Scaled Leadership Vision 20/20 Continues: Assessing Key Elements in the 5E Mathematics Classroom Silvia Aday, District instructional supervisor David galarce, District Instructional Supervisor

Session Objectives 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? School-Wide Strategies: What strategies can we implement school-wide to reach our intended outcomes? Classroom Strategies-A Focus on Differentiated Instruction: What instructional adjustments need to be made in the core classes to reach our intended outcomes?

Looking Back to Synergy Framework of Effective Instruction for Math. Framework of Effective Instruction ASSESSMENT

“Educational assessment seeks to determine how well students are learning and is an integral part of the quest for improved education. It provides feedback to students, educators, parents, policy makers, and the public about the effectiveness of educational services.” Knowing what students know: the science and design of educational assessment. Committee on the Foundations of Assessment, Center for Education, Division on Behavioral and Social Sciences and Education, National Research Council; James Pellegrino, Naomi Chudowsky, and Robert Glaser, editors, p. 1

Teacher Characteristics Student Characteristics Classroom Assessment and Reflection The teacher and student collaboratively gather information and reflect on learning through a systematic process that informs instruction. Teacher Characteristics Uses multiple methods to systematically gather data about student understanding and ability Uses student work/data, observations of instruction, assignments and interactions with colleagues to reflect on and improve teaching practice Revises instructional strategies based upon student achievement data Uncovers students’ prior understanding of the concepts to be addressed and addresses students’ misconceptions Provides regular and timely feedback to students and parents that moves learners forward Allows students to use feedback to improve their work before a grade is assigned Facilitates students in self- and peer-assessment Reflects on instruction and makes adjustments as student learning occurs Student Characteristics Recognizes what proficient work looks like and determines steps necessary for improving his/her work Monitors progress toward reaching learning targets Develops and/or uses scoring guides periodically to assess his/her own work or that of peers Uses teacher and peer feedback to improve his/her work Reflects on work and makes adjustments as learning occurs

Data Use Cycle Collect and prepare a variety of data about student learning Interpret data and develop hypotheses about how to improve student learning Modify instruction to test hypotheses and increase student learning

Data Analysis Process Collect and disaggregate data. Analyze all data for patterns and identify additional data to collect. Look at data for patterns over time, focusing on a specific content area, examine disaggregated data to fully understand the issues. Create data summary statements. Examine possible causes/factors impacting the data-use tools to identify what factors may be impacting the issue so that you can write an effective goal and carry out a realistic implementation plan. Collect additional data as needed. Set goals. Examine “best practice” and decide on interventions. Implement/measure results/revise goals and interventions.

District Mid-Year Assessment Multiple Measures of Data Teacher Developed Assessments Classwork, Homework, Quizzes Standard-Based Assessments District Topic Tests Formative Assessments Exit slips, questioning H.M.H. Assessment Resources District Mid-Year Assessment

Discussing the Data What does the data tell us? What are the facts? What are some areas of strength? What are your areas of concern? What surprises you or jumps out at you? What patterns do you find? What do you think might explain these patterns? What questions do you have? What are your next steps?

Algebra 1 Algebra 1 MYA Standards: 21 Total # Questions: 55 Item Type DOK 1 2 3 Multiselect 14 (25%) 10 M.C. 41 (75%) 17 22 Algebra 1 FSA Percentage of Computer-Based Test Composed of Technology-Enhanced Items: 40% - 60% DOK 1 DOK 2 DOK 3 10%-20% 60%-80% FSA Mathematics Test Design Summary 2016-17 Mid-Year Assessment Report

Algebra 1 Topic 1 Test Topic 2 Topics 3&4 MYA A-CED.1.1 A-CED.1.4 A-REI.2.3 A-SSE.1.1.a A-REI.1.1 F-BF.1.1.a F-IF.1.1 F-IF.1.2 F-IF.1.3 F-IF.2.4 F-IF.2.5 A-CED.1.2 A-REI.4.10 A-REI.4.11 A-REI.4.12 F-BF.2.3 F-IF.2.6 F-IF.3.7.a F-IF.3.9 F-LE.1.1.a F-LE.1.2 F-LE.2.5 S-ID.3.7

Algebra 1

Algebra 1 MYA 7.52% 1.66% 7.49%

Geometry Geometry MYA Standards: 15 Total # Questions: 48 Geometry FSA Item Type DOK 1 2 3 Multiselect 5 (10%) 4 M.C. 43 (90%) 12 27 Geometry FSA Percentage of Computer-Based Test Composed of Technology-Enhanced Items: 40% - 60% DOK 1 DOK 2 DOK 3 10%-20% 60%-80% FSA Mathematics Test Design Summary 2016-17 Mid-Year Assessment Report

Geometry Topic 1 Test Topic 2 and 3 MYA G-CO.1.1 G-CO.1.2 G-CO.1.3 G-GPE.2.5 G-SRT.2.5 G-C.1.3

Geometry

Algebra 2 Algebra 2 MYA Standards: 22 Total # Questions: 51 Item Type DOK 1 2 3 Multiselect 3 (6%) M.C. 48 (94%) 9 33 6 Algebra 2 FSA Percentage of Computer-Based Test Composed of Technology-Enhanced Items: 40% - 60% DOK 1 DOK 2 DOK 3 10%-20% 60%-80% FSA Mathematics Test Design Summary 2016-17 Mid-Year Assessment Report

Algebra 2 Topic 1 Test Topic 2 Topics 3&4 MYA S-CP.1.1 S-CP.1.2 S-IC.1.1 S-IC.1.2 S-IC.2.3 S-IC.2.4 S-IC.2.5 S-IC.2.6 S-ID.1.4 F-IF.2.4 F-IF.2.6 F-BF.2.3 F-IF.3.7.b A-REI.4.11 F-IF.2.5 F-BF.2.4 F-BF.2.4.a, c

Algebra 2

GROUP ACTIVITY Split into three groups: Algebra 1, Geometry, and Algebra 2 Carefully examine the Topic Tests and the Mid-Year Assessment and answer the following questions: Are there any similarities among the tests? Identify questions that students might identify as “difficult”. Identify questions that students might identify as “easy”. Have you seen student work that resembles the questions presented in these assessments? Do you think that the level of rigor in the classroom prepares the students for these assessments? What about the FSA?

Algebra 2 Topic 3 MAFS.912.F-BF.2.4 Topic 3 MYA MYA

Algebra 2 MAFS.912.F-BF.2.3 Topic 3 Topic 3 MYA MYA

Algebra 2 MAFS.912.S-CP.1.2 Topic 2 MYA

G2D Reports Item Analysis

G2D Reports Standard Analysis

Power BI School Comparison High School

Power BI School Comparison Middle School

Algebra 1 MYA Tier 1 Algebra 1-B

Algebra 1 MYA Tier 1 Algebra 1

Algebra 1 MYA Tier 2 & 3 Algebra 1-B

Algebra 1 MYA Tier 2 & 3 Algebra 1

Power BI Multi-Test Tier 1

And Now What…?

Data Usage Best Practices Data Analysis – Mini PD for Teachers

District Developed Resources Data Usage Best Practices District Developed Resources Optional Comprehensive Assessment Window H.M.H. Resources Edgenuity Resources CPALMS Resources

Updated! - 3rd Nine Weeks

Time to Reflect What are YOUR goals for using data? What are YOUR roadblocks? What are YOUR potential solutions? What are YOUR action plan goals? What help do you need and from whom?

Thank you! Silvia Aday David Galarce District Instructional Supervisor High School Mathematics 305-995-1939 silviaaday@dadeschools.net David Galarce Instructional Supervisor 305-761-7925 coachgalarce@dadeschools.net