Analyzing & Using the Math Data on the AIR Website OLPA Fall 2013 Data Middle School Principals What do you notice? What will we do together? Read the Standards! Read the Standards! How do you teach the standards? Kathleen Wilson, PreK-12 Math Supervisor Wednesday, November 13, 2013

Welcome and Agenda OLPA overview District data by grade and ethnicity  What do you notice? and What do we do together? Interpreting OLPA data on AIR website Resources available Using the OLPA data with growth mind-set goal sheets For schools / principals For teachers For students Feedback

MCA Resources on SPPS Math Website Secondary: actice_2.html actice_2.html Password: “tautology” Elementary: Password: “mathspps”

OLPA???? ( Optional Local Purpose Assessment) Remember OLPA is similar to a pretest for the year. It is measuring students on what they need to know by the end of the grade level to be proficient. The OLPA score suggests that if a student were taking their grade level MCA on this same day this would be their score for the April MCA. We do not have target charts for OLPA like we had for MAP. This is our first time giving the OLPA in the Fall so we do not have a comparison. The OLPA is not designed to measure academic progress across multiple grade levels. 5

What? Online assessment MCA items assessing grade level standards  Multiple choice items  Technology-enhanced items Pause at any point in the test and resume the test later in the window No participation requirements Limited accommodations materials

Why? Preparation and practice for MCA assessment (concepts and process) Focus on assessing grade level content standards and benchmarks Baseline assessment and goal setting Determination of what types of instruction and supports students will need assistance in before the accountability test

When? SPPS OLPA History 8 FallWinterSpring No OLPA (only MAP) OLPA in 3 rd -8 th grade MCA-III online for 3 rd -8 th grade OLPA in 3 rd -8 th grade Sept. 30 – Oct. 16 OLPA in 3 rd -8 th grade Jan. 22 – Feb. 13 MCA-III online for 3 rd -8 th grade Apr. 21 – May 9

Who ? Students grades 3-8 Students who took/will take MTAS or MCA modified. grade 4 sample item grade 3 sample item

Technology Enhanced Items grade 8 sample item grade 7 sample item

Saint Paul Public Schools Approximately 39,000 students  Asian American 31% (12,100 students)  African American 29% (11,300 students)  White/Caucasian 24% (9,400 students)  Latino/Hispanic 14% (5,500 students)  American Indian 2% (800 students) 64 schools/programs 12

OLPA Fall 2013 Proficiency by Grade Department of Research, Evaluation and Assessment rea.spps.org

OLPA Fall 2013 Proficiency by Student Group Department of Research, Evaluation and Assessment rea.spps.org What do you notice?

Department of Research, Evaluation and Assessment rea.spps.org What do you notice? Spring MCA (all grades)

What do you notice?

Spring MCA

Courageous Conversations about Race Protocol Four Agreements Stay engaged Speak your truth Experience discomfort Expect and accept non-closure Six Conditions Focus on personal, local and immediate Isolate race Normalize social construction & multiple perspectives Monitor agreements, conditions and establish parameters Use a "working definition" for race Examine the presence and role of "Whiteness”

What is it about… our educational system… our instructional practices… our personal beliefs … our personal actions … that we consistently have this pattern in our data?

Math Literacy Western culture and math beliefs The math gene Math as a gatekeeper Feeling powerful Enjoy math… feel successful at math… … will do more math 25

Intelligence is modifiable. All students benefit from focusing on high intellectual performance. Learning is influenced by the interaction of race, culture, language, & cognition. Adapted from: Feuerstein’s Theory of Structural Cognitive Modification SPPS Beliefs about Learning for All

Four “Rs” of Culturally Responsive Teaching

Relationships: How will I build relationships with teachers, students, and families? Rigor: In what ways will I message to ALL students that they are expected to attain high standards? Realness: What strategies will I use to make sure students and adults are able to show up as their authentic selves? Relevance: How will I make sure the curriculum relates to students’ experiences, interests and backgrounds?

Activity with 4 Rs and Math Instruction

Culturally Responsive Teaching It’s only culturally responsive if our students are responsive to the strategy, curriculum, or instruction. One strategy may be effective and engaging for one student or student group and not another.

Using the Data and SPPS Math Resources to Impact Instruction 31

MCA-III Data Standards/ Benchmarks & Test Specs Achievement Level Descriptors Sequencing Guides Common Assessments Progress Monitoring 32 Unwrapped Documents Connections

MCA Resources on SPPS Math Website Elementary: Password: “mathspps” Secondary: actice_2.html actice_2.html Password: “tautology” Department of Research, Evaluation and Assessment rea.spps.org

OLPA Baseline Data & Goal Setting For students …. Growth Mind-Set For teachers …. Growth Mind-Set Progress monitoring tool and common formative assessments …. Growth Mind-Set For principal / school …. Growth Mind-Set We need to know how to access and use the OLPA data now, so that in the winter we can quickly access, use, and plan with the OLPA data.

Student Reports Scale Score and Achievement Levels 36 Have individual student conferences about their OLPA data.

Test Specifications & Strands

Stanines (1-3 below average, 4-6 average, 7-9 above average)

MCA STRAND data for group Strength Weakness 40 Stanines (1-3 below average, 4-6 average, 7-9 above average)

Student Strand Performance Stanines (1-3 below average, 4-6 average, 7-9 above average) 42

Secondary Math Messages for Strategic Support Strategies: Using SPPS Resources to teach, assess, and progress monitor the benchmarks while Providing differentiated coaching support, implementation feedback, and training while Building capacity of school leadership for: Coaching 50+ “new” secondary math teachers FES Problem Solving process – teaching strategy used to build student capacity to solve MCA like items through the 4 Rs of culturally responsive teaching FES Math Review & Mental Math – teaching strategy focused on filling gaps in students computational skills

Elementary Math Messages for Strategic Support Strategies: Using SPPS Resources to teach, assess, and progress monitor the benchmarks while Providing differentiated coaching support, implementation feedback, and training while Building capacity of school leadership for: FES Math Review & Mental Math – teaching strategy focused on filling gaps in students’ computational skills and number sense Everyday Math Part 2 - differentiation with flex groups & manipulatives PLCs focused on instructional strategies (based on common formative assessment data) that use manipulatives and support the 4 Rs of culturally responsive teaching

Connections MCA-III Data Standards/ Benchmarks & Test Specs Achievement Level Descriptors Sequencing Guides Common Assessments Progress Monitoring 48 Unwrapped Documents

Questions? and Planning/Work Time

AIR = American Institutes for Research Minnesota Assessments Portal Use Firefox browser  This is MN’s site for MCA data and information.  Online MCA data is immediate.  OLPA = Optional Local Purpose Assessment 50

Online Math Item Samplers & Resources Highly Recommended 51

Resources  Student Resources  Calculators, Tutorials, Formula Sheets 52

Minnesota Assessments Portal Home Page

Logging in to the System 54

Username: SPPS address Password: link ed from MNHelpDesk, Subject: User Account Information 55 To reset a password

Score Reports to View Student Data 56

Homepage for Principal or SAC 57 First, select the test, administration, and the student reports you want. Choose OLPA

Homepage: Global Tools 58 Search for data on a specific student Click “Score Reports” to return to this Homepage at any time Easy access to the User Guide Print or export page for records

Exploring the Data 59 Select a particular grade and subject in either table to view more data

60 Exploring Subject-Level Data

61 Exploring Subject-Level Data

62

Click the Navigation Tool to Explore the Data Exploring the Data: Using the Navigation Tool 63

Navigating the “Who” Dimension 64 State School District School Personnel Roster Class Roster Student Roster Student The user can move back and forth between less detailed levels of aggregation and more detailed levels of aggregation, all the way down to the student level.

65 Navigating the “Who” Dimension

66 Navigating the “Who” Dimension

67 Navigating the “Who” Dimension

68 Navigating the “Who” Dimension

69 Navigating the “Who” Dimension

Navigating the “What” Dimension 70 SubjectStrandBenchmark The user can navigate down from the subject level to view finer-grain detail on strand and benchmark performance.

71 Navigating the “What” Dimension

72 Navigating the “What” Dimension Stanines 1-3 below average 4-6 average 7-9 above average

73 Navigating the “What” Dimension

74 Navigating the “What” Dimension Links to Learning Point Navigator

Today’s Learning Targets I can access and maneuver through the data on the AIR website. I can interpret and use the strand and benchmark data to inform math instruction and the use of the SPPS math resources. Before After 75