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“Teachers are thus free to provide students with whatever tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards.” ~ Introduction to the CCSS AIS Pk-5 Finding and fixing the gaps Objectives Evaluate screening tools and progress monitoring tools Identify ways AIS teacher roles are used throughout the region Examine best practices for questioning and cooperative learning Determining conceptual and fluency weaknesses in our students (through computer and worksheet analyses) Identify strategies that can help strengthen common weak areas Create instructional materials that will review/re-teach the previous learning of common weak areas Survey How is AIS handled in your building? How often do you meet with your students How many students do you have? How would math AIS be made more effective? Foundations of Improvement Student Improvement Content Gap Instruction Screening Fluency DDI Progress Monitoring Screening Tools State Exams Textbook Exams Software Worksheets Required Fluencies Grade Required Fluency K Add/Subtract within 5 1 +/- within 10 2 Add/Subtract within 20 Add/Subtract within 100 (paper and pencil) 3 Multiply/divide within 100 Add/Subtract within 1000 4 Add/Subtract within 1,000,000 5 Multi-digit multiplication 6 Multi-digit division Multi-digit decimal operations 7 Solve px+q=r, p(x+q)=r 8 Solve simple 2x2 systems by inspection “ Monitor the progress of tier 2, tier 3, and borderline tier 1 students at least once a month using grade-appropriate general outcome measures.”* Progress Monitoring Dibel-like Static (short) assessments content/questions Formative “Allow students to chart their progress and to set goals for improvement.” *2009 Institute of Education Sciences (IES)U.S. DEPARTMENT OF EDUCATION WHAT WORKS CLEARINGHOUSE Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools Content Gap Instruction Multiplication Division Strategies Algebraic Fractions Understanding Content Gap Instruction: Multiplication and Division How many of your students are fluent with multiplication up to 100? Multiplication Facts X 1 2 3 4 5 6 7 8 9 1 1x1 1x2 1x3 1x4 1x5 1x6 1x7 1x8 1x9 2 2x1 2x2 2x3 2x4 2x5 2x6 2x7 2x8 2x9 3 3x1 3x2 3x3 3x4 3x5 3x6 3x7 3x8 3x9 4 4x1 4x2 4x3 4 x 4 4x5 4x6 4x7 4x8 4x9 5 5x1 5x2 5x3 5x4 5x5 5x6 5x7 5x8 5x9 6 6x1 6x2 6x3 6x4 6x5 6x6 6x7 6x8 6x9 7 7x1 7x2 7x3 7x4 7x5 7x6 7x7 7x8 7x9 8 8x1 8x2 8x3 8x4 8x5 8x6 8x7 8x8 8x9 9 9x1 9x2 9x3 9x4 9x5 9x6 9x7 9x8 9x9 Commutative Property Identity Property Doubles Squares Fives Challenge (benchmark) (benchmark) Gene Jordan’s work but I got the Idea from Gina King’s article:www.nctm.org teaching children mathematics • King, Fluency with Basic Addition, September 2011 p. 83 Content Gap Instruction: Division Partial Quotients Standard Algorithm Content Gap Instruction: Algebraic Understanding Content Gap Instruction: Fractions Models Bar Number line Data Driven Instruction What Benchmarks Unit Tests With data Data Item Analysis Performance Analysis Additional Resources NYSUT AIS Guide IES 978-0-07-888709-3 Diagnostic and Placement Tests McGraw-Hill “Monitoring Basic Skills Progress” Basic Math Computation -Fuchs and Hamlett Data Driven Instruction BROOME-TIOGA BOCES Facilitators: Gene Jordan Learning Objectives Define Data Driven Instruction As we work and learn together today… Breaks Bathrooms Lunch Cell phones Procedures Think… Coming back together EFFECTIVE TEACHING= STUDENT LEARNING What is something you recently learned? What helped you learn this new skill/content? Common Practices Across Countries Assessments are part of a tightly integrated system of standards, curriculum, instruction, assessment, and teacher development at the state or national level. Assessments include evidence of actual student performance on challenging tasks that evaluate a wide range of applied skills. Teachers are integrally involved in the development and scoring of assessments (as are college faculty). Assessments are used to inform course grades and provide information to colleges and employers, rather than to determine punishments or sanctions. Assessments are designed to continuously improve teaching and learning. Linda Darling-Hammond, Charles E. Ducommun Professor of Teaching and Teacher Education, Stanford University Why Data Driven Instruction? Processes involved can help teachers align content to standards. Information can help teachers identify best instructional strategies. Information can help teachers determine areas for instructional emphasis. Proven to improve student performance! Brian Pool- http://moodle.nationaltrail.k12.oh.us Step 1: Commit to Using Data Without a district wide commitment, little district-wide improvement will result! Create a Data Driven DecisionMaking Culture Get some district training! Step 2: Training District level training EngageNY.com/Network Team Keys to Effective Diagnostic Assessments • • • Spend Your Time Aligning Assess for Mastery and Retention Frequent and Fast Data that is Useful • Rethink the way you teach Spend Your Time Aligning • If your content is not aligned you are wasting your time! • Know the relative weight of the standards being taught and tested. Build or Buy? Two reasons to Build* Alignment “Aligned to your standards”… and what else? “Aligned to your standards”… but not your test. Buying is Outsourcing Outsource technical competencies that are not central to your mission. Keep in-house what’s central to your work so you can develop your own knowledge about it. Do you really want to outsource deep knowledge about the skills and content your students need to master…and can you afford it? Make the Data Useful Make the Data Useful Ready for a challenge Needs a day of tutoring Needs a tutor every day Make the Data Useful Re-Teach! Replicate! Teaching Cycle How do you collect real time data? Questions and Answers Frequent quizzes Homework Student Feedback systems. answer clickers Outside systems Study Island and many others… Internal Systems Moodle…OATs, OGTs Math Task Work Pair or group Work on one Task at a time (take turns) Review purpose of Unit/Tasks Examine Student work Review student results Identify areas that are high leverage Be directed by the data