A close look at i-Ready and Topic Assessment results Division of Academics Department of Mathematics 1501 NE 2nd AVE Suite 326 Miami, FL33132 Phone: (305) 995-1939 Fax: (305) 995-4188 Elementary Mathematics Blueprint for Converting Data into Actionable Next Steps: A close look at i-Ready and Topic Assessment results

Session Objectives Quick Reminders Analyzing i-Ready Diagnostic Assessment Data: Predicted Proficiency and Intervention Screener Reports – What is our current level of performance as a district? As a school? Session Focus Topic Assessment Data & Actionable Next Steps: What should I expect to see in math classrooms as the next steps to analyzing Topic Assessment data? What resources should my math teachers be utilizing to address the varying needs of students when differentiating instruction? Which G2D reports should teachers utilize and how should the data from these reports be analyzed to create flexible student groups?

MDCPS- Mathematics Administrator Debriefing Protocol i-Ready Data & Topic Assessments

i-Ready Data Predicted Proficiency District Report – Use this report to view the district percentage of students who are likely to be proficient (students at Level 3 and above) by the end of the year and the percentage of students predicted to reach each achievement level Part I

Predicted Proficiency School Report i-Ready Data Predicted Proficiency School Report Use this report to view the percentage of students who are likely to be proficient (students at Level 3 and above) by the end of the year, and the percentage of students predicted to reach each achievement level at your school. Part II

Predicted Proficiency by Class Report i-Ready Data Predicted Proficiency by Class Report Use this report to view the percentage of students who are likely to be proficient (students at Level 3 and above) by the end of the year and the percentage of students predicted to reach each achievement level by class. Part III

i-Ready Data Analyze the Intervention Screener Report (After Diagnostic 2 use the table below to compare AP1 to AP2) **can also be found Power BI Part IV

Standards Analysis Using G2D Topic Assessment Reports What does Topic Assessments Results say? How can and will remediation and enrichment occur at your school site?

Standards Analysis Using G2D Topic Assessment Reports Examine the Proficiency, Standard Analysis, Item Analysis, Distractor Analysis, and At-Risk Students by Standard Reports. Look closely for patterns of strengths and weaknesses: MDCPS-Elementary Mathematics Teacher Debriefing Protocol for Topic Assessments Results Part II: Analyze the At-Risk Students by Standard, Item Analysis, Distractor Analysis and Standard Analysis Reports Guiding Questions: What patterns of strengths and weaknesses emerge from the reports? On which concept or content should you focus to move students to proficiency? How will you group or regroup students based on the At-Risk Students by Standard?

How will you monitor and measure results? What re-teaching opportunities are available to remediate standards for the students that show deficiencies? What do these re-teaching opportunities look like? Is DI taking place at the level the student(s) needs? Is there alignment to the rigor and complexity required by MAFS to make learning gains and support mastery? Go Deeper. . .

Putting it in perspective. . . Which G2D reports should teachers utilize? How should the data from these reports be analyzed to create flexible student groups? How will remediation and enrichment occur at your school site?

if you changed it last year G2D Website: https://tg.dadeschools.net/FLMiamiDade/tglogin.aspx Topic Assessments: Availability of Topic Assessment Schedules G2D Topic Assessment Administration Instructions, also found in OneNote Online, K-5 Pacing Guide Notebooks; current district version: Paper-based Employee # MiamiDade2017 Grades K-2: Topic Assessments – Paper-based Grades 3-5: CBT versions not available; TBA once available Comprehensive Assessment – February administration Or Your Own Password if you changed it last year

Teachers need to know purpose of reports ~ Topic Assessment Data. . .

Types of Data Reports on G2D Distractor Analysis Item Analysis Types of Data Reports on G2D Distractor Analysis Item Analysis Standards Analysis At Risk Report Standard Analysis At Risk Report

Groupings: APPROACHING PROGRESSING ON-LEVEL Approaching: 0 – 49% 50 – 69% ON-LEVEL 70 – 100% Groupings: Approaching: 0 – 49% Progressing: 50 – 69% On-Level: 70 – 100% 70 – 84% Satisfactory 85 – 100% Proficient

Creating Multiple Paths For Learning Key Concept or Understanding Struggling With The Concept Approaching Understands The Concept On-Level Some Understanding Progressing The first step whenever you are planning tiered instruction is to identify the Key Concepts and Understandings that you want students to learn. Next, determine the readiness levels of the students and design tasks that will help them learn the key concepts and still challenge them at their level of understanding. (0 – 49%) (50 – 69%) (70 – 100%) Reaching Back READINESS LEVELS Reaching Ahead

Create Groupings Based on Data for the identified Standard*: Approaching: 0 – 49% Progressing: 50 – 69% On-Level: 70 – 100% 70 – 84% Satisfactory 85 – 100% Proficient *Groups should not be based on overall performance on the assessment nor based on splitting students into equal thirds. For example, the data may show two “approaching” groups and one “on-level” group.

Ready Florida Teacher-Toolbox Schools without Ready Florida Teacher-Toolbox Reserve Toolbox for Intensive Math, except Practice & Problem-Solving

Elementary Schools without Ready Florida Toolbox Were students successful with Topic Assessment items? APPROACHING PROGRESSING ON-LEVEL 0 – 49% 50 – 69% Satisfactory: 70 – 8 4% Proficient: 85 – 100% HMH GO Math! Intensive Intervention Skill 17 (Arrays) Intensive Intervention User Guide Activity 2 Strategic Intervention Skill 9 (Multiplication Facts) Strategic Intervention Skill 10 (Regroup Through Thousands) Reteach 2.3, 2.5, 2.6, 2.7, 2.10, 2.11 Math on the Spot Video Tutor for 2.3, 2.5, 2.6, 2.7, 2.10, 2.11 Enrich 2.3, 2.5, 2.6, 2.7, 2.8, 2.10, 2.11, 2.12 Grab-and-Go Activities What’s My Fact? Roll to Measure, Product Power, First One Out Games: Triangle Products, Multiplication Marathon i-Ready Tools for Instruction: Number and Operations- Level 3: Solve Multiplication Facts Number and Operations- Level 4: Multiply by One-Digit Numbers & Multiply Three-Digit Numbers by One-Digit Divide by One-Digit Numbers If NO… then INTERVENE If YES… then Use INDEPENDENT ACTIVITIES

Ready Florida Teacher-Toolbox Schools with Ready Florida Teacher-Toolbox Reserve Toolbox for Intensive Math, except Practice & Problem-Solving

Elementary & K-8 Schools with Ready Florida Toolbox Were students successful with Topic Assessment items? APPROACHING PROGRESSING ON-LEVEL 0 – 49% 50 – 69% Satisfactory: 70 – 84% Proficient: 85 – 100% HMH GO Math! Intensive Intervention Skill 17 (Arrays) Intensive Intervention User Guide Activity 2 Strategic Intervention Skill 9 (Multiplication Facts) Strategic Intervention Skill 10 (Regroup Through Thousands) Reteach 2.3, 2.5, 2.6, 2.7, 2.10, 2.11 Reteach: 2.3, 2.5, 2.6, 2.7, 2.10, 2.11 Math on the Spot Video Tutor: 2.3, 2.5, 2.6, 2.7, 2.10, 2.11 Enrich: 2.3, 2.5, 2.6, 2.7, 2.8, 2.10, 2.11, 2.12 Enrich 2.3, 2.5, 2.6, 2.7, 2.8, 2.10, 2.11, 2.12 Grab-and-Go Activities What’s My Fact? Roll to Measure, Product Power, First One Out Games: Triangle Products, Multiplication Marathon Tools for Instruction & Toolbox i-Ready: Tools for Instruction: Number and Operations- Level 3: Solve Multiplication Facts Toolbox: *Ready Instruction Book Pre-Requisite Gr3-Unit 1: Operations and Algebraic Thinking, Part 1 Lesson 2 - Use Order and Grouping to Multiply Lesson 3- Split Numbers to Multiply *Practice and Problem Solving Book Questions labeled “Basic” Questions labeled “Medium” Questions labeled “Challenge” On-Level Gr4-Unit 3: Number & Operations in Base Ten, Part 2 Lesson 11- Multiply Whole Numbers Number and Operations- Level 4: Multiply by One-Digit Numbers & Multiply Three-Digit Numbers by One-Digit Pre-requisite Gr4-Unit 3: Number and Operations in Base Ten, Part 2 *Math Centers-Multiplying by One-Digit Numbers labeled “Below Level” & “On-Level” Lesson 11- Multiply Whole Numbers* labeled “On-Level” & “Above Level” Divide by One-Digit Numbers *Math Centers- Multiplying by One-Digit Numbers labeled “Above Level” Multiplying by Two-Digit Numbers Gr4-Unit 3 - Math in Action: Multiply and Divide Multi-Digit Numbers If NO… then INTERVENE If YES… then Use INDEPENDENT ACTIVITIES

What teachers should have in order to be successful in DI and Scaffolding: Knowledge of content Knowledge of students Knowledge of learning theory Repertoire of strategies and resources Tiered Assignments Approaching, Progressing, and On-Level/Enrichment

Who/ What/ When/ Where/ How? Who are my teachers’ At-Risk Students (i.e., what report will they use)? Based on the data and what was taught, what are the deficiencies? What does the remediation look like (i.e., resources and materials to use)? When and where will my teachers provide remediation/intervention? How will they know if the remediation worked? As you analyze your teachers’ DI and scaffolding strategies, you should reflect upon. . . “The more reflective we are, the more effective we are.” -Pete Hall

Group Activity Getting Ready Putting It to Practice Sit in groups according to whether or not your school has “i-Ready Toolbox.” Choose a Task Leader to direct group discussion and manage packets for smooth activity transitions. Materials: Sample Grade 4, Topic Assessment 2, At Risk Report as per achievement on MAFS.4.NBT.2.5 The three resource packets for each student level: Packet A: Approaching (0-49%) Packet B: Progressing (50-69%) Packet C: On-Level (70-100%) Two DI Planning sheets, per packet Guiding Questions Worksheet to complete as you review the provided resource packets and accompanied DI Planning sheets Group Activity Putting It to Practice

Group Activity Directions: Be ready to shift gears when time is called. . . Each group will first receive Packet A: Approaching (0-49%) and two completed DI Planning Sheets, one from Mr. Threeofive Wright and the other from Ms. Taylor Swift. Task Leaders, review the guiding questions for Packet A with the group. On the Note-Taking Guide, write the group’s considerations regarding the given packet of resources: What formative feedback would you provide to Mr. Threeofive Wright and Ms. Taylor Swift regarding student groupings and choice of student tasks as identified on the DI Planning Sheet? Each group will now receive Packet B: Progressing (50-69%) and two completed DI Planning Sheets, one from Mr. Threeofive Wright and the other from Ms. Taylor Swift. Task Leaders, now lead discussion regarding the guiding questions for Packet B and DI Planning Sheet. On the Note-Taking Guide, write the group’s considerations regarding this particular packet of resources. Each group will receive the final set – Packet C: On-Level (70-100%) – and repeat the process. Be prepared to share out.

Instructional Frameworks

60-Minute Primary Standard Instructional Block DI addressing Primary Standard

HMH GO Math! Instructional Block, Using 5Es SAMPLE INSTRUCTIONAL BLOCK TIME FRAME Approx. Time What To Do. . . ≈5 𝑡𝑜 10 𝑚𝑖𝑛 Show What You Know (SWYK) –or- Gr. K-2: SAT-10 Dailies / Gr. 3-5: Bellringers (in Learning Village) –or- Fluency Practice (in OneNote Grade Level Notebook); and Home Learning Check: selected questions ≈20 𝑚𝑖𝑛 Gr. K-2: Listen & Draw / Gr 3-5: Unlock the Problem Note: Elementary Math OneNote Online, Grades K-5 Notebooks include all “Before” and “During” chapter resources DI: The two  Checks for Understanding will help group students in addition to the results from SWYK. Teacher Led Group; use RtI materials (review SWYK recommendations) to address pre-requisites, remediate, & connect back to current lesson problems. Independent Practice, with technology (PMT / Math On the Spot) if needed; working on select items from “On Your Own” and “Problem Solving” sections. ≈10 𝑡𝑜 15 𝑚𝑖𝑛 Go over answers and discuss selected items. Provide time for self-reflection.

Secondary Standard Bi-Weekly DI Framework Primary Standard Instruction DI addressing Secondary Standard Bi-Weekly DI cycle

Sample Monthly Calendar for Block Schedule Monday Tuesday Wednesday Thursday Friday Week 1 Primary Week 2 DI: Secondary Week 3 Week 4 Sample Monthly Calendar for Block Schedule Primary Standard Instruction DI addressing Secondary Standard Two-week rotation cycle

Secondary Standard Bi-Weekly DI At-A-Glance Monday Tuesday Wednesday Thursday Friday 60 Minutes Primary Lesson (including daily lesson DI, based on Checks for Understanding results) DI Day 60 Minutes of DI on Secondary Standard in Small Group Centers (see rotations on next slide)

Secondary Standard Bi-Weekly DI At-A-Glance CENTERS MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY i-Ready Extra Lesson focusing on Secondary Standard (20 mins) Teacher Led Center Secondary Standard DI Resource Assignment APPROACHING 60 min. Primary Lesson 1 2 3 PROGRESSING ON LEVEL i-Ready Instructional Path 1 & 2 (20-min/20-min) Differentiated Enrichment Activities Key: (minutes of the DI Block Day) 1 – First 20 minutes; 2- Second 20 minutes; 3 – Third 20 minutes

Instructional Focus Calendars (IFCs) December 2017 iCAD C Agenda Item

Questions? Department of Mathematics Elementary Mathematics 1501 N.E. 2nd Avenue, Suite 326 F Miami, FL 33132 Office: 305-995-1939; Fax: 305-995-4188 We take our Mathematics to the next level . . .