1. Data-Guided Mathematics Instruction
Middle Grades Mathematics
Division of Academics Department of Mathematics
“Giving our students the world”
Annie Klian, District instructional supervisor
Racquel Gibson, District curriculum support specialist
Edward Chaves, District curriculum support specialist
Raquel McKinnon, District curriculum support specialist
Michelle White, executive director
Department of mathematics
Office of Academics and Transformation

3. Today’s Goals:
District FSA Data: What is our level of performance as a district? What were our areas of strength and areas for improvement on the 2015 FSA?
Progress Monitoring: Mid-Year Assessment: What guidance can we gain from our school and district MYA data results?
School-Wide Strategies: What strategies can we implement school-wide to reach our intended outcomes?

4. What is our level of performance as a district?
FSA Data
What is our level of performance as a district?
What were our areas of strength and areas for improvement on the 2015 FSA?

5. oada.dadeschools.net Weekly Briefing # 18631

7. FSA Update
Final Achievement Level Cut Scores
as of Jan. 6, 2016
NEW

8. District Scores for 2014-2015 FSA
Grade/
Course
District % Students:
Levels 3-5
Grade 3 Math 60
Grade 4 Math 62
Grade 5 Math 54
Grade 6 Math 49
Grade 7 Math 46
Grade 8 Math 38
Algebra 1
6th Grade: 100
7th Grade: 85
8th Grade: 77
Geometry
7th Grade: 100
8th Grade: 90

9. DATA
Think-Pair-Share
Review the Reporting Category data for the 2015 FSA for each grade level.
Turn to a partner and discuss which Reporting Categories were the strongest and the weakest for each grade level. Are there any trends across grade levels?
Review how the Reporting Categories are weighted. Discuss how the highest and lowest performing categories of each grade level are weighted.
Review the Year-At-A-Glance and identify when instruction for the Reporting Categories most in need of improvement occurs.
Brainstorm solutions together for:
Improving areas of weakness
Maintaining and increasing areas of strength

10. Grade 6
strongest
weakest
Now let’s look at how these Reporting Categories are distributed on the FSA….

11. weakest
strongest

13. Grade 7
strongest
weakest

14. weakest
*Max points for RP and G were the same for FSA. Both were approximately 24% of the test.
strongest

16. Grade 8
strongest
weakest

17. weakest
strongest

19. Progress Monitoring: Mid-Year Assessment
What guidance can we gain from our school and district data results?

20. District Scores for 2015-2016 Mid-Year Assessments
Grade/
Course
District Percent Proficient
Grade 3 Math 60
Grade 4 Math 58
Grade 5 Math 49
Grade 6 Math 45
Grade 7 Math 34
Grade 8 Math 26
Algebra 1 46
Geometry 41
*as of 1/8/16
*Keep in mind that the percentages for Algebra 1 and Geometry also include the high school students that are tested.

21. District Scores for 2015-2016 Mid-Year Assessments
Grade/
Course
District Average Percent Correct
Change from to
Grade 6 Math 50
same
Grade 7 Math 40
Grade 8 Math 32 34 +2
Algebra 1 35 37
Geometry 42 43 +1
*as of 1/8/16
*Keep in mind that the percentages for Algebra 1 and Geometry also include the high school students that are tested.

22. A Deeper Dive~
Grades 6-8
Mid-Year Assessment
Data Analysis

23. % of 6th Grade Standards assessed on the Grade 6 MYA: 37.9%
It is imperative to administer Topic Assessments for upcoming standards
Standard
2014 % Correct
2015 % Correct
MAFS.6.NS.1.1
33.75%
34.21%
MAFS.6.NS.2.2
58%
60.76%
MAFS.6.NS.2.3
62.98%
62.80%
MAFS.6.NS.2.4
47.68%
47.60%
MAFS.6.NS.3.5
50.28%
47.18%
MAFS.6.NS.3.6a
38.68%
37.25%
MAFS.6.NS.3.6b
50.34%
49.76%
MAFS.6.NS.3.6c
48.03%
48.52%
MAFS.6.NS.3.7a
53.05%
51.10%
MAFS.6.NS.3.7b
61.84%
53.26%
MAFS.6.NS.3.7c
38.02%
37.31%
MAFS.6.NS.3.7d
56.1%
57.78%
MAFS.6.NS.3.8
54.91%
53.52%
MAFS.6.RP.1.1
43.35%
44.87%
MAFS.6.RP.1.2
56.07%
MAFS.6.RP.1.3a
53.75%
55.01%
MAFS.6.RP.1.3b
61.51%
60.96%
MAFS.6.RP.1.3c
37.64%
35.75%
MAFS.6.RP.1.3d
47.17%
48.97%
Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem.
Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation.
*weakest on FSA
*Data as of
Students need to know 29 standards for FSA (including the “also assesses” standards). MYA assessed 11 out of 29 standards=37.9%.
6.NS.1.1
6.NS.3.7c
6.RP.1.3c
Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
*strongest on FSA
Not Assessed on MYA

24. % of 7th Grade Standards assessed on the Grade 7 MYA: 33.3%
2014
% Correct
2015
MAFS.7.EE.1.2
22.93%
22.50%
MAFS.7.EE.2.3
42.98%
41.92%
MAFS.7.NS.1.1a
49.43%
50.64%
MAFS.7.NS.1.1b
53.52%
51.31%
MAFS.7.NS.1.1c
28.43%
28.99%
MAFS.7.NS.1.1d
31.6%
32.21%
MAFS.7.NS.1.2a
47.17%
48.39%
MAFS.7.NS.1.2b
30.18%
30.84%
MAFS.7.NS.1.2c
40.37%
37.33%
MAFS.7.NS.1.2d
45.02%
41.86%
MAFS.7.NS.1.3
45.7%
46.44%
MAFS.7.RP.1.1
37.58%
38.93%
MAFS.7.RP.1.2a
49.48%
49.27%
MAFS.7.RP.1.2b
43.96%
44.13%
MAFS.7.RP.1.2c
47.13%
46.70%
MAFS.7.RP.1.2d
45.25%
45.03%
MAFS.7.RP.1.3
33.96%
33.21%
Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related.
* = no calculator * * * *
Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. * *
*weakest on FSA * * *
*strongest on FSA *
Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then –(p/q) =
(–p)/q = p/(–q). Interpret quotients of rational numbers by describing real-world contexts.
*Data as of
Students need to know 24 standards for FSA (including the “also assesses” standards). MYA assessed 8 out of 24 standards=33.3%.
39.1%= average for non-calculator standards
42.7%= average for calculator standards
Not Assessed on MYA

25. % of 8th Grade Standards assessed on the Grade 8 MYA: 46%
2014
% Correct
2015
MAFS.8.EE.1.1
33.66%
34.19%
MAFS.8.EE.1.2
38.51%
39.63%
MAFS.8.EE.1.3
32.72%
34.00%
MAFS.8.EE.1.4
32.83%
35.20%
MAFS.8.EE.2.5
39.75%
41.81%
MAFS.8.EE.2.6
23.45%
24.38%
MAFS.8.EE.3.7a
21.73%
24.40%
MAFS.8.EE.3.7b
35.34%
36.63%
MAFS.8.EE.3.8a
44.1%
44.21%
MAFS.8.EE.3.8b
23.17%
24.61%
MAFS.8.EE.3.8c
29.35%
30.67%
MAFS.8.F.1.1
36.38%
41.41%
MAFS.8.F.1.3
37.39%
40.78%
MAFS.8.F.2.4
32.5%
33.55%
MAFS.8.NS.1.1
27.77%
29.76%
MAFS.8.NS.1.2
32.52%
32.37%
* = no calculator *
Derive the equation y = mx for a line through the origin and the equation
y = mx + b for a line intercepting the vertical axis at b.
*weakest on FSA * *
Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).
*Data as of
Students need to know 28 standards for FSA (including the “also assesses” standards). MYA assessed 13 out of 28 standards=46%.
*strongest on FSA
Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection.
33.1%= average for calculator standards
34.7%= average for non-calculator standards * *
Not Assessed on MYA

26. School-Wide Strategies

27. Data Disaggregation Look-fors
This will go nicely in my data binder!
Data Disaggregation is a process of breaking down data from various sources to help identify strengths or need in a particular area. In education, data helps us to identify root causes that will lead to a change in the way we instruct, discipline, etc. For schools, it could be from student performance data, behavioral issues, staffing patterns etc.
Let say we have identified a goal that we want to achieve; data help guide us to that mark. Data disaggregation occurs at all levels of education (state, school, classroom and student). Leadership shares with schools the expectation and the school/teachers/students decide the measured goals on how to accomplish these expectations.
In the FCIM process we begin use data disaggregation for student performance. We look from a school wide perspective and identify the strengths and weaknesses of each core academic area. We will take you through an activity that helps to disaggregate student performance data, this activity uses the DART Model.
The FCIM process begins with planning. Spending time up front planning will save time during implementation.
One of the most critical pieces of the planning stage is preparing to use data in ways that are meaningful and effective for decision making. In order for analysis of data to occur, a common framework for understanding must be in place. If the analysis of the data, this first step, is not done correctly or thoroughly; then all of the other steps will be less effective.
While school grades gives a snapshot of a school’s performance; this does not tell the whole story.
Who has already disaggregated their school data? Analyzed by grade, teacher, and student?
How many of you completed this process yourself? Who was handed the data already analyzed for you by the district? How many of you have intra-net or web-based programs which assist with the analysis of your data?

28. STOP RANDOM ACTS FROM DATA!

29. Using Data Reports Effectively

30. Data-Driven Spiral Review
An often overlooked element is deliberate explicit spiral review. This deliberate planning of spiral review will allow students to maintain the knowledge level of skills taught earlier in the school year and further allows students in need of remediation at least one additional opportunity for explicit instruction and review on that skill.

31. Distractor Analysis Item Analysis Standard Analysis At Risk Report
G2D
*Next iCAD: Feb 1st & 2nd
Types of Data Reports
Distractor Analysis
Item Analysis
Standard Analysis
At Risk Report

32. Instructional Focus Calendar Differentiated Instruction Groups
Item Analysis
Distractor Analysis
Standard Analysis
At Risk
Instructional Focus Calendar
Differentiated Instruction Groups

33. Instructional Focus Calendars
Note: The next Middle Grades Math iCADs on 2/1 and 2/2 will include how to create Instructional Focus Calendars.

34. PRIMARY and SECONDARY Standards
PRIMARY Standard: based on the Pacing Guide Curriculum (new concepts)
SECONDARY Data Driven Standard: based on the MYA and Topic Assessment data
What do we need to revisit that has already been taught?
Find the opportunities to embed secondary standards with upcoming concepts.
Best Practice: Revisit through the Bellringers
Resources: McGraw-Hill Power-Up, Item Spec Sample Items, McGraw-Hill Extra Practice Word Problems, McGraw-Hill Countdown, Topic Assessment Questions
MAFS Review Packets will be released in early February

36. Rates Equations Dividing Multi-Digit Numbers
Multiplying Decimals, Dividing Decimals, Dividing Multi-Digit Numbers

37. 8
October 2015

39. Data-Guided Instructional Focus Planning Sheet
Week #
MYA info
At Risk
“Students by Standards” Report
McGraw-Hill Countdown
CPALMS- Formative Assessments link
Item Specs & Examples

40. Use the At Risk Report & Filter by: Students by Standards

41. Getting Ready for the 2016 FSA~ MAFS Review Packets

42. Mathematics Formative Assessment System (MFAS)
MFAS include tasks or problems teachers can implement with their students and rubrics that help the teacher interpret students’ responses. Teachers using MFAS ask students to perform mathematical tasks, explain their reasoning and justify their solutions. Includes videos of questioning strategies with students.
This system is available on CPALMS to all stakeholders in Florida, including teachers, parents and students.
MFAS Performance Tasks on the Math Florida Standards and PD modules for grades 4-8, Algebra, and Geometry are available in CPALMs.
Also available: Lesson Study Toolkits

43. OELCS 2005 Math Module 3 Speaker Notes

44. Edgenuity MAFS Review Modules
Grade 6 MAFS Review Modules
Grade 7 MAFS Review Modules
Grade 8 MAFS Review Modules
Algebra I MAFS Review Modules
Geometry MAFS Review Modules
Edgenuity Username: MA and Student ID
(Ex: MA )
Edgenuity Password: Student ID
(Ex: )

45. Resources: McGraw-Hill: Enrich Problem-Solving Practice
Skills Practice
Extra Practice
Re-Teach
Interactive Guide for ELL
Countdown
e-Assessment Item Bank
MAFS Review Packets
Edgenuity Benchmark Review
CPALMs Mathematics Formative Assessment (MFAS)
Item Specs Sample Items/ FSA Practice Test problems
Illustrative Mathematics, EngageNY, Mathematics Assessment Resource Service (M.A.R.S.)- Website resources hyper-linked in Pacing Guides
Khan Academy
Algebra Nation
Gizmos
IBTP Item Bank

46. FSA Reminders- FAMS Conference: October 2015
Briefing ID #: 18391

47. Wendy Peel Texas Instruments, Inc.
Technology Adoption Consultant
Texas Instruments, Inc. 
Phone:  
          
Iliana Gonzalez Market Development Manager
Casio America, Inc. Phone:

49. Upcoming Professional Development

50. Middle Grades Math/Algebra I/Geometry
Professional Development Opportunities: January–February 16, 2016
DATES
SESSION NAME
AUDIENCE
LOCATION
01/14/2016
Teaching for Deeper Understanding of Middle Grades Mathematics-
All Regions-January 2016
Grades 6-8 Math Teachers
Ruben Dario
Middle School
01/25/2016
Teacher Planning Day
Mathematics Resource Showcase:
Hands-On Equations, Edcite, ETA Manipulatives, Voyager, LearnBop
Edison
02/01/2016
Middle Grades Mathematics Leaders’ iCAD: A
Grades 6-8 Math Chairpersons
Jose Marti MAST
6-12 Academy
02/02/2016
Middle Grades Mathematics Leaders’ iCAD: B
Southwood
02/16/2016
District PD Day
Florida Standards Assessment Essentials: Grades 6-8 Mathematics
Hialeah Middle
School
Edcite: Creating Technology-Enhanced Assignments/ Gizmos: Preparing Students for FSA using Gizmos
Intensive Mathematics: Concept Development with Ready Florida MAFS/
i-Ready/Reflex
i-Ready: Understanding Data and Instruction for Math Teachers: Grades K-8
Grades K-8 Math Teachers
FSA EOC Assessment Essentials – Algebra 1 and Algebra Nation
Algebra I Teachers
Coral Gables SHS
FSA EOC Assessment Essentials – Geometry And Geometry Nation
Geometry Teachers

52. Department of Mathematics Florida Department of Education
Department of Mathematics
1501 N.E. 2nd Avenue, Suite 326
Miami, Fl
Office:
Fax:
Florida Department of Education