MIAA 330 - Mathematics Assessment

Student Demographics, Assessment Outcome Data, and School Plan

Submitted by: BJ Hemphill
1/20/15

MIAA 330 - Mathematics Assessment

Student Demographics, Assessment
Outcome Data, and School Plan
BJ Hemphill - Page 2 of 12
1/20/15
Victory Elementary is located in an old and established neighborhood near the Port of Stockton.
Historically, we have a high turnover in amount of students after the first week of returning from our
winter break. If our classrooms are not full (any grade level) we always get the overflow of students
from our sister schools. Most students are not disrupted by these changes, however, there are instances
where that is not the case and again the classroom teacher must review and/or teach the policies and
procedures of the classroom. When this occurs in the upper grades, teachers make it a point to talk
about the overall culture of Victory and encourage newly entering students to join in.
Victory Elementary is 99% Socioeconomically Disadvantaged and the subgroups that comprise
this percentage is: Hispanic or Latino 60%, African American 9%, Asian American/Pacific Islander 7%
and English learners 29%. The free of reduced price meal subsidy goes to students whose families
earned less than $42,643 a year (based on a family of four) in the 2012-2013 school year. At Victory
Elementary 90 % of the students qualify for this program, compared with 59% of students in
California. The parents of 38% of the students at victory have attended college and 15% have a college
degree.
We have a strong veteran staff at Victory and teachers collaborate on a regular basis to discuss
student achievement, class curriculum, and assessments. As a result of analyzing the results of our
assessments we are able to identify the strengths, weaknesses, and needs of our students and therefore
guide our instructional strategies and classroom lessons. We also use this information to guide us in
grouping our students accordingly for universal access. To better meet the needs of our students' math
academia, we have implemented this same strategy for 6th, 7th, and 8th grade to better improve their
academic success in mathematics and hopes that they become proficient or advanced by the end of the
year.

MIAA 330 - Mathematics Assessment

Student Demographics, Assessment
Outcome Data, and School Plan
BJ Hemphill - Page 3 of 12
1/20/15
Prior to 2014 the standardized test results I received at the end of the academic year were for
the STAR test. The accountability tables below reflect our most current information and is for the
2012-2013 academic year.

MIAA 330 - Mathematics Assessment

Student Demographics, Assessment
Outcome Data, and School Plan
BJ Hemphill - Page 4 of 12
1/20/15

MIAA 330 - Mathematics Assessment

Student Demographics, Assessment
Outcome Data, and School Plan
BJ Hemphill - Page 5 of 12
1/20/15
From the statistics on these tables, it appears that our school results have varied for the past
three reporting periods. I know from personal experience that the year 2011-2012 when our scores
were at their highest, we had the highest percentage of parent involvement since 2002 (when I first
arrived at Victory). I cannot say for sure why the parent involvement has consistently decreased over
the years, but we, as a staff, can only do our best to continually meet the needs of our students with or
without home involvement.
For the last three years our school has implement the MAP testing system. Which is an adaptive
computerized test administered three times a year to first through eighth grade students. In gives an
accurate snapshot of our students skills and abilities. The tables below indicate the growth of my
current Algebra students.

MIAA 330 - Mathematics Assessment

Student Demographics, Assessment
Outcome Data, and School Plan
BJ Hemphill - Page 6 of 12
1/20/15

The results are indicative of my Algebra student's skills and abilities - 20/20 are currently at or
above grade level. My students are responsible, conscientious, and accountable for their own learning.
I always tell them that no one is going to do the things that they need to get done - except themselves.
My students and I are very comfortable with each other and the dialogue and discourse that happens on
a daily basis does have positive impact on their learning process and allows them to learn from each
other. I have implemented technology as a means of research and assistance for my students. At any
given time when they are "doing the math," they are free to retrieve their laptops to gain assistance
from any of our approved math websites. They typically visit Khan Academy but are free (within
reason) to search the web to help them out.
I believe this type of open classroom with the freedom to implement technology will help them
become familiar with how technology, if properly used in the classroom, is an asset that will help them
become college and/or career ready.

MIAA 330 - Mathematics Assessment

Student Demographics, Assessment
Outcome Data, and School Plan
BJ Hemphill - Page 7 of 12
1/20/15
The implementation of Common Core has brought many changes to Stockton Unified. The
District took a proactive stance and solicited teachers throughout the district to come together to create
the current Units of Study that we use in our classroom. The units were created for both Language Arts
and Mathematics for grades K-12 and were implemented in the classroom mid-year 2013 . Not all
were happy to let their "old way of doing things" go, but those teachers who embrace change for the
better have implemented, tweaked, revamped, revised, and incorporated them into their curriculum. I'm
not one for reinventing the wheel, so nearly all of the information that I am about to present for my
District Plan is readily available on the Stockton Unified School District website in Google Live
Binders.
Operations and Algebraic Thinking is a common standard that is developed over grades K-5,
the school plan will incorporate the units of study to deliver lessons and assessments. Students need to
be given the opportunities to think algebraically. For example, the equals symbol is not just a sign, it
represents a relation (587 + 0 = 587, conversely, 587 - 0 = 587). For grades 6 - Algebra, the concept
and standards for Ratios and Proportional Relationships are developed and used widely across grades
6 - Algebra. Students will use graphs, tables, equations, and eventually functions within this standard.
Operations and Algebraic Thinking progression grades K - 6
Kindergarten: OA.: Understand addition as putting together and adding to, and understand
subtraction as taking apart and taking from. Decompose numbers less than or equal to 10 into pairs in
more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or
equation (e.g., 5 - 2 = 3 and 5 - 4 = 1).
Activity/Lesson Link:
https://drive.google.com/a/stocktonusd.org/folderview?
id=0B_ta7cSQQ9pBc2NrYXJWajhKcTg&usp=sharing&usp=sharing&urp=http://www.livebinders.co
m/play/play?id%3D999385&tid=0B_ta7cSQQ9pBWlpJdGdhOC05aGc

MIAA 330 - Mathematics Assessment

Student Demographics, Assessment
Outcome Data, and School Plan
BJ Hemphill - Page 8 of 12
1/20/15
Student Assessment Link:
http://www.schools.utah.gov/assessment/Kindergarten/Kindergarten-Assessment-AdministrationManual-pdf.aspx
First Grade: OA.: Represent and solve problems involving addition and subtraction. Use addition and
subtraction within 20 to solve word problems involving situations of adding to, taking from, putting
together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings,
and equations with a symbol for the unknown number to represent the problem.
Activity/Lesson Link: https://drive.google.com/a/stocktonusd.org/folderview?
id=0B_ta7cSQQ9pBTW1MNUF3TkYwZ1E&usp=sharing&tid=0B_ta7cSQQ9pBN3NJYkE0T0RTLT
A
Student Assessment Link:
https://stockton.illuminateed.com/dna/?
action=downloadMaterial&assessment_id=12833&upload_id=9272&page=Assessment_MaterialContr
oller
Second Grade: OA.: Represent and solve problems involving addition and subtraction. Add and
subtract within 20. Fluently add and subtract within 20 using mental strategies. By end of Grade 2,
know from memory all sums of two one-digit numbers.
Activity/Lesson Link:
https://drive.google.com/a/stocktonusd.org/folderview?
id=0B_ta7cSQQ9pBdDFvT1lweTdrM0U&usp=sharing&tid=0B_ta7cSQQ9pBbFJfem5HS2xHZVk
Student Assessment Link:
https://www.engageny.org/sites/default/files/resource/attachments/g2-m1-full-module.pdf
Third Grade: OA.: Represent and solve problems involving multiplication and division. Interpret
products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects
each. Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the number of
objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares
when 56 objects are partitioned into equal shares of 8 objects each.
Activity/Lesson Link:
https://drive.google.com/a/stocktonusd.org/folderview?
id=0B_ta7cSQQ9pBXzZLLVJGUEhiSUU&usp=sharing&tid=0B_ta7cSQQ9pBdHhUSmNFbmZjdUE
Student Assessment Link:
https://stockton.illuminateed.com/dna/?assessment_id=12717&page=Assessment_IndexController

MIAA 330 - Mathematics Assessment

Student Demographics, Assessment
Outcome Data, and School Plan
BJ Hemphill - Page 9 of 12
1/20/15
Fourth Grade: OA.: Use the four operations with whole numbers to solve problems. Solve multistep
word problems posed with whole numbers and having whole-number answers using the four
operations, including problems in which remainders must be interpreted. Represent these problems
using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers
using mental computation and estimation strategies including rounding.

MIAA 330 - Mathematics Assessment

Student Demographics, Assessment
Outcome Data, and School Plan
BJ Hemphill - Page 10 of 12
1/20/15

Activity/Lesson Link:
https://drive.google.com/a/stocktonusd.org/folderview?
id=0B_ta7cSQQ9pBZC1uSXNRSUpwY1E&usp=sharing&tid=0B_ta7cSQQ9pBMFEwMERFa3dvel
E
Student Assessment Link:
https://stockton.illuminateed.com/dna/?
action=index&assessment_id=12396&page=Assessment_MaterialController
Fifth Grade: OA.: Write and interpret numerical expressions.
Write simple expressions that record calculations with numbers, and interpret numerical
expressions without evaluating them. For example, express the calculation add 8 and 7, then multiply
by 2 as 2 x (8 + 7). Recognize that 3 x (18932 + 921) is three times as large as 18932 +
921, without having to calculate the indicated sum or product.
Activity/Lesson Link:
https://drive.google.com/a/stocktonusd.org/folderview?
id=0B_ta7cSQQ9pBR2dsaHJwT0ItUms&usp=sharing&tid=0B_ta7cSQQ9pBblR4WDBFSWZqN2s
Student Assessment Link:
https://stockton.illuminateed.com/dna/?assessment_id=17721&page=Assessment_IndexController
Ratios and Proportional Relationships: Grades 6 - Algebra
Sixth Grade: RP.: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g.,
by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or
equations. Make tables of equivalent ratios relating quantities with whole-number measurements, find
missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to
compare ratios.
Activity/Lesson Link:
https://drive.google.com/a/stocktonusd.org/folderview?
id=0B_ta7cSQQ9pBSFFZRzgtVlF6LWc&usp=sharing&tid=0B_ta7cSQQ9pBeno4VUVOUU9RRmM
Student Assessment Link:
https://stockton.illuminateed.com/dna/?assessment_id=12814&page=Assessment_IndexController

MIAA 330 - Mathematics Assessment

Student Demographics, Assessment
Outcome Data, and School Plan
BJ Hemphill - Page 11 of 12
1/20/15
Seventh Grade: RP.: Analyze proportional relationships and use them to solve real-world and
mathematical problems. Recognize and represent proportional relationships between quantities. Decide
whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table
or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.

MIAA 330 - Mathematics Assessment

Student Demographics, Assessment
Outcome Data, and School Plan
BJ Hemphill - Page 12 of 12
1/20/15

Activity/Lesson Link:
https://drive.google.com/a/stocktonusd.org/folderview?
id=0B_ta7cSQQ9pBU21lUWNmUUVhMXc&usp=sharing&tid=0B_ta7cSQQ9pBcXdWSkNSenlaR2
c
Student Assessment Link:
https://stockton.illuminateed.com/dna/?assessment_id=17724&page=Assessment_IndexController
Grade 8 (Algebra) RP.: Understand the connections between proportional relationships, lines, and
linear equations. Graph proportional relationships, interpreting the unit rate as the slope of the graph.
Compare two different proportional relationships represented in different ways. For
example, compare a distance-time graph to a distance-time equation to determine which of two moving
objects has greater speed. Use similar triangles to explain why the slope m is the same between any
two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line
through the origin and the equation y = mx + b for a line intercepting the vertical axis at b
Activity/Lesson:
https://drive.google.com/a/stocktonusd.org/folderview?
id=0B_ta7cSQQ9pBSjNDNGw5c0tGTms&usp=sharing&tid=0B_ta7cSQQ9pBT2RRWEhSMG9QcW
M
Student Assessment:
https://stockton.illuminateed.com/dna/?assessment_id=17763&page=Assessment_IndexController

The committees of teachers that created the Units of Study have worked hard and continue to
improved upon the units (with input from classroom teachers) throughout the year. I taught 7th grade
last year and implemented several of the units of study and I feel the units engaged the students and the
assessments adequately measured the knowledge and growth of my students as we progress through
the year. This year, I'm finding the same thing...the units are relevant, engaging, and accurately
measure the skills and ability of my students.

MIAA 330 - Mathematics Assessment

Student Demographics, Assessment
Outcome Data, and School Plan
BJ Hemphill - Page 13 of 12
1/20/15
One of the major benefits in having teachers develop these units - is that they were meticulous
about incorporating various strategies throughout the grade levels that engage and require students to
build upon prior knowledge and apply what they have learned. The mathematical practices have
consciously and painstakingly been built into the activities/lessons to ensure accessibility for all
students.
The use of technology in each of our classes at Victory also helps with and leads to a higher
percentage of student engagement. Thus, students' learning becomes meaningful to them and the more
they feel connected with their learning, the better their chances are of graduating from high school. As
I mentioned previously, I routinely implement technology in my classroom because students have
different modalities of learning and processing newly acquired knowledge. This enables some students
a way to gain clarification and better understanding.
If you were to walk into my classroom at any given time, you would see that students are in
groups of four of more. I am a firm believer in giving my students the ability and time to freely
collaborate and talk about what they are doing and ask questions of each other. It is sometimes a
challenging process in the beginning of school to teach them how to collaborate rather than argue
every point if they do not agree with each other, but in the long run my students learn how to listen,
debate, defend their position, and in some cases - revise their own thinking.
It will be enlightening to see how the student's MAP scores cross over and compare with the
SBAC tests that our students will take this year. If their MAP scores are any indication of, or at least
somewhat comparative to, my students and I will be very happy with their results. If not, then during
staff collaboration we will need to analyze, prepare, and implement different strategies to meet the
diverse needs of our students.

MIAA 330 - Mathematics Assessment

Student Demographics, Assessment
Outcome Data, and School Plan
BJ Hemphill - Page 14 of 12
1/20/15

Works Cited
Victory Elementary School Accountability Report Card for 20122013
http://pub.schoolwisepress.com/xfer/stockton/Galleys%20-%201.6.14/sarci_en_39-686766042808k_Victory.pdf
Northwest Evaluation Association, Measures of Academic Progress
https://www.nwea.org/
Stockton Unified Live Binders (activities/lessons)
https://drive.google.com/a/stocktonusd.org/folderview?
id=0B_ta7cSQQ9pBc2NrYXJWajhKcTg&usp=sharing&usp=sharing&urp=http://www.livebinders.co
m/play/play?id%3D999385&tid=0B_ta7cSQQ9pBWlpJdGdhOC05aGc
Utah School District (Kindergarten assessment)
http://www.schools.utah.gov/assessment/Kindergarten/Kindergarten-Assessment-AdministrationManual-pdf.aspx
Stockton Unified Live Binders (assessments)
https://stockton.illuminateed.com/dna/?assessment_id=17763&page=Assessment_IndexController