-Sign in and take a name tag. - Help yourself to refreshments! -We’ll begin at 8:45! SE2 Math FIT Project

What is the Math FIT Project? Activity Data Driven Decisions Overview of ONAP Homework for Next Session The Plan

Math FIT Project Build on success. Collaboration at the grade team, school, and FOS level. Use data to make instructional decisions. Identify student strengths and needs in a strand of Mathematics. Raise student achievement.

3-part lesson = ?

Data-Driven Decision Making A process of making choices based on appropriate analysis of relevant information

The Assessment Cycle Review Plan For Improvement Analyze Collect Information Implement

Looking For Data Family of Schools School Common grade level and division level Classroom Student Provincial Accountability (EQAO) Ensuring Equitable Outcomes For All Students

The Cookie Issue How would you rate the quality of your chocolate chip cookie? Range of “performance” for a chocolate chip cookie: Delicious (Level 4) Tasty (Level 3) Edible (Level 2) Yuck! (Level 1) How would you improve the cookie you have been served?

Cookie Rubric Delicious (4)Tasty (3)Edible (2)Yuck (1) Number of chips Chip in every biteChips in 75% of bites Chips in 50% of bites Too few chips TextureChewyChewy middle, crispy edges Crunchy or uncooked Like a dog biscuit ColorGolden brownToo brown or too light Very brown or very light Burned Overall tasteHome baked taste Quality store bought taste TastelessTastes terrible, burnt, stale RichnessRich, creamy, High fat Medium fat content Low-fat flavorNonfat flavor Adapted, Web Library

Collect Information Implement Analyze Plan For Improvement Review Random Acts Of Improvement Collect Information Implement Analyze Plan For Improvement Review Focused Acts Of Improvement Student Success

ONAP What is it? What does it look like? How is it administered? How is it scored? How was it validated? Is it reliable? Why was O.N.A.P. developed?

What Is O.N.A.P? ENTRY O.N.A.P. is a collection of grade level ENTRY assessment tools aligned with The Ontario Curriculum Expectations for Mathematics. O.N.A.P. provides two types of assessments for each of the 5 strands: In A Nutshell A Knowledge and Skill Assessment of each Overall Expectations (Short response items and multiple choice) Performance Based Assessment Tasks, with task specific rubrics and exemplars and rationales Activities to activate prior knowledge before assessments. General suggestions for Next Steps

Three Sections: A, B and C A: Activation of Prior Knowledge B: Concepts and Skills C: Performance Tasks

Opener Page for Each Strand The chart for each strand highlights key knowledge and skill development as students move from Grade 3 to 4.

Part A: Activation Of Prior Knowledge OPTIONAL BUT HIGHLY RECOMMENDED, NO SCORE ASSIGNED A collection of warm-up activities and games designed to activate student prior knowledge BEFORE the assessment. Each game and activity is presented in a 3-part lesson format: Getting Started: A scripted introduction that gets students thinking Working On It: Games and/or Activities; a materials list and all necessary black-line masters and game pieces. Reflecting and Connecting: A scripted culminating discussion to use after playing the games or completing the activities.

Part A: Activation Of Prior Knowledge The Teacher’s Guide and CD Rom include all masters necessary to play the games. All the materials you need listed in the 3-part lesson plan.

Part B: Assessment of Concepts and Skills Cluster of questions (short response and multiple choice) for each Overall Expectation identified for the strand by the Ontario Curriculum. The scoring guide uses curriculum codes to facilitate ‘unpacking’ for planning next steps. [4m9]

Part B Knowledge and Skills Assessment Short Response Multiple Choice 1 – 2 points: 1 point for answering “Yes” and providing an explanation that is fundamentally correct but may lack precision, clarity, and/or completeness: e.g., Because there are 3 shaded shapes. 2 points for answering “Yes” and providing an explanation that is complete and clearly communicated: e.g., There are 3 shaded, and 8 all together.

1–2 points: 1 point for an explanation that is fundamentally correct, but may lack precision, clarity, and/or completeness: e.g., I don’t think so. It would only be a little bit taller than my desk 2 points for an explanation that is complete and clearly communicated: e.g., I don’t think so. If 500 sheets goes up to 5 cm, then 1000 sheets goes up to 10 cm. That means sheets would be 10 × 10 cm. That’s 100 cm or 1 m. That’s as high as a metre stick and a room is much higher.

Break Time

Part C: Performance Based Assessment Two Performance Based Assessment Tasks designed specifically to provide indicators of how well students perform against the categories identified by the Ontario Curriculum Achievement Chart for Mathematics. e.g. Knowledge and Understanding, Thinking, Communication, Application Exemplars with Rationales will be provided for each Level of Achievement

Assessment for Learning What are the needs of my students? What areas of the achievement chart should I focus on? What are my plans to address those needs? How will I know my students have learned what I set out to teach them? How can I use my current resources? What other supports do I need?

Next Steps The O.N.A.P. Teacher’s Guide and CD will offer 2 kinds of Next Steps. 2. Big Picture: Data Discussion Starter Questions, Triangulation with EQAO and Report Card Data, Other School Data to look at, Building Data Walls 1. General Instructional Strategies for each Overall Expectation: Background Knowledge about the Math Manipulatives and general strategies for teaching to the Overall Expectations.

4m9 Demonstrate an understanding of magnitude by counting forward and backwards by 0.1 and by fractional amounts. NEXT STEPS Have students lay down quarter pieces as they count: one quarter, two quarters, three quarters, four quarters etc. After you have 4 quarters ask: Do we have enough pieces to make a whole? Continue and repeat at eight quarters and so on. Counting is both the recitation of a series of numbers and the conceptualization of a symbol as representative of a quantity. Students were first introduced to counting fractions and decimals in Grade 4. Provide students with materials to use to practice counting both decimals and fractions in a concrete way. For example: Provide number lines for students to use to guide their oral counting.

Next Steps Detailed support for working with individual, class and school data can be found in the front matter of the teachers guide pages 12/

Next Steps for Performance Based Assessment Tasks Page 18-20

Next Time  Try at least one ‘Part A’ Activation of Prior Knowledge Activity.  Administer ‘Part B’ Concepts and Skills Assessment.  Score your student’s work on ‘Part B’.  Complete class tracking sheet with results Patterning and Algebra