1. 5th Grade Mathematics NC Check-Ins
NC DPI Elementary Mathematic Consultant: Kitty Rutherford
November 2016

2. Mathematics Wiki: http://maccss.ncdpi.wikispaces.net/Home
Where to find the curriculum and Instruction support on the math wiki–
Name change from Proof of Concept in to NC Check-Ins
Be careful not to say too fast or it will sound like NC Chickens!

3. Share few details of Proof of Concept Study results
Share few details of Proof of Concept Study results. This PowerPoint is on the math wiki site if you want more details and on the State Board Site

4. Number of Schools Sampled Number of Students Sampled
Math Grade 5 Samples
Math Grade 5
Number of Schools Sampled
Number of Students Sampled
Proof of Concept Math Group 1 45
3,906
Math Modified EOG
Only Group 2
4,034
Grade 5 Math — 45 schools, 4,021 students
Stratified random sample pulled
Generalizable to the entire state
Demographic variables: region, ethnicity, gender, economically disadvantaged
School-level achievement variable: mean scale score

5. Math Participation in Through Grade Assessments
Math Grade 5
Number of
Schools Sampled
Participated in Benchmark/Interim
Assessments (treatment)*
Proof of
Concept Math Group 1 45
POC Interims 1, 2, 3
Math Modified EOG Only Group 2
SchoolNet, i-Ready, Measure of Academic Progress (MAP), Discovery Ed Assessments, Scholastic Math Inventory Assessment (SMI), TE21 (Case), etc.
District are all still giving benchmark assessments – DPI is just providing a different assessment.
*The benchmark assessments listed for the Modified EOG Group 2 are based on an internet search
of district and charter school web pages.

6. Grade 5 Math Scale Score Distribution by Sample
Scale Score Comparison For POC and Comparison Sample 8 7 6 N
Mean Std Dev Min
max
3,906
451.2
10.2
426.0
474.0
POC 5 4 3 2 1 8 N
Mean Std Dev Min
max
4,034
450.9
10.2
424.0
474.0
Comparison 7 6 5 4 3 2 1
Notice the shift in proficiency levels- .7% of students increased in proficiency levels.
I realize this doesn’t sound like much but remember we are only talking about 5% of the 5th grade student population
420
424
428
432
436
440
452
456
460
464
468
472
476
Scalescore
Note: The POC label identified the POC Math Group 1 and the Comparison label identifies the Math Modified EOG Only Group 2.

7. As you already know…
Each quarterly assessment focuses on approximately 5 standards from the Major Work of the Grade
Teachers from across the state selected standards to be assessed
Even though only 5 standards are assessed each quarter, all standards must be taught and will be assessed on the EOG
Pacing from your district may need to be adjusted
Format of assessment: 25 items, 21 multiple choice and 4 gridded response

8. Documents created by Curriculum and Instruction Division to support 5th Grade Mathematics NC Check-Ins

9. Supporting/Additional Clusters
Major Work of the grade
Fifth Grade
Major Clusters
Supporting/Additional Clusters
Number and Operations in Base Ten
Understand the place value system.
Perform operations with multi-digit whole numbers and with decimals to hundredths.
Number and Operations—Fractions
Use equivalent fractions as a strategy to add and subtract fractions.
Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
Measurement and Data
Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
Operations and Algebraic Thinking
Write and interpret numerical expressions.
Analyze patterns and relationships.
Convert like measurement units within a given measurement system.
Represent and interpret data.
Geometry
Graph points on the coordinate plane to solve real-world and mathematical problems.
Classify two-dimensional figures into categories based on their properties.

10. NOW - NC Check-Ins
This document provides resources with a links to support materials on the mathematics wiki. Link provided on the slide provides access to the actual document on the mathematics wiki.

11. 3-5 Formative & Assessments Tasks
These resources come directly from our mathematics wiki – they are compiled for your convenience. Link provided on the slide provides access to the actual document on the mathematics wiki

12. K-8 Lessons for Learning
These resources come directly from our mathematics wiki – they are compiles for your convenience. Link provided on the slide provides access to the actual document on the mathematics wiki

13. 5th Grade Fraction Unit
These resources come directly from our mathematics wiki – they are compiles for your convenience. Link provided on the slide provides access to the actual document on the mathematics wiki

14. K-5 Games
These resources come directly from our mathematics wiki – they are compiles for your convenience. Link provided on the slide provides access to the actual document on the mathematics wiki

15. Common Questions
These are some of the questions and issues that I have encountered: (Ana)
How should the standards be paced? (some teachers consider the list of the standards to be assessed as their pacing guide)
When should the standards be taught that are not listed on the standards tested document? Do they still need to be taught? When will they be assessed? (Ex. 5.NBT.3 and 5.NBT.4)
Why is NF.3 in interim 1 and interim 2? (Interim 1 has gotten the most questions since there are no fraction or division standards tested during that interim)
Why are students not given extra time on the NC Check-Ins as they are for the EOGs? (surveys each quarter - 90 minutes continue to work on them teach student time pacing on testing ACT)
Here some common questions I get…hope it helps!!

16. Remember…
Assessments are designed to assess student proficiency on selected standards from the North Carolina Standard Course of Study for Mathematics during the school year. An assessment is like a snapshot- it provides a picture of a student’s performance at one point in time. This snapshot is combined with other “pictures” to create a comprehensive photo album of a student’s mathematics performance (Joyner, 2012). Therefore, an assessment is designed to provide evidence of students’ independent work and should be included with other information gathered about the student. An assessment is not intended to provide a complete picture of a student’s mathematics understandings. When determining overall student proficiency levels, an assessment should be combined with additional documentation such as student products, formative assessment tasks, checklists, notes, and other anecdotal information.
Citation date doesn’t match…
Joyner, J. M., & Muri, M. (2011). INFORMative Assessment: Formative Assessment to Improve Math Achievement, Grades K-6. Math Solutions. 150 Gate 5 Road, Sausalito, CA

17. The Next Step Document
As a teacher you need to look beyond whether an item’s answer is correct or incorrect by looking carefully at the types of mistakes that were made. The teacher needs to pay particular attention to what the student does and does not understand. Both are equally important in determining the next instructional steps. Some mistakes that children make come from a lack of information. At other times mistakes reflect a lack of understanding. There is logic behind students’ answers. The teacher must look for the reasons for the responses and identify any misconceptions that may exist.

18. Support for NC Check-Ins

19. The intended purpose of the Next Steps document is to provide instructional support materials for teachers which may be used with a student to help them move toward mastery of the mathematical concept. It is not intended to be an exhaustive list of materials. Teachers are the most knowledgeable about the needs of their students, and should use their professional judgment when making instructional decisions. Using NC Check-Ins as formative assessments to guide instruction, empowers teachers to understand what students know, which assists them in determining the best instructional next steps to guide student understanding. When thinking about the expectations of the standards please reference the unpacking document: Unpacking for 5th Grade .

20. After getting feedback from NC Check-Ins – now what…
A Proficiency Rubric below can be used to determine if a student is or if the student is Not Yet there, Progressing toward the standard, or Meets the Standard.
Students that are “Not Yet” meeting standards are those that show minimal understanding of the standard assessed. Conceptual understanding still needs to be developed.
Students in the “Progressing” toward the standard category are those that demonstrate an inconsistent understanding of the standards. They may be able to accurately complete the majority of a task, but not the task in its entirety.
A student that “Meets Standard” is one that shows proficiency and full understanding of the concept assessed. These students demonstrate conceptual understanding and flexibility in problem solving.

21. After getting feedback from NC Check-Ins
Support documents using learning progressions.

22. Learning Progression
Focus is on learning as an active process of building and modifying ideas,
Possible path or set of paths from prior knowledge to more sophisticated reasoning,
Establish target and base,
Describe intermediate steps,
States of “likelihood”, not regimented steps or psychological stages;
Include predictable landmarks and obstacles.
"A construct progression is a carefully sequenced set of understandings and skills for a particular concept or subject matter that traces the development of learning over time from a rudimentary form through more sophisticated states".
Office of Early Learning

23. Standards Mapper UCLA Curtis Center Coherence Maps
If not familiar with these progressions click on the link and explore.
Learning Trajectories – NCSU
Common Core Progressions
If not familiar with these progressions click on the link and explore.

24. Learning is not linear Confrey (2006) Design Studies
Focus is on learning as an active process of building and modifying ideas,
Possible path or set of paths from prior knowledge to more sophisticated reasoning,
Establish target and base,
Describe intermediate steps,
States of “likelihood”, not regimented steps or psychological stages;
Include predictable landmarks and obstacles.
Clements (2004) Engaging Young Children in Mathematics
Landscape of Learning
Cathy Fosnot (2007) Number Sense, Addition, and Subtraction

26. This informational session is located…

27. Additional Resources for 5.NBT.7

28. P
Webinar December 5

29. What questions do you have?
Please go to to record any additional curriculum and instruction questions.
On December 5 at 3:00 there will be a webinar hosted by
Kitty Rutherford and Josh Griffin addressing questions about curriculum and instruction for NC Check-Ins. It will be recorded.
What questions do you have?

31. Contact Information
Kitty Rutherford
Website:
maccss.ncdpi.wikispaces.net

32. For all you do for our students!