1. A close look at i-Ready and Topic Assessment results
Division of Academics
Department of Mathematics
1501 NE 2nd AVE
Suite 326
Miami, FL33132
Phone: (305)
Fax: (305)
Elementary Mathematics Blueprint for Converting Data into Actionable Next Steps:
A close look at i-Ready and Topic Assessment results

2. Session Objectives
Quick Reminders
Analyzing i-Ready Diagnostic Assessment Data: Predicted Proficiency and Intervention Screener Reports –
What is our current level of performance as a district? As a school?
Session Focus
Topic Assessment Data & Actionable Next Steps:
What should I expect to see in math classrooms as the next steps to analyzing Topic Assessment data?
What resources should my math teachers be utilizing to address the varying needs of students when differentiating instruction?
Which G2D reports should teachers utilize and how should the data from these reports be analyzed to create flexible student groups?

3. MDCPS- Mathematics Administrator Debriefing Protocol
i-Ready Data & Topic Assessments

4. i-Ready Data
Predicted Proficiency District Report – Use this report to view the district percentage of students who are likely to be proficient (students at Level 3 and above) by the end of the year and the percentage of students predicted to reach each achievement level
Part I

5. Predicted Proficiency School Report
i-Ready Data
Predicted Proficiency School Report
Use this report to view the percentage of students who are likely to be proficient (students at Level 3 and above) by the end of the year, and the percentage of students predicted to reach each achievement level at your school.
Part II

6. Predicted Proficiency by Class Report
i-Ready Data
Predicted Proficiency by Class Report
Use this report to view the percentage of students who are likely to be proficient (students at Level 3 and above) by the end of the year and the percentage of students predicted to reach each achievement level by class.
Part III

7. i-Ready Data
Analyze the Intervention Screener Report (After Diagnostic 2 use the table below to compare AP1 to AP2) **can also be found Power BI
Part IV

8. Standards Analysis Using G2D Topic Assessment Reports
What does Topic Assessments Results say?
How can and will remediation and enrichment occur at your school site?

9. Standards Analysis Using G2D Topic Assessment Reports
Examine the Proficiency, Standard Analysis, Item Analysis, Distractor Analysis, and At-Risk Students by Standard Reports.
Look closely for patterns of strengths and weaknesses:
MDCPS-Elementary Mathematics Teacher Debriefing Protocol for Topic Assessments Results
Part II: Analyze the At-Risk Students by Standard, Item Analysis, Distractor Analysis and Standard Analysis Reports
Guiding Questions:
What patterns of strengths and weaknesses emerge from the reports?
On which concept or content should you focus to move students to proficiency?
How will you group or regroup students based on the At-Risk Students by Standard?

10. How will you monitor and measure results?
What re-teaching opportunities are available to remediate standards for the students that show deficiencies?
What do these re-teaching opportunities look like?
Is DI taking place at the level the student(s) needs?
Is there alignment to the rigor and complexity required by MAFS to make learning gains and support mastery?
Go Deeper. . .

11. Putting it in perspective. . .
Which G2D reports should teachers utilize?
How should the data from these reports be analyzed to create flexible student groups?
How will remediation and enrichment occur at your school site?

12. if you changed it last year
G2D Website:
Topic Assessments:
Availability of Topic Assessment Schedules
G2D Topic Assessment Administration Instructions, also found in OneNote Online, K-5 Pacing Guide Notebooks; current district version: Paper-based
Employee #
MiamiDade2017
Grades K-2:
Topic Assessments – Paper-based
Grades 3-5:
CBT versions not available; TBA once available
Comprehensive Assessment – February administration
Or Your Own Password
if you changed it last year

13. Teachers need to know purpose of reports ~
Topic Assessment Data. . .

14. Types of Data Reports on G2D
Distractor Analysis
Item Analysis
Types of Data Reports on G2D
Distractor Analysis
Item Analysis
Standards Analysis
At Risk Report
Standard Analysis
At Risk Report

15. Groupings: APPROACHING PROGRESSING ON-LEVEL Approaching: 0 – 49%
50 – 69%
ON-LEVEL
70 – 100%
Groupings:
Approaching: 0 – 49%
Progressing: 50 – 69%
On-Level: 70 – 100%
70 – 84% Satisfactory
85 – 100% Proficient

16. Creating Multiple Paths For Learning
Key Concept or
Understanding
Struggling
With The
Concept
Approaching
Understands
The
Concept
On-Level
Some
Understanding
Progressing
The first step whenever you are planning tiered instruction is to identify the Key Concepts and Understandings that you want students to learn.
Next, determine the readiness levels of the students and design tasks that will help them learn the key concepts and still challenge them at their level of understanding.
(0 – 49%)
(50 – 69%)
(70 – 100%)
Reaching Back
READINESS LEVELS
Reaching Ahead

17. Create Groupings Based on Data for the identified Standard*:
Approaching: 0 – 49%
Progressing: 50 – 69%
On-Level: 70 – 100%
70 – 84% Satisfactory
85 – 100% Proficient
*Groups should not be based on overall performance on
the assessment nor based on splitting students into equal thirds. For example, the data may show two “approaching” groups and one “on-level” group.

18. Ready Florida Teacher-Toolbox
Schools without
Ready Florida Teacher-Toolbox
Reserve Toolbox for Intensive Math, except Practice & Problem-Solving

19. Elementary Schools without Ready Florida Toolbox
Were students successful with Topic Assessment items?
APPROACHING
PROGRESSING
ON-LEVEL
0 – 49%
50 – 69%
Satisfactory: 70 – 8 4%
Proficient: 85 – 100%
HMH GO Math!
Intensive Intervention Skill 17 (Arrays)
Intensive Intervention User Guide Activity 2
Strategic Intervention Skill 9 (Multiplication Facts)
Strategic Intervention Skill 10 (Regroup Through Thousands)
Reteach 2.3, 2.5, 2.6, 2.7, 2.10, 2.11
Math on the Spot Video Tutor for 2.3, 2.5, 2.6, 2.7, 2.10, 2.11
Enrich 2.3, 2.5, 2.6, 2.7, 2.8, 2.10, 2.11, 2.12
Grab-and-Go Activities What’s My Fact? Roll to Measure, Product Power, First One Out
Games: Triangle Products, Multiplication Marathon
i-Ready
Tools for Instruction:
Number and Operations- Level 3: Solve Multiplication Facts
Number and Operations- Level 4:
Multiply by One-Digit Numbers &
Multiply Three-Digit Numbers by One-Digit
Divide by One-Digit Numbers
If NO…
then
INTERVENE
If YES…
then Use INDEPENDENT ACTIVITIES

20. Ready Florida Teacher-Toolbox
Schools with
Ready Florida Teacher-Toolbox
Reserve Toolbox for Intensive Math, except Practice & Problem-Solving

21. Elementary & K-8 Schools with Ready Florida Toolbox
Were students successful with Topic Assessment items?
APPROACHING
PROGRESSING
ON-LEVEL
0 – 49%
50 – 69%
Satisfactory: 70 – 84%
Proficient: 85 – 100%
HMH GO Math!
Intensive Intervention Skill 17 (Arrays)
Intensive Intervention User Guide Activity 2
Strategic Intervention Skill 9 (Multiplication Facts)
Strategic Intervention Skill 10 (Regroup Through Thousands)
Reteach 2.3, 2.5, 2.6, 2.7, 2.10, 2.11
Reteach: 2.3, 2.5, 2.6, 2.7, 2.10, 2.11
Math on the Spot Video Tutor: 2.3, 2.5, 2.6, 2.7, 2.10, 2.11
Enrich: 2.3, 2.5, 2.6, 2.7, 2.8, 2.10, 2.11, 2.12
Enrich 2.3, 2.5, 2.6, 2.7, 2.8, 2.10, 2.11, 2.12
Grab-and-Go Activities What’s My Fact? Roll to Measure, Product Power, First One Out
Games: Triangle Products, Multiplication Marathon
Tools for Instruction & Toolbox
i-Ready:
Tools for Instruction:
Number and Operations- Level 3: Solve Multiplication Facts
Toolbox: *Ready Instruction Book
Pre-Requisite
Gr3-Unit 1: Operations and Algebraic Thinking, Part 1
Lesson 2 - Use Order and Grouping to Multiply
Lesson 3- Split Numbers to Multiply
*Practice and Problem Solving Book
Questions labeled “Basic”
Questions labeled “Medium”
Questions labeled “Challenge”
On-Level
Gr4-Unit 3: Number & Operations in Base Ten, Part 2
Lesson 11- Multiply Whole Numbers
Number and Operations- Level 4:
Multiply by One-Digit Numbers &
Multiply Three-Digit Numbers by One-Digit
Pre-requisite
Gr4-Unit 3: Number and Operations in Base Ten, Part 2
*Math Centers-Multiplying by One-Digit Numbers
labeled “Below Level” & “On-Level”
Lesson 11- Multiply Whole Numbers*
labeled “On-Level” & “Above Level”
Divide by One-Digit Numbers
*Math Centers-
Multiplying by One-Digit Numbers
labeled “Above Level”
Multiplying by Two-Digit Numbers
Gr4-Unit 3 - Math in Action: Multiply and Divide Multi-Digit Numbers
If NO…
then
INTERVENE
If YES…
then Use INDEPENDENT ACTIVITIES

23. What teachers should have in order to be successful in DI and Scaffolding:
Knowledge of content
Knowledge of students
Knowledge of learning theory
Repertoire of strategies and resources
Tiered Assignments
Approaching, Progressing, and On-Level/Enrichment

24. Who/ What/ When/ Where/ How?
Who are my teachers’ At-Risk Students (i.e., what report will they use)? Based on the data and what was taught, what are the deficiencies?
What does the remediation look like (i.e., resources and materials to use)?
When and where will my teachers provide remediation/intervention?
How will they know if the remediation worked?
As you analyze your teachers’ DI and scaffolding strategies, you should reflect upon. . .
“The more reflective we are, the more effective we are.”
-Pete Hall

25. Group Activity Getting Ready Putting It to Practice
Sit in groups according to whether or not your school has “i-Ready Toolbox.”
Choose a Task Leader to direct group discussion and manage packets for smooth activity transitions.
Materials:
Sample Grade 4, Topic Assessment 2, At Risk Report as per achievement on MAFS.4.NBT.2.5
The three resource packets for each student level:
Packet A: Approaching (0-49%)
Packet B: Progressing (50-69%)
Packet C: On-Level (70-100%)
Two DI Planning sheets, per packet
Guiding Questions Worksheet to complete as you review the provided resource packets and accompanied DI Planning sheets
Group Activity
Putting It to Practice

26. Group Activity
Directions: Be ready to shift gears when time is called. . .
Each group will first receive Packet A: Approaching (0-49%) and two completed DI Planning Sheets, one from Mr. Threeofive Wright and the other from Ms. Taylor Swift.
Task Leaders, review the guiding questions for Packet A with the group.
On the Note-Taking Guide, write the group’s considerations regarding the given packet of resources:
What formative feedback would you provide to Mr. Threeofive Wright and Ms. Taylor Swift regarding student groupings and choice of student tasks as identified on the DI Planning Sheet?
Each group will now receive Packet B: Progressing (50-69%) and two completed DI Planning Sheets, one from Mr. Threeofive Wright and the other from Ms. Taylor Swift.
Task Leaders, now lead discussion regarding the guiding questions for Packet B and DI Planning Sheet.
On the Note-Taking Guide, write the group’s considerations regarding this particular packet of resources.
Each group will receive the final set – Packet C: On-Level (70-100%) – and repeat the process.
Be prepared to share out.

27. Instructional Frameworks

28. 60-Minute Primary Standard Instructional Block
DI addressing Primary Standard

29. HMH GO Math! Instructional Block, Using 5Es
SAMPLE INSTRUCTIONAL BLOCK TIME FRAME
Approx. Time
What To Do. . .
≈5 𝑡𝑜 10 𝑚𝑖𝑛
Show What You Know (SWYK) –or- Gr. K-2: SAT-10 Dailies / Gr. 3-5: Bellringers (in Learning Village) –or-
Fluency Practice (in OneNote Grade Level Notebook); and
Home Learning Check: selected questions
≈20 𝑚𝑖𝑛
Gr. K-2: Listen & Draw / Gr 3-5: Unlock the Problem
Note: Elementary Math OneNote Online, Grades K-5 Notebooks include all “Before” and “During” chapter resources
DI: The two  Checks for Understanding will help group students in addition to the results from SWYK.
Teacher Led Group; use RtI materials (review SWYK recommendations) to address pre-requisites, remediate, & connect back to current lesson problems.
Independent Practice, with technology (PMT / Math On the Spot) if needed; working on select items from “On Your Own” and “Problem Solving” sections.
≈10 𝑡𝑜 15 𝑚𝑖𝑛
Go over answers and discuss selected items. Provide time for self-reflection.

30. Secondary Standard Bi-Weekly DI Framework
Primary Standard Instruction
DI addressing Secondary Standard
Bi-Weekly DI cycle

31. Sample Monthly Calendar for Block Schedule
Monday
Tuesday
Wednesday
Thursday
Friday
Week 1
Primary
Week 2
DI: Secondary
Week 3
Week 4
Sample Monthly Calendar for Block Schedule
Primary Standard Instruction
DI addressing Secondary Standard
Two-week rotation cycle

32. Secondary Standard Bi-Weekly DI At-A-Glance
Monday
Tuesday
Wednesday
Thursday
Friday
60 Minutes Primary Lesson (including daily lesson DI, based on Checks for Understanding results)
DI Day
60 Minutes of DI
on Secondary Standard
in Small
Group Centers
(see rotations on next slide)

33. Secondary Standard Bi-Weekly DI At-A-Glance
CENTERS
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
i-Ready
Extra Lesson focusing on Secondary Standard
(20 mins)
Teacher Led Center
Secondary Standard
DI Resource Assignment
APPROACHING
60 min. Primary Lesson 1 2 3
PROGRESSING
ON LEVEL
i-Ready Instructional Path
1 & 2 (20-min/20-min)
Differentiated
Enrichment Activities
Key: (minutes of the DI Block Day)
1 – First 20 minutes; 2- Second 20 minutes; 3 – Third 20 minutes

34. Instructional Focus Calendars (IFCs)
December 2017
iCAD C
Agenda Item

35. Questions? Department of Mathematics Elementary Mathematics
1501 N.E. 2nd Avenue, Suite 326 F
Miami, FL
Office: ; Fax:
We take our Mathematics to the next level . . .