“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 6-12
Finding and fixing the gaps
Objectives





Survey the region for current AIS teacher roles and
best ways we can support each other
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/reteach 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