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Florida’s K – 3 Mathematics Formative Assessment System:

Florida’s K – 3 Mathematics Formative Assessment System:. Making it Work In the Classroom. Laura Lang, Principal Investigator Michelle Robinson, District Facilitator Trisha Ball, Vicki Coats, and Kimberly Vose, Heathrow Elementary, 2 nd Grade Teachers . MFAS-CCSS Project .

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Florida’s K – 3 Mathematics Formative Assessment System:

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  1. Florida’s K – 3 Mathematics Formative Assessment System: Making it Work In the Classroom Laura Lang, Principal Investigator Michelle Robinson, District Facilitator Trisha Ball, Vicki Coats, and Kimberly Vose, Heathrow Elementary, 2nd Grade Teachers

  2. MFAS-CCSS Project

  3. The 2012 – 2013 MFAS-CCSS Team • Laura Lang, Principal Investigator • Robert Schoen, Co-Principal Investigator • Maureen Oberlin (Project Manager) • Michael Anderson (Pinellas) • Charity Bauduin (Okaloosa) • Zachary Champagne (Duval) • Michelle Robinson (Seminole) • Linda Walker (Walton) • Andy Reeves (Pinellas) • Mark LaVenia • AnabelleAndon, ELL Support

  4. Heathrow Elementary’s 2nd Grade MFAS Team, Seminole County • Trisha Ball • Vicki Coats • Kimberly Vose

  5. The Role of the District Facilitator • Create highly effective professional learning communities (PLCs) focused around formative assessment • Promote a deeper understanding of Math NGSSS/CCSS • Develop understanding & fluency with teachers in utilizing MFAS rubrics • Build in segments, a thorough understanding and fluent implementation of all steps of the MFAS Process • Provide support to teachers in implementing all steps of the MFAS Process • Monitor and support weekly progress for each MFAS teacher grade level team

  6. TheMFAS ProcessIn Action MFAS Tasks and Differentiated Instruction Heathrow Elementary’s 2nd Grade MFAS Team: Trisha Ball, Vicki Coats, and Kimberly Vose Seminole County

  7. Why utilize differentiated instruction in Math? • Eliminate gaps in foundational and conceptual understanding of math • Whole group does not fit all needs. Key goal: adjust instruction to meet needs. • Remediate to accelerate; challenge students • Deepen conceptual understanding • Math vocabulary focus • Explain reasoning/thinking

  8. Differentiated Instruction: Common Myths • It takes more time. • I will not finish content coverage for the year with the pacing of the instructional plan. • Everything needs to be taught in small groups.

  9. Considerations for Differentiated Instruction Grouping Options Timing Options Within math block/during independent practice time Math academic centers Differentiation Day (focus block) • Within own classroom • Partner teachers • Across the team

  10. Additional Considerations for Differentiated Instruction Structure Personnel Classroom teachers ESE teacher/ESOL teacher Math Coach Para-professionals Volunteers • How you differentiate depends on learning goal/standard. No one recipe. Encourage teachers to try different approaches. Find what works best for them. • Whole group • Small group • One-on-one • Combo

  11. Challenges Encountered with MFAS • Trying a new approach - MFAS becomes self-motivating • Timing and personnel • Standards driven instruction vs. textbook driven instruction • Data discussions: judgement-free zone • Transition - getting students used to explaining their mathematical thinking/reasoning

  12. MFAS Benefits for Students: • Deeper conceptual understanding; explain their mathematical reasoning/thinking • Increased use of math vocabulary/math talk • Targeted instruction based on student’s level of understanding on each CCSS/NGSSS • Acceleration, enrichment, and remediation opportunities • Applying math strategies • Relational understanding of math

  13. MFAS Benefits for Teachers: • Understand precisely each child’s level of understanding and any misunderstandings for each standard • Increased knowledge of Math CCSS/NGSSS • Adjust instructional pacing • Meets teachers where they are at instructionally • Increased collaboration (MFAS Weekly Meetings)

  14. MFAS Benefits for Schools: • Professional development • CCSS/NGSSS • Reflective practitioners • Data-driven decision making • Identifying and eliminating gaps in foundational math understanding

  15. Closing Remarks: Interview Summary • We learned to question students differently, not just question about right answers. Questioning now examines their thinking process, allows us to see gaps. • We could see if students could apply knowledge in a different setting. A different setting helped me to see where I needed to reteach. • Probing questions were helpful. I always asked low level students lower level questions, now I ask higher level questions to all students. • MFAS was much faster – could see their mistake/misunderstanding quickly • Better depth of knowledge = priceless results

  16. Questions and Contact information Laura Lang, Principal Investigator llang@lsi.fsu.edu Michelle Robinson, District Facilitator michelle_robinson@scps.k12.fl.us Trisha Ball trisha_ball@scps.k12.fl.us Vicki Coats vicki_coats@scps.k12.fl.us Kimberly Vose kimberly_vose@scps.k12.fl.us

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