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

The Animal School About 5 minutes

When we believe that it is our students that is our starting point for lesson planning, not the course content or the textbook, we try to live that belief by getting to know our students’ learning needs and preferences. Connect to the purpose of today’s session- Meeting our students’ needs to ensure all learners achieve growth and are successful with the MAFS.

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 Comparison 2016 2017 change amount Overall District 54% 56% +2 3rd Grade 59% 61% +2 4th Grade 57% 61% +4 5th Grade 54% 59% +5 6th Grade 46% 48% +2 7th Grade 51% 54% +3 8th Grade 54% 54% 0 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 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. i-Ready Data Part III

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 i-Ready Data

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-Middle Grades Mathematics Teacher Debriefing Protocol for Topic Assessment 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 your teachers 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, considering the entry point of student understanding? 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

Types of Data Reports in G2D Distractor Analysis Item Analysis Types of Data Reports in G2D Standard Analysis Item Analysis Distractor Analysis At Risk Report Export to Excel to group ALL students Standard Analysis At Risk Report

Taking a Deeper Dive into the Standards using Topic Assessment Data

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

Approx. 16 questions on the 2017 FSA Reporting Categories

Based on the Lessons Learned, students are struggling with these types of problems: Illustrative Mathematics

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

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.

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

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

Elementary Schools without Ready Teacher 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 9 (Meaning of Multiplication) Intensive Intervention User Guide Activity 4 Strategic Intervention Skill 9 (Decimals Greater than One) Strategic Intervention Skill 21 (Multiply by 3 Digit Numbers) Reteach 4.1, 4.3, 4.7 Response to Intervention (RtI) 4.1, 4.3, 4.7 PMT Standard Quiz (Sample) Math on the Spot Video Tutor for 4.1, 4.3, 4.7 Enrich 4.1, 4.3, 4.7 Grab-and-Go Activities (One Form to Another) (Dueling Decimals) (Tic-Tac Decimals) Games: (Powerful Products) i-Ready Tools for Instruction: Available for Selected Standards If NO… then INTERVENE If YES… then Use INDEPENDENT ACTIVITIES

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

Elementary Schools with Ready Teacher Toolbox Were students successful with Topic Assessment items? APPROACHING PROGRESSING ON-LEVEL 0 – 49% 50 – 69% Satisfactory: 70 – 84% Proficient: 85 – 100% Tools for Instruction & Toolbox i-Ready: Math in Action: Modeled and Guided Instruction Try Another Approach Toolbox: Interactive Tutorials Ready Instruction Book Pre-Requisite Lesson 10 - Use Place Value to Multiply On-Level Lesson 2- Understand Powers of Ten *Practice and Problem Solving Book Questions labeled “Basic” * Lesson Quiz Pre-requisite Lesson 10 - Use Place Value to Multiply Questions labeled “Medium” *Math Centers-Multiplying by One-Digit Numbers labeled “Below Level”...one star & “On-Level”…two stars Toolbox Questions labeled “Challenge” labeled “Above Level”… 3 stars Math in Action: Independent Practice Persevere If NO… then INTERVENE If YES… then Use INDEPENDENT ACTIVITIES

Who/ What/ When/ Where/ How? As you analyze your teachers’ DI and scaffolding instructional practices, you should reflect upon. . . 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 students’ 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? “The more reflective we are, the more effective we are.” -Pete Hall

Group Activity Sit in groups according to whether or not your school has the i- Ready Toolbox Each group will be provided the following: Sample Grade 5 At Risk Report for Topic Assessment IV, The three packets of resources for each student group: Approaching, Progressing, and On-Level, Two samples of completed D.I. Planning Templates, and Guiding questions for each packet of resources and completed D.I. Planning Templates.

Group Activity Directions: Each group will first receive Packet A: Approaching (0-49%) and two completed D.I. Planning Templates from Teacher Smith and Teacher Jones. Review the guiding questions for Packet A with your group and notate your thoughts on the Note-taking Guide regarding this particular packet of resources. Then discuss with your group the formative feedback you would provide to Teacher Smith and Teacher Jones regarding their student groupings and choice of student tasks as identified on the D.I. Planning Templates. At the sound of the timer, each group will then receive Packet B: Progressing (50-69%) and discuss their thoughts on the guiding questions for both Packet B and the D.I. Planning templates with their group. Please notate your thoughts on the Note-taking Guide. Each group will receive Packet C: On-Level (70-100%) and repeat the process. Be prepared to share out. Schools without Intensive Teacher Smith (non example)-Feedback Group A- stops at the Prerequisite Level and does not address the standard; did not select which problems will be used from the Prereq Lesson-cannot do entire lesson!! Must preview and be selective; Wondering- did teacher preview the Interactive tutorial? It is 26 min so he/she needs to preview it to decide how far into the tutorial to go (note-cannot skip around in the tutorial so must go in order-cannot fast forward). Group B- Did scaffold however not enough problems assigned. (only 4) During classroom visit, go to this group to see how they are progressing with the assignment. Group C- Did the teacher preview the MFAS task? (It says to pick one problem). The work assigned is not appropriate for the time frame. During classroom visit, go to this group to see how they are progressing. Additional questions from Practice & Problem Solving can be considered. (and in some cases from Enrichment Packet if, as in this case, students are on the high end of Satisfactory, very close to Proficient) Teacher Jones- shows scaffolding, selective problems, addresses prereqs as needed Schools with Intensive Teacher Smith (non-example)-Feedback Group A- Assigned too many basic computation level problems. Did not scaffold to increase level of complexity. No real world applications. Group B- Assigned entire Skills Practice- 30 basic computation level problems. Only 1 word problem assigned- not enough. Teacher Jones-shows scaffolding, selective problems, addresses prereqs as needed

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

Thank You!!! 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 . . .