Grade 4: Support



Grade 5: Support

Day 1

Before the event:

Copy: Agenda, Reflection Sheet, MDR Process Guidelines for appropriate grade level, A Teaching Resource: Guiding Questions, A Support Resource: Guiding Questions, Communication Rubric from EELMA site, Evaluation Form and PowerPoints (Flexible Grouping, Interpreting the Report, Exit Cards, Differentiated Instruction), table for area activity and grid paper

1. Have envelopes ready. Post the norms where they can be seen by all participants.

2. Prepare a Clock Buddy Sheet for each participant. Filling in some of the times (partners for 1 and 2 o’clock, quads for 3) Leave some blank.

3. Send out a memo asking participants to bring their curriculum document and Math Makes Sense

4. Organize room to facilitate groups of 2, 3 and 4.

As participants enter the room, keeping only their personal belonging with them, have them sit in comfort pairs.

1. Agenda (10 min) – Distribute and review agenda and norms of the day:

Start on time, stop on time

Be ready to listen to one another

Be open to ideas

Be ready to participate

2. Reflection Activity (15 min) – Let the participants know that only they will be seeing their responses, have them independently fill out the left side of the reflection sheet, then seal in an envelope and put their name across the seal. Collect and put away for Day 2.

Flexible Grouping Discussion (15 min) – (PPT) Distribute Clock Buddies and discuss how teachers might use the clock buddies to preset groupings, pairs, triads, quads, etc. Setting up groups takes time and can cause frustration. Preset groups for some activities allow a smoother transition to activities. Additionally, it provides teachers with the opportunity to set up groupings for a variety of reasons, including homogenous, heterogeneous and social groupings.

3. The Early Elementary Mathematical Literacy Assessment (EEMLA) (25 min) – (PPT)

The provincial assessment provides information for teachers to further support the mathematical development of all students. Teachers will use this information and school based information to select specific instructional strategies to strengthen students’ math skills and to address the identified needs of students not yet meeting expectations.

The EEMLA testing provides the DOE with information about trends, both successful and problematic, which can be addressed by the province, the board, individual schools and teachers. The opportunity to compare from one year to the next allows us to evaluate strategies and supports put in place. It can also be used to lobby for increased support.

There are two types of scores used: the criterion-based score 467 which is based on what students need to know to be deemed meeting the outcomes in May of grade 3. The norm-referenced score is bell-curved. Last year, students in the province averaged above minimum level, but that could change this year. The 467 will not change. 400, which is significantly below the average, but also significantly below 467.

Teachers may not understand the difference between criterion-referenced and norm-referenced data. The 467 cut score is not going to change from year to year. It is based on the criteria of what students should know at the end of May Grade 3. The norm score depends on how all students across the province do from year to year. It compares students to students in the group.

Possible Teacher’s concern – I KNOW that this child is ok but what about having to put them on an MDR. The answer to this concern is that the child still has to be on an MDR but it does not have to be a negative experience. It will simply be a way of ensuring that that student remains on top of the program. There is no appeal process in Math (Apparently there is one in Literacy)

Don’t look at it as a label, but as useful information.

Last year all students requiring an MDR meant a meeting with the parents. This was difficult for teachers who had a lot of MDRs. This year these meetings will take place only at parent request.

Otherwise teachers will discuss this at Parent Teacher Interviews as they would any other assessment tracking they are doing.

Also the parent signature has been removed from the MDR.

The MDR does NOT go in the Brown Envelope in the CUM file (but it does go in the CUM).

With your 2 o’clock partner, review the Table of Specifications for the EEMLA.

4. Exit Card: (10 min) – (PPT) have participants complete an exit card before break: write one thing you learned and one question you still have. Discuss how these are a quick, rich source of assessment data in the classroom.

BREAK

5. Planning and Tracking Process for Students Not Yet Meeting Expectations in Mathematics (30 min) – (PPT) Pass out MDR process (timeline). Choose a partner and write each other’s name in for 5 o’clock. Meet to review the timeline and prepare questions and comments to share with the whole group.

6. The province has provided some resources to support teachers as they plan their curriculum and MDRs. Mathematics Grade 5: A Teaching Resource (30 min) – have participant move so they are sitting with their 3 o’clock partners. Pass out binders with Mathematics Grade 5: A Teaching Resource and Mathematics 5: A Support Resource. Pass out guiding questions, have group discuss, then debrief with whole group.

LUNCH

7. Mathematics Grade 5: A Support Resource (30 min) – participant can continue to work with their 3 o’clock group. Have them break into to pairs. Pass out guiding questions and EEMLA Communication Rubric, have group discuss then debrief with whole group.

8. Differentiated Instruction (60 min) (PPT) Make the literacy connection (Just right books: just right numbers) Tomlinson’s work with differentiation is the guiding influence for this section. Present PPT with 3 types of differentiation. Participants will model each type of question in their table groups.

9. Evaluation and Substitute Claim Forms

LIST OF REQUIRED FILES

1. Facilitators’ Notes

2. Agenda

3. Reflection Activity

4. Clock Buddies

5. Guiding Questions

a. A Teaching Resource

b. A Support Resource

6. Communication Rubric from EEMLA website

7. Table for Area and Perimeter Activity

8. Evaluation Form (2 to a page: cut in half)

9. PowerPoints

a. Flexible Grouping

b. Interpreting Scores in the Report

c. Exit Cards

d. Instructional Support Process (timeline)

e. Differentiated Instruction

LIST OF REQUIRED MATERIALS

1. Binder with Mathematics Grade 5: A Teaching Resource / Mathematics 5: A Support Resource

2. EEMLA Information

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The objective of Day 1 is to review EEMLA, to discuss its implications and the resources available, and to introduce differentiation.

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