Middle School Math

1. Middle School Math Arnall Middle School August 26, 2014

2. Agenda Area of Focus • Coweta’s Professional Learning Plan • Curriculum Website • Student Growth Model • Milestones Assessments • Summer Academy • Suggestions/Needs/Concerns Links to sources used for this presentation Coweta Committed to Student Success

3. Curriculum website http://curriculum.cowetaschools.org

5. Student Growth Model • A growth model describes change in student achievement across time. • A student growth percentile (SGP) describes a student’s growth relative to other students statewide with similar prior achievement. Located in Infinite Campus on the SLDS link Video: http://www.youtube.com/watch?v=dyArv7184ZY

6. Grade 4 Math Coweta Meets/Exceeds 87% Median Growth Percentile 48.0 N = 1545

7. Grade 5 Math Coweta Meets/Exceeds 94% Median Growth Percentile 47.0 N = 1520

8. Grade 6 Math Coweta Meets/Exceeds 89% Median Growth Percentile 68 N = 1553

9. Grade 7 Math Coweta Meets/Exceeds 93% Median Growth Percentile 51.0 N = 1592

10. Grade 8 Math Coweta Meets/Exceeds 91% Median Growth Percentile 57.0 N = 1538

11. Coordinate Algebra Coweta Meets/Exceeds 44% Median Growth Percentile 63.0 N = 1789

13. A milestone is one of a series of numbered markers placed along a road at intervals of one mile. Milestones are constructed to provide reference points along the road. This can be used to reassure travelers that the proper path is being followed, and to indicate either distance travelled or the remaining distance to a destination. Milestone … http://en.wikipedia.org/wiki/Milestone

14. What gets measured gets mastered.

16. Georgia Milestones • Georgia Milestones represents a significant change and importantly – an opportunity– for our state. • This opportunity allows us to recalibrate, as a state, and refocus on teaching and learningas a primary emphasis with assessment and accountability serving a supporting role. Blended Criterion-Referenced and Norm-Referenced Criterion-referenced measures mastery of state standards Norm-referenced provides comparison to peers nationally

17. Instructional shifts are required “If we allow children to show us what they can do rather than accepting what they usually do, we would be in for some grand surprises. As adults, our feeble expectations of children’s capabilities puts brakes on their potential.” – Mem Fox (1993) Radical Reflections, p. 65 It is a waste of time to debate what cannot be controlled. Focusing on all the barriers is not productive.

18. Why make the shift? For our students … For us … Performance of our schools: Directly affects price of real estate and where people buy their homes Determines whether voters are supportive of increased school funding Impacts our own careers • Being able to think deeply, independently, thoroughly, and critically helps students perform well now and prepares them for the increasingly complex world they will face tomorrow. It’s the right thing.

19. Courses tested with Milestones Grades 3 – 8: End of Grade (EOG) High School: End of Course (EOC) • Language Arts • Mathematics • Science • Social Studies • 9th Lit/Comp • American Lit/Comp • Coordinate Algebra • Analytic Geometry • Physical Science • Biology • U.S. History • Economics

20. Constructed response assessments PARCC States SBAC States Non-affiliated

21. Item types included in Milestones • Selected-Responsein all content areas • Constructed-Responsein ELA and mathematics • Extended-Responsein ELA and mathematics • Technology Enhanced to begin in 2016-2017 • Demo of Online Platform • Access at http://learnoas.ctb.com/GACRCT/ • Click on any one of the tests to open the sample test page. • Click on “Start the test” at the top of the web page. • Click on “Login”. No credentials are required. • Note – this demo was designed for the CRCT Retest in mind so the tests • that you will see are for Grades 3, 5, and 8 in Reading and Math.

22. Constructed vs. extended response Constructed Response Extended Response Requires more elaborate answers and explanations of reasoning; they allow for multiple correct answers and/or varying methods of arriving at the correct answer. Performance tasks are examples of extended-response items. A general term for assessment items that require the student to generate a response as opposed to selecting a response

23. Phase I Math CR Pilot summary data 0 1 2 3 4

24. Phase II Math CR Pilot summary data 0 1 2 3 4

25. Performance pitfalls • Students are not familiar with these types of items. • Many respond “IDK” – as in “I don’t know”. • They don’t seem to understand the need to show their work, detail their thoughts, rationales, cite evidence to support their answer or claim. • Their tendency is to cite the answer only – as if a multiple-choice item. • Students don’t read carefully and answer all parts of the question/item.

26. Purpose of standards-based assessments • Standards-based assessments are not designed for the purpose of differentiating students relative to one another. • Rather the purpose is to determine whether or not each individual student has met an objective standard. • Tasks should generally be no more difficult than necessary to meet the standard. • They should not, however, be so easy that they fall short of the standards and the goal of assessing being on-track to college and career readiness. Item Development Invitation to Negotiate Summary and FAQs: http://myflorida.com/apps/vbs/vbs_pdf.download_file?p_file=F10407_ITN201231AppendixF11012.pdf

27. Instruction that builds thinking • Effective learning requires continued practice and coaching. • Create a supportive, nonthreatening classroom where risk taking and divergent thinking are encouraged and promoted. • Use effective questioning. • Ensure that students hear and use correct vocabulary. • Require students to explain their thinking. • Encourage students to use a variety of communication tools – drawings, diagrams, tables, and other graphic organizers – to present their thinking. • Make the focus of daily operations what the student has learned rather than what you have taught.

28. Keep in mind … • A constructed response item may be worth more points than a multiple choice item. • Partial credit may be earned for having some degree of accuracy. • Not only are CR items more demanding, but their placement on the assessment can be a challenge. • Stamina and perseverance are built through having multiple successful experiences with these types of items.

29. A… Answer the problem. C… Compute your work. E … Explain how you got your answer. Answer every part. ACE strategy Make the process of responding to CR items explicit.

30. Implementing the ACE strategy Introduce the ACE concept to students. • Go over poster; hang in classroom. • Have students set up space in their interactive math notebook (IMN). • Do a constructed response item together. • Problem • Student works; evaluates. • Peer evaluates. • Problem • Student works; evaluates. • Peer evaluates. • Problem • Student works; evaluates. • Peer evaluates. • Teacher evaluates; charts. • Student reflects.

31. Constructed response item example NAEP 2009 Grade 8 Math Assessment, Item 11, Easy: http://nces.ed.gov/nationsreportcard/itmrlsx/search.aspx?subject=mathematics

33. Anchor paper 1 Full credit

34. Anchor paper 2 No credit

35. Anchor paper 3 Full credit

36. Anchor paper 4 Partial credit

37. Anchor paper 5 Partial credit

38. Anchor paper 6 No credit

39. Extended response item example 0 1 2 3 4 0 0 NAEP 2011 Grade 8 Math Assessment, Item 15, Easy: http://nces.ed.gov/nationsreportcard/itmrlsx/search.aspx?subject=mathematics

40. Extended response items • Tasks with several prompts are written so that the first prompt should be easy, to allow test-anxious or less-advanced students to gain access to the task. • These tasks are constructed so that incorrect answers in the early parts do not make it impossible for the student to earn credit on later parts.

41. Key areas for math CR/ER items • Number sense and operations • Patterns, relationships, and algebraic concepts • Geometry • Measurement • Data, statistics, and probability Students may be asked to: • Describe steps taken to solve a problem. • Predict a sequence or pattern. • Calculate specific values from an equation, chart, or table. • Explain how they arrived at answers or sequentially describe the steps they used to solve the problem. Students should always specify units.

42. Scaffolded response sheet

43. Peer Response Form • Set the tone – let students know your expectations of them as they respond to their classmate’s work. • Explain how the form is used.

44. Teacher Response Form (Just like the Peer Response Form) Remember: Students are learning this process as they are learning math concepts. To keep a check on their progress and to make this doable for you, check about every third assignment.

47. Chart Class Progress ACE the Milestones! Set Class Goal GOAL: All students in our class will score a 3 or 4 on the math rubric by March 2015!

48. Resources

49. Milestones parameters in general Each section will be approximately 70 minutes.

50. Milestones parameters for math *Includes 10 Norm-Referenced items which contribute to score **Additional 10 Norm-Referenced items do not contribute to score; used for national comparisons