1. Elements of Instruction project DATA Instruction Module

2. www.uoregon.edu/~projdata Agenda Project map Triangle activity: EasyCBM and AIMSweb –Procedures for increasing goals Instructional survey results Effective instructional practices –Effect sizes –Mathematicians Workshop Series (January, Milgram) Intervention tracker sharing –Entering intervention lines Closing activities

3. www.uoregon.edu/~projdata projectDATA Map

4. www.uoregon.edu/~projdata Triangle Activity 1.Log into EasyCBM 2.In a separate window or tab, log into AIMSweb www.aimsweb.com Progress Monitoring tab View individual student reports, or create class set (pdf) 3.Take out triangles from fall benchmarking activity 4.In a different color, identify the students that scored according to the categories on the triangle (next slide) 5.Answer the questions on the provided worksheet, using: Data from fall Current EasyCBM scores AIMSweb data and norms

5. www.uoregon.edu/~projdata Triangle Activity Application Computation < 10 th Percentile < 20/50 correct ~10/25 correct per subtest >30 th Percentile 27+/50 correct ~14/25 correct per subtest 11th – 30 th Percentile 21-26/50 correct

6. www.uoregon.edu/~projdata http://data.or.easycbm.com/ easyCBM Login Enter Username Enter Password Student Login: Teacher Username

7. www.uoregon.edu/~projdata Home Tab

8. www.uoregon.edu/~projdata Reports Tab Click on test for report; scroll down to see student roster with scores for each test. Click on Individuals, then select student name to view student progress/score.

9. www.uoregon.edu/~projdata Group Activity 1.What did you notice about your class results? 2.If you assessed more than one class, how did your classes compare? 3.How do your classes compare to district information (if available)? 4.How does student performance on the screener compare to performance on progress monitoring measures? Are students performing in the same range when compared to peers? 5.How can you use this information for instructional planning and delivery?

10. www.uoregon.edu/~projdata Increasing Student Goals Recall that student goals should demonstrate high expectations AND be attainable Look at AIMSweb progress monitoring page –Are there students in your class list that are “above target”? –Consider increasing the goal for these students based using new rates of progress: Set revised goal according to norms, OR Set revised goal according to student’s rate of improvement (ROI), on progress graph

11. www.uoregon.edu/~projdata Increasing Student Goals To change the student’s goal… –Go to progress monitoring page (blue tab) –Click on student score –Click on ‘Show All Sessions’ at top of page –Find last week with a score entered –Click on the ‘G’ next to the score –Enter the correct digits for the new goal –Save the increased goal If you prefer us to change student goals, email Elisa or Nancy, or send a note with your progress monitoring probes

12. Break

13. Effective Instructional Practices

14. www.uoregon.edu/~projdata Identifying Effective, Research- based Practices Effect sizes express the size differences between intervention and control groups in standard deviations 01 strength of the effect <.20 Small/ negligible >.20 Small >.40 moderate >.80 large

15. www.uoregon.edu/~projdata Research on Effective Practices for Teaching Math Explicit, teacher directed instruction – large effect size Student think alouds – large effect size Visual and graphic depictions of problems – moderate effect size Peer-assisted learning – moderate effect size Formative assessment – small to moderate effect size Gersten, Baker, & Chard, 2006

16. www.uoregon.edu/~projdata Research on Effective Practices for Teaching Math Direct instruction Problem-based learning Manipulatives, models, and multiple representations Cooperative learning Communication and study skills Technology-aided instruction Haas, 2005

17. www.uoregon.edu/~projdata Research on Effective Practices for Teaching Math Haas (2005)

18. www.uoregon.edu/~projdata Summary of Effective Practices Haas (2005)Gersten, Baker, & Chard (2006) Direct InstructionExplicit, teacher directed instruction Communication and study skills Student think alouds Manipulatives, models, & multiple representations Visual and graphic depictions of problems Cooperative learningPeer-assisted learning Technology-aided instruction Formative assessment Problem-based learning

19. www.uoregon.edu/~projdata Instructional Survey Results Instructional Element Importance Preparation

20. www.uoregon.edu/~projdata Concrete strategies help build students’ conceptual knowledge: –Use of 3-dimensional objects and experiences (e.g., manipulatives, “acting out” problems) Representational strategies support generalizability of skill: –Use of 2-dimensional pictures, drawings, or diagrams Abstract strategies help students build fluency: –Solving problems without manipulatives or pictorial representations Concrete-Representational-Abstract

21. www.uoregon.edu/~projdata Things to consider when applying C-R-A in your classroom: –Prerequisite knowledge –Appropriate structures for teaching Compare/contrast structure Example/Nonexample structure Step-by-Step Process structure –Precision in oral language –Various modes of representation –Integrating written symbols –Integrating real world applications May be necessary to move between C-R-A out of sequence (e.g., to reemphasize a concept) Concrete-Representational-Abstract

22. www.uoregon.edu/~projdata Milgram (2009) identified the need to use concrete strategies to support students’ conceptual knowledge –Use concrete strategies with smaller numbers –Be explicit about transition to larger numbers and more abstract strategies Milgram also discussed the need to use precise definitions to prevent errors and misunderstanding of mathematical concepts Connections to MWS

23. www.uoregon.edu/~projdata Formative feedback to students –Set up math probe graphs –Have students plot and graph data weekly –Use graphs for teaching math standards: Collecting and displaying data Data analysis and predictions Formative feedback to teachers –Monitor student graphs and student performance during probes –Intervene based on data: Error analysis: can’t do or won’t do? Note types of problems missed Review or reteach Using Research to Inform Instruction

24. www.uoregon.edu/~projdata Take some notes on your handout: –How can you integrate CRA strategy into your instruction? –What will it look like? –How will you measure its impact? Use strategy between now and next inservice--be prepared to share how it worked Application to Instruction

25. www.uoregon.edu/~projdata Take out intervention tracker Share with a partner: –How are you using the intervention tracker to document interventions for students? –What does your assessment data tell you about the interventions you have been using? –Will you make any adaptations to the interventions you are using? What will you do differently? Intervention Tracker

26. www.uoregon.edu/~projdata Intervention Lines To insert an intervention line for a student… –Go to progress monitoring page (blue tab) –Click on student score –Click on ‘Show All Sessions’ at top of page –Find week intervention began –Click on the ‘I’ next to the date –Enter the name of the intervention –Save the intervention –Don’t forget to log out when done! If you prefer us to enter intervention lines for you, email Elisa or Nancy, or send a note with your progress monitoring probes

27. www.uoregon.edu/~projdata Closing Activities Questions? Mathematicians Workshop Series –Hung-Hsi Wu, February 20-21 –Media Services, next to Knight Library on Kincaid St. Next meeting –March 12 Evaluation