Data-Guided Decision Making~ Data Disaggregation Look-Fors M-DCPS Framework of Effective Instruction: Part IV DATA CHATS

Agenda DATA IFC Quarter 3 Math Content Look Fors Analyzing Data to Inform DATA Instructional Focus Calendars to Address Deficiencies as per MYA Results IFC Maintaining Rigor and Complexity when teaching Measurement & Data and Geometry Quarter 3 Math Content Look Fors

FSA, MYA, & Topic Tests. . . Oh My!

Taking the driver’s seat back from data

FSA Update Final Achievement Level Cut Scores as of Jan. 6, 2016 NEW

oada.dadeschools.net Weekly Briefing # 18631 http://oada.dadeschools.net/MonitoringProgressSchoolReports/MonitoringProgressSchoolReports.asp

2015 FSA 60 62 54 49 46 38 6th Grade: 100 7th Grade: 85 8th Grade: 77 District Scores for 2014-2015 FSA Grade Level 2014-2015 District % Students: Levels 3-5 3 60 4 62 5 54 6 49 7 46 8 38 Algebra I 6th Grade: 100 7th Grade: 85 8th Grade: 77 Geometry 7th Grade: 100 8th Grade: 90

High Student Achievement Florida Continuous Improvement Model (FCIM) A Cycle You Don’t Want to Break High Student Achievement = Data

Florida Continuous Improvement Model (FCIM) Data Disaggregation (Plan) Instructional Focus Calendar (Plan) Instructional Activities (Do) Mini-Assessments (Check) Maintenance (Check) Monitoring (Check) Maintenance and Enrichment (Act)

Mid-Year Cut Scores DATA Analyzing Data to Inform 2014-2015 School Year 2015-2016 School Year Grades 3 – 8 Unsatisfactory (<70%)  Grade Level Insufficient Limited Satisfactory 3 ( <55%) ( >=55% <61%) ( >=61% <101%) 4 ( <52%) ( >=52% <58%) ( >=58% <101%) 5 ( <59%) ( >=59% <66%) ( >=66% <101%) (>=70%) 6 ( <45%) ( >=45% <50%) ( >=50% <101%) 7 ( <38%) ( >=38% <44%) ( >=44% <101%) 8 ( <33%) ( >=33% <40%) ( >=40% <101%)

Percent of Students per Proficiency Level DATA Analyzing Data to Inform Percent of Students per Proficiency Level 2014-2015 School Year 2015-2016 School Year Grade Level Unsatisfactory Satisfactory Grade Level Insufficient Limited 3 58.41% 41.59% 31.28% 8.44% 60.29% 4 61.26% 38.74% 30.13% 11.47% 58.4% 5 64.65% 35.35% 36.69% 14.62% 48.69% 6 81.06% 18.94% 46.3% 8.65% 45.05% 7 95.25% 4.75% 51.96% 13.84% 34.2% 8 99.51% .49% 54.64% 19.57% 25.79%

Proficiency Report School Sample

District Average Percent Correct DATA Analyzing Data to Inform Mid-Year Assessment Results GRADE Level 2014-2015* District Average Percent Correct 2015-2016* Change from 2014-2015 to 2015-2016 3 63 65 +2 4 61 5 60 64 +4 6 50 same 7 40 8 32 34 Algebra I 35 37 Geometry 42 43 +1 *as of 01/5/16

% of 4th Grade Standards assessed on the Grade 4 MYA: 39.3% 2014 % Correct 2015 % Correct MAFS.4.OA.1.1 66% 69.47% MAFS.4.OA.1.2 61% 64.70% MAFS.4.OA.1.3 53% 53.75% MAFS.4.OA.2.4 46% 47.15% MAFS.4.OA.3.5 57% 66.01% MAFS.4.NBT.1.1 MAFS.4.NBT.1.2 79% 80.28% MAFS.4.NBT.1.3 68.18% MAFS.4.NBT.2.4 71% 71.04% MAFS.4.NBT.2.5 68% 68.59% MAFS.4.NBT.2.6 54.38% It is imperative to administer Topic Assessments for upcoming standards Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. *strongest on FSA Investigate factors and multiples.  Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number.  Determine whether a given whole number in the range 1–100 is prime or composite. *Data as of 1-10-16 Students need to know 29 standards for FSA (including the “also assesses” standards). MYA assessed 11 out of 29 standards=37.9%. 6.NS.1.1 6.NS.3.7c 6.RP.1.3c *weakest on FSA Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Not Assessed on MYA

% of 7th Grade Standards assessed on the Grade 7 MYA: 33.3% It is imperative to administer Topic Assessments for upcoming standards Standard 2014 % Correct 2015 MAFS.7.EE.1.2 22.93% 22.50% MAFS.7.EE.2.3 42.98% 41.92% MAFS.7.NS.1.1a 49.43% 50.64% MAFS.7.NS.1.1b 53.52% 51.31% MAFS.7.NS.1.1c 28.43% 28.99% MAFS.7.NS.1.1d 31.6% 32.21% MAFS.7.NS.1.2a 47.17% 48.39% MAFS.7.NS.1.2b 30.18% 30.84% MAFS.7.NS.1.2c 40.37% 37.33% MAFS.7.NS.1.2d 45.02% 41.86% MAFS.7.NS.1.3 45.7% 46.44% MAFS.7.RP.1.1 37.58% 38.93% MAFS.7.RP.1.2a 49.48% 49.27% MAFS.7.RP.1.2b 43.96% 44.13% MAFS.7.RP.1.2c 47.13% 46.70% MAFS.7.RP.1.2d 45.25% 45.03% MAFS.7.RP.1.3 33.96% 33.21% Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. * = no calculator * * * * Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. * * *weakest on FSA * * * *strongest on FSA * *Data as of 1-10-16 Students need to know 24 standards for FSA (including the “also assesses” standards). MYA assessed 8 out of 24 standards=33.3%. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then –(p/q) = (–p)/q = p/(–q). Interpret quotients of rational numbers by describing real-world contexts. 39.1%= average for non-calculator standards 42.7%= average for calculator standards Not Assessed on MYA

Standard Analysis Item Analysis Distractor Analysis At Risk Differentiated Instruction Groups Instructional Focus Calendar

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

Math In The News January 2016 NEWSLETTER

Instructional Focus Calendars PRIMARY and SECONDARY Standards PRIMARY Standard: based on the Pacing Guide Curriculum (current/upcoming concepts) SECONDARY DATA DRIVEN Standard: based on the MYA and Topic Assessment data What do we need to REVISIT that has already been taught? Find the opportunities to embed secondary standards with primary standards. Best Practice: Revisit secondary standards (e.g., Bell Ringers, Exit Slips, DI Groups) Resources: HMH GO Math! (Elem), Getting Ready for PARCC (Elem), McGraw-Hill Power-Up (MS), McGraw-Hill Extra Practice (MS), McGraw-Hill Countdown (MS), Item Specs Sample Items (Both), Topic Assessment Questions (Both), Illustrative Mathematics (Both) MAFS Review Packets will be released in February (Both)

Instructional Focus Calendar Based on School/Grade-Level/Class Needs

Instructional Focus Calendar Based on School/Grade-Level/Class Needs

Instructional Focus Calendar Based on School/Grade-Level/Class Needs

SAMPLE October 2015 8 Primary Standard Lesson/Activity Assessment Day Secondary Standard Lesson/Activity Secondary Standard Lesson/Activity

Sample MYA Lowest Standards: Grade 3

Grade 3 MAFS.3.OA.4.8 49.20% MAFS.3.NBT.1.1 57.35%

8 October 2015

Resources

Weekly Instructional Focus Data Sheet MYA info At Risk “Students by Standards” Report Getting Ready for PARCC –Go Math! Resource CPALMS- Formative Assessments link Item Specs & Examples

Use the At Risk Report & Filter by: Students by Standards

Weekly Instructional Focus Data Sheet MYA info At Risk “Students by Standards” Report McGraw-Hill Countdown CPALMS- Formative Assessments link Item Specs & Examples

What Resources Looks Like. . . Elementary Mathematics Getting Ready for PARCC Sample: DO CHECK

Getting Ready for the 2016 FSA~ Middle School MAFS Review Packets

Components Looks For… Teachers have regular opportunities to meet, plan, share student data, create focus lessons and mini-assessments. Do teachers have opportunities to meet and share with other grade levels and subject areas? How often are the meetings? Student achievement data are disaggregated by teacher, class, and student and are used continuously to determine effectiveness of instructional strategies. What evidence is there that data disaggregation/analysis is shared with other stakeholders and used to modify instruction? Teachers know, based on data analysis, weaknesses of their students on targeted standards. Ask a teacher to discuss weaknesses of a randomly selected student. What records are in the classroom to show the students’ weaknesses? How are student data used to develop intervention plans? Instructional Focus Calendars are used school-wide and are posted in classrooms, offices, etc. Review calendars. Ask teachers what data was used to drive the IFC. Instructional Focus Calendars are being followed, as evidenced in teachers’ lesson plans and classroom observations. IFC lessons are written in the teacher lesson plans and are aligned to the IFC. Review a sampling of teacher lesson plans and observe several classes. Teachers know, based on data analysis, weaknesses of their students on targeted standards. Ask a teacher to discuss weaknesses of a randomly selected student. What records are in the classroom to show the students’ weaknesses? How are student data used to develop intervention plans?

DO Components Looks For… CHECK Secondary standards are being revisited during instruction. Are secondary standard resources readily available to teachers and evident in teacher lesson plans? Look for direct instruction, teacher modeling, and guided practice during lessons. Tutorials and Enrichments are part of the regular school day. Use tutorials to reteach secondary standards in different ways. What is the process used for setting up Tutorials and Enrichment times? Are students attentively engaged? Discuss with several teachers and students the nature and effectiveness of re-teaching. Short, frequent mini-assessments with test items resembling the FSA Assessment are given on targeted standards. Ask teachers to confirm that mini-assessments are taking place. Do students regularly meet with teachers to review their performance and set goals? Ongoing informal and formal assessments are being administered to monitor individual student progress. What happens after assessments—are there discussions between administrators and teacher? Teachers and students? DO Secondary standards are being revisited during instruction. Are secondary standard resources readily available to teachers and evident in teacher lesson plans? Look for direct instruction, teacher modeling, and guided practice during lessons. Short, frequent mini-assessments with test items resembling the FSA Assessment are given on targeted standards. Ask teachers to confirm that mini-assessments are taking place. Do students regularly meet with teachers to review their performance and set goals? Ongoing informal and formal assessments are being administered to monitor individual student progress. What happens after assessments—are there discussions between administrators and teacher? Teachers and students? CHECK

FSA Update: Florida Standards Assessments Achievement Level Descriptions (ALD) 2015 These can be found at: http://www.fldoe.org/core/fileparse.php/5663/urlt/2015FSARangeSummary.pdf Consider ALDs when planning Quarter 3 content and reviewing Q1 & Q2 content. . .

FSA Update: Florida Standards Assessments Achievement Level Descriptions (ALD) 2015

Components Looks For… ACT Alternative instructional delivery methods are used to support remediation, acceleration, and enrichment strategies. Are a variety of strategies, lessons and materials being used? Review several different learning activities and lesson plans and observe instruction in several classrooms in several subjects. Periodic standard reviews are conducted to maintain student mastery of targeted standards. Review Instructional Focus Calendars for dates scheduled for lessons/activities; discuss with teachers. Is more time needed for the secondary standard? Be sure that Differentiated Instruction is taking place to address student deficiencies. Administration frequently monitors FCIM implementation in classrooms through observations and data analysis. Confirm how often each teacher is monitoring student progress. Have there been changes to implementation strategies based on monitoring? Periodic standard reviews are conducted to maintain student mastery of targeted standards. Review Instructional Focus Calendars for dates scheduled for lessons/activities; discuss with teachers. Is more time needed for the secondary standard? Be sure that Differentiated Instruction is taking place to address student deficiencies. ACT

Thank You! Office of Academics and Transformation Division of Academics Department of Mathematics and Science Michelle White, Executive Director Maria Teresa Diaz-Gonzalez, District Instructional Supervisor Raquel McKinnon, District Curriculum Support Specialist