High School Mathematics Blueprint for Converting Data into Actionable Next Steps November 2017 Silvia Aday, Instructional Supervisor Ricardo Sinclair, Curriculum Support Specialist Division of Academics

Agenda: Topic Assessment Data & Actionable Next Steps How can the 3-Tier RTI model be applied to high school Mathematics instruction? Data Resources Look - fors

Looking Back to Move Forward. During Synergy you reflected on your intervention systems and you had the opportunity to discuss some possible action steps for this school year. Take 5 minutes to discuss with your group: What are some of your current successes related to Algebra 1 and Geometry interventions? What are some of your challenges? Remember! For an effective Intervention you need to Identify, Plan, Support, Monitor, and Analyze.

Lessons Learned – Algebra 1 Algebra 1 Topics 1 and 2 Test Combo District 36.16% Standard Analysis MAFS.912.A-CED.1.1 19.45 % MAFS.912.F-IF.1.1 23.12 % MAFS.912.F-IF.1.3 25.31 % MAFS.912.A-CED.1.4 25.74 % MAFS.912.F-IF.1.2 26.05 % MAFS.912.A-REI.1.1 27.54 % Item Analysis MAFS.912.F-IF.1.1 #18 M.S. 3.27% MAFS.912.F-IF.1.3 #23 13.29% MAFS.912.F-IF.1.2 #20 M.C. 16.58% MAFS.912.A-CED.1.1 #3 19.45% Are we doing well?

Lessons Learned – Algebra 1 Looking back at the previous slide what does the data from the Algebra 1 Topics 1 and 2 Test suggest?

Topic Assessment Calendar Data Collection   POST Hurricane Irma 2017-2018 TOPIC ASSESSMENT CALENDAR - UPDATED Topic Assessment Calendar 6-digit employee number MiamiDade2017 (generic) Resetting Passwords for Staff in G2D

Data Collection High School Mathematics Teacher Debriefing Protocol for Topic Assessments Results

G2D Reports Data Collection Standards Analysis At Risk Item Analysis Allows teachers to know where they need to spend more or less time depending on the % correct by standard. Allows teachers to group students in order to provide standard-based intervention Item Analysis Distractor Analysis A way to analyze student performance and reasoning on an assessment. Uncovers common errors and misconceptions. This gives the teacher information needed to target instruction. This is a great overview report for how the class did as a whole and where challenges are.

Intensive Intervention Strategic Intervention Data Collection At Risk INTERVENTION INTENSITY Students receive, preferably, individualized, intensive interventions that target the students’ skill deficits. Tier 3 0 – 35% Intensive Intervention Students are provided with increasingly intensive instruction matched to their needs on the basis of levels of performance and rates of progress. Tier 2 36 – 49% Strategic Intervention Tier 1 50 – 100% Reteach/Enrichment All students receive high-quality, scientifically based instruction

On Grade Level Resources Intensive Intervention RTI Resources – Algebra 1 Progress Monitoring On Grade Level Resources Core Curriculum Intensive Intervention Data Source: Algebra 1 Topics 1 and 2 Combo Test Standard Lessons Low 0-35% Mastery Medium – Low 36-49% Mastery Medium - High 50-64% Mastery High 65-100% Mastery Intensive Intervention Strategic Intervention Post-Tests Reteach   Enrichment  MAFS.912.A-CED.1.1 Pre-Requisites MAFS.7.EE.2.4 MAFS.8.EE.3.7 Lesson 2.2: Creating and Solving Equations Lesson 2.4: Creating and Solving Inequalities Lesson 2.5: Creating and Solving Compound Inequalities Skill 22: Connect Words and Algebra Skill 23: Connect Words and Equations Skill 52: Inverse Operations Skill 81: Simplify algebraic expressions. Skill 88: Solve and Graph Inequalities Skill 92: Solve Multiplication Equations Skill 93: Solve One-Step Equations Skill 98: Solve Two-Step Equations Skill 110: Write an Inequality for a Graph 2 Algebraic Expressions 13 One-Step Equations 14 One-Step Inequalities 21 Two-Step Equations 22 Two-Step Inequalities Skill 2 Skill 13 Skill 14 Skill 21 Skill 22 Reteach 2-2 Reteach 2-4 Reteach 2-5 2.2 Practice and Problem Solving: C 2.4 Practice and Problem Solving: C 2.5 Practice and Problem Solving: C ADDITIONAL ONLINE INTERVENTION RESOURCES Personal Math Trainer will automatically create a standards-based, personalized intervention assignment for your students, targeting each student’s individual needs! Additional Spiral Back Long Term Memory Reviews will be available in Mid November. This information will be shared and disseminated in the upcoming iCAD sessions.

On Grade Level Resources Intensive Intervention RTI Resources – Geometry Progress Monitoring On Grade Level Resources Core Curriculum Intensive Intervention Data Source: Geometry Topics 1 and 2 Combo Test Standard Lessons Low 0-35% Mastery Medium – Low 36-49% Mastery Medium - High 50-64% Mastery High 65-100% Mastery Intensive Intervention Strategic Intervention Post-Tests Reteach  Enrichment    MAFS.912.G-CO.1.3 Pre-Requisites MAFS.8.G.1.2 MAFS.8.G.1.3 Lesson 2.4: Investigating Symmetry Skill 46: Graph Ordered Pairs Skill 53: Line Symmetry Skill 56: Measure Angles Skill 102: Symmetry Skill 103: Transformations 17: Properties of Reflections 18: Properties of Rotations 19: Properties of Translations Skill 17 Skill 18 Skill 19 Reteach 2-4 2.4 Practice and Problem Solving: C ADDITIONAL ONLINE INTERVENTION RESOURCES Personal Math Trainer will automatically create a standards-based, personalized intervention assignment for your students, targeting each student’s individual needs! Additional Spiral Back Long Term Memory Reviews will be available in Mid November. This information will be shared and disseminated in the upcoming iCAD sessions.

RTI Resources Algebra 1 Algebra 1A Algebra 1B

RTI Resources – Tier 2 Skills

RTI Resources – Tier 3 Skills

Group Activity Scenario 1: Mr. Fernandez has identified that his student Jessica Montes, who scored at a Level 1 on the 8th Grade Math FSA, does not have a strong grasp on the basic skills needed to create and solve equations and is therefore struggling in his Algebra 1 class. After looking at her Topic Assessments data, he has decided to implement an intervention plan to help her with basic mathematical skills. Is there an intervention available that Mr. Fernandez might use to help Jessica? How could he effectively implement such intervention?

Group Activity Scenario 2: Ms. Jones, a Geometry teacher, has noticed that Jack, Pedro, and Martha seem to be struggling with reflectional symmetry despite the strong research-based core curriculum she uses in class. In looking at their scores on the combo Topics 1 and 2 Geometry Test, Ms. Jones noticed that for the G-CO.1.3 standard each of them answered two out of the five questions correctly. Can you identify an intervention that might help Jack, Pedro, and Martha improve? Why did you select that intervention? What assignments should you find in their intervention folders?

Group Activity Scenario 3: George and Samantha, who both scored a Level 4 on their 8th Grade Math FSA, were not happy when they saw that they did not answer one of the four assigned questions correctly for the standard A-CED.1.1 in which they were asked to create a compound inequality given a real-world scenario. Given the importance of this standard, Ms. White, their Algebra 1 teacher is determined to help these students master this concept. Can you advise Ms. White on which category of resources she should use with these students? Provide an example.

New Developed Resources Long-Term Memory Review Algebra 1 Geometry Pre-Requisite Skills Worksheets

Small Group Instruction Intervention Strategies What does intervention look like in the classroom? Small Group Instruction Observed Not Intervention is provided in addition to Tier I instruction and for the appropriate scheduled time. Small group size is appropriate and small groups are formed based on student needs. Intervention uses the appropriate materials. Intervention instruction is direct, explicit, and systematic. Intervention targets one specific area of need at the instructional level of students. A multi-sensory approach is used, which may include the use of manipulatives and/or other interactive activities. Teacher has a clear objective/goal for the intervention. Teacher uses components of a framework to plan intervention that develops a skill from the basic components of the skill to the grade level skill. Teacher models instructional tasks (I do). Teacher provides time for students to practice instructional tasks (We do) and demonstrate independent understanding (You do). Reinforcement and corrective feedback for fluency Concrete models for instruction Direct/Explicit instruction Focusing on metacognitive strategies, e.g., self- monitoring and self-instruction Frequently monitoring student progress Ensuring skills are learned to mastery

Suggested Intervention Schedule I DO ≈15 𝑚𝑖𝑛. Schools only offering the Regular Algebra I Class (No Intensive) Monday Tuesday Wednesday Thursday Friday Week 1 Core Instruction RTI (whole day) Week 2 Week 3 Week 4 Week 5 A B A B A WE DO ≈35 𝑚𝑖𝑛. B A B A B OR A B A B A YOU DO ≈40 𝑚𝑖𝑛. B A B A B RTI ≈15 𝑚𝑖𝑛. A B A B A Daily Monthly

Topics I and II Combo Test Topics I and II Combo Test FSA Mid-Year Assessments Standards Assessed November 20 - December 22 Algebra 1 Algebra & Modeling MAFS.912.A-CED.1.1 MAFS.912.A-REI.2.3 MAFS.912.A-CED.1.4 MAFS.912.A-REI.1.1 MAFS.912.A-CED.1.2 MAFS.912.A-REI.4.12 MAFS.912.A-REI.4.11 MAFS.912.A-REI.4.10 Functions & Modeling MAFS.912.F-IF.1.2 MAFS.912.F-IF.1.1 MAFS.912.F-IF.2.5 MAFS.912.F-IF.2.4 MAFS.912.F-IF.3.9 MAFS.912.F-IF.2.6 MAFS.912.S-ID.3.7 MAFS.912.F-LE.1.1 MAFS.912.F-LE.2.5 MAFS.912.F-LE.1.2 MAFS.912.F-IF.1.3 MAFS.912.F- BF.2.3 Geometry Congruence, Similarity, Right Triangles, & Trigonometry MAFS.912.G-CO.1.1 MAFS.912.G-CO.1.2 MAFS.912.G-CO.1.4 MAFS.912.G-CO.1.5 MAFS.912.G-CO.1.3 MAFS.912.G-CO.2.6 MAFS.912.G-CO.2.7 MAFS.912.G-CO.2.8 MAFS.912.G-CO.3.9 MAFS.912.G-CO.3.10 MAFS.912.G-CO.4.12 MAFS.912.G-CO.4.13 MAFS.912.G-SRT.2.5 Circles, Geometric Measurement, & Geometric Properties with Equations MAFS.912.G-C.1.3 MAFS.912.G-GPE.2.5 Assessment Format Computer Based Test Technology Enhanced Items Available on the District Assessment Platform Assessed with Topics I and II Combo Test Assessed with Topics I and II Combo Test Assessed with Topics III and IV Test Subject Topics Assessed Algebra 1 Topics I, II, III, and IV Geometry Topics I, II, and III Post Hurricane Irma

Department of Mathematics High School Mathematics Thank you! Department of Mathematics High School Mathematics 1501 N.E. 2nd Avenue, Suite 326 Miami, FL 33132 Office: 305-995-1939; Fax: 305-995-4188