1. Scaled Leadership
Vision 20/20 Continues: Assessing Key Elements in the
5E Mathematics Classroom
Silvia Aday, District instructional supervisor
David galarce, District Instructional Supervisor

2. Session Objectives
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?

3. Looking Back to Synergy
Framework of Effective Instruction for Math.
Framework of Effective Instruction
ASSESSMENT

4. “Educational assessment seeks to determine how well students are learning and is an integral part of the quest for improved education. It provides feedback to students, educators, parents, policy makers, and the public about the effectiveness of educational services.”
Knowing what students know: the science and design of educational assessment. Committee on the Foundations of Assessment, Center for Education, Division on Behavioral and Social Sciences and Education, National Research Council; James Pellegrino, Naomi Chudowsky, and Robert Glaser, editors, p. 1

5. Teacher Characteristics Student Characteristics
Classroom Assessment and Reflection
The teacher and student collaboratively gather information and reflect on learning through a systematic process that informs instruction.
Teacher Characteristics
Uses multiple methods to systematically gather data about student understanding and ability
Uses student work/data, observations of instruction, assignments and interactions with colleagues to reflect on and improve teaching practice
Revises instructional strategies based upon student achievement data
Uncovers students’ prior understanding of the concepts to be addressed and addresses students’ misconceptions
Provides regular and timely feedback to students and parents that moves learners forward
Allows students to use feedback to improve their work before a grade is assigned
Facilitates students in self- and peer-assessment
Reflects on instruction and makes adjustments as student learning occurs
Student Characteristics
Recognizes what proficient work looks like and determines steps necessary for improving his/her work
Monitors progress toward reaching learning targets
Develops and/or uses scoring guides periodically to assess his/her own work or that of peers
Uses teacher and peer feedback to improve his/her work
Reflects on work and makes adjustments as learning occurs

6. Data Use Cycle
Collect and prepare a variety of data about student learning
Interpret data and develop hypotheses about how to improve student learning
Modify instruction to test hypotheses and increase student learning

7. Data Analysis Process
Collect and disaggregate data.
Analyze all data for patterns and identify additional data to collect.
Look at data for patterns over time, focusing on a specific content area, examine disaggregated data to fully understand the issues.
Create data summary statements.
Examine possible causes/factors impacting the data-use tools to identify what factors may be impacting the issue so that you can write an effective goal and carry out a realistic implementation plan.
Collect additional data as needed.
Set goals.
Examine “best practice” and decide on interventions.
Implement/measure results/revise goals and interventions.

8. District Mid-Year Assessment
Multiple Measures of Data
Teacher Developed Assessments Classwork, Homework, Quizzes
Standard-Based Assessments District Topic Tests
Formative Assessments Exit slips, questioning
H.M.H.
Assessment Resources
District Mid-Year Assessment

9. Discussing the Data
What does the data tell us?
What are the facts?
What are some areas of strength?
What are your areas of concern?
What surprises you or jumps out at you?
What patterns do you find?
What do you think might explain these patterns?
What questions do you have?
What are your next steps?

10. Algebra 1 Algebra 1 MYA Standards: 21 Total # Questions: 55
Item Type
DOK 1 2 3
Multiselect
14 (25%) 10
M.C.
41 (75%) 17 22
Algebra 1 FSA
Percentage of Computer-Based Test Composed of Technology-Enhanced Items: 40% - 60%
DOK 1
DOK 2
DOK 3
10%-20%
60%-80%
FSA Mathematics Test Design Summary
Mid-Year Assessment Report

11. Algebra 1 Topic 1 Test Topic 2 Topics 3&4 MYA A-CED.1.1 A-CED.1.4
A-REI.2.3
A-SSE.1.1.a
A-REI.1.1
F-BF.1.1.a
F-IF.1.1
F-IF.1.2
F-IF.1.3
F-IF.2.4
F-IF.2.5
A-CED.1.2
A-REI.4.10
A-REI.4.11
A-REI.4.12
F-BF.2.3
F-IF.2.6
F-IF.3.7.a
F-IF.3.9
F-LE.1.1.a
F-LE.1.2
F-LE.2.5
S-ID.3.7

12. Algebra 1

13. Algebra 1 MYA
7.52%
1.66%
7.49%

15. Geometry Geometry MYA Standards: 15 Total # Questions: 48 Geometry FSA
Item Type
DOK 1 2 3
Multiselect
5 (10%) 4
M.C.
43 (90%) 12 27
Geometry FSA
Percentage of Computer-Based Test Composed of Technology-Enhanced Items: 40% - 60%
DOK 1
DOK 2
DOK 3
10%-20%
60%-80%
FSA Mathematics Test Design Summary
Mid-Year Assessment Report

16. Geometry Topic 1 Test Topic 2 and 3 MYA G-CO.1.1 G-CO.1.2 G-CO.1.3
G-GPE.2.5
G-SRT.2.5
G-C.1.3

17. Geometry

18. Algebra 2 Algebra 2 MYA Standards: 22 Total # Questions: 51
Item Type
DOK 1 2 3
Multiselect
3 (6%)
M.C.
48 (94%) 9 33 6
Algebra 2 FSA
Percentage of Computer-Based Test Composed of Technology-Enhanced Items: 40% - 60%
DOK 1
DOK 2
DOK 3
10%-20%
60%-80%
FSA Mathematics Test Design Summary
Mid-Year Assessment Report

19. Algebra 2 Topic 1 Test Topic 2 Topics 3&4 MYA S-CP.1.1 S-CP.1.2
S-IC.1.1
S-IC.1.2
S-IC.2.3
S-IC.2.4
S-IC.2.5
S-IC.2.6
S-ID.1.4
F-IF.2.4
F-IF.2.6
F-BF.2.3
F-IF.3.7.b
A-REI.4.11
F-IF.2.5
F-BF.2.4
F-BF.2.4.a, c

20. Algebra 2

21. GROUP ACTIVITY
Split into three groups: Algebra 1, Geometry, and Algebra 2
Carefully examine the Topic Tests and the Mid-Year Assessment and answer the following questions:
Are there any similarities among the tests?
Identify questions that students might identify as “difficult”.
Identify questions that students might identify as “easy”.
Have you seen student work that resembles the questions presented in these assessments?
Do you think that the level of rigor in the classroom prepares the students for these assessments? What about the FSA?

22. Algebra 2
Topic 3
MAFS.912.F-BF.2.4
Topic 3
MYA
MYA

23. Algebra 2
MAFS.912.F-BF.2.3
Topic 3
Topic 3
MYA
MYA

24. Algebra 2
MAFS.912.S-CP.1.2
Topic 2
MYA

25. G2D Reports
Item
Analysis

26. G2D Reports
Standard
Analysis

27. Power BI
School Comparison
High School

28. Power BI
School Comparison
Middle School

29. Algebra 1 MYA
Tier 1
Algebra 1-B

30. Algebra 1 MYA
Tier 1
Algebra 1

31. Algebra 1 MYA
Tier 2 & 3
Algebra 1-B

32. Algebra 1 MYA
Tier 2 & 3
Algebra 1

33. Power BI
Multi-Test
Tier 1

34. And Now What…?

35. Data Usage Best Practices
Data Analysis – Mini PD for Teachers

36. District Developed Resources
Data Usage Best Practices
District Developed Resources
Optional Comprehensive Assessment Window
H.M.H. Resources
Edgenuity Resources
CPALMS Resources

37. Updated! - 3rd Nine Weeks

38. Time to Reflect What are YOUR goals for using data?
What are YOUR roadblocks?
What are YOUR potential solutions?
What are YOUR action plan goals?
What help do you need and from whom?

39. Thank you! Silvia Aday David Galarce District Instructional Supervisor
High School Mathematics
David Galarce
Instructional Supervisor