AIS Pk-5

1. “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

2. 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

3. 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?

4. Foundations of Improvement

5. Screening Tools • State Exams • Textbook Exams • Software • Worksheets

6. Required Fluencies

7. “ 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 (short) assessments • Static 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

8. Content Gap Instruction • Multiplication • Division Strategies • Algebraic Understanding • Fractions

9. Content Gap Instruction: Multiplication and Division • How many of your students are fluent with multiplication up to 100?

10. Multiplication Facts 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

11. Content Gap Instruction: Division • Partial Quotients • Standard Algorithm

12. Content Gap Instruction: Algebraic Understanding

13. Content Gap Instruction: Fractions • Models • Bar • Number line

14. Data Driven Instruction • What data • Benchmarks • Unit Tests • With Data • Item Analysis • Performance Analysis

15. 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

16. Data Driven Instruction Broome-Tioga BOCES Facilitators: Gene Jordan

17. Learning Objectives Define Data Driven Instruction

18. As we work and learn together today… • Breaks • Bathrooms • Lunch • Cell phones • Procedures • Think… • Coming back together

19. EFFECTIVE TEACHING=STUDENT LEARNING What is something you recently learned? What helped you learn this new skill/content?

20. 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

21. 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

22. Step 1: Commit to Using Data • Without a district wide commitment, little district-wide improvement will result! • Create a Data Driven Decision-Making Culture • Get some district training!

23. Step 2: Training • District level training • EngageNY.com/Network Team

24. 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

25. 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.

26. 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?

27. Make the Data Useful

28. Make the Data Useful Ready for a challenge Needs a day of tutoring Needs a tutor every day

29. Make the Data Useful Re-Teach! Replicate!

30. Teaching Cycle

31. Questions and Answers Frequent quizzes Homework Student Feedback systems. answer clickers Outside systems Study Island and many others… Internal Systems Moodle…OATs, OGTs How do you collect real time data?

32. 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