SE2 Math FIT Project

1. SE2 Math FIT Project • Sign in and take a name tag. - Help yourself to refreshments! • We’ll begin at 8:45!

2. The Plan • What is the Math FIT Project? • Activity • Data Driven Decisions • Overview of ONAP • Homework for Next Session

3. Math FIT Project • Build on success. • Collaboration at the grade team, school, and FOS level. • Use data to make instructional decisions. • Identify student strengths and needs in a strand of Mathematics. • Raise student achievement.

4. 3-part lesson 47 + 26 = ?

5. Data-Driven Decision Making A process of making choices based on appropriate analysis of relevant information

6. Collect Information Review Implement Analyze Plan For Improvement The Assessment Cycle

7. Ensuring Equitable Outcomes For All Students Looking For Data Provincial Accountability (EQAO) Family of Schools School Common grade level and division level Classroom Student

8. The Cookie Issue How would you rate the quality of your chocolate chip cookie? • Range of “performance” for a chocolate chip cookie: • Delicious (Level 4) • Tasty (Level 3) • Edible (Level 2) • Yuck! (Level 1) How would you improve the cookie you have been served?

9. Cookie Rubric Adapted, Web Library

10. Focused Acts Of Improvement Collect Information Collect Information Review Review Student Success Implement Implement Analyze Analyze Plan For Improvement Plan For Improvement Random Acts Of Improvement

11. ONAP What is it? What does it look like? How is it administered? How is it scored? How was it validated? Is it reliable? Why was O.N.A.P. developed?

12. What Is O.N.A.P? In A Nutshell O.N.A.P. is a collection of grade level ENTRY assessment tools aligned with The Ontario Curriculum Expectations for Mathematics. O.N.A.P. provides two types of assessments for each of the 5 strands: • A Knowledge and Skill Assessment of each Overall Expectations • (Short response items and multiple choice) • Performance Based Assessment Tasks, with task specific rubrics • and exemplars and rationales • Activities to activate prior knowledge before assessments. • General suggestions for Next Steps

13. Three Sections: A, B and C A: Activation of Prior Knowledge B: Concepts and Skills C: Performance Tasks

14. Opener Page for Each Strand The chart for each strand highlights key knowledge and skill development as students move from Grade 3 to 4.

15. Part A: Activation Of Prior Knowledge OPTIONAL BUT HIGHLY RECOMMENDED, NO SCORE ASSIGNED A collection of warm-up activities and games designed to activate student prior knowledge BEFORE the assessment. Each game and activity is presented in a 3-part lesson format: Getting Started: A scripted introduction that gets students thinking Working On It: Games and/or Activities; a materials list and all necessary black-line masters and game pieces. Reflecting and Connecting: A scripted culminating discussion to use after playing the games or completing the activities.

16. Part A: Activation Of Prior Knowledge The Teacher’s Guide and CD Rom include all masters necessary to play the games. All the materials you need listed in the 3-part lesson plan.

17. Part B: Assessment of Concepts and Skills Cluster of questions (short response and multiple choice) for each Overall Expectation identified for the strand by the Ontario Curriculum. The scoring guide uses curriculum codes to facilitate ‘unpacking’ for planning next steps. [4m9]

18. 1 – 2 points: 1 point for answering “Yes” and providing an explanation that is fundamentally correct but may lack precision, clarity, and/or completeness: e.g., Because there are 3 shaded shapes. 2 points for answering “Yes” and providing an explanation that is complete and clearly communicated: e.g., There are 3 shaded, and 8 all together. • Part B • Knowledge and Skills Assessment • Short Response • Multiple Choice

19. 1–2 points: 1 point for an explanation that is fundamentally correct, but may lack precision, clarity, and/or completeness: e.g., I don’t think so. It would only be a little bit taller than my desk 2 points for an explanation that is complete and clearly communicated: e.g., I don’t think so. If 500 sheets goes up to 5 cm, then 1000 sheets goes up to 10 cm. Thatmeans 10 000 sheets would be 10 × 10 cm. That’s 100 cm or 1 m. That’s as high as a metrestick and a room is much higher.

20. Break Time

21. Part C: Performance Based Assessment Two Performance Based Assessment Tasks designed specifically to provide indicators of how well students perform against the categories identified by the Ontario Curriculum Achievement Chart for Mathematics. e.g. Knowledge and Understanding, Thinking, Communication, Application Exemplars with Rationales will be provided for each Level of Achievement

22. Assessment for Learning • What are the needs of my students? • What areas of the achievement chart should I focus on? • What are my plans to address those needs? • How will I know my students have learned what I set out to teach them? • How can I use my current resources? • What other supports do I need?

23. Next Steps The O.N.A.P. Teacher’s Guide and CD will offer 2 kinds of Next Steps. 1. General Instructional Strategies for each Overall Expectation: Background Knowledge about the Math Manipulatives and general strategies for teaching to the Overall Expectations. 2. Big Picture: Data Discussion Starter Questions, Triangulation with EQAO and Report Card Data, Other School Data to look at, Building Data Walls

24. Counting is both the recitation of a series of numbers and the conceptualization of a symbol as representative of a quantity. Students were first introduced to counting • fractions and decimals in Grade 4. • Provide students with materials to use to practice counting both decimals and fractions in a concrete way. For example: Provide number lines for students to use to guide their oral counting. Have students lay down quarter pieces as they count: one quarter, two quarters, three quarters, four quarters etc. After you have 4 quarters ask: Do we have enough pieces to make a whole? Continue and repeat at eight quarters and so on. 4m9 Demonstrate an understanding of magnitude by counting forward and backwards by 0.1 and by fractional amounts. NEXT STEPS

25. Next Steps Detailed support for working with individual, class and school data can be found in the front matter of the teachers guide pages 12/11 -15.

26. Next Steps for Performance Based Assessment Tasks Page 18-20

27. Next Time Patterning and Algebra • Try at least one ‘Part A’ Activation of Prior Knowledge Activity. • Administer ‘Part B’ Concepts and Skills Assessment. • Score your student’s work on ‘Part B’. • Complete class tracking sheet with results