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CCSSO ILN Learning Progression Pilot

OGAP – ETS CBAL Madison County Schools, KY

Ongoing Assessment Project (OGAP) and

Educational Testing Service (ETS)

It started here… 1989 2

Flanders, J. (Winter, 1989), UCSMP Newsletter

CCSSM – Focus and Coherence 3

Grades k-5: Focused on developing conceptual and procedural fluency as well as algebraic thinking.

Middle school topics assume conceptual and procedural fluency with whole numbers and fractions.

Then..

Now..

It is one thing to make these changes and another to accomplish this goal …

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How the partnership was designed to help support the goal…

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Elementary feeder schools to middle school Focus on foundational mathematics at the elementary

school that will support the development of middle school topics.

Mathematics education research about how students

learn specific mathematics topics – learning progressions.

Tools, resources, and strategies for gathering evidence of student learning and focusing instructional decision making.

Strategies that engage students in their own learning.

Big Ideas of the project… 6 Algebra,

Advanced Mathematics, and Real Life

Proportional Reasoning

Fractions Multiplicative Reasoning

Additive Reasoning

M A R G E P E T I T C O N S U L T I N G , M P C B O B L A I R D , U N I V E R S I T Y O F V E R M O N T

B E T H H U L B E R T , B A R R E C I T Y A N D T O W N S C H O O L S . V E R M O N T

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The Ongoing Assessment Project (OGAP) A learning progression in practice

2003-2013

Developed as a part of the Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF EHR-0227057 and the US DOE (S366A20002).

Implementation Sites Research Partners

Alabama Kentucky Michigan Nebraska New Hampshire Ohio Vermont

The Consortium for Policy Research in Education (CPRE) Teachers College University of Pennsylvania

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OGAP

Take Aways! 9

Teacher knowledge about the research/learning progressions is fundamental – this involves a real commitment to PD, NOT just creating tools and materials, but substantive professional development

The right school conditions are key!

Tools should:

a) Reflect the bidirectional nature of learning progressions b) Reflect developing understanding, common errors, and

preconceptions or misconceptions that may interfere with learning new concepts solving related problems

c) Be at a grain size that is manageable and useable by both teachers and students

OGAP ILN Implementation Model - Conditions 10

Extensive up-front professional development by OGAP Team (3 - 4 days)

All grade span teachers, special educators, and math interventionists

District/school Coaches

Ongoing Support

By OGAP team – monthly PD sessions and ongoing virtual support

By school/district coaches in bi-weekly PLCs

Implementation of OGAP System

• Knowledge of formative assessment and learning progressions

• Related content knowledge • Related math education research • Use of OGAP Framework/learning

progression • Use of other OGAP tools and

resources (e.g., item banks, evidence collection tools)

• Link to CCSS

Administration agrees to support full system.

OGAP Underlying Principles 11

Principle # 1: Build on pre-existing knowledge (How People Learn (2000) National Research Council)

Principle # 2: Learn (and assess) for Understanding (Adding it Up! (2001) National Research Council)

Principle # 3: Use Frequent Formative Assessment (Inside the Black Box, (2001) Black, P, and Wiliam, D.)

Principle # 4: Build Assessment on Mathematics Education Research (Knowing What Students Know (2001) National Research Council)

OGAP is a systematic and intentional formative assessment system in mathematics.

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• Gathering information about pre-existing knowledge through the use of a pre-assessment;

• Analyzing pre-assessment to guide unit planning; and

• A continuous and intentional system of instructing, probing with instructionally embedded questions, analysis, and instructional modification

Grades 2 - 8

•Fractions

•Multiplicative reasoning

•Proportionality

Supported by:

•Professional development

• Tools and resources

•Learning progressions

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It is not formative assessment alone OR knowledge of cognitive research alone…

…but the marriage of the two that empowers teachers

OGAP Frameworks/Learning Progressions marriage of research and practice

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15 Problem

Situations Strategies

Grade 2 Equal groups Repeated addition with an array

Grade 3 (factors within 100)

Equal groups, arrays, equal measures, beginning area

Properties of operations, drawings, equations

Grade 4 (1 digit x 4 digit, and 2 digit x 2 digit)

Multiplicative comparison, measurement conversion within systems, area

Place value and properties… using equations, rectangular arrays, and/or area model, equations

Grade 5 (fluently)

Scaling (multiplicative change), area, volume, patterns, conversions between systems

Standard algorithm, equations

CCSS Whole Number Multiplication Link to the OGAP Framework

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How many wheels do 29 tricycles have?

One tricycle has three wheels.

Write an equation to match this picture. How many smiley faces are there?

Farmer Brown donated 7 dozen eggs to the senior center. How many eggs did he donate?

There are 16 players on a team in the Smithville Soccer League. How many players are in the league if there are 12 teams?

1990-2000s

NOW

Wow – look at all the ways students

can solve the problem

What do these different solutions

mean? What do I do now?

Teachers are ready!

Tools and strategies manageable 17

Analyzing student work – the OGAP Sort

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Ipad eTool in development 19

Some Survey Comments 20

I can't begin to tell you how OGAP has affected my work. It was the best training I have received to date on how to actually teach multiplication. It was so eye opening. I felt validated that I had been doing some things good, but the progression chart, the open area model, and other tweaks to my instruction made a huge difference in my students' learning.

At one point I was not sure how to adequately implement OGAP as much as I wanted to in my instruction. Through the guidance of my PLC, we developed a plan for me to consistently use the bank of questions and then use results from those questions to further guide my instruction. I was able to literally watch my students move throughout the learning progressions

To what degree has the OGAP Multiplicative training and use of OGAP Framework/Learning Progression affected your understanding of…

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72% 66%

80% 78%

0%10%20%30%40%50%60%70%80%90%

100%

Evidenceinstudent work

Instructionaldecision making

Math Educationresearch

Content

Frequently and Consistently (n= 47)

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PLC Focus

70%

85%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Met 2 or more times a month Focused on evidence in student workand eduational decsiion making

OGAP PLCs (n= 47)

Expansion in New Hampshire 23

NH - September 2013 Reinforcement for Cohort I multiplicative reasoning focused on evidence in student work and instructional decision making.

Nashua, NH fully implementing multiplicative, fractions, and proportionality to all teachers and schools in district over 3 years.

NH – expanding to 2 new districts.

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An Example of OGAP Professional Development Structure