1. DDI and Assessments in Math Part III: from Data to Action October 9, 2014

2. Session Objective Describe how to create an action plan based on data from a Common Core-aligned assessment, including instructional methods for small groups and the whole class.

3. Agenda Introduction Review of Session II: Mr. Alonzo Three Characteristics of an Action Plan A Closer Look at the Action: 1. Small Group Instruction 2. Dedicated Daily Time 3. “Folding It In” Icing on the Cake: Additions and Modifications Q & A

4. Introduction High Quality, Common Core- Aligned Assessments Data Analysis and Action May NTI + Today! February NTI

5. Mr. Alonzo’s Data

6. 3 Questions for Mr. Alonzo’s Data 1.Reorient yourself to this form of data collection. What data did Mr. Alonzo collect about his students and how? 2.What is one whole-class trend from Mr. Alonzo’s data? 3.What is one small group of students that could benefit from a targeted intervention? How do you know?

7. Without Rigor Lens Standards:4.NF.14.NF.3c4.OA.4 % Correct:81%42%60%

8. With Rigor Lens Standards:4.NF.14.NF.3c4.OA.4 Procedural79%65%80% Conceptual70%19%42% Application89%38%11%

9. Today’s Big Idea: Every action step is developed considering both: (1)the Common Core Standards that were assessed and (2) the aspects of rigor embodied in the tasks

10. Three Characteristics* of An Action Plan *We will look at a possible example. *There is no one “correct” action planning tool. *Depending on “implementation status,” different amounts of time and energy can be spent on reflection and action.

11. Three Characteristics of An Action Plan 1.Reflection on whole class trends 2.Organizing students into small groups 3.Putting events on a calendar

12. 1. Reflection on whole class trends 7.RP.1 (P) (calculating unit rate) 7.RP.1 (C) (explaining unit rate)

13. 2. Organizing students into small groups Belicia, Jafar, Faust6.RP.1/7RP.1 (P) (unit rate procedures)

14. Help Mr. Alonzo What can we add to the first page of Mr. Alonzo’s action plan (whole class trends or small groups)?

15. 3. Putting events on a calendar Whole class trends  Dedicated Daily Time (DDT) Small groups  Small Group Instruction (SGI) Include reassessment (formal/informal, weekly quizzes, etc.)

16. 3. Putting events on a calendar 7.RP.1 (C) – “why” activities7.RP.1 (A) – “which model” activities Belicia, Jafar, Faust – 6.RP.1/7.RP.1 (P) white boards Indio, Kristen, William, Heidi – 6.RP.1/6.RP.3 (C) 7.RP.1 (C) – Friday quiz7.RP.1 (C) / (A) – Friday quiz

17. From the Publishers’ Criteria “…standards provide a chart against which to measure growth in children’s knowledge. Just as the growth chart moves ever upward, so standards are written as though students learned 100% of prior standards. In fact, all classrooms exhibit a wide variety of prior learning each day.”

18. From the Publishers’ Criteria “The natural distribution of prior knowledge in classrooms should not prompt abandoning instruction in grade level content, but should prompt explicit attention to connecting grade level content to content from prior learning. To do this, instruction should reflect the progressions on which the CCSSM are built.”

19. From the Publishers’ Criteria “For example, the development of fluency with division using the standard algorithm in grade 6 is the occasion to surface and deal with unfinished learning with respect to place value. Much unfinished learning from earlier grades can be managed best inside grade level work when the progressions are used to understand student thinking.”

20. “Folding it in” 7.EE.4: Use variables to represent quantities in a real- world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. 7.RP.1: Emphasize ratio/proportional contexts in problem solving (equations of the form px = q) throughout the unit

21. Connect to Your Practice 1.What is a single step forward you could take in terms of action planning from data in your current role? 2.What are the challenges associated with this work, and what can be done to meet them?

22. A Closer Look at Action 1.Small Group Instruction 2.Dedicated Daily Time 3.“Folding It In”

23. SGI and DDT Small Group Instruction (SGI): 15-30 minutes of targeted work with a group of size 1-12 Ideally at least two times per week with the same focus Dedicated Daily Time (DDT): 5-10 minutes of targeted work with an entire class Ideally at least three times per week with the same focus Can be as simple as a Do Now

24. SGI and DDT Both Small Group Instruction and Dedicated Daily Time depend on an intentional focus on one aspect of rigor. Pull directly from, or modify, EngageNY materials.

25. Procedural SGI or DDT: “Rinse and Repeat” Key Characteristics: Repetition Emphasis on speed and accuracy Immediate Feedback* Examples: Sprints Oral drills Mini white board activities

26. Sprints, Oral Drills, Mini-White Boards

27. Conceptual SGI or DDT: “Getting at the Why” Key Characteristics: Emphasize justification and explanation through speaking, writing, and drawing Include minimal procedures and contexts Immediate Feedback* Examples: “Why?” Give the Answer Hypothetical Student

28. “Why?”

30. Give The Answer

31. Hypothetical Student

32. Application SGI or DDT: “Models, Models, Everywhere!” Key Characteristics: Emphasize the “two ends” of the model- 1.Model creating 2.Model interpreting Include minimal procedures Immediate Feedback* Key Characteristics: “Which model?” Interpret the Model Hypothetical Student

33. “Which Model?”

34. Interpret the Model

35. Hypothetical Student

36. “Folding It In” Look for similar or related content in upcoming units Budget time (from minutes to days) or emphasis within lessons Use PARCC Model Content Frameworks for clues:

37. “Folding It In” In Mr. Alonzo’s next unit on 7.EE standards:  Spend a day earlier in the unit focusing on equations of the form y = px; use these to contrast with one-variable equations of the form px + q = r  Use ratio/proportion contexts for word problems that involve problem solving throughout  Spend half of an equation-solving lesson on the use of tables for an equation of the form y = px as a method for solving equations of the form px = r

38. Connect to Your Practice 1.What is a single step forward you could take in terms of using SGI, DDT, and “Folding It In” practices in your current role? 2.What are the challenges associated with this work, and what can be done to meet them?

39. Icing On The Cake Track progress Celebrate success More granularity for DDT and SGI More regular reassessment Incorporating other classroom activities (e.g., homework)

40. Recap High Quality, Common Core- Aligned Assessments Data Analysis and Action May NTI + Today! February NTI

41. Today’s Big Idea: Every action step is developed considering both: (1)the Common Core Standards that were assessed and (2) the aspects of rigor embodied in the tasks

42. Session Objective Describe how to create an action plan based on data from a Common Core-aligned assessment, including instructional methods for small groups and the whole class.

43. Thanks! Q & A