Achievement in Mathematics Laura G. Brake, M.Sc. Curriculum Instruction and Assessment

Focus of the Day  Clarity and direction for achievement in mathematics

Agenda  9:00 – 12:00Morning Sessions  Introductions  Inquiry Question  SWOT Analysis  CIA Triangle  Case study from another jurisdiction  Effective and Efficient Toolkits  12:00 – 1:00 Break  1:00 – 3:20The Manitoba Context  3:20Feedback

Assessment Instruction CurriculumAchievement

Toolkits that are Effective and Efficient  Effective = Informed Professional Judgment based on valid research.  Efficient = Tools that are manageable and sustainable

Excellence in Education A Challenge for Prince Edward Island: Final Report of the Task Force on Student Achievement 2005  15 member team  20 recommendations on curriculum, student assessment and early interventions #2 Work with teachers on a plan to develop and administer common assessments to students in grades 3, 6, and 9 and in designated high school subjects.

Provincial Common Assessments Grade 3 Reading and Writing Grade 9 Mathematics

Provincial Common Assessments  Based on your experience, do you think there would be improvement in student achievement after implementing provincial common assessments?

Annual Testing ≠ Improvement  Two years after the Provincial Assessments began, the Grade 9 math results were stagnant with percent scores around 60%.

Inquiry Question…to…Actions

Effective and Efficient Formative Assessment at the Classroom Level Firstly, to create a tool that teachers welcome. Then, continual Professional Learning which reinforces that it is never about the tool. "If students are not doing as well as expected, we test them more—and if that doesn't work, we make our standards and expectations more stringent and demand even more testing. The problem is, the answer to improved student performance rests with instruction." Rick Stiggins Revolutionize Assessment

Curriculum Assessment Instruction Number Patterns and Relations Patterns Variables and Equation Shape and Space Measurement 3-D Objects and 2-D Shapes Transformations Statistics and Probability Data Analysis Chance and Uncertainty Assessments…to inquiry question…to action…in PEI

Curriculum Assessment Instruction

Foundational Outcomes A foundational outcome has leverage, endurance, and is essential for the next level of learning. (Reeves, 2010) Leverage: is needed to perform other outcomes Endurance: has lasting relevance over time Essential: is needed to continue study at the next level Foundational Outcomes are those that allow other outcomes to make sense, and to be learned more efficiently and effectively. They are the basis for additional learning. Maximum of 8 foundational outcomes per course were chosen for mathematics.

Example Leverage: is needed to perform other outcomes Grade 8 N7 Demonstrate an understanding of multiplication and division of integers…

Example Endurance: has lasting relevance over time Grade 5 N2 Use estimation strategies including…

Example Essential: is needed to continue study at the next level Grade 3 SS5 Demonstrate an understanding of perimeter…

Development of Formative Assessments It is important for each student to know: What they are supposed to learn (Target) How they are doing in their learning (Proximity to Target) What they need to learn next (Next step toward target) To address this need, four formative assessments were created, with 10 questions per assessment. Each question is tied to a Foundational Outcome; maximum of 8. Some Foundational Outcomes require more than one question in order to provide adequate formative feedback.

Formative/Summative

Foundational Outcome Written in student language White space for student work 3. Write the expression as a single power: A B C D Outcome N2 – Know the exponent laws and be able to use them.

Consistent Targets

Answer Sheet

Scores of 6 or less are flagged in red What jumps out…?

Grade 3 Example of Differentiation What is the perimeter of this diagram? A 7 units B 12 units C 13 units D 14 units Student = 13 Student = 7 Student 2 4 x 3 = 12

Examining Student Work Together Deconstruction and metacognition

Students examining their own work

Providing guidance to learning

PERSISTENCEPERSISTENCE Examining own work to determine areas of incorrect thinking

Grade 4 example A B C D 2 566

An arena has a total of seats. The first day, concert tickets were sold. How many seats are still available to sell? A B C D 2 566

An arena has a total of seats. The first day, concert tickets were sold. How many seats are still available to sell? A B C D 2 566

Math skills the student has done well (be specific) Math skills the student has yet to learn (be specific) To be filled by the student after each quiz Plus Minus Action Plan Topic Action Plan +- What the student will do to address items in the right column

Requests for Differentiation Quizzes There are 12 apples in a bag. If Karen takes half and then Daniel takes third, what fraction of the bag of apples have they taken together? Multiple Choice for efficient diagnostic Constructed Response for instruction with small groups of students.

Math 7 Foundational Outcomes in bold Bootcamp materials for bridging skills Plan for balancing reach-back with new outcomes

Assessment Instruction CurriculumAchievement After implementing this model …would you expect to see improvement?

Instructional Development Second year… First year…

Instructional Development First year… Gradual release…

Instructional Development First year…

Western School Board Results

IMA Trend Data 2007 to 2014 Average Math Score by Year

IMA Achievement Trends

Mathematics Met Expectations32%52%64%65% Approached Expectations 5%8%4%6% Experienced Difficulty63%40%32%30% Exemption Rate10%11%10% (n=158) 9% (n=134) N (# that wrote)1,5761,5021,3521,288 Trends we see in Grade 9 Math

Grade 6 Math Achievement Levels 2013 and 2014

Grade and 2014 –moving learning

PCAP 2013 Mathematics Between 2010 and 2013, there has been a slight increase in achievement across Canada and in most jurisdictions. PEI has more than doubled the improvement seen in any other province (32 points).

KWL Exit Slips  One item per slip  Place all slips on the flip chart as you leave

Assessment Instruction CurriculumAchievement

References  Guskey, T. (2000). Evaluating Professional Development. Thousand Oaks, CA: Corwin Press.  Darling-Hammond et al., (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Retrieved March 12,  Fullan, M. (2011). Seminar Series 204: Choosing the wrong drivers for whole system reform. Centre for Strategic Education, April. Marzano, R., D. Pickering & Pollock, J. (2001). Classroom Instruction That Works.  Reeves, D. (2010). Transforming Professional Development into School Results.  Stiggins, R. (2014). Revolutionize Assessment, Empower Students, Inspire Learning.  The Adoption Curve.