Data-Guided Mathematics Instruction Scaled Leadership Data-Guided Mathematics Instruction January 2016 DATA Silvia Aday, District instructional supervisor

Session Objectives 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?

Florida Continuous Improvement Model (FCIM) Formulate a plan Optimize the timeline Concentrate and collaborate teaching the standards Sustain learning Utilize assessments

PLAN Components Look Fors… Teachers have regular opportunities to meet, plan, share student data, create focus lessons and mini-assessments. Do teachers have opportunities to meet and share with other grade levels and subject areas? How often are the meetings? Student achievement data are disaggregated by teacher, class, and student and are used continuously to determine effectiveness of instructional strategies. What evidence is there that data disaggregation/analysis is shared with other stakeholders and used to modify instruction? Teachers know, based on data analysis, weaknesses of their students on targeted standards Ask a teacher to discuss weaknesses of a randomly selected student. What records are in the classroom to show the students’ weaknesses? How are student data used to develop intervention plans? Focus calendars are used school-wide and are posted in classrooms, offices, etc. Review calendars. Ask teachers about their use. Focus calendars are being followed, as evidenced in teachers’ lesson plans and classroom observations. Focus lessons are written in teacher lesson plans and are aligned to the focus calendar. Review a sampling of teacher lesson plans and observe several classes.

Limited 31%≤𝑝<37% 31%≤𝑝<37% PLAN Algebra 1 MYA 2014 2015 Standard % Correct MAFS.912.A-CED.1.1 28.75% 29.65% MAFS.912.A-REI.2.3 42.27% 43.53% MAFS.912.A-CED.1.4 22.21% 27.61% MAFS.912.A-CED.1.3 30.67% 31.98% MAFS.912.A-REI.1.1 42.85% 42.80% MAFS.912.A-SSE.1.1.a 34.85% 36.35% MAFS.912.F-IF.1.2 24.95% 26.17% MAFS.912.F-IF.1.1 36.07% 34.11% MAFS.912.N-RN.1.2 28.92% 33.88% MAFS.912.N-RN.1.1 30.57% 33.12% MAFS.912.N-RN.2.3 30.63% 34.05% MAFS.912.S-ID.1.1 58.64% 58.77% MAFS.912.S-ID.1.2 23.14% 25.81% MAFS.912.S-ID.1.3 45.98% 46.21% MAFS.912.S-ID.2.5 43.83% 45.34% District’s Average % Correct 2014 2015 Proficiency Report Level Insufficient 𝑝<31% Limited 31%≤𝑝<37% 31%≤𝑝<37% Satisfactory 𝑝≥37% 𝑝≥37% % of Students 33.52% 20.85% 45.63% 𝑝: % correct

Limited 39%≤𝑝<45% 39%≤𝑝<45% PLAN Geometry MYA 2014 2015 Standard % Correct MAFS.912.G-CO.1.1 54.20% 55.03% MAFS.912.G-CO.1.2 43.30% 44.99% MAFS.912.G-CO.1.3 33.70% 35.50% MAFS.912.G-CO.1.4 29.75% 31.86% MAFS.912.G-CO.1.5 42.47% 42.69% MAFS.912.G-CO.2.6 42.71% 43.91% MAFS.912.G-CO.2.7 61.97% 62.31% MAFS.912.G-CO.2.8 54.07% 53.08% MAFS.912.G-CO.3.9 45.02% 44.98% MAFS.912.G-CO.3.10 40.40% 38.88% MAFS.912.G-CO.4.12 34.66% 34.29% MAFS.912.G-SRT.1.1.a 17.56% 17.92% MAFS.912.G-SRT.1.1.b 26.88% 25.02% MAFS.912.G-GPE.2.7 33.05% 33.95% District’s Average % Correct 2014 2015 Proficiency Report Level Insufficient 𝑝<39% Limited 39%≤𝑝<45% 39%≤𝑝<45% Satisfactory 𝑝≥45% 𝑝≥45% % of Students 43.72% 15.66% 40.62% 𝑝: % correct

PLAN Algebra 2 MYA 2015 District’s Average % Correct Standard % Correct MAFS.912.F-IF.2.4 51.74% MAFS.912.F-IF.2.5 27.09% MAFS.912.F-IF.3.9 28.39% MAFS.912.N-CN.1.1 22.62% MAFS.912.N-CN.1.2 42.57% MAFS.912.N-RN.1.1 30.48% MAFS.912.N-RN.1.2 43.07% MAFS.912.S-CP.1.1 32.03% MAFS.912.S-CP.1.2 47.70% MAFS.912.S-CP.1.3 30.11% MAFS.912.S-CP.1.4 27.72% MAFS.912.S-CP.1.5 46.06% MAFS.912.S-CP.2.6 34.78% MAFS.912.S-CP.2.7 22.94% MAFS.912.S-IC.1.1 43.40% MAFS.912.S-IC.1.2 25.97% MAFS.912.S-IC.2.3 56.03% MAFS.912.S-IC.2.4 15.18% MAFS.912.S-IC.2.5 25.96% MAFS.912.S-IC.2.6 20.55% MAFS.912.S-ID.1.4 41.25% District’s Average % Correct Proficiency Report Level Insufficient 𝑝<70% Satisfactory 𝑝≥70% 𝑝≥70% % of Students 98.1% 1.9% 𝑝: % correct

PLAN Item Analysis The Item Analysis breaks down the test by questions including: the percent correct by question and the amount of students who selected each answer choice. This report can be used to give more insight into student’s thinking by analyzing their responses to determine misconceptions or gaps in instruction.

PLAN Distractor Analysis The Distractor Analysis pinpoints each student’s response by question. This report can be used to create targeted groups once educators have analyzed the data from the Item Analysis report.

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 2014 % Correct 10.55% A Answers 7,187 B Answers 12,530 C Answers 3,466 D Answers 2,795 2015 % Correct 11.06% A Answers 6,343 B Answers 10,842 C Answers 3,019 D Answers 2,553 Algebra 1 2016 MYA Cody is considering going sailing during the summer. He is comparing the prices of two companies that rent the necessary equipment. Water Adventures charges $35 per hour to rent a sailboat plus a $14 fee for a wetsuit. Boat World charges $22 per hour to rent a sailboat plus a $40 fee for a wetsuit. Cody wants to determine the number of hours that Water Adventures will cost less than Boat World. Let x represent the number of hours Cody will spend sailing. Which inequality correctly compares the total costs for sailing at the two companies?

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 2014 % Correct 11.24% A Answers 2,365 B Answers 3,130 C Answers 2,979 D Answers 17,333 2015 % Correct 15.07% A Answers 2,493 B Answers 2,872 C Answers 3,480 D Answers 14,007 Algebra 1 2016 MYA

If 𝑓 𝑡 =−2𝑡+2, what is the value of 𝑓 −2 −𝑓 5 ? MAFS.912.F-IF.1.2 2015 % Correct 17.41% A Answers 7,376 B Answers 5,515 C Answers 5,661 D Answers 4,021 Algebra 1 2016 MYA

Instructional Focus Calendar DO Algebra 1 Instructional Focus Calendar CHECK

DO CHECK Components Look Fors… Focus lessons are being taught across the school and curriculum. Are focus lessons readily available to teachers and evident in teacher lesson plans? Look for direct instruction, teacher modeling, and guided practice during focus lessons. Tutorials and Enrichments are part of the regular school day. Tutorials re-teach standards in different ways. What is the process used for setting up Tutorials and Enrichment times? Discuss with several teachers and students the nature and effectiveness of re-teaching. Are students attentively engaged? Short, frequent mini-assessments with test items resembling the FSA Algebra 1 EOC are given on targeted standards. Have administrators, teachers, and students confirm that mini-assessments are taking place. Do students regularly meet with teachers to review their performance and set goals? Ongoing informal and formal assessments to monitor individual student progress, Are mini-assessments comparable so that student progress over time can be shown? What happens after assessments—are there discussions among teachers and with administrators? CHECK

ACT Components Look Fors… Alternative instructional delivery methods are used to support remediation, acceleration, and enrichment strategies. Are a variety of strategies, lessons and materials used? Review several different learning activities and lesson plans and observe instruction in several classrooms in several subjects. Periodic maintenance reviews are conducted to maintain student mastery of targeted standards. Review focus calendars for dates scheduled for maintenance activities; discuss with administrators and verify with a few teachers. Review several lessons. Observe maintenance instruction in several classrooms and in several subjects. Administration frequently monitors FCIM implementation in classrooms through observation and data analysis. Confirm how often each teacher is monitored. Have there been changes to implementation strategies based on monitoring? What assistance has been provided to teachers who need it? If Classroom Walk-Throughs are used, how are data used to impact the progress of FCIM at the school? ACT

FSA Algebra 1 EOC

Thank You!