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. The Animal School
About 5 minutes

3. 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.

4. 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?

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

6. 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
Comparison change amount
Overall District % %
3rd Grade % %
4th Grade % %
5th Grade % %
6th Grade % %
7th Grade % %
8th Grade % %
Part I

7. 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

8. 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

9. 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
i-Ready Data

10. 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?

11. 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?

12. How will your teachers 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. . .

13. 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?

14. 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

15. 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

16. Taking a Deeper Dive into the Standards using Topic Assessment Data

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

18. Approx. 16 questions on the 2017 FSA
Reporting Categories

23. Based on the Lessons Learned, students are struggling with these types of problems:
Illustrative Mathematics

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

26. 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

27. 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.

28. 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

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

30. Elementary Schools without Ready Teacher 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 9 (Meaning of Multiplication)
Intensive Intervention User Guide Activity 4
Strategic Intervention Skill 9 (Decimals Greater than One)
Strategic Intervention Skill 21 (Multiply by 3 Digit Numbers)
Reteach 4.1, 4.3, 4.7
Response to Intervention (RtI)
4.1, 4.3, 4.7
PMT Standard Quiz (Sample)
Math on the Spot Video Tutor for 4.1, 4.3, 4.7
Enrich 4.1, 4.3, 4.7
Grab-and-Go Activities
(One Form to Another)
(Dueling Decimals)
(Tic-Tac Decimals)
Games: (Powerful Products)
i-Ready
Tools for Instruction:
Available for Selected Standards
If NO…
then
INTERVENE
If YES…
then Use INDEPENDENT ACTIVITIES

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

32. Elementary Schools with Ready Teacher Toolbox
Were students successful with Topic Assessment items?
APPROACHING
PROGRESSING
ON-LEVEL
0 – 49%
50 – 69%
Satisfactory: 70 – 84%
Proficient: 85 – 100%
Tools for Instruction & Toolbox
i-Ready:
Math in Action: Modeled and Guided Instruction
Try Another Approach
Toolbox:
Interactive Tutorials
Ready Instruction Book
Pre-Requisite
Lesson 10 - Use Place Value to Multiply
On-Level
Lesson 2- Understand Powers of Ten
*Practice and Problem Solving Book
Questions labeled “Basic”
* Lesson Quiz
Pre-requisite
Lesson 10 - Use Place Value to Multiply
Questions labeled “Medium”
*Math Centers-Multiplying by One-Digit Numbers
labeled “Below Level”...one star & “On-Level”…two stars
Toolbox
Questions labeled “Challenge”
labeled “Above Level”… 3 stars
Math in Action: Independent Practice
Persevere
If NO…
then
INTERVENE
If YES…
then Use INDEPENDENT ACTIVITIES

34. Who/ What/ When/ Where/ How?
As you analyze your teachers’ DI and scaffolding instructional practices, you should reflect upon. . .
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?
“The more reflective we are, the more effective we are.”
-Pete Hall

35. Group Activity
Sit in groups according to whether or not your school has the i- Ready Toolbox
Each group will be provided the following:
Sample Grade 5 At Risk Report for Topic Assessment IV,
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.

36. 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.
Schools without Intensive
Teacher Smith (non example)-Feedback
Group A- stops at the Prerequisite Level and does not address the standard; did not select which problems will be used from the Prereq Lesson-cannot do entire lesson!! Must preview and be selective; Wondering- did teacher preview the Interactive tutorial? It is 26 min so he/she needs to preview it to decide how far into the tutorial to go (note-cannot skip around in the tutorial so must go in order-cannot fast forward).
Group B- Did scaffold however not enough problems assigned. (only 4) During classroom visit, go to this group to see how they are progressing with the assignment.
Group C- Did the teacher preview the MFAS task? (It says to pick one problem). The work assigned is not appropriate for the time frame. During classroom visit, go to this group to see how they are progressing. Additional questions from Practice & Problem Solving can be considered. (and in some cases from Enrichment Packet if, as in this case, students are on the high end of Satisfactory, very close to Proficient)
Teacher Jones- shows scaffolding, selective problems, addresses prereqs as needed
Schools with Intensive
Teacher Smith (non-example)-Feedback
Group A- Assigned too many basic computation level problems. Did not scaffold to increase level of complexity. No real world applications.
Group B- Assigned entire Skills Practice- 30 basic computation level problems. Only 1 word problem assigned- not enough.
Teacher Jones-shows scaffolding, selective problems, addresses prereqs as needed

37. Instructional Frameworks

38. 60-Minute Primary Standard Instructional Block
DI addressing Primary Standard

39. 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.

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

41. 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

42. 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)

43. 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

44. Thank You!!! 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 . . .