Florida’s K – 3 Mathematics Formative Assessment System: Making it Work In the Classroom Laura Lang, Principal Investigator Michelle Robinson, District Facilitator Trisha Ball, Vicki Coats, and Kimberly Vose, Heathrow Elementary, 2 nd Grade Teachers

MFAS-CCSS Project

The 2012 – 2013 MFAS-CCSS Team Laura Lang, Principal Investigator Robert Schoen, Co-Principal Investigator Maureen Oberlin (Project Manager) Michael Anderson (Pinellas) Charity Bauduin (Okaloosa) Zachary Champagne (Duval) Michelle Robinson (Seminole) Linda Walker (Walton) Andy Reeves (Pinellas) Mark LaVenia Anabelle Andon, ELL Support

Heathrow Elementary’s 2 nd Grade MFAS Team, Seminole County Trisha Ball Vicki Coats Kimberly Vose

The Role of the District Facilitator 1.Create highly effective professional learning communities (PLCs) focused around formative assessment 2.Promote a deeper understanding of Math NGSSS/CCSS 3.Develop understanding & fluency with teachers in utilizing MFAS rubrics 4.Build in segments, a thorough understanding and fluent implementation of all steps of the MFAS Process 5.Provide support to teachers in implementing all steps of the MFAS Process 6.Monitor and support weekly progress for each MFAS teacher grade level team

The MFAS Process In Action MFAS Tasks and Differentiated Instruction Heathrow Elementary’s 2 nd Grade MFAS Team: Trisha Ball, Vicki Coats, and Kimberly Vose Seminole County Heathrow Elementary’s 2 nd Grade MFAS Team: Trisha Ball, Vicki Coats, and Kimberly Vose Seminole County

Why utilize differentiated instruction in Math? Why utilize differentiated instruction in Math? Eliminate gaps in foundational and conceptual understanding of math Whole group does not fit all needs. Key goal: adjust instruction to meet needs. Remediate to accelerate; challenge students Deepen conceptual understanding Math vocabulary focus Explain reasoning/thinking

Differentiated Instruction: Common Myths Differentiated Instruction: Common Myths It takes more time. I will not finish content coverage for the year with the pacing of the instructional plan. Everything needs to be taught in small groups.

Considerations for Differentiated Instruction Considerations for Differentiated Instruction Grouping OptionsTiming Options Within own classroom Partner teachers Across the team Within own classroom Partner teachers Across the team Within math block/during independent practice time Math academic centers Differentiation Day (focus block) Within math block/during independent practice time Math academic centers Differentiation Day (focus block)

Additional Considerations for Differentiated Instruction StructurePersonnel How you differentiate depends on learning goal/standard. No one recipe. Encourage teachers to try different approaches. Find what works best for them. – Whole group – Small group – One-on-one – Combo How you differentiate depends on learning goal/standard. No one recipe. Encourage teachers to try different approaches. Find what works best for them. – Whole group – Small group – One-on-one – Combo Classroom teachers ESE teacher/ESOL teacher Math Coach Para-professionals Volunteers Classroom teachers ESE teacher/ESOL teacher Math Coach Para-professionals Volunteers

Challenges Encountered with MFAS 1.Trying a new approach - MFAS becomes self-motivating 2.Timing and personnel 3.Standards driven instruction vs. textbook driven instruction 4.Data discussions: judgement-free zone 5.Transition - getting students used to explaining their mathematical thinking/reasoning

MFAS Benefits for Students: 1.Deeper conceptual understanding; explain their mathematical reasoning/thinking 2.Increased use of math vocabulary/math talk 3.Targeted instruction based on student’s level of understanding on each CCSS/NGSSS 4.Acceleration, enrichment, and remediation opportunities 5.Applying math strategies 6.Relational understanding of math

MFAS Benefits for Teachers: 1.Understand precisely each child’s level of understanding and any misunderstandings for each standard 2.Increased knowledge of Math CCSS/NGSSS 3.Adjust instructional pacing 4.Meets teachers where they are at instructionally 5.Increased collaboration (MFAS Weekly Meetings)

MFAS Benefits for Schools: 1.Professional development 2.CCSS/NGSSS 3.Reflective practitioners 4.Data-driven decision making 5.Identifying and eliminating gaps in foundational math understanding

Closing Remarks: Interview Summary 1.We learned to question students differently, not just question about right answers. Questioning now examines their thinking process, allows us to see gaps. 2.We could see if students could apply knowledge in a different setting. A different setting helped me to see where I needed to reteach. 3.Probing questions were helpful. I always asked low level students lower level questions, now I ask higher level questions to all students. 4.MFAS was much faster – could see their mistake/misunderstanding quickly 5.Better depth of knowledge = priceless results

Questions and Contact information Laura Lang, Principal Investigator Michelle Robinson, District Facilitator Trisha Ball Vicki Coats Kimberly Vose