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

2. When we believe that it is our students that is our starting point for lesson planning, not the course content or the textbook, we try to live that belief by getting to know our students’ learning needs and preferences.
Connect to the purpose of today’s session-
Meeting our students’ needs to ensure all learners achieve growth and are successful with the MAFS.

3. 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?

4. MDCPS- Mathematics Administrator Debriefing Protocol
i-Ready Diagnostic Assessment Data

5. 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.
2017 FSA:
Grade 6– 52% Last year’s Predicted Proficiency at Diag 2 was 48 +/- 3 (45-51%)
Grade 7- 49% Last year’s Predicted Proficiency at Diag 2 was 50 +/- 3 (47-53%)
Grade 8- 39% Last year’s Predicted Proficiency at Diag 2 included Algebra & Geometry and was 54 +/- 3 (not even close)
Note-different students this year so can’t compare this year’s predictions to last year’s same grade level data. Last year’s 6th graders out performed the State and are now this year’s 7th graders.
Part I

6. Part II: 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
i-Ready Data

7. Part III: 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 .
i-Ready Data
Part III

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

9. MDCPS- Mathematics Administrator Debriefing Protocol
Topic Assessment Data

10. 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-Middle Grades Mathematics Teacher Debriefing Protocol for Topic Assessment 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?

11. 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, considering the entry point of student understanding?
Is there alignment to the rigor and complexity required by MAFS to make learning gains and support mastery?
Go Deeper. . .

12. 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?

13. if you changed it last year
G2D Website:
Topic Assessments:
Availability of Topic Assessment Administration Schedule
Administration windows can also be found in each Pacing Guide Topic
Employee #
MiamiDade2017
Grades 6-8:
Topic Assessments – Paper-based
CBT versions not available; TBA once available
Comprehensive Assessment – February/March administration
Comprehensive Assessment timelines based on the new POST HURRICANE IRMA timelines
Grade 6-through Topic 8 (ends 3/5)
Grade 7-through Topic 8 (ends 2/27)
Grade 8-through Topic 7 (ends 2/26)
Topics assessed- included in the Math Essentials Power Point
Or Your Own Password
if you changed it last year

14. Types of Data Reports in G2D
Distractor Analysis
Item Analysis
Types of Data Reports in G2D
Standard Analysis
Item Analysis
Distractor Analysis
At Risk Report
Export to Excel
to group ALL students
Standard Analysis
At Risk Report

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

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.
(50 – 69%)
(0 – 49%)
(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. 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

19. Schools with Intensive Math
Reserve Toolbox for Intensive Math, except Practice & Problem-Solving

20. Schools with Intensive Mathematics
Were students successful with the skills assessed on the Topic Assessments?
APPROACHING
PROGRESSING
ON-LEVEL
0 – 49%
50 – 69%
Satisfactory: 70-84%
Proficient: %
Prerequisite MFAS Task in CPALMs (hyperlinked in Pacing Guides)
In McGraw-Hill’s Florida Math, use:
Quick Check (Prerequisites);
Reteach (select questions)
Problem-Solving Practice (1-2 Questions)
In Ready Teacher Toolbox, use:
Practice & Problem-Solving (problems marked “Basic”)
Skills Practice (select questions)
Extra Practice (select questions)
Homework Practice (select questions)
Problem-Solving Practice (3-4 Questions)
Practice & Problem-Solving (problems marked “Medium”)
i-Ready Extra Lessons
Grade Level MFAS Task in CPALMs (hyperlinked in Pacing Guides)
McGraw-Hill’s Problem-Solving Practice (5-6 Questions)
Ready Teacher Toolbox: Practice & Problem-Solving (problems marked “Challenge”)
McGraw-Hill’s Enrich
Enrichment Packets (in Learning Village)
If NO… then
INTERVENE
If YES… then
Use INDEPENDENT ACTIVITIES

22. Schools without Intensive Math
Utilize mostly Toolbox resources

23. Schools without Intensive Mathematics
Were students successful with the skills assessed on the Topic Assessments?
APPROACHING
PROGRESSING
ON-LEVEL
0 – 49%
50 – 69%
Satisfactory: 70-84%
Proficient: %
In Ready Teacher Toolbox, use:
Up to two Prerequisite Ready Lessons, as available in Toolbox (select sections/questions)
e.g. Lesson 17: Understand Division with Unit Fractions & Lesson 18: Divide Unit Fractions in Word Problems
Ready Instruction Book (select sections/questions)
e.g. Lesson 6: Understand Division with Fractions
Interactive Tutorials (includes Prerequisite standards)
Practice & Problem-Solving (problems marked “Basic”)
One Prerequisite Ready Lesson (select sections/questions)
e.g. Lesson 18: Divide Unit Fractions in Word Problems
Practice & Problem-Solving (problems marked “Medium”)
i-Ready Extra Lessons
Grade Level MFAS Task in CPALMs (hyperlinked in Pacing Guides)
Ready Teacher Toolbox: Practice & Problem-Solving (problems marked “Challenge”)
Enrichment Packets (in Learning Village)
If NO… then
INTERVENE
If YES… then
Use INDEPENDENT ACTIVITIES

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 students’ 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 instructional practices, you should reflect upon. . .
“The more reflective we are, the more effective we are.”
-Pete Hall

25. Group Activity
Sit in groups according to whether or not your school offers Intensive Mathematics.
Each group will be provided the following:
Sample Grade 6 At Risk Report for Topic Assessment 1,
The three packets of resources for each student group: Approaching, Progressing, and On-Level,
Two samples of completed D.I. Planning Templates, and
Guiding questions for each packet of resources and completed D.I. Planning Templates.

26. Group Activity Directions:
Each group will first receive Packet A: Approaching (0-49%) and two completed D.I. Planning Templates from Teacher Smith and Teacher Jones.
Review the guiding questions for Packet A with your group and notate your thoughts on the Note-taking Guide regarding this particular packet of resources.
Then discuss with your group the formative feedback you would provide to Teacher Smith and Teacher Jones regarding their student groupings and choice of student tasks as identified on the D.I. Planning Templates.
At the sound of the timer, each group will then receive Packet B: Progressing (50-69%) and discuss their thoughts on the guiding questions for both Packet B and the D.I. Planning templates with their group. Please notate your thoughts on the Note-taking Guide.
Each group will receive Packet C: On-Level (70-100%) and repeat the process.
Be prepared to share out.

27. Instructional Frameworks

28. Flexible Scheduling Options
Customizing to your School Site
Traditional Schedule
For example, designate DI Fridays bi-weekly or weekly
Block Schedule
For example, designate ½ block on Thursday/Friday (even/odd)
Combination: One Traditional & Four Block
For example, designate DI on traditional day bi-weekly or weekly
Flexible Scheduling Options

29. 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

30. 45−50 Minute Instructional Framework: ½ Block
SAMPLE INSTRUCTIONAL BLOCK TIME FRAME
Approx. Time
What To Do. . .
≈10 𝑚𝑖𝑛
Bellringer: Data-Driven Standard/Skill (in Learning Village)
Purposeful Circulation, Checking for Understanding
≈30 𝑚𝑖𝑛
Differentiated Instruction~ Data-Driven Standard
Approaching Level (0-49%)
Teacher Led Group; scaffold to address prerequisites & connect to grade level expectations as defined by the standards.
Progressing Level (50-69%)
Scaffold from a basic level of understanding to a more complex level.
On-Level (70-100%)
Practice, extend, and enrich understanding.
≈5−10 𝑚𝑖𝑛
Exit ticket/Mini-Assessment
As students in
Teacher-Led Center practice, teacher should spot check on other groups.

31. Algebra 1
Resources

32. On Grade Level Resources Intensive Intervention
RTI Resources – Algebra 1
Progress Monitoring
On Grade Level Resources
Core Curriculum
Intensive Intervention
Data Source: Algebra 1 Topics 1 and 2 Combo Test
Standard
Lessons
Low
0-49% Mastery
Medium – Low
50-64% Mastery
Medium - High
65-84% Mastery
High
85-100% Mastery
Intensive Intervention
Strategic Intervention
Post-Tests
Reteach
Enrichment
MAFS.912.A-CED.1.1
Pre-Requisites
MAFS.7.EE.2.4
MAFS.8.EE.3.7
Lesson 2.2: Creating and Solving Equations
Lesson 2.4: Creating and Solving Inequalities
Lesson 2.5: Creating and Solving Compound Inequalities
Skill 22: Connect Words and Algebra
Skill 23: Connect Words and
Equations
Skill 52: Inverse Operations
Skill 81: Simplify algebraic
expressions.
Skill 88: Solve and Graph Inequalities
Skill 92: Solve Multiplication Equations
Skill 93: Solve One-Step Equations
Skill 98: Solve Two-Step Equations
Skill 110: Write an Inequality for a Graph
2 Algebraic Expressions
13 One-Step Equations
14 One-Step Inequalities
21 Two-Step Equations
22 Two-Step Inequalities
Skill 2
Skill 13
Skill 14
Skill 21
Skill 22
Reteach 2-2
Reteach 2-4
Reteach 2-5
2.2 Practice and Problem Solving: C
2.4 Practice and Problem Solving: C
2.5 Practice and Problem Solving: C
ADDITIONAL ONLINE INTERVENTION RESOURCES
Personal Math Trainer will automatically create a standards-based, personalized intervention assignment for your students, targeting each student’s
individual needs!
Additional Spiral Back Long Term Memory Reviews will be available in Mid November. This information will be shared and disseminated in the upcoming iCAD sessions.

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