AIS 6-12 Finding and fixing the gaps “Teachers are thus free to provide students with whatever tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards.” ~ Introduction to the CCSS

Objectives  Survey the region for current AIS teacher roles and best ways we can support each other  Examine best practices for questioning and cooperative learning  Determining conceptual and fluency weaknesses in our students (through computer and worksheet analyses)  Identify strategies that can help strengthen common weak areas  Create instructional materials that will review/re- teach the previous learning of common weak areas

Survey  How is AIS handled in your building?  How often do you meet with your students  How many students do you have?  How would math AIS be made more effective?

Foundations of Improvement Student Improvement Content Gap Instruction Screening Fluency DDI Progress Monitoring

Screening Tools  State Exams  Textbook Exams  Software  Worksheets

Required Fluencies GradeRequired Fluency KAdd/Subtract within 5 1+/- within 10 2Add/Subtract within 20 Add/Subtract within 100 (paper and pencil) 3Multiply/divide within 100 Add/Subtract within Add/Subtract within 1,000,000 5Multi-digit multiplication 6Multi-digit division Multi-digit decimal operations 7Solve px+q=r, p(x+q)=r 8Solve simple 2x2 systems by inspection

Progress Monitoring  Dibel-like (short) assessments  Static content/questions  Formative “ Monitor the progress of tier 2, tier 3, and borderline tier 1 students at least once a month using grade-appropriate general outcome measures.”* “Allow students to chart their progress and to set goals for improvement.” *2009 Institute of Education Sciences (IES) U.S. DEPARTMENT OF EDUCATION WHAT WORKS CLEARINGHOUSE Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools

Content Gap Instruction  Multiplication  Division Strategies  Algebraic Understanding  Fractions

Content Gap Instruction: Multiplication and Division  How many of your students are fluent with multiplication up to 100?

Multiplication Facts X x 11 x 21 x 31 x 41 x 51 x 61 x 71 x 81 x 9 22 x 12 x 22 x 32 x 42 x 52 x 62 x 72 x 82 x 9 33 x 13 x 23 x 33 x 43 x 53 x 63 x 73 x 83 x 9 44 x 14 x 24 x 34 x 44 x 54 x 64 x 74 x 84 x 9 55 x 15 x 25 x 35 x 45 x 55 x 65 x 75 x 85 x 9 66 x 16 x 26 x 36 x 46 x 56 x 66 x 76 x 86 x 9 77 x 17 x 27 x 37 x 47 x 57 x 67 x 77 x 87 x 9 88 x 18 x 28 x 38 x 48 x 58 x 68 x 78 x 88 x 9 99 x 19 x 29 x 39 x 49 x 59 x 69 x 79 x 89 x 9 Commutative Property Identity Property DoublesSquares (benchmark) Fives (benchmark) Challenge Gene Jordan’s work but I got the Idea from Gina King’s article: teaching children mathematics King, Fluency with Basic Addition, September 2011 p. 83

Content Gap Instruction: Division  Partial Quotients  Standard Algorithm

Content Gap Instruction: Algebraic Understanding

Content Gap Instruction: Fractions  Models  Bar  Number line

Data Driven Instruction  What data  Benchmarks  Unit Tests  With Data  Item Analysis  Performance Analysis

Additional Resources  NYSUT AIS Guide  IES Diagnostic and Placement Tests McGraw-Hill “Monitoring Basic Skills Progress” Basic Math Computation -Fuchs and Hamlett

BROOME-TIOGA BOCES Data Driven Instruction Facilitators: Gene Jordan

Learning Objectives Define Data Driven Instruction

As we work and learn together today… Breaks Bathrooms Lunch Cell phones Procedures  Think…  Coming back together

EFFECTIVE TEACHING= STUDENT LEARNING What is something you recently learned? What helped you learn this new skill/content?

Common Practices Across Countries Assessments are part of a tightly integrated system of standards, curriculum, instruction, assessment, and teacher development at the state or national level. Assessments include evidence of actual student performance on challenging tasks that evaluate a wide range of applied skills. Teachers are integrally involved in the development and scoring of assessments (as are college faculty). Assessments are used to inform course grades and provide information to colleges and employers, rather than to determine punishments or sanctions. Assessments are designed to continuously improve teaching and learning. Linda Darling-Hammond, Charles E. Ducommun Professor of Teaching and Teacher Education, Stanford University

Why Data Driven Instruction? Processes involved can help teachers align content to standards. Information can help teachers identify best instructional strategies. Information can help teachers determine areas for instructional emphasis. Proven to improve student performance! Brian Pool-

Step 1: Commit to Using Data Without a district wide commitment, little district-wide improvement will result! Create a Data Driven Decision- Making Culture Get some district training!

Step 2: Training District level training EngageNY.com/Network Team

Spend Your Time Aligning Assess for Mastery and Retention Frequent and Fast Data that is Useful Rethink the way you teach Keys to Effective Diagnostic Assessments

If your content is not aligned you are wasting your time! Know the relative weight of the standards being taught and tested. Spend Your Time Aligning

Alignment “Aligned to your standards”… and what else? “Aligned to your standards”… but not your test. Buying is Outsourcing Outsource technical competencies that are not central to your mission. Keep in-house what’s central to your work so you can develop your own knowledge about it. Do you really want to outsource deep knowledge about the skills and content your students need to master…and can you afford it? Build or Buy? Two reasons to Build*

Make the Data Useful

Needs a day of tutoring Needs a tutor every day Ready for a challenge

Make the Data Useful Re-Teach! Replicate!

Teaching Cycle

Questions and Answers Questions and Answers Frequent quizzes Frequent quizzes Homework Homework Student Feedback systems. Student Feedback systems.  answer clickers Outside systems Outside systems  Study Island and many others… Internal Systems Internal Systems  Moodle…OATs, OGTs How do you collect real time data?

Math Task Work Pair or group Work on one Task at a time (take turns) Review purpose of Unit/Tasks Examine Student work Review student results Identify areas that are high leverage Be directed by the data