1. High School Mathematics
February Scaled Leadership PD sessions
Silvia Aday, District instructional supervisor
Michelle White, executive director
Department of mathematics
Office of Academics and Transformation

2. Today’s Goals:
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?
School-Wide Strategies: What strategies can we implement school-wide to reach our intended outcomes?
Classroom Strategies-A Focus on Differentiated Instruction: What instructional adjustments need to be made in the core classes to reach our intended outcomes?

3. “Without data, all anyone has are opinions
“Without data, all anyone has are opinions. Data elevates the probability that you’ll make the right decision.”
-W. Edwards Deming

4. If you had a magic wand, what would you change?
Icebreaker:
If you had a magic wand, what would you change?
Pass the magic wand to the person next to you.

5. Looking Back….
District Trends:
Mid-Year Assessment

6. School’s average % correct vs. District’s average % correct

7. % Assessed on the Algebra 1 Mid-Year: 40%
Standard
% on MYA
% Correct on MYA
MAFS.912.A-CED.1.1
11%
28.75%
MAFS.912.A-REI.2.3 7%
42.27%
MAFS.912.A-CED.1.4 9%
22.21%
MAFS.912.A-CED.1.3
30.67%
MAFS.912.A-REI.1.1
42.85%
MAFS.912.A-SSE.1.1.a 5%
34.85%
MAFS.912.F-IF.1.2
24.95%
MAFS.912.F-IF.1.1
36.07%
MAFS.912.N-RN.1.2
28.92%
MAFS.912.N-RN.1.1
30.57%
MAFS.912.N-RN.2.3
30.63%
MAFS.912.S-ID.1.1
58.64%
MAFS.912.S-ID.1.2
23.14%
MAFS.912.S-ID.1.3
45.98%
MAFS.912.S-ID.2.5
43.83%
Not Assessed on MYA

8. % Assessed on the Geometry Mid-Year: 39%
Standard
% on MYA
% Correct on MYA
MAFS.912.G-CO.1.1 6%
54.20%
MAFS.912.G-CO.1.2
10%
43.30%
MAFS.912.G-CO.1.4
29.75%
MAFS.912.G-CO.1.5
42.47%
MAFS.912.G-CO.1.3
33.70%
MAFS.912.G-CO.2.6
42.71%
MAFS.912.G-CO.2.7
61.97%
MAFS.912.G-CO.2.8 5%
54.07%
MAFS.912.G-CO.3.9
45.02%
MAFS.912.G-CO.3.10 8%
40.40%
MAFS.912.G-CO.4.12
34.66%
MAFS.912.G-SRT.1.1.a 2%
17.56%
MAFS.912.G-SRT.1.1.b 4%
26.88%
MAFS.912.G-GPE.2.7
33.05%
Not Assessed on MYA

9. % Assessed on the Algebra 2 Mid-Year: 35%
Standard
% on MYA
% Correct on MYA
MAFS.912.A-APR.1.1 6%
34.87%
MAFS.912.A-CED.1.1
33.81%
MAFS.912.A-CED.1.2
38.40%
MAFS.912.A-CED.1.3 4%
45.37%
MAFS.912.A-REI.3.6
49.81%
MAFS.912.A-REI.3.7
44.67%
MAFS.912.A-REI.1.1
34.37%
MAFS.912.A-SSE.2.3.a 2%
35.73%
MAFS.912.A-SSE.2.3.b
30.99%
MAFS.912.A-SSE.1.2
29.07%
MAFS.912.N-CN.3.7
25.01%
MAFS.912.A-REI.2.4.a
30.92%
MAFS.912.A-REI.2.4.b
42.78%
MAFS.912.G-GPE.1.2
29.53%
MAFS.912.F-BF.2.3
27.58%
MAFS.912.F-IF.2.4
24.85%
MAFS.912.F-IF.2.5
27.37%
MAFS.912.F-LE.2.5
38.04%
MAFS.912.F-IF.3.8.a
27.04%
MAFS.912.F-IF.2.6
29.50%
MAFS.912.F-IF.3.7.a
27.31%
MAFS.912.F-IF.3.7.b
45.36%
Not Assessed on MYA

10. The student council is selling rolls of gift wrap and ribbon for the holiday season. The council charges $10 for a roll of gift wrap and $3.50 for a roll of ribbon.
The student council will receive, as profit, 60% of the total sales. The student council has a fundraising goal of at least $1,500.
Let g equal the number of rolls of gift wrap sold and let r equal the number of rolls of ribbon sold.
Which inequality represents the student council meeting its fundraising goal?
MAFS.912.A-CED.1.3
% Correct %
A Answers ,187
B Answers ,530
C Answers ,466
D Answers ,795
Algebra 1 MYA

11. Four groups of people were surveyed regarding their heights
Four groups of people were surveyed regarding their heights. The results of the surveys were displayed in the histograms below. Which histogram represents the group with the lowest median height?
MAFS.912.S-ID.1.2
% Correct %
A Answers ,365
B Answers ,130
C Answers ,979
D Answers ,333
Algebra 1 MYA

12. The period of a pendulum T, in seconds, is the time it takes for a pendulum of length L to make a complete swing back and forth and is given by the formula where g is the acceleration of gravity. What will be the length L’, of a pendulum that has a period of T’ seconds?
MAFS.912.A-CED.1.4
% Correct %
A Answers
B Answers
C Answers
D Answers
Algebra 1 MYA

13. Line segment 𝑅𝑆 is graphed with its end points at (1,3) and 7,11
Line segment 𝑅𝑆 is graphed with its end points at (1,3) and 7,11 . If 𝑅𝑆 is dilated by a scale factor of 2 with (4,7) as the center of dilation, what is the combined length of the original line segment and its dilated image?
MAFS.912.G-SRT.1.1.b
% Correct %
A Answers ,917
B Answers ,355
C Answers ,510
D Answers ,637
Geometry MYA

14. Which statement is NOT correct?
MAFS.912.G-SRT.1.1.a
% Correct %
A Answers ,865
B Answers ,550
C Answers ,995
D Answers ,075
Geometry MYA

15. Which step must be completed when using a compass and straightedge to construct a line through a given point, parallel to a given line?
MAFS.912.G-CO.4.12
% Correct %
A Answers ,962
B Answers ,164
C Answers ,378
D Answers ,114
Geometry MYA

16. The path of a roller coaster over a particular length of track can be represented by a quadratic function 𝑓, where 𝑓(𝑥) represents the vertical displacement above or below a support bar (in meters), and 𝑥 represents the horizontal displacement to the left or right of a flagpole (in meters). The roller coaster dips below the support bar for values of 𝑥 between −2 and 1. Which function could represent 𝑓 ?
MAFS.912.F-IF.3.8.a
% Correct %
A Answers ,671
B Answers ,918
C Answers ,586
D Answers ,799
Algebra 2 MYA

17. The height, in feet, of an arrow shot from a bow in an upwards direction, is modeled by the function
𝑓 𝑡 =−16 𝑡 2 +96𝑡+5, where 𝑡 represents the time in minutes. During which interval is the arrow going up?
MAFS.912.F-IF.2.4
% Correct %
A Answers ,021
B Answers ,654
C Answers ,493
D Answers ,506
Algebra 2 MYA

18. A student is finding the value of the variable 𝑥 in the equation 𝑝 𝑞 = 𝑎 𝑏 𝑥+ 𝑟 𝑠 , where 𝑎, 𝑏, 𝑝, 𝑞, 𝑟, and 𝑠 are integer constants, none of which are 0. Which statement describes and justifies steps the student can take to find the value of the variable?
MAFS.912.A-REI.1.1
% Correct %
A Answers ,097
B Answers ,472
C Answers ,657
D Answers ,215
Algebra 2 MYA

19. School-Wide Strategies
What strategies can we implement school-wide to reach our intended outcomes?

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

21. Resources ThinkGate Reports Edgenuity Benchmark Review
Satisfactory (>=69% )
Unsatisfactory (<69%)
Edgenuity Benchmark Review
District Topic Tests
Mathematics Formative Assessment System (MFAS)
Algebra Nation – Just for Algebra 1
Aday, Silvia
22.81%
Booth, Seely
31.58%
Campitelli, Maria Jose
38.58%
Casares, Isis
43.86%
Cooper, Sheldon
19.3%
Diaz-Gonzalez, Maria Teresa
64.91%
Dixon, Daryl
45.61%
Garcia, Penelope
42.11%
Grimes, Rick
Jackson, Michael
28.07%
Jareau, Jennifer
14.04%
Michonne
21.05%
Moore, Shemar
Montenegro, Angela
Sawyer, Tom
54.39%
Smith, Will
12.28%
White, Michelle
75.28%
Limited (High Red)
Algebra 1 <69% and >= 45%
Geometry <69% and >= 50%
Algebra 2 <69% and >= 45%

22. Algebra 1 Geometry Algebra 2
1st Nine Weeks
Algebra 1
MAFS.912.A-CED.1.1 Review
MAFS.912.A-CED.1.3 Review
MAFS.912.A-CED.1.4 Review
MAFS.912.A-REI.1.1 Review
MAFS.912.A-REI.2.3 Review
MAFS.912.A-SSE.1.1 Review
MAFS.912.N-Q.1.1 Review
MAFS.912.N-Q.1.2 Review
MAFS.912.N-Q.1.3 Review
MAFS.912.N-RN.1.1 Review
MAFS.912.N-RN.1.2 Review
MAFS.912.N-RN.2.3 Review
MAFS.912.S-ID.1.1 Review
MAFS.912.S-ID.1.2 Review
MAFS.912.S-ID.1.3 Review
MAFS.912.S-ID.2.5 Review
Geometry
MAFS.912.G-CO.1.1 Review
MAFS.912.G-CO.1.2 Review
MAFS.912.G-CO.1.3 Review
MAFS.912.G-CO.1.4 Review
MAFS.912.G-CO.1.5 Review
MAFS.912.G-CO.3.9 Review
MAFS.912.G-CO.4.12 Review
MAFS.912.G-GPE.2.5 Review
MAFS.912.G-GPE.2.6 Review
MAFS.912.G-GPE.2.7 Review
Algebra 2
MAFS.912.A-CED.1.1 Review
MAFS.912.A-CED.1.2 Review
MAFS.912.A-CED.1.3 Review
MAFS.912.A-CED.1.4 Review
MAFS.912.A-REI.1.1 Review
MAFS.912.A-REI.2.4 Review
MAFS.912.A-REI.3.6 Review
MAFS.912.A-REI.3.7 Review
MAFS.912.A-REI.4.11 Review
MAFS.912.A-SSE.1.1 Review
MAFS.912.A-SSE.2.3.a Review
MAFS.912.A-SSE.2.3.b Review
MAFS.912.F-BF.1.1.a Review
MAFS.912.F-BF.2.3 Review
MAFS.912.F-IF.3.7.a Review
MAFS.912.F-IF.3.7.b Review
MAFS.912.F-IF.3.8 Review
MAFS.912.G-GPE.1.2 Review
MAFS.912.N-CN.1.1 Review
MAFS.912.N-CN.1.2 Review
MAFS.912.N-CN.3.7 Review
Edgenuity Username: MA and Student ID
(Ex: MA )
Edgenuity Password: Student ID
(Ex: )

23. District Topic Tests
Geometry

24. District Topic Tests
Algebra 1

25. District Topic Tests
Algebra 2

26. Mathematics Formative Assessment System (MFAS)
The objective is to understand student thinking so that teaching can be adapted to improve student achievement of mathematical goals related to the standards.
Tasks or problems that teachers can implement with their students.
Students are asked to explain their reasoning, and justify their solutions.
Rubrics are available to help the teacher interpret students' responses.
Based on the students’ responses teachers can differentiate instruction based on students' strategies.
MFAS is a process rather than a test.

27. MFAS
Algebra 1
&
Geometry

28. Algebra Nation
Algebra 1

29. Educational Technology Consultant-ETC (AL, FL, MS)
Texas Instruments
CASIO
TI-30Xa Solar SE
TI-30Xa
fx – 260 Solar
Iliana Gonzalez Market Development Manager-Southeast Education Division
Casio America, Inc. Phone:  |    Education Hotline:
Vince O’Connell
Educational Technology Consultant-ETC (AL, FL, MS)
Texas Instruments, Inc.  

30. Thank You!