psychologist Hannah Smith ◦Sr Administrator, Title I Michelle Tucker ◦Sr Administrator, Elementary Mathematics