florida’s k – 3 mathematics formative assessment system: making it work in the classroom laura...
TRANSCRIPT
Florida’s K – 3 Mathematics Formative Assessment System:
Making it Work In the Classroom
Laura Lang, Principal InvestigatorMichelle Robinson, District FacilitatorTrisha Ball, Vicki Coats, and Kimberly Vose, Heathrow Elementary, 2nd Grade Teachers
MFAS-CCSS Project
The 2012 – 2013 MFAS-CCSS Team• Laura Lang, Principal Investigator• Robert Schoen, Co-Principal Investigator• Maureen Oberlin (Project Manager)• Michael Anderson (Pinellas)• Charity Bauduin (Okaloosa)• Zachary Champagne (Duval)• Michelle Robinson (Seminole)• Linda Walker (Walton)• Andy Reeves (Pinellas)• Mark LaVenia• Anabelle Andon, ELL Support
Heathrow Elementary’s 2nd Grade MFAS Team, Seminole County• Trisha Ball
• Vicki Coats
• Kimberly Vose
The Role of the District Facilitator
1. Create highly effective professional learning communities (PLCs) focused around formative assessment
2. Promote a deeper understanding of Math NGSSS/CCSS
3. Develop understanding & fluency with teachers in utilizing MFAS rubrics
4. Build in segments, a thorough understanding and fluent implementation of all steps of the MFAS Process
5. Provide support to teachers in implementing all steps of the MFAS Process
6. Monitor and support weekly progress for each MFAS teacher grade level team
TheMFAS Process
In ActionMFAS Tasks and
Differentiated Instruction
Heathrow Elementary’s 2nd Grade MFAS Team: Trisha Ball, Vicki Coats, and Kimberly Vose
Seminole County
Why utilize differentiated instructionin Math?
• Eliminate gaps in foundational and conceptual understanding of math
• Whole group does not fit all needs. Key goal: adjust instruction to meet needs.
• Remediate to accelerate; challenge students
• Deepen conceptual understanding• Math vocabulary focus• Explain reasoning/thinking
Differentiated Instruction: Common Myths
• It takes more time.
• I will not finish content coverage for the year with the pacing of the instructional plan.
• Everything needs to be taught in small groups.
Considerations forDifferentiated Instruction
Grouping Options Timing Options
• Within own classroom• Partner teachers• Across the team
• Within math block/during independent practice time
• Math academic centers• Differentiation Day (focus
block)
Additional Considerations for Differentiated Instruction
Structure Personnel
• How you differentiate depends on learning goal/standard. No one recipe. Encourage teachers to try different approaches. Find what works best for them.– Whole group– Small group– One-on-one– Combo
• Classroom teachers• ESE teacher/ESOL teacher• Math Coach• Para-professionals• Volunteers
Challenges Encountered with MFAS
1. Trying a new approach - MFAS becomes self-motivating
2. Timing and personnel3. Standards driven instruction vs. textbook driven
instruction4. Data discussions: judgement-free zone 5. Transition - getting students used to explaining
their mathematical thinking/reasoning
MFAS Benefits for Students:
1. Deeper conceptual understanding; explain their mathematical reasoning/thinking
2. Increased use of math vocabulary/math talk3. Targeted instruction based on student’s level
of understanding on each CCSS/NGSSS4. Acceleration, enrichment, and remediation
opportunities5. Applying math strategies 6. Relational understanding of math
MFAS Benefits for Teachers:
1. Understand precisely each child’s level of understanding and any misunderstandings for each standard
2. Increased knowledge of Math CCSS/NGSSS3. Adjust instructional pacing4. Meets teachers where they are at instructionally5. Increased collaboration (MFAS Weekly Meetings)
MFAS Benefits for Schools:
1. Professional development2. CCSS/NGSSS3. Reflective practitioners4. Data-driven decision making5. Identifying and eliminating gaps in foundational
math understanding
Closing Remarks: Interview Summary
1. We learned to question students differently, not just question about right answers. Questioning now examines their thinking process, allows us to see gaps.
2. We could see if students could apply knowledge in a different setting. A different setting helped me to see where I needed to reteach.
3. Probing questions were helpful. I always asked low level students lower level questions, now I ask higher level questions to all students.
4. MFAS was much faster – could see their mistake/misunderstanding quickly
5. Better depth of knowledge = priceless results
Questions and Contact information
Laura Lang, Principal [email protected]
Michelle Robinson, District Facilitator
Trisha Ball [email protected]
Vicki Coats [email protected]
Kimberly Vose [email protected]