1. Elementary Mathematics
February Scaled Leadership PD sessions

2. Agenda
My MYA Learning
Overview of district MYA results~ Instructional Implications
Differentiated Instruction Addressing critical standards as per MYA results
Additional Resources for FSA Practice

3. A CLOSER LOOK AT OUTCOMES. . .
My Learning Goals
A CLOSER LOOK AT OUTCOMES. . .
Goals: What outcomes do we want for our students in our district, in our schools?
Goals: What outcomes do we want for our students in our district, in our schools?
Knowledge: What do we want to know and what guidance can we gain from our school data results?
Progress Monitoring Assessment: How are we doing? What is our current level of performance as a school? As a grade? As a class? As an individual student?
Outcome Assessment: How far do we need to go to reach our goals and outcomes?
Core Instruction: What are the critical components that need to be in place to reach our goals?
Differentiated Instruction: What more do we need to do and what instructional adjustments need to be made?
2. Knowledge: What do we want to know and what guidance can we gain from our school data results?

4. Average Percent Correct
Grade/Course
District MYA 2014
Average Percent Correct
Grade 3 Math 63
Grade 4 Math 61
Grade 5 Math 60
Keep Moving . . .
Core Instruction: What are the critical components that need to be in place to reach our goals?
Differentiated Instruction: What more do we need to do and what instructional adjustments need to be made?

5. My MYA Learning
2014 – MYA
Goals: What outcomes do we want for our students in our district, in our schools?
Knowledge: What do we want to know and what guidance can we gain from our school data results?
Progress Monitoring Assessment: How are we doing? What is our current level of performance as a school? As a grade? As a class? As an individual student?
Outcome Assessment: How far do we need to go to reach our goals and outcomes?
Core Instruction: What are the critical components that need to be in place to reach our goals?
Differentiated Instruction: What more do we need to do and what instructional adjustments need to be made?
≥ 70
3. Progress Monitoring Assessment: How are we doing? What is our current level of performance as a school? As a grade? As a class? As an individual student?
60% ≤ % correct < 70%
4. Outcome Assessment: How far do we need to go to reach our goals and outcomes?
< 60%
5. Core Instruction: What are the critical components that need to be in place to reach our goals?
6. Differentiated Instruction: What more do we need to do and what instructional adjustments need to be made?

6. My MYA Learning DI Models & Resources ≥ 70 ≥ 70 Levels DI Model
Push-in
HMH Go Math Preparing Students for Florida Assessments (“Form C”)
Item Specs Samples
Standard-based support:
HMH, RtI Tier 1 DI Activity in TE
HMH, ELL Language Support Strategy Activity in TE
Computer
Pull-out
i-Ready Learning Path
TLC (MYA Focus):
HMH, RtI Tier 2 DI Activity in TE
≥ 70
≥ 70
60% ≤ % correct < 70%
60% ≤ % correct < 70%
< 60%
< 60%

7. Grade 4
Elizabeth found a red dress that cost $96. The red dress costs 3 times as much as the blue coat that Elizabeth likes. If Elizabeth buys the red dress and the blue dress, what is the total amount she will spend?
F. $128
G. $192
H. $288
I. $384
MAFS.4.OA.1.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
Only 21.71% answered correctly
4790
1596
11929
3530

8. Grade 4 Julia has 473 stickers in her sticker book.
MAFS.4.NBT.1.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.
For example, recognize that
700 ÷ 70 = 10 by applying concepts of place value and division.
Julia has 473 stickers in her sticker book.
How many tens of stickers does Julia have?
A. 7
B. 40
C. 47
D. 70
Only 37.19% answered correctly
3498
2081
8208
8060

9. Grade 4 25. Which number is a prime number? A. 38 B. 41 C. 57 D. 63
MAFS.4.OA.2.4c Determine whether a given whole number in the range 1—100 is prime or composite.
25. Which number is a prime number?
A. 38
B. 41
C. 57
D. 63
Only 42.71% answered correctly
5386
9426
4469
2552

10. Grade 4
MAFS.4.OA.2.4c Determine whether a given whole number in the range 1—100 is
prime or composite.
37. Which is the product of the prime numbers between 4 and 10?
A. 35
B. 45
C. 48
D. 63
Only 30.7% answered correctly
6775
6477
5464
3084

11. Grade 4
MAFS.4.NBT.1.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example,
recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.
e value and division.
27. Which statement is true about the digit 8 in the whole numbers 1,825 and 8,367 ?
A. The 8 in 8,367 represents 1 times the 8 in 1,825
B. The 8 in 8,367 represents 10 times the 8 in 1,825
C. The 8 in 8,367 represents 100 times the 8 in 1,825
D. The 8 in 8,367 represents 1000 times the 8 in 1,825
Only 36.97% answered correctly
3694
8158
4471
5604

12. Grade 4
51. Mr. Jeffrey has 147 folders. He wants to divide them so that each of 8 students get the same number of folders. How many folders will be left over after Mr. Jeffrey gives each student the greatest number of folders possible?
A. 3
B. 5
C. 11
D. 18
MAFS.4.NBT.2.6
Find whole-number quotients and remainders with up to four-digit dividends and one- digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Only 36.96% answered correctly
8157
2392
3901
7416

13. My MYA Learning

14. My MYA Learning

16. HMH Go Math~ Teacher’s Edition

17. Assessment & Re-teaching Tools

18. Think Central
Access via Employee Portal~
Single Sign-on
“Form C”

19. “Form C”
Sample Items

20. Item Specs
Sample Item

21. i-Ready Implementation Plan
Option 3:

22. Differentiated Instruction
It is important to remember that differentiated mathematics instruction is most successful when teachers:
Differentiated Instruction
Believe that all students have the capacity to succeed at learning;
Recognize that diverse thinking is an essential and valued resource;
Know and understand mathematics and are confident in their ability to teach mathematical ideas;
Are intentional about curricular choices
Develop strong learning communities in their classrooms;
Focus assessment; and
Support each other in their efforts.

23. “In the end, all learners need your energy, your heart, and your mind.
They have that in common because they are young humans.
How they need you, however, differs. Unless we understand and respond to those differences, we fail many learners.”
~ Carol Ann Tomlinson

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