Data-Guided Decision Making~ Data-Guided Decision Making~ Data Disaggregation Look-Fors M-DCPS Framework of Effective Instruction: Part IV

Agenda Analyzing Data to Inform DATA Instructional Focus Calendars to Address Deficiencies as per MYA Results IFC Maintaining Rigor and Complexity when teaching Measurement & Data and Geometry Quarter 3 Math Content Look Fors

FSA, MYA, & Topic Tests... Oh My!

Taking the driver’s seat back from data

FSA Update Final Achievement Level Cut Scores as of Jan. 6, 2016 NEW

oada.dadeschools.net

2015 FSA District Scores for FSA Grade Level District % Students: Levels Algebra I 6 th Grade: th Grade: 85 8 th Grade: 77 Geometry 7 th Grade: th Grade: 90

Florida Continuous Improvement Model (FCIM) A Cycle You Don’t Want to Break High Student Achievement = Data

Florida Continuous Improvement Model (FCIM) Data Disaggregation (Plan) Instructional Focus Calendar (Plan) Instructional Activities (Do) Mini-Assessments (Check) Maintenance (Check) Monitoring (Check) Maintenance and Enrichment (Act)

DATA Analyzing Data to Inform  Mid-Year Cut Scores School Year School Year Grades 3 – 8 Unsatisfactory (<70%) Grade LevelInsufficientLimitedSatisfactory 3( <55%)( >=55% <61%)( >=61% <101%) 4( <52%)( >=52% <58%)( >=58% <101%) 5( <59%)( >=59% <66%)( >=66% <101%) Satisfactory (>=70%) 6( <45%)( >=45% <50%)( >=50% <101%) 7( <38%)( >=38% <44%)( >=44% <101%) 8( <33%)( >=33% <40%)( >=40% <101%)

DATA Analyzing Data to Inform  Percent of Students per Proficiency Level School Year School Year Grade Level UnsatisfactorySatisfactory Grade Level InsufficientLimitedSatisfactory %41.59%331.28%8.44%60.29% %38.74%430.13%11.47%58.4% %35.35%536.69%14.62%48.69% %18.94%646.3%8.65%45.05% %4.75%751.96%13.84%34.2% %.49%854.64%19.57%25.79%

Proficiency Report School Sample

DATA Analyzing Data to Inform  Mid-Year Assessment Results GRADE Level * District Average Percent Correct * District Average Percent Correct Change from to same 7 40 same Algebra I Geometry *as of 01/5/16

% of 4 th Grade Standards assessed on the Grade 4 MYA: 39.3% Standard2014 % Correct 2015 % Correct MAFS.4.OA.1.166%69.47% MAFS.4.OA.1.261%64.70% MAFS.4.OA.1.353%53.75% MAFS.4.OA.2.446%47.15% MAFS.4.OA.3.557%66.01% MAFS.4.NBT.1.157%69.47% MAFS.4.NBT.1.279%80.28% MAFS.4.NBT.1.366%68.18% MAFS.4.NBT.2.471%71.04% MAFS.4.NBT.2.568%68.59% MAFS.4.NBT.2.653%54.38% Not Assessed on MYA It is imperative to administer Topic Assessments for upcoming standards *weakest on FSA *strongest on FSA Investigate factors and multiples. a. Find all factor pairs for a whole number in the range 1–100. b.Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. c.Determine whether a given whole number in the range 1–100 is prime or composite. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

% of 7 th Grade Standards assessed on the Grade 7 MYA: 33.3% Standard2014 % Correct 2015 % Correct MAFS.7.EE %22.50% MAFS.7.EE %41.92% MAFS.7.NS.1.1a49.43%50.64% MAFS.7.NS.1.1b53.52%51.31% MAFS.7.NS.1.1c28.43%28.99% MAFS.7.NS.1.1d31.6%32.21% MAFS.7.NS.1.2a47.17%48.39% MAFS.7.NS.1.2b30.18%30.84% MAFS.7.NS.1.2c40.37%37.33% MAFS.7.NS.1.2d45.02%41.86% MAFS.7.NS %46.44% MAFS.7.RP %38.93% MAFS.7.RP.1.2a49.48%49.27% MAFS.7.RP.1.2b43.96%44.13% MAFS.7.RP.1.2c47.13%46.70% MAFS.7.RP.1.2d45.25%45.03% MAFS.7.RP %33.21% Not Assessed on MYA * * * * * * * * * * * = no calculator 39.1%= average for non-calculator standards 42.7%= average for calculator standards *weakest on FSA *strongest on FSA Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then – (p/q) = (–p)/q = p/(–q). Interpret quotients of rational numbers by describing real-world contexts. It is imperative to administer Topic Assessments for upcoming standards Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related.

Standard Analysis Item Analysis Distractor Analysis Instructional Focus Calendar Differentiated Instruction Groups At Risk

G2D Types of Data Reports

Math In The News January 2016 NEWSLETTER Weekly Briefing # 18814

Instructional Focus Calendars PRIMARY and SECONDARY Standards  PRIMARY Standard: based on the Pacing Guide Curriculum (current/upcoming concepts)  SECONDARY DATA DRIVEN Standard: based on the MYA and Topic Assessment data What do we need to REVISIT that has already been taught? Find the opportunities to embed secondary standards with primary standards. Best Practice: Revisit secondary standards (e.g., Bell Ringers, Exit Slips, DI Groups)  Resources: HMH GO Math! (Elem), Getting Ready for PARCC (Elem), McGraw-Hill Power-Up (MS), McGraw-Hill Extra Practice (MS), McGraw-Hill Countdown (MS), Item Specs Sample Items (Both), Topic Assessment Questions (Both), Illustrative Mathematics (Both)  MAFS Review Packets will be released in February (Both)

Instructional Focus Calendar Based on School/Grade-Level/Class Needs

Instructional Focus Calendar Based on School/Grade-Level/Class Needs

Instructional Focus Calendar Based on School/Grade-Level/Class Needs

MYA Lowest Standards: Grade 3 Sample

MAFS.3.OA % MAFS.3.NBT % Grade 3

Resources

Week # Item Specs & Examples At Risk “Students by Standards” Report MYA info Weekly Instructional Focus Data Sheet Getting Ready for PARCC –Go Math! Resource CPALMS- Formative Assessments link

What Resources Looks Like... Elementary Mathematics  Getting Ready for PARCC Sample: DO CHECK

Use the At Risk Report & Filter by: Students by Standards At Risk Students by Standards

Week # Item Specs & Examples At Risk “Students by Standards” Report MYA info Weekly Instructional Focus Data Sheet McGraw-Hill Countdown CPALMS- Formative Assessments link

8 October 2015 Primary Standard Lesson/Activity Secondary Standard Lesson/Activity Assessment Day Secondary Standard Lesson/Activity Primary Standard Lesson/Activity SAMPLE

8 October 2015

Getting Ready for the 2016 FSA~ Middle School MAFS Review Packets

ComponentsLooks For… Teachers have regular opportunities to meet, plan, share student data, create focus lessons and mini-assessments. Do teachers have opportunities to meet and share with other grade levels and subject areas? How often are the meetings? Student achievement data are disaggregated by teacher, class, and student and are used continuously to determine effectiveness of instructional strategies. What evidence is there that data disaggregation/analysis is shared with other stakeholders and used to modify instruction? Teachers know, based on data analysis, weaknesses of their students on targeted standards. Ask a teacher to discuss weaknesses of a randomly selected student. What records are in the classroom to show the students’ weaknesses? How are student data used to develop intervention plans? Instructional Focus Calendars are used school-wide and are posted in classrooms, offices, etc. Review calendars. Ask teachers what data was used to drive the IFC. Instructional Focus Calendars are being followed, as evidenced in teachers’ lesson plans and classroom observations. IFC lessons are written in the teacher lesson plans and are aligned to the IFC. Review a sampling of teacher lesson plans and observe several classes. Teachers know, based on data analysis, weaknesses of their students on targeted standards. Ask a teacher to discuss weaknesses of a randomly selected student. What records are in the classroom to show the students’ weaknesses? How are student data used to develop intervention plans?

ComponentsLooks For… Secondary standards are being revisited during instruction. Are secondary standard resources readily available to teachers and evident in teacher lesson plans? Look for direct instruction, teacher modeling, and guided practice during lessons. Tutorials and Enrichments are part of the regular school day. Use tutorials to reteach secondary standards in different ways. What is the process used for setting up Tutorials and Enrichment times? Are students attentively engaged? Discuss with several teachers and students the nature and effectiveness of re-teaching. Short, frequent mini- assessments with test items resembling the FSA Assessment are given on targeted standards. Ask teachers to confirm that mini- assessments are taking place. Do students regularly meet with teachers to review their performance and set goals? Ongoing informal and formal assessments are being administered to monitor individual student progress. What happens after assessments—are there discussions between administrators and teacher? Teachers and students? DO CHECK Short, frequent mini- assessments with test items resembling the FSA Assessment are given on targeted standards. Ask teachers to confirm that mini- assessments are taking place. Do students regularly meet with teachers to review their performance and set goals? Ongoing informal and formal assessments are being administered to monitor individual student progress. What happens after assessments—are there discussions between administrators and teacher? Teachers and students? Secondary standards are being revisited during instruction. Are secondary standard resources readily available to teachers and evident in teacher lesson plans? Look for direct instruction, teacher modeling, and guided practice during lessons.

ComponentsLooks For… Alternative instructional delivery methods are used to support remediation, acceleration, and enrichment strategies. Are a variety of strategies, lessons and materials being used? Review several different learning activities and lesson plans and observe instruction in several classrooms in several subjects. Periodic standard reviews are conducted to maintain student mastery of targeted standards. Review Instructional Focus Calendars for dates scheduled for lessons/activities; discuss with teachers. Is more time needed for the secondary standard? Be sure that Differentiated Instruction is taking place to address student deficiencies. Administration frequently monitors FCIM implementation in classrooms through observations and data analysis. Confirm how often each teacher is monitoring student progress. Have there been changes to implementation strategies based on monitoring? ACT Periodic standard reviews are conducted to maintain student mastery of targeted standards. Review Instructional Focus Calendars for dates scheduled for lessons/activities; discuss with teachers. Is more time needed for the secondary standard? Be sure that Differentiated Instruction is taking place to address student deficiencies.

FSA Update: Florida Standards Assessments Achievement Level Descriptions (ALD) 2015  Consider ALDs when planning Quarter 3 content and reviewing Q1 & Q2 content... These can be found at: 663/urlt/2015FSARangeSummary.pdf Page 80 – By Standard Page 193 – All Standards per grade level

FSA Update: Florida Standards Assessments Achievement Level Descriptions (ALD) 2015

Thank You! Office of Academics and Transformation Division of Academics Department of Mathematics and Science Michelle White, Executive Director Maria Teresa Diaz-Gonzalez, District Instructional Supervisor Raquel McKinnon, District Curriculum Support Specialist