A Data Driven ApproachTo Math Instruction

Katie WallData Analysis Specialist, Johnston County Schools

katiewall@johnston.k12.nc.usTriangle High Five Math Summit, August 6 & 7, 2014

Access all materials and powerpoint athttp://bit.ly/1s8QJWo

Using EOG Goal Summary Reports

45 Minutes

Part 1Using Webb’s DOK to Create Assessments &

Tasks

45 Minutes

Part 2

Gain clear understanding of how to use EOG Goal Summary Reports including report components and how to use them to

create Professional Development Plans and within Professional Learning Communities.

Objective (Part 1)

Take Charge of Your PDP!

EOG Goal Summary Reports

● After EOG/EOC

● From District Testing Office

● Can Be Organized By…o Grade Levelo Teachero Section

● Regular or Re-Rostered

Percent of Test

Percent Correct of That Goal

Area

Difference from State

Results

Important Notes

1.) 5 students per form + ~Equal Number of Tests = Valid Data

2.) Consider number of students in classroom setting

3.) Test forms used each year may be different

4.) Consider type of class the report reflects

5.) Consider how each standard is weighted

● Reflect previous year’s students

Purpose:Reflect as a practitioner…“How did I teach these

concepts?”

EOG Goal Summary Reports

● Reflect current students

Purpose: Prepare for current students... “How have they entered

their current grade?”

EOG Re-Rostered Goal Summary Reports

In conclusion...

EOG Goal Summary Reports

Take Charge of Your PDP!

Take Charge of Your PDP!

● How do my scores compare to the overall school?

● On what standards did my classes perform higher than the school?○ What instructional practices

contributed to this success?

● What are my standards of focus?○ What resources/strategies could

be implemented?○ What resources/strategies can my

PLC members offer that have shown success?

Learn From the Successes

Applicable Professional Teaching Standards

Standard 1: Teachers Demonstrate Leadershipa.) Teachers lead in their classrooms.

Standard 3: Teachers Know the Content They Teacha.) Teachers align their instruction with the NC Standard Course of Study.

Standard 4: Teachers Facilitate Learning for Their Studentsb.) Teachers plan instruction appropriate for their students.c.) Teachers use a variety of instructional methods.

Standard 5: Teachers Reflect on Their Practicea.) Teachers analyze student learning.b.) Teachers link professional growth to their professional goals.c.) Teachers function effectively in a complex, dynamic environment.

Standard 6: Teachers Contribute to the Academic Success of Students

What Are the Benefits?

In conclusion...

What Are the Benefits?

● Teacher Autonomy

● Focus on instructional practices

● Focus on curriculum implementation

● Curriculum-transient

● Data-driven

● Encourages quality PLC conversations and collaboration

PLC Templates

PLC Templates

The Tough

Conversations

The Tough Conversations

Advice for Instructional Leaders

● Set clear expectations

● Focus on growth

● Have conversations before the conservation

● Provide instructional coaching along the way

● Model positive feedback

● If needed, keep it anonymous

The Tough Conversations

Advice for Instructional Leaders

● Set clear expectations

● Focus on growth

● Have conversations before the conservation

● Provide instructional coaching along the way

● Model positive feedback

● If needed, keep it anonymous In conclusion...

http://www.dpi.state.nc.us/accountability/testing/

● Test Specifications● Released Test Items● Guidelines & Practice for Gridded Response

Further Resources

Using EOG Goal Summary Reports

45 Minutes

Part 1Using Webb’s DOK to Create Assessments &

Tasks

45 Minutes

Part 2

Gain clear understanding of how to use Webb’s Depth of Knowledge to assess student mastery of math curriculum.

Objective (Part 2)

Common CoreState Standards

Depth of Knowledge Levels

● Describe the difference between a square and triangle.

● Describe how to find the area of a triangle.

● Describe a way to find how much larger the area of Figure A is from Figure B.

B A

DOK: Not About the Verbs, But Context

Recall

Skill/Concept

Strategic Thinking

What is the DOK Level of each task?

Grade 7

Use Order of Operations to evaluate:

-5 + ( 3 x 5 )4

11 - ( 2 x 5 )0

DOK: Not About Difficulty, But Complexity

Skill/Concept

What is the DOK Level?

● Provides guidance in depth of thinking required to complete CCSS tasks

● Provides insight into level of questioning to use

● Provides guidance in type of resources and instruction to use with standards

● Provides way to streamline differentiated instruction

Why DOK?

Matrix View

Math Descriptors

Summarize Webb’s DOK

In conclusion...

CCSS vs. DOK Levels

Standards for Mathematical Practice vs. DOK Levels

Level 1: Recall

4.MD.6Measure angles in whole-number degrees using a protractor. Sketch angles of a specified measure.

7.SP.5Understand that the probability of a chance event is a number between 0 and 1 and that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around ½ indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.

8.EE.1Know and apply the properties of integer exponents to generate equivalent numerical expressions.

Level 2: Skill/Concept

2.0A.4Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

2.MD.3Estimate lengths using units of inches, feet, centimeters, and meters.

8.G.1a-cVerify experimentally the properties of rotations, reflections, and translations.

7.G.4 (DOK Levels 1 & 2)Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.

Level 2: Skill/Concept

3.MD.1 (DOK Levels 1 & 2)Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g. by representing the problem on a number line diagram.

7.G.4 (DOK Levels 1 & 2)Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.

Level 3: Strategic Thinking

5.NBT.7 (DOK Levels 1, 2, & 3)Add, subtract, multiply, and divide decimals to the hundredths, using concrete methods or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

6.EE.9 (DOK Levels 1, 2, & 3)Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.

Thoughts?

In conclusion...

Grade 5

What is 0.3715 rounded to the nearest hundredth?

A. 0.30

B. 0.37

C. 0.372

D. 0.38

Analyzing Assessment Items

Level 1: RecallStudents are asked to perform a specified and routine procedure.

Grade 7

Sarah’s kitchen floor is 11 feet wide by 12 feet long. She plans to cover the floor with 4-foot square tiles. How many tiles will she need?

A. 33 tiles

B. 132 tiles

C. 3 tiles

D. 34 tiles

Analyzing Assessment Items

Level 2: Skill/ConceptStudents are asked to determine and apply a formula.

Grade 7Johnny forgot to do laundry, and has the following choices of clothing to wear today.

A.) Based on the clean choices of clothes, what are all of Johnny’s possiblecombinations of outfits that are possible. Show your work in an organized list, table, or chart.

B.) Johnny just noticed he has 2 clean pairs of socks to wear with his sneakers too -- gray or black. How many different combinations of 1 pair of pants, 1 shirt, and 1 pair of socks does he now have? Explain or show how you got your answer.

Analyzing Assessment Items

Level 3: Strategic ThinkingStudents must choose a strategy to solve the problem. The response requires the student to use planning and evidence from the table supported with a mathematical explanation to justify their answer.

Pants Shirts

KhakisJeans

RedWhiteGreen

Analyzing Assessment ItemsGrade 4Sam, Tetsuo and Kim each own some baseball cards that Ted is willing to trade them for. Here is what they are worth.

A.) Ted will trade his Alex Rodriguez card for $6.75 worth of cards. What is the best trade that Sam, Tetsuo, and Kim can make for Ted’s Alex Rodriguez card? Explain your thinking and show your work.B.) What trade could Sam, Tetsuo, and Kim offer Ted that would be the most fair between Sam, Tetsuo, and Kim? Explain your thinking and show your work.

http://www.education.ne.gov/assessment/pdfs/Math_DOK.pdf

Level 4: Extended ThinkingStudents are asked to solve a complex, open-ended problem that will require multiple connections, planning, and strategic thinking.

1.) Choose one of the tools provided.

2.) Analyze the given items and tasks.

3.) Determine which level(s) of Webb’s DOK each item most appropriately fits.

Analyzing Assessment Items

Assessment Items: DOK Levels

Question 1 2 3 4 5 6* 7 8 9 10 11 12

DOK 1 X X X X X X X X X X

DOK 2 X X X X X X X X

DOK 3 X X X

DOK 4

Elementary Assessment Items & Tasks

Assessment Items: DOK Levels

Question 1 2 3 4 5 6* 7 8 9 10 11 12

DOK 1 X X X X X X X X X X X X

DOK 2 X X X X X X X X X X X

DOK 3 X

DOK 4

Middle School Assessment Items & Tasks

Scaffolding for All Levels

Resources● Research of Norman L. Webb, Wisconsin Center for Education Research

http://www.education.ne.gov/assessment/pdfs/Math_DOK.pdf● Stanislaus County Office of Education

http://www.stancoe.org/SCOE/iss/common_core/overview/overview_depth_of_knowledge.htm● Kentucky Department of Education

http://education.ky.gov/curriculum/docs/Documents/CCA_DOK_SUPPORT_808_Mathematics.pdf● North Carolina Department of Public Instruction, Testing & Accountability

http://www.ncpublicschools.org/accountability/testing/releasedforms● Research of Karin Hess, National Center for Improvement of Educational Assessment, Inc.

http://static.pdesas.org/content/documents/M1-Slide_22_DOK_Hess_Cognitive_Rigor.pdf● Iowa Department of Education, Iowa Core Mathematics with DOK

https://www.educateiowa.gov/sites/files/ed/documents/K-12_MathematicsWithDOK2013-12-26_0.pdf