High School Mathematics February Scaled Leadership PD sessions Silvia Aday, District instructional supervisor Michelle White, executive director Department of mathematics Office of Academics and Transformation

Today’s Goals: Progress Monitoring: Mid-Year Assessment: What is our current level of performance as a district? As a school? What guidance can we gain from our school and district data results? School-Wide Strategies: What strategies can we implement school-wide to reach our intended outcomes? Classroom Strategies-A Focus on Differentiated Instruction: What instructional adjustments need to be made in the core classes to reach our intended outcomes?

“Without data, all anyone has are opinions “Without data, all anyone has are opinions. Data elevates the probability that you’ll make the right decision.” -W. Edwards Deming

If you had a magic wand, what would you change? Icebreaker: If you had a magic wand, what would you change? Pass the magic wand to the person next to you.

Looking Back…. District Trends: Mid-Year Assessment

School’s average % correct vs. District’s average % correct

% Assessed on the Algebra 1 Mid-Year: 40% Standard % on MYA % Correct on MYA MAFS.912.A-CED.1.1 11% 28.75% MAFS.912.A-REI.2.3 7% 42.27% MAFS.912.A-CED.1.4 9% 22.21% MAFS.912.A-CED.1.3 30.67% MAFS.912.A-REI.1.1 42.85% MAFS.912.A-SSE.1.1.a 5% 34.85% MAFS.912.F-IF.1.2 24.95% MAFS.912.F-IF.1.1 36.07% MAFS.912.N-RN.1.2 28.92% MAFS.912.N-RN.1.1 30.57% MAFS.912.N-RN.2.3 30.63% MAFS.912.S-ID.1.1 58.64% MAFS.912.S-ID.1.2 23.14% MAFS.912.S-ID.1.3 45.98% MAFS.912.S-ID.2.5 43.83% Not Assessed on MYA

% Assessed on the Geometry Mid-Year: 39% Standard % on MYA % Correct on MYA MAFS.912.G-CO.1.1 6% 54.20% MAFS.912.G-CO.1.2 10% 43.30% MAFS.912.G-CO.1.4 29.75% MAFS.912.G-CO.1.5 42.47% MAFS.912.G-CO.1.3 33.70% MAFS.912.G-CO.2.6 42.71% MAFS.912.G-CO.2.7 61.97% MAFS.912.G-CO.2.8 5% 54.07% MAFS.912.G-CO.3.9 45.02% MAFS.912.G-CO.3.10 8% 40.40% MAFS.912.G-CO.4.12 34.66% MAFS.912.G-SRT.1.1.a 2% 17.56% MAFS.912.G-SRT.1.1.b 4% 26.88% MAFS.912.G-GPE.2.7 33.05% Not Assessed on MYA

% Assessed on the Algebra 2 Mid-Year: 35% Standard % on MYA % Correct on MYA MAFS.912.A-APR.1.1 6% 34.87% MAFS.912.A-CED.1.1 33.81% MAFS.912.A-CED.1.2 38.40% MAFS.912.A-CED.1.3 4% 45.37% MAFS.912.A-REI.3.6 49.81% MAFS.912.A-REI.3.7 44.67% MAFS.912.A-REI.1.1 34.37% MAFS.912.A-SSE.2.3.a 2% 35.73% MAFS.912.A-SSE.2.3.b 30.99% MAFS.912.A-SSE.1.2 29.07% MAFS.912.N-CN.3.7 25.01% MAFS.912.A-REI.2.4.a 30.92% MAFS.912.A-REI.2.4.b 42.78% MAFS.912.G-GPE.1.2 29.53% MAFS.912.F-BF.2.3 27.58% MAFS.912.F-IF.2.4 24.85% MAFS.912.F-IF.2.5 27.37% MAFS.912.F-LE.2.5 38.04% MAFS.912.F-IF.3.8.a 27.04% MAFS.912.F-IF.2.6 29.50% MAFS.912.F-IF.3.7.a 27.31% MAFS.912.F-IF.3.7.b 45.36% Not Assessed on MYA

The student council is selling rolls of gift wrap and ribbon for the holiday season. The council charges $10 for a roll of gift wrap and $3.50 for a roll of ribbon. The student council will receive, as profit, 60% of the total sales. The student council has a fundraising goal of at least $1,500. Let g equal the number of rolls of gift wrap sold and let r equal the number of rolls of ribbon sold. Which inequality represents the student council meeting its fundraising goal? MAFS.912.A-CED.1.3 % Correct 10.55% A Answers 7,187 B Answers 12,530 C Answers 3,466 D Answers 2,795 Algebra 1 MYA

Four groups of people were surveyed regarding their heights Four groups of people were surveyed regarding their heights. The results of the surveys were displayed in the histograms below. Which histogram represents the group with the lowest median height? MAFS.912.S-ID.1.2 % Correct 11.24% A Answers 2,365 B Answers 3,130 C Answers 2,979 D Answers 17,333 Algebra 1 MYA

The period of a pendulum T, in seconds, is the time it takes for a pendulum of length L to make a complete swing back and forth and is given by the formula where g is the acceleration of gravity. What will be the length L’, of a pendulum that has a period of T’ seconds? MAFS.912.A-CED.1.4 % Correct 14.49% A Answers 3841 B Answers 8782 C Answers 6738 D Answers 6257 Algebra 1 MYA

Line segment 𝑅𝑆 is graphed with its end points at (1,3) and 7,11 Line segment 𝑅𝑆 is graphed with its end points at (1,3) and 7,11 . If 𝑅𝑆 is dilated by a scale factor of 2 with (4,7) as the center of dilation, what is the combined length of the original line segment and its dilated image? MAFS.912.G-SRT.1.1.b % Correct 16.72% A Answers 3,917 B Answers 9,355 C Answers 9,510 D Answers 4,637 Geometry MYA

Which statement is NOT correct? MAFS.912.G-SRT.1.1.a % Correct 17.54% A Answers 4,865 B Answers 9,550 C Answers 7,995 D Answers 5,075 Geometry MYA

Which step must be completed when using a compass and straightedge to construct a line through a given point, parallel to a given line? MAFS.912.G-CO.4.12 % Correct 17.89% A Answers 4,962 B Answers 7,164 C Answers 6,378 D Answers 9,114 Geometry MYA

The path of a roller coaster over a particular length of track can be represented by a quadratic function 𝑓, where 𝑓(𝑥) represents the vertical displacement above or below a support bar (in meters), and 𝑥 represents the horizontal displacement to the left or right of a flagpole (in meters). The roller coaster dips below the support bar for values of 𝑥 between −2 and 1. Which function could represent 𝑓 ? MAFS.912.F-IF.3.8.a % Correct 16.33% A Answers 4,671 B Answers 5,918 C Answers 8,586 D Answers 3,799 Algebra 2 MYA

The height, in feet, of an arrow shot from a bow in an upwards direction, is modeled by the function 𝑓 𝑡 =−16 𝑡 2 +96𝑡+5, where 𝑡 represents the time in minutes. During which interval is the arrow going up? MAFS.912.F-IF.2.4 % Correct 17.28% A Answers 4,021 B Answers 6,654 C Answers 6,493 D Answers 5,506 Algebra 2 MYA

A student is finding the value of the variable 𝑥 in the equation 𝑝 𝑞 = 𝑎 𝑏 𝑥+ 𝑟 𝑠 , where 𝑎, 𝑏, 𝑝, 𝑞, 𝑟, and 𝑠 are integer constants, none of which are 0. Which statement describes and justifies steps the student can take to find the value of the variable? MAFS.912.A-REI.1.1 % Correct 17.61% A Answers 4,097 B Answers 6,472 C Answers 6,657 D Answers 5,215 Algebra 2 MYA

School-Wide Strategies What strategies can we implement school-wide to reach our intended outcomes?

School-Wide Strategies Implement Push-In/Pull-Out Interventions Develop grade-level, course-alike Instructional Focus Calendars infusing Secondary, Data-Driven Standards Differentiated Instruction during Mathematics Classes (i.e. DI day) Before School/After School/Saturday Tutoring Homeroom Remediation (for schools with Extended Homeroom)

Resources ThinkGate Reports Edgenuity Benchmark Review Satisfactory (>=69% ) Unsatisfactory (<69%) Edgenuity Benchmark Review District Topic Tests Mathematics Formative Assessment System (MFAS) Algebra Nation – Just for Algebra 1 Aday, Silvia 22.81% Booth, Seely 31.58% Campitelli, Maria Jose 38.58% Casares, Isis 43.86% Cooper, Sheldon 19.3% Diaz-Gonzalez, Maria Teresa 64.91% Dixon, Daryl 45.61% Garcia, Penelope 42.11% Grimes, Rick Jackson, Michael 28.07% Jareau, Jennifer 14.04% Michonne 21.05% Moore, Shemar Montenegro, Angela Sawyer, Tom 54.39% Smith, Will 12.28% White, Michelle 75.28% Limited (High Red) Algebra 1 <69% and >= 45% Geometry <69% and >= 50% Algebra 2 <69% and >= 45%

Algebra 1 Geometry Algebra 2 1st Nine Weeks Algebra 1 MAFS.912.A-CED.1.1 Review MAFS.912.A-CED.1.3 Review MAFS.912.A-CED.1.4 Review MAFS.912.A-REI.1.1 Review MAFS.912.A-REI.2.3 Review MAFS.912.A-SSE.1.1 Review MAFS.912.N-Q.1.1 Review MAFS.912.N-Q.1.2 Review MAFS.912.N-Q.1.3 Review MAFS.912.N-RN.1.1 Review MAFS.912.N-RN.1.2 Review MAFS.912.N-RN.2.3 Review MAFS.912.S-ID.1.1 Review MAFS.912.S-ID.1.2 Review MAFS.912.S-ID.1.3 Review MAFS.912.S-ID.2.5 Review Geometry MAFS.912.G-CO.1.1 Review MAFS.912.G-CO.1.2 Review MAFS.912.G-CO.1.3 Review MAFS.912.G-CO.1.4 Review MAFS.912.G-CO.1.5 Review MAFS.912.G-CO.3.9 Review MAFS.912.G-CO.4.12 Review MAFS.912.G-GPE.2.5 Review MAFS.912.G-GPE.2.6 Review MAFS.912.G-GPE.2.7 Review Algebra 2 MAFS.912.A-CED.1.1 Review MAFS.912.A-CED.1.2 Review MAFS.912.A-CED.1.3 Review MAFS.912.A-CED.1.4 Review MAFS.912.A-REI.1.1 Review MAFS.912.A-REI.2.4 Review MAFS.912.A-REI.3.6 Review MAFS.912.A-REI.3.7 Review MAFS.912.A-REI.4.11 Review MAFS.912.A-SSE.1.1 Review MAFS.912.A-SSE.2.3.a Review MAFS.912.A-SSE.2.3.b Review MAFS.912.F-BF.1.1.a Review MAFS.912.F-BF.2.3 Review MAFS.912.F-IF.3.7.a Review MAFS.912.F-IF.3.7.b Review MAFS.912.F-IF.3.8 Review MAFS.912.G-GPE.1.2 Review MAFS.912.N-CN.1.1 Review MAFS.912.N-CN.1.2 Review MAFS.912.N-CN.3.7 Review https://learn.education2020.com/student/ Edgenuity Username: MA and Student ID (Ex: MA1234567) Edgenuity Password: Student ID (Ex: 1234567)

District Topic Tests Geometry

District Topic Tests Algebra 1

District Topic Tests Algebra 2

Mathematics Formative Assessment System (MFAS) The objective is to understand student thinking so that teaching can be adapted to improve student achievement of mathematical goals related to the standards. Tasks or problems that teachers can implement with their students. Students are asked to explain their reasoning, and justify their solutions. Rubrics are available to help the teacher interpret students' responses. Based on the students’ responses teachers can differentiate instruction based on students' strategies. MFAS is a process rather than a test.

MFAS Algebra 1 & Geometry

Algebra Nation Algebra 1

Educational Technology Consultant-ETC (AL, FL, MS) Texas Instruments CASIO TI-30Xa Solar SE TI-30Xa fx – 260 Solar Iliana Gonzalez Market Development Manager-Southeast Education Division Casio America, Inc. Phone: 305.316.9282 e-mail: igonzalez@casio.com www.casio.com   |   www.casioeducation.com Education Hotline: 1.800.582.2763 Vince O’Connell Educational Technology Consultant-ETC (AL, FL, MS) Texas Instruments, Inc. 972-207-0909   voconnell@ti.com        http://education.ti.com  

Thank You!