1. Data-Guided Mathematics Instruction DIVISION OF ACADEMICS DEPARTMENT OF MATHEMATICS “GIVING OUR STUDENTS THE WORLD” MIDDLE GRADES MATHEMATICS ANNIE KLIAN ANNIE KLIAN, DISTRICT INSTRUCTIONAL SUPERVISOR RACQUEL GIBSON RACQUEL GIBSON, DISTRICT CURRICULUM SUPPORT SPECIALIST ANNE MATTHEWS ANNE MATTHEWS, DISTRICT CURRICULUM SUPPORT SPECIALIST RAQUEL MCKINNON RAQUEL MCKINNON, DISTRICT CURRICULUM SUPPORT SPECIALIST MICHELLE WHITE MICHELLE WHITE, EXECUTIVE DIRECTOR DEPARTMENT OF MATHEMATICS OFFICE OF ACADEMICS AND TRANSFORMATION

2. - W. Edwards Deming

3. Today’s Goals: 1.Progress Monitoring: Mid-Year Assessment: What is our current level of performance as a district? As a school? What guidance can we gain from our school and district data results? 2.School-Wide Strategies: What strategies can we implement school-wide to reach our intended outcomes? 3.Classroom Strategies-A Focus on Differentiated Instruction: What instructional adjustments need to be made in the core classes to reach our intended outcomes?

4. What is our current level of performance as a district? As a school? What guidance can we gain from our school and district data results?

5. District Scores for Mid-Year Assessment 2014 Grade/ Course District Average Percent Correct Grade 3 Math63 Grade 4 Math61 Grade 5 Math60 Grade 6 Math50 Grade 7 Math40 Grade 8 Math32 Algebra 135 Geometry42 *Keep in mind that the percentages for Algebra 1 and Geometry also include the high school students that are tested.

8. School’s average % correct vs. District’s average % correct It is also important to compare to schools in your region and schools with similar populations.

9. -6 -7 +12 +20 same

10. Think-Pair-Share Review the MYA data at your school for each grade/mathematics course. Turn to a partner and discuss which grade levels had the greatest disparity from the District average. Brainstorm solutions together for: Improving areas of weakness Maintaining and increasing areas of strength Poll Everywhere: Please text your school site’s grade level/course of greatest concern for the math FSA.

11. Please answer “A-E” A~Sixth Grade B~Seventh Grade C~Eighth Grade D~Algebra I Honors E~Geometry Honors

12. Poll Everywhere

14. A Deep Dive~ Grades 6-8 Mid-Year Assessment Data Analysis

15. Item Analysis Report Standard Analysis Report

16. % of 6 th Grade Standards assessed on the Grade 6 MYA: 37.9% Standard% Correct on MYA MAFS.6.NS.1.133.75% MAFS.6.NS.2.258% MAFS.6.NS.2.362.98% MAFS.6.NS.2.447.68% MAFS.6.NS.3.550.28% MAFS.6.NS.3.6a38.68% MAFS.6.NS.3.6b50.34% MAFS.6.NS.3.6c48.03% MAFS.6.NS.3.7a53.05% MAFS.6.NS.3.7b61.84% MAFS.6.NS.3.7c38.02% MAFS.6.NS.3.7d56.1% MAFS.6.NS.3.854.91% MAFS.6.RP.1.143.35% MAFS.6.RP.1.254.91% MAFS.6.RP.1.3a53.75% MAFS.6.RP.1.3b61.51% MAFS.6.RP.1.3c37.64% MAFS.6.RP.1.3d47.17% 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. 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. 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. Not Assessed on MYA It is imperative to administer Topic Assessments for upcoming standards

17. % of 7 th Grade Standards assessed on the Grade 7 MYA: 33.3% Standard% Correct on MYA MAFS.7.EE.1.2 22.93% MAFS.7.EE.2.342.98% MAFS.7.NS.1.1a49.43% MAFS.7.NS.1.1b53.52% MAFS.7.NS.1.1c28.43% MAFS.7.NS.1.1d31.6% MAFS.7.NS.1.2a47.17% MAFS.7.NS.1.2b30.18% MAFS.7.NS.1.2c40.37% MAFS.7.NS.1.2d45.02% MAFS.7.NS.1.345.7% MAFS.7.RP.1.137.58% MAFS.7.RP.1.2a49.48% MAFS.7.RP.1.2b43.96% MAFS.7.RP.1.2c47.13% MAFS.7.RP.1.2d45.25% MAFS.7.RP.1.333.96% 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. 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. 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. Not Assessed on MYA * * * * * * * * * * * = no calculator 39.4%= average for non-calculator standards 42.9%= average for calculator standards

18. Not Assessed on MYA % of 8 th Grade Standards assessed on the Grade 8 MYA: 46% Standard% Correct on MYA MAFS.8.EE.1.1 33.66% MAFS.8.EE.1.238.51% MAFS.8.EE.1.332.72% MAFS.8.EE.1.432.83% MAFS.8.EE.2.539.75% MAFS.8.EE.2.623.45% MAFS.8.EE.3.7a21.73% MAFS.8.EE.3.7b35.34% MAFS.8.EE.3.8a44.1% MAFS.8.EE.3.8b23.17% MAFS.8.EE.3.8c29.35% MAFS.8.F.1.136.38% MAFS.8.F.1.337.39% MAFS.8.F.2.432.5% MAFS.8.NS.1.127.77% MAFS.8.NS.1.232.52% 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. Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. * * * * * * * * * = no calculator * * * 32.9%= average for non-calculator standards 31.9%= average for calculator standards 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).

19. Grade 7 MAFS.7.EE.1.2 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. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 16. Kevin’s savings account had x dollars in it at the beginning of the month. At the end of the month, there was 4% more money in Kevin’s account. Which expression represents the number of dollars in Kevin’s account at the end of the month? A. 0.04x B. 1.04x C. x + 0.04 D. x + 1.04 Only 13.59% answered correctly

20. Grade 7 MAFS.7.NS.1.1c 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. 24. The number a is less than 0 and the number b is greater than 0. Which of these represents the distance between a and b on the number line? A. a + b B. a − b C. │a + b│ D. │a − b│ Only 21.56% answered correctly

21. Grade 7 MAFS.7.NS.1.2b 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. Only 29.78% answered correctly

23. School-Wide Strategies: Tiered Support LevelsSupportResources ≥70% (Highest Tier) Push-in McGraw-Hill: Enrich Problem-Solving Practice Item Specs Sample Items Khan Academy 50% ≤ % correct< 70% (Middle Tier) Push-inStandard-based support: McGraw-Hill: Skills Practice Interactive Guide for ELL CPALMs Mathematics Formative Assessment (MFAS) Item Specs Sample Items < 50% (Lowest Tier) Computer Pull-out i-Ready Learning Path and Extra Lessons Edgenuity Benchmark Review TLC (MYA Focus): McGraw-Hill: Extra Practice Re-Teach  Instructional Tools Resources hyper-linked in Pacing Guides: Illustrative Mathematics, EngageNY packets, Mathematics Assessment Resource Service (M.A.R.S.) Item Specs Sample Items

24. School-Wide Strategies Implement Push-In/Pull-Out Interventions Before School/After School/Saturday Tutoring Homeroom Remediation (for schools with Extended Homeroom) Develop grade-level, course-alike Instructional Focus Calendars infusing Secondary, Data- Driven Standards Differentiated Instruction during Mathematics Classes (i.e. DI day)

26. 1. Data Disaggregation 1. Data Disaggregation 2. Timeline Development 5. Tutorials 5. Tutorials 7. Maintenance 7. Maintenance 3. Direct the Instructional Focus 4. Ongoing Assessment 4. Ongoing Assessment 6. Enrichment 6. Enrichment 8. Monitoring

27. 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.

28. 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? – Best Practice: Revisit through the Bellringers Resources: McGraw-Hill Power-Up, Item Spec Sample Items, McGraw-Hill Extra Practice Word Problems, Topic Assessment Questions

29. 8

30. What instructional adjustments need to be made in the core classes to reach our intended outcomes?

31. D.I. Planning Templates

32. CHOOSE A STANDARD TO ADDRESS

33. Reporting Categories

34. D.I. Planning Templates

37.  McGraw-Hill:  Enrich  Problem-Solving Practice  Skills Practice  Extra Practice  Re-Teach  Interactive Guide for ELL  E-Assessment Item Bank  i-Ready Extra Lessons  Edgenuity Benchmark Review  CPALMs Mathematics Formative Assessment (MFAS)  Item Specs Sample Items/ Sample Training Test problems  Khan Academy  Gizmos  Algebra Nation  Website resources hyper-linked in Pacing Guides: Websites: Illustrative Mathematics, EngageNY, Mathematics Assessment Resource Service (M.A.R.S.)

38. 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

39. http://www.cpalms.org/

40. https://learn.education2020.com/student/ Edgenuity Username: Edgenuity Username: MA and Student ID (Ex: MA1234567) Edgenuity Password: Edgenuity Password: Student ID (Ex: 1234567) 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

41. i-Ready Implementation Plan Option 3:

42. i-Ready Implementation Plan Option 3:

43. “There is nothing so unequal as the equal treatment of unequals.” —Thomas Jefferson

44. Department of Mathematics 1501 N.E. 2 nd Avenue, Suite 326 Miami, Fl 33132 Office: 305-995-1939 Fax: 305-995-4188 Florida Department of Education http://www.flstandards.org/home.aspx