Focus on AchievementMTSS Math

Shawnee Mission School DistrictSeptember 2011

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Agenda for Today

• Review SMSD plan for MTSS Math Assessment• Brief Training on Test Administration & Scoring• Data Interpretation• Math Data Reviews• Math Progress Monitoring• (Common Core Standards Overview)

SMSD MTSS Math Assessment Overview

SMSD Math Assessment Plan, K-2Beginning Fall 2011

Timeframe Assessment Students

Fall Window (same as DIBELS)

•Tests of Early Numeracy (TEN) (K-1)

•Monitoring Basic Skills Progress (MBSP)-Computation (1-2), Concepts & Applications (2)

All

Fall Semester Progress Monitoring

•TEN and MBSP Below Fall Benchmark

October •Math Basic Skills Test 1 All (2nd)

December •Math Basic Skills Test 2 All (2nd)

Winter Window(same as DIBELS)

•TEN and MBSP Targeted

Spring Semester Progress Monitoring

•TEN and MBSP Below Winter Benchmark

March •Math Basic Skills Test 3 All (2nd)

Spring Window(same as DIBELS)

•TEN and MBSP Targeted

May •Math Basic Skills Test 4 All (2nd)

SMSD Math Assessment Plan, 3-6Beginning Fall 2011

Timeframe Assessment Students

Fall Window NWEA Measures of Academic Progress (MAP) All

Fall Semester Progress Monitoring

Monitoring Basic Skills Progress (MBSP)Computation and Concepts & Applications

Targeted

October Math Basic Skills Test 1 All

December Math Basic Skills Test 2 All

Winter Window MAP District Guidelines(all 6th, select prealgebra candidates 5th, etc.)

January Window(same as DIBELS)

MBSP Targeted

Spring Semester Progress Monitoring

MBSP Targeted

March Math Basic Skills Test 3 All

March/April Kansas Math Assessment All

Spring Window(same as DIBELS)

MBSP Targeted

Tests of Early Numeracy (TEN)Administration and Scoring

Abbreviated Version

Recommended AIMSweb Early Numeracy Benchmark Assessment Schedule

Kindergarten First Grade

Fall Winter Spring Fall Winter Spring

Oral Counting Oral Counting Oral Counting Oral Counting Oral Counting Oral Counting

Number Identification

Number Identification

Number Identification

Number Identification

Number Identification

Number Identification

Number Discrimination

Number Discrimination

Number Discrimination

Number Discrimination

Number Discrimination

Number Discrimination

Missing Number Missing Number Missing Number

Missing Number

Missing Number

Missing Number

Oral Counting (OC)

• Instructions: – “When I say start I want you to start counting

aloud from 1 like this 1, 2, 3 until I tell you to stop. If you come to a number you don’t know, I’ll tell it to you. Be sure to do your best counting. Are there any questions? Ready, start.”

• Time: 1 minute• 1 point per correct count• Maximum Score: 100

Oral Counting-continued• Scoring Rules

1. If a student says the number that comes next in their sequence, score the number as correct.

2. If a student repeats a sequence, score the sequence as correct.

3. If a student self-corrects, score the number as correct.4. If a student hesitates with a number for 3 seconds, tell the

student the number and score the number on which the student hesitated as incorrect. You may tell the student only one number during testing.

5. If a student skips a number while counting, score the number as incorrect and continue testing.

Oral Counting-continued

P

Score: 54

Number Identification (NI)

• Instructions:– Practice Sheet: “Look at the paper in front of you. It has a number on it

(demonstrate by pointing). What number is this?” (do at least 2 examples)– Test: “The paper in front of you has numbers on it. When I say start, I

want you to tell me what the numbers are. Start here and go across the page (demonstrate by pointing). If you come to a number you don’t know, I’ll tell you what to do. Are there any questions? Put your finger on the first one. Ready, start.”

• Time: 1 minute• K-numbers to 10; 1st-numbers to 20• 1 point per correct number ID• Maximum Score: K-56; 1st-80 (full page)

Number Identification-continued• Scoring Rules

1. If a student correctly identifies the number, score the item as correct.

2. If the student states any number other than the item number, score the item as incorrect.

3. If the student hesitates or struggles with a number for 3 seconds, tell the student to “try the next one” and score the item as incorrect.

4. If a student skips a number, score the number as incorrect. 5. If a student skips an entire row, mark each number in the row as

incorrect by drawing a line through the row on the examiner score sheet.

6. If the student misses 5 items consecutively discontinue testing.

Number Identification-continued

12 21

24 25

25**

Score: 15Note: Inconsistent teens

Quantity Discrimination-QD

• Instructions:– Practice Sheet: “Look at the piece of paper in front of you. The box in front of

you has two numbers in it (demonstrate by pointing). I want you to tell me the number that is bigger.” (do at least 2 examples)

– Test: “The paper in front of you has boxes on it. In the boxes are two numbers. When I say start, I want you to tell me the number in the box that is bigger. Start here and go across the page (demonstrate by pointing). If you come to a box and you don’t know which number is bigger, I’ll tell you what to do. Are there any questions? Put your finger on the first one. Ready, start.”

• Time: 1 minute• K-numbers to 10; 1st-numbers to 20• 1 point per correct number• Maximum Score: K-28; 1st-40 (full page)

Quantity Discrimination-continued• Scoring Rules:

1. If a student states the bigger number, score the item as correct.2. If the student states both numbers, score the item as incorrect.3. If the student states any number other than the bigger number,

score the item as incorrect.4. If a student hesitates or struggles with an item for 3 seconds, tell the

student to “try the next one.” Score the item as incorrect.5. If a student skips an item, score the item as incorrect.6. If a student skips an entire row, mark each item in the row as

incorrect by drawing a line through the row on the examiner score sheet.

7. If a student misses 5 items consecutively, discontinue testing.

• Note: Pointing is not sufficient; the student must state the number

Quantity Discrimination-continued

25

Score: 3Note: Errors match NI errors

Missing Number (MN)

• Instructions:– Practice Sheet: “The box in front of you has two numbers in it (point to the

first box). I want you to tell me the number that goes in the blank. What number goes in the blank?.” (do all 3 examples)

– Test: “The piece of paper in front of you has boxes with numbers in them. When I say start, you are going to tell me the number that goes in the blank for each box. Start with the first box and go across the row (demonstrate by pointing). If you come to one you don’t know, I’ll tell you what to do. Are there any questions? Put your finger on the first one. Ready, start.”

• Time: 1 minute• K-numbers to 10; 1st-numbers to 20• 1 point per correct number• Maximum Score: K-21; 1st-30 (full page)

Missing Number-continued• Scoring Rules:

1. If a student correctly states the missing number, score the item as correct.

2. If a student incorrectly states the missing number next, score the item as incorrect by placing a slash through the number on the examiner score sheet.

3. If a student hesitates or struggles with an item for 3 seconds, tell the student to “try the next one” (demonstrate by pointing). Score the item as incorrect.

4. If a student skips an item, score the item as incorrect.5. If a student skips an entire row, mark each item in the row as

incorrect by drawing a line through the row on the examiner score sheet.

6. If a student misses 5 items consecutively, discontinue testing.

Missing Number-continued

5

8

5

74

3Skipped row

Score: 0

“Jenny”1st grade

OC NI QD MNOverall

Instructional Recommendation

54 15 3 0 Intensive

Based on scores and error patterns:

•Jenny needs support for learning the teens.

•Teacher needs additional information to know if Jenny needs support for learning number relationships or if number identification is really the issue.

•Jenny likely needs support for strategic counting (counting on, counting down) as the precursor to addition and subtraction.

•The lowest-level skill below the target is the priority area for support. •In Jenny’s case, number identification (support for learning the teens) takes priority.

Monitoring Basic Skills Progress(MBSP)

Administration and Scoring

Abbreviated Version

MBSPComputation• Grades 1-6

– Addition, subtraction, multiplication and division

– Whole numbers, fractions and decimals

• Group administered• 2-6 minutes +

instructions

Concepts & Applications• Grades 2-6• 18-25 problems

– Number concepts– Names of numbers and

vocabulary– Measurement– Charts and graphs– Grid reading (coordinate plane)– Areas and perimeters– Fractions, decimals and word

problems• Group administered• 6-8 minutes + instructions

MBSP Scoring

Computation• 1 point per digit “in

correct place value position”

• (No decimal point or decimal in wrong place = all wrong; no R for remainder; etc.)

Concepts & Applications• 1 point per answer blank• Exceptions

– 2nd-4th Word Problems & Money problems 1 point per digit

– 5th-6th Word Problems & Charts/Graph 1 point per digit

– $ and . are not worth points but must be present for student to earn any points (c ok if less than 1 dollar)

“Chris”2nd Grade

Computation(F+F Math)

Concepts & Applications(F+F MAP)

Overall

5 9 Strategic

•Chris needs support in developing computation skills.•Teacher can do item analysis on his test to determine and/or pull in additional data if issue is addition, subtraction, or both.

•Chris is on track with concepts and applications. His scores do not indicate additional support is necessary.

•The lowest-level skill below the target is the priority area for support. •In Chris’s case, computation takes priority.

Math Data Reviews

AIMSweb Data System

• K-2 Benchmark Testing Data Only

• Handout—AIMSWeb Data System—Getting Started• www.aimsweb.com/customer-login• Customer ID: 17356• Username and Password (see email)

– Case-sensitive– Temporary password, will need to change

Types of Users

• Customer/District Manager– Debbie Schluben, Dan Gruman, Mark Lange

• Principal– View/print reports, no data entry

• School Manager (You)– Data entry, view/print reports, manage teachers and

students for whole school

• Teacher– Data entry, view/print reports, manage students for

his/her class

Acronym Cheat Sheet

• AIMSweb TEN (Tests of Early Numeracy)– OCM—Oral Counting– NIM—Number Identification– QDM—Quantity Discrimination– MNM—Missing Number

• F+F Math (MBSP—Monitoring Basic Skills Progress)– F+F Math—Computation– F+F MAP—Concepts & Applications

Reports

• Key Report—Instruction Recommendation• Handout—Getting Started has overview and

most commonly used reports• Handout—AIMSWeb Report Summary has full

list of reports• Key Point—Norm Referenced versus Criterion

Referenced• Dan Gruman, Mark Lange, and Debbie are

creating reports for Cognos

Individual Student Report

Sample Class Report

SuzanneKristy

JoeDiane

RickMaria

LucyDanFred

ChristopherAnnie

NathanBob

HannahGeorge

TimPrestonMichael

GinnyWally

AmberBrian

Fall 2011 DataKindergarten (TEN)

Benchmark Strategic Intensive0

10

20

30

40

50

60

70

80

90

100

Fall 2011 Data1st Grade (TEN)

Benchmark Strategic Intensive0

10

20

30

40

50

60

70

80

90

100

Fall 2011 Data1st Grade (MBSP)

Benchmark Strategic Intensive0

10

20

30

40

50

60

70

80

90

100

Fall 2011 Data2nd Grade (MBSP)

Benchmark Strategic Intensive0

10

20

30

40

50

60

70

80

90

100

Fall 2011 Data-Math & ReadingKindergarten

Benchmark Strategic Intensive0

10

20

30

40

50

60

70

80

90

100

TENDIBELS

Fall 2011 Data-Math & Reading1st Grade

Benchmark Strategic Intensive0

10

20

30

40

50

60

70

80

90

100

TENMBSPDIBELS

Fall 2011 Data-Math & Reading2nd Grade

Benchmark Strategic Intensive0

10

20

30

40

50

60

70

80

90

100

MBSPDIBELS

Outcomes of the Intervention Sort

1. Having the classroom teacher understand and verify areas of strength and need for each of his/her students.

2. Creating a team understanding of intervention group needs.

3. Ensure that the model of support is adequate for identified needs.

Copied from Dawn Miller’s PPT, September 2011 Principal Meeting

Intervention Sort

• All students are included in the sort.• Math interventions are matched to skill need,

not service label.• Math interventions are selected based on

data, not preference.• It goes beyond “the numbers,” but the

numbers give us a starting point to the discussion.

Copied from Dawn Miller’s PPT, September 2011 Principal Meeting, “reading” changed to “math”

Intervention Sort

• Use the Instruction Recommendation Report• Option 1: Header Card Sort

– Similar to “old” reading card sort– Header Cards and Data Card template posted on

Debbie Schluben’s Web Back Pack– Cognos data cards—coming soon

• Option 2: Paper/Pencil Intervention Sort– Similar to reading “quad sort” from September

principal meeting– Posted on Web Back Pack

Header Card Sort

Disclaimer: Not all possibilities are represented here. These are the basics, subdivide as indicted by data.

What does the data make me think about the core?

• Sample Class– 50% of students below benchmark

• 11 benchmark (50%)• 4 strategic (18%)• 7 intensive (32%)

– 55% of students below target for NIM• Supplemental number identification work with

the whole class is warranted

Sample Class

(All green)SuzanneKristyJoeMariaLucyFredHannah (MNM low)

(OCM yellow)DianeRickChristopherNathan

(NIM yellow)DanAnnieBobMichaelGinny

(NIM red)GeorgeTimPrestonWallyAmberBrian

(Nathan-Benchmark overall)

Pencil/Paper Sort“Quad Sort”

Disclaimer: Not all possibilities are represented here. These are the basics, subdivide as indicted by data.

Sample Class

Interventions

“Math Workshop”

• Discuss in depth at November FOA• Reminders for now

– Not an additional time for math• Kindergarten—math extension time for full-day• 1st-3rd—20 to 30 minutes• 4th-5th—10 to 20 minutes• 6th—10 to 15 minutes

– Aim for 3-4 times per week

School Improvement Plans• How do we know if an action step falls into

Tier 1, Tier 2, and/or Tier 3?

Math Progress Monitoring

KindergartenTEN

BENCHMARK

No monitoring

TEN STRATEGIC

Number ID below target

Monitor Number ID bi-weekly

Number ID above target

Monitor Quantity Discrim.

bi-weekly

TENINTENSIVE

Number ID below target

Monitor Number ID

weekly

Number ID above target

Monitor Quantity Discrim.

weekly

then

then

and

andthen

if

if

if

then

then

and

and

First GradeTEN

BENCHMARK

MBSP-Comp.Benchmark

No monitoring

MBSP-Comp.Strategic

MBSP-Comp.Intensive

TEN STRATEGIC

Number ID below target

Number ID above target

TENINTENSIVE

Number ID below target

Number ID above target

then

if

and

and

and

and

and

and

and

then

then

then

then

then

then

if

if

Second GradeMBSP

BENCHMARK

No monitoring

MBSP STRATEGIC

Computation below target

Monitor Computation

bi-weekly

Computation above target

Monitor Concepts & Applications

monthly

MBSPINTENSIVE

Computation below target

Monitor Computation

weekly

Computation above target

Monitor Concepts & Applications

monthly

then

then

and

andthen

if

if

if

then

then

and

and

Third - Sixth GradeNWEA MAP

Above 40%ile

No monitoring

NWEA MAPBelow 40%ile

Administer MBSP (Computation and Concepts & Applications)

Computation Established

(above target)

Monitor Concepts & Applications

monthly

Computation Emerging

Monitor Computation

bi- weekly

Computation Deficient

Monitor Computation

weekly

thenif

then

then

then

then

ifif

ifif

Progress Monitoring Data

• All progress monitoring data (K-6) should be entered in DIAT

• NO monitoring data should be entered in AIMSwebs site

• See handout for instructions

Discussion

• At your table, brainstorm the pros and cons of combining reading and math data reviews

• Stand and share

MTSS Math Web Back Pack

• Via Math Webpage– Click MTSS Math Resources

• Via Web Back Pack– Curriculum & Instruction– Debbie Schluben

• http://www4.smsd.org/deborahschluben/default.htm

Next Steps

• Get comfortable with data• Identify students who need additional support

– Start working with staff on how to meet those needs

– Match students with interventions– Scheduling—who, how, when

• Start progress monitoring• November 9 FOA—Math Workshop and

Interventions