1. Finding and fixing the gaps
“Teachers are thus free to provide students with whatever tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards.”
~ Introduction to the CCSS
AIS Pk-5
Finding and fixing the gaps

2. Objectives Evaluate screening tools and progress monitoring tools
Identify ways AIS teacher roles are used throughout the region
Examine best practices for questioning and cooperative learning
Determining conceptual and fluency weaknesses in our students (through computer and worksheet analyses)
Identify strategies that can help strengthen common weak areas
Create instructional materials that will review/re-teach the previous learning of common weak areas

3. Survey How is AIS handled in your building?
How often do you meet with your students
How many students do you have?
How would math AIS be made more effective?

4. Foundations of Improvement
Student Improvement
Content Gap Instruction
Screening
Fluency
DDI
Progress Monitoring

5. Screening Tools
State Exams
Textbook Exams
Software
Worksheets

6. Required Fluencies Grade Required Fluency K Add/Subtract within 5 12
Add/Subtract within 20
Add/Subtract within 100 (paper and pencil) 3
Multiply/divide within 100
Add/Subtract within 1000 4
Add/Subtract within 1,000,000 5
Multi-digit multiplication 6
Multi-digit division
Multi-digit decimal operations 7
Solve px+q=r, p(x+q)=r 8
Solve simple 2x2 systems by inspection

7. Progress Monitoring Dibel-like (short) assessments
“ Monitor the progress of tier 2, tier 3, and
borderline tier 1 students at least once a
month using grade-appropriate general outcome
measures.”*
Progress Monitoring
Dibel-like (short) assessments
Static content/questions
Formative
“Allow students to chart their progress and to set goals for improvement.”
*2009 Institute of Education Sciences (IES)U.S. DEPARTMENT OF EDUCATION WHAT WORKS CLEARINGHOUSE
Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools

8. Content Gap Instruction
Multiplication
Division Strategies
Algebraic Understanding
Fractions

9. Content Gap Instruction: Multiplication and Division
How many of your students are fluent with multiplication up to 100?

10. Multiplication Facts X 1 2 3 4 5 6 7 8 9 1 x 1 1 x 2 1 x 3 1 x 4 1 x 5
Commutative
Property
Identity Property
Doubles
Squares
(benchmark)
Fives
Challenge
Gene Jordan’s work but I got the Idea from Gina King’s article: teaching children mathematics • King, Fluency with Basic Addition, September 2011 p. 83

11. Content Gap Instruction: Division
Partial Quotients
Standard Algorithm

12. Content Gap Instruction: Algebraic Understanding

13. Content Gap Instruction: Fractions
Models
Bar
Number line

14. Data Driven Instruction
What data
Benchmarks
Unit Tests
With Data
Item Analysis
Performance Analysis

15. Additional Resources NYSUT AIS Guide IES 978-0-07-888709-3
Diagnostic and Placement Tests
McGraw-Hill
“Monitoring Basic Skills Progress”
Basic Math Computation
-Fuchs and Hamlett

16. Data Driven Instruction
Broome-Tioga BOCES
Facilitators: Gene Jordan

17. Learning Objectives Define Data Driven Instruction Agenda
Add shift connections (long or short overview)
Add Shifts by role
Assign “newspaper” question

18. As we work and learn together today…
Breaks
Bathrooms
Lunch
Cell phones
Procedures
Think…
Coming back together
You will be working hard today to think through some things…
Always think application
Do who’s who activity? Or something similar

19. EFFECTIVE TEACHING= STUDENT LEARNING
What is something you recently learned?
What helped you learn this new skill/content?
Think application

20. Common Practices Across Countries
Assessments are part of a tightly integrated system of standards, curriculum, instruction, assessment, and teacher development at the state or national level.
Assessments include evidence of actual student performance on challenging tasks that evaluate a wide range of applied skills.
Teachers are integrally involved in the development and scoring of assessments (as are college faculty).
Assessments are used to inform course grades and provide information to colleges and employers, rather than to determine punishments or sanctions.
Assessments are designed to continuously improve teaching and learning.
Linda Darling-Hammond, Charles E. Ducommun Professor of Teaching and Teacher Education, Stanford University

21. Why Data Driven Instruction?
Processes involved can help teachers align content to standards.
Information can help teachers identify best instructional strategies.
Information can help teachers determine areas for instructional emphasis.
Proven to improve student performance!
Brian Pool-

22. Step 1: Commit to Using Data
Without a district wide commitment, little district-wide improvement will result!
Create a Data Driven Decision-Making Culture
Get some district training!
3 big steps to start D3M……..it took a superintendent with a vision and a supportive school board…….
Benefits to having “data person”
Small districts may not have a person dedicated to data, but having someone to be an ‘internal expert” on accessing data tools such as eMetric, Grow Network, DRC system, PVAAS, etc……

23. Step 2: Training District level training EngageNY.com/Network Team
3 big steps to start D3M……..it took a superintendent with a vision and a supportive school board…….
Benefits to having “data person”
Small districts may not have a person dedicated to data, but having someone to be an ‘internal expert” on accessing data tools such as eMetric, Grow Network, DRC system, PVAAS, etc……

24. Keys to Effective Diagnostic Assessments
Spend Your Time Aligning
Assess for Mastery and Retention
Frequent and Fast Data that is Useful
Rethink the way you teach
A bit more about aligning.

25. Spend Your Time Aligning
If your content is not aligned you are wasting your time!
Know the relative weight of the standards being taught and tested.
Replicate weight content and format. In NY geometry is 3x more important than anything else in grade 5. I accept the wisdom of that and want to make sure my kids prevail.

26. Build or Buy? Two reasons to Build*
Alignment
“Aligned to your standards”… and what else?
“Aligned to your standards”… but not your test.
Buying is Outsourcing
Outsource technical competencies that are not central to your mission.
Keep in-house what’s central to your work so you can develop your own knowledge about it.
Do you really want to outsource deep knowledge about the skills and content your students need to master…and can you afford it?
One of the questions you’ll face immediately if you try to implement diagnostic testing is do I buy this of the shelf or do I build it myself.
Seems like a no brainer to buy but be careful…. Off the shelf products are often aligned to a weightd average of all states. And even if they’re aligned to your state they somethimes don’t distinguish between format and content. Be sure you have enough managerial control to ensure those things don’t happen to you. THE MOST IMPORTANT THING TOBE IS ALIGNED.
Then think about who you want to develop this knowledge.
If you buy look for a product you can tailor but if possible build.

27. Make the Data Useful
Here’s an example of how we give data back to schools.

28. Make the Data Useful Ready for a challenge Needs a day of tutoring
It tells you a lot of different things. For example, we assume all kids who score 85% are about alike. Who knew that Milasia can’t tell time?!
Needs a tutor every day

29. Make the Data Useful Re-Teach! Replicate!
It also allows you to help teachers realize when they didn’t teach effectively and when they succeeded. It’s a beuatiful thing to be able to use this data to say to a teacher… wow, let’s talk abouthow you made every kid in your class master 3-d shapes and how you and we can apply that elsewhere.
This is the ultimate professional development. Teachers now know whether they are succeeding and can examine their practice accordingly. That means MORE autonomy not less. They have the means to try it and test it!

30. Teaching Cycle
Dr. Jennifer Dove, I believe modified by “Driven by Data”, Paul Bambrick-Santoyo

31. How do you collect real time data?
Questions and Answers
Frequent quizzes
Homework
Student Feedback systems.
answer clickers
Outside systems
Study Island and many others…
Internal Systems
Moodle…OATs, OGTs

32. Math Task Work Pair or group Work on one Task at a time (take turns)
Review purpose of Unit/Tasks
Examine Student work
Review student results
Identify areas that are high leverage
Be directed by the data