1. Analyzing data: First steps
______Elementary
January 19, 2010
Ms./Mr. Presenter

2. Agenda – Analyzing data: First steps
EEMLA – structure and specifications
Analyzing your school data
Sample questions
Guiding questions for Next Steps

3. Purpose: Early Elementary Mathematical Literacy Assessment (EEMLA)
To monitor the progress of individual students in meeting a representative number of outcomes of the Atlantic Canada Mathematics Curriculum: Grade Primary – 3
To help build an accurate and detailed profile of a student’s mathematical understanding
To inform instruction so that appropriate support can be provided to further assist students to strengthen their abilities

4. Assessments:
EEMLA – Early Elementary Mathematical Literacy Assessment - Grade 3 – June 1 and 2, 2010
EMLA – Elementary Mathematical Literacy Assessment - Grade 6 – May 26 and 27, 2010

5. Assessment Structure:
Part I: Computational Tasks
Accurate and efficient use of computation and reasoning skill
Part II: Concepts and Applications
Number Concepts (GCO A)
Operation (GCO B)
Patterns and relations (GCO C)
Space and Shape: Measurement (GCO D)
Space and Shape: Geometry (GCO E)
Data Management/ Probability (GCO F and GCO G) 

6. EEMLA approximate percentages for the GCOs by strand:
Strand Percent
GCO A (Number Sense/Theory)
GCO B (Operation Sense/Procedures)
GCO C (Patterns/Relationships)
GCO D (Measurement)
GCO E (Spatial Sense/Geometry)
GCO F (Graphing/Statistics) and
GCO G (Probability)

7. EEMLA approximate percentages of grade level outcomes:
Outcomes % of Assessment
SCOs – Primary %
SCOs - Grade 1
SCOs - Grade %
SCOs - Grade 3

8. emla Approximate percentages of the grade level outcomes:
Outcomes % of Assessment
SCOs – Primary %
SCOs - Grade %
SCOs - Grade % %
SCOs - Grade %

9. EEMLA approximate percentages in levels of cognitive demand:
Level 1 - Knowledge/Procedures – 40%
- facts/recall
Level 2 - Comprehension – 50%
- conceptual knowledge/changing representation
Level 3 - Application/Problem Solving – 20%
- multi-step/novel situation

10. Common scale
A scaled score is a common scale used to report student achievement on provincial assessments. Scaled scores help users draw meaningful conclusions about student achievement in different years.
Scaled scores on the EEMLA are given from with the provincial mean being 500.

11. Report to School Administration and Teachers
Section 1: Overall score is compared to the cut score of as well as the provincial mean of 500
Section 2: Separate marks for GCOs and components compared only to the provincial mean of 500
Section 3: Levels of Questions
Communication
Student Response to the Learning Math Survey

13. Communication in Mathematics:
How well students are able to explain what they know.
CN: No attempt 
C1: Little/No evidence
of reasoning/disorganized/confusing 
C2: Some evidence
of reasoning/work shown that is mostly clear and easy to follow but not always complete or properly labeled.
Some mathematical language used but not well elaborated or clearly expressed 
C3: Strong evidence
of precision, clarity, elaboration, logical reasoning, uses correct mathematical symbols, terminology, vocabulary, gives detailed examples, illustrations, diagrams to help with explanations, any graphs are well presented and correctly labeled.

14. Mathematics Development Record — Grade ____
(Original must be kept in the student’s cumulative record attached to the EEMLA report.)
Name: _________________ Teacher: _________________ School Year: _________
EEMLA
The indicated components may require classroom support.
Number
Counting
Place Value
Representation
Comparing / ordering / rounding
Operations
Basic facts
Computation
Word problems
Models
Estimation
Patterns
Identify, represent, and extend patterns
Measurement
Time/Calendar
Metric Measures
Approximating Measures
Geometry
2D and transformations 3D
Data Management / Probability
Tables, Charts, Graphs, Probability
Observations of Student Learning
Mathematical abilities (may include comments on work habits, confidence, and attitude)
Other Aptitudes, Talents, and Interests
Specific Instructional Strategies and Interventions
Current Support Being Provided
Documented Adaptations
Literacy Resource Support
Mathematics Resource Support
Other Resource Support: Specify
Other:
Plans for Additional Classroom Support (include classroom based instruction strategies)

15. Summary of Support Provided
Updates
Summary of Support Provided
Student Progress
Date: _____________
Transition Notes
Signatures
Teacher:_____________________________________________ Date: ______________________________
Principal:_____________________________________________ Date: ______________________________

16. Learning by Doing – DuFour, DuFour, Eaker, Many
What do we want our students to learn?
How will we know when each student learns it?
How will we respond when some students don’t learn? How will we respond when students do learn?

18. Your school data
Integrated services – SMS

19. Class Data – SMS or hardcopy Section 1: Overall Score
Highlight the overall scores below 400
Teachers will develop a Mathematics Development Record (MDR) for these students.
Highlight with a different color the overall scores below 467 and above 400.
Teachers will monitor these students.
SMS our Student Management System of data

20. Section 2: Strands and Components
Highlight all scores in the strands and components below 300. This represents scores that are more than two standard deviations away from the provincial mean of 500.
Highlight all scores in the strands and components from 300 to 399(with a different color). This represents scores that are more than one standard deviation away from the provincial mean of 500.

21. Guiding Questions for School Data
Overall Score
In the overall score, do we have students scoring in the 200s? In the 300s?
Do students with similar overall scores have similar profiles?
Teachers/Principals – after receiving data and highlighting – here are some guiding questions to analyze data

22. Strand and strand components
What strand and component areas of the EEMLA data show as areas of strength? And areas for growth?
Do we see a pattern emerging in the three years of data?

24. Guiding Questions for Next Steps
Now that we have identified areas of strength and areas for growth in the EEMLA data, what specific SCOs were assessed in those areas?
Are we clear on the outcomes and expectations for Math P-6?
Are our current classroom assessments aligned with the curriculum outcomes?
What do our current classroom assessments look like?
How do we track assessments in our classroom?
From slide 19 on, guiding questions were given to principals for their use with their teachers. From there they could work on curriculum mapping, aligning assessments and instruction. We have supported them on their in-service days.

25. Do the EEMLA results support our classroom assessment data for our students?
How can the areas of strengths and areas for growth inform instruction for students in Grades 4 to 6? And in Grades Primary to 3?
What classroom or instructional strategies are we presently using?

26. What print resources are we using
What print resources are we using? (Math Curriculum Document, Supplementary Resources Binder (P-2, 4, 5), Mental Math Booklets, CCRSB Math Curriculum Clusters, Van de Walle (K-3, 3-5, 5-8), Good Questions for Math Teaching, etc.)
What manipulative resources do we have in the math classroom and how are we using them?
Are there resources/manipulatives that we do not presently have that would help us support student learning?

27. Contact Information:
Darlene MacKeen Hudson, Coordinator of Mathematics,
Rebecca McDonald, Regional P-6 Mathematics Consultant,