Morgan Frye, M.Ed.

Master of Science in Education


Eureka! Assessments



Table of Contents



Introduction
BOY Data and Current Class Data Comparison
Student Samples of Eureka! Math Assessments
Investing Students in Eureka! Math Data
How I Use Eureka! Math Data to Drive Instruction
Conclusion




Introduction





What are Eureka! Math Assessments?



Eureka! Math assessments are formative and summative assessments that happen over the entire course of the year. Specifically, there are exit tickets after each math lesson, quizzes, and summative assessments at the end of each quarter. The exist tickets are great ways for teachers to get quick and immediate feedback as to whether or not the students mastered the standard that was taught in the lesson, and can make decisions on how to readdress the material in the following lesson. The summative assessments that happen in the form of quizzes and end of quarter assessments are used to gauge a benchmark as to where the student is in relation to pacing.



A Eureka! Math problem set following a lesson on counting 10 objects in linear and array configurations. Students are given feedback in real-time and are allowed to go back through the work and make corrections if needed.



The exit ticket (formative assessment) for the lesson and problem set picture left. This student miscounted and wrote "9" for the number of objects. This was addressed with the student later on after the lesson.




BOY Data and Current Class Data Comparison





How have we used Eureka! Assessments to drive instruction thus far?



Although I am not the lead math teacher, I work as the main support teacher for math instruction in my classroom. In doing so, I have tested most students for their quizzes and end of quarter assessments and am familiar with where students are in relation to the lessons been taught. I have been able to use this data to connect and plan with my co-teacher (the math teacher in my classroom) in order to work to reteach standards that students did not master, come up with new lessons to help students understand the lessons better, and continue supporting students who are continuously not meeting the expectation. Below are scores from the first quarter quizzes that went home on student report cards. This data was used to inform instruction and create math intervention groups that ensure students have targeted skills practice.



Above is our beginning of year data points for our classroom for this District of Columbia MAP testing- this testing allowed us to see exactly where students entered the classroom and what skills they had and had not mastered.



Above is our data points for completion of first quarter Eureka! assessments that went home on report cards. This specific data point is from the quarter assessment.



Above is an example of a student facing math data tracker for a highly performing student. Students fill in their tracker after each module assessment and can monitor their own growth. This creates student investment in progress.



Above is another example of a student facing data tracker for a student who is average-performing. This student is invested in their progress with this data tracker and is eager to color their tracker after every module assessment.




Student Samples of Eureka! Math Assessments





How have students mastered the assessments?



We know that students have mastered the standards and material based on their assessment data and the rubrics that are provided through Eureka! math. Below are samples of student work assessments and how those assessments have driven instruction further. Currently, the data has been used to ensure that students across the K-2 academy at Ingenuity Prep are meeting the standards on the pacing guide to be on track for first grade. The majority of our students are on track, and the data has also informed us as to which students need to have standards retaught and what misconceptions are arising during the lesson executions.



Above is an example of a student's module assessment at the end of the first module.The assessment was a combination of using manipulative and matching and the teacher records student data. The teacher works one-on-one with students and can write notes that help offer information about student performance and misconception.



Above is an example of a student's module assessment at the end of the first module. This portion of the assessment was one-to-one counting and sorting. The data collected was used to move forward with lesson planning.



Above is an example of a student's module assessment at the end of the first module. This portion of the assessment was to ensure that students understood the concept of 0. This student was able to understand the concept of 0, which informed the decision of moving forward with lesson planning the next week.



Above is an example of a student's module assessment at the end of the first module. This portion of the assessment was ensuring that students understand one-to-one counting and configurations. This student missed questions 5B and 5C, which corresponds to standard K.CC.B5. The standard was retaught to the class whole group based off of this assessment results.



Above is a video of a student assessment (one-on-one). Assessments are generally completed in this kind of setting for the first semester of Kindergarten. Students begin to transition to taking quizzes and assessments whole group towards the end of Kindergarten in preparation for first grade assessments.




Investing Students in Eureka! Math Data





How are we investing students in their own data to take ownership of their learning?



One way that I am investing students in their own learning is to prompt students to practice problems using number stories and manipulatives. In these ways, students are allowed to explore the math problems on their own with a visual and tangle aid and begin to internalize the concepts through exploration and inquiry. These methods work especially well for students that were not originally excited about math, as it gives students ownership over their learning. Students also enjoy the immediate feedback that is given during the lesson, like the "smelly" stars or checks that are put on the students' papers when they get a problem right. Students are eager to receive this feedback, and are more invested in their work being correct to receive the positive feedback.


Students are also invested in math data when they can see their growth over time, and students can interact with this data to take ownership of their learning with their Eureka! Math trackers. Students are able to fill in their math scores for each assessment to see their growth from previous assessments. Students enjoy seeing their progress, and it encourages them to continue working hard to keep the bars on their tracker growing.



A correct exit ticket with two "smelly checks". Students love when they receive a smelly check on their paper when their work is correct. This student was correct on both portions of the exit ticket for the entire lesson. This formative data helped the teacher understand that this student was ready to continue on with independent practice on this skill.



A correct exit ticket with a smelly check. This student was correct on the first part of their exit ticket, but was not able to complete the second part correctly. This was addressed with the whole class the following day. These math packets help to drive instruction and offers a paper trail to refer back to when looking for formative data to drive the instruction.



Above students are coloring in their math trackers. Students color in the tracker after each module assessment for progress monitoring. This increases student investment and involves students in the process of their learning.



Above students are coloring in their math trackers. The math trackers are used to help teachers see where students are on each Eureka! assessment, and these trackers are placed in student folders to communicate this data with parents and to inform parents of instructional decisions being made for their students.




How I Use Eureka! Math Data to Drive Instruction





How do I use this data to drive instruction forward?



When thinking about Eureka! Math instruction, although I complete math assessments, my co-teacher is usually responsible for lesson planning and lesson pacing. The benefits of having a co-teacher who works with student assessments is that I am able to track the data and analyze it with my co-teacher to help her plan instruction. When looking at the standards for this last progress monitoring, we noticed that almost half of our students were struggling with the standard K.MD.2, and over half of the class was struggling with K.CC.4a-b, K.CC.7, and K.G.3. When realizing this, we decided to reteach those standards and lessons in Eureka! and use different methods to teach that would engage students in different ways.



Above is standards tracker that we use to ensure that students are mastering the standards taught in using Eureka! Math. The We are able to see each student's data on a particular standard in comparison with the whole classroom, which allows for use to see which standards would need to be retaught in whole group and which ones could be retaught in a small group setting.




Conclusion





What are next steps?



The next steps for myself and my co-teacher during our math block are to ensure that students are meeting the standards with the exit tickets daily, and to address any concerns with the exit tickets the following day before the new lesson begins. This should decrease the confusion on the end of quarter assessments that has arisen. Students also need to be invested in their work in a way that allows for them to track their progress over time, and our math trackers are a great way to increase student investment and create a sense of urgency around data driven instruction.