Report

Barrington 220 Assessment Lines PTO – January 15, 2012 Becky Gill, Director of Elementary Curriculum Susan Milsk, RtI Facilitator Julie Luck-Jensen, Director of Extended Services Sharon Kranz, Instructional Coach Assessment Overview Agenda At-home Support Math in Focus Impact Future in Assessments Extended Services Questions Assessment Overview Agenda At-home Support Math in Focus Impact Future in Assessments Extended Services Questions Purposes of Assessments Universal Screeners Diagnostic Formative Assessment Summative Assessment Progress Monitoring Program Evaluation Student Achievement Barrington 220 Assessments Curriculum Based Measurements (AIMSweb) NWEA Measures of Academic Progress (MAP) Cognitive Abilities Test (CogAT) Illinois State Achievement Test (ISAT) Classroom Assessments Curriculum-Based Measurement (AIMSweb) Curriculum Based Measurements (con’t) Administered universally in Grades K-2 Reading and Math Strategic progress monitoring K-8 Both discrete skills and general outcome measures; predicts future success Comparison group is both national and local Timed NWEA Measure of Academic Progress (MAP) Charlie Brown NWEA MAP (con’t) Administered universally in Grades 2-8 (administered to targeted, at-risk students in high school) Math and Reading Computer Adaptive Untimed Measures achievement – reports using RIT score Measures Growth Nationally normed Informs instruction Cognitive Abilities Test (CogAT) Administered Grades 3-6 Measures DEVELOPED abilities not innate abilities Is not an IQ test Tests general and specific learned reasoning abilities in three different areas: verbal, quantitative and nonverbal. Timed Both Nationally and Locally Normed Illinois Standard Achievement Test (ISAT) Administered Grades 3-8 Reading & Math Science – Grades 4 & 7 Measures annual achievement Measures mastery of grade level standards Accountability measure Timed Classroom Assessments Fountas and Pinnell Benchmark Assessment (Reading) – K-8 Assessing Math Concepts (Math) – K-3 Common Assessments (Formative and Summative) Performance Assessments Assessment Overview Agenda At-home Support Math in Focus Impact Future in Assessments Extended Services Questions Assignments are synced to MAP test results for Math and Language Arts Select folder to begin: RIT scores will show you where your child could use extra practice. Start activity Follow the arrow For non- MAP tested students (K-1), general grade-level activities are offered for practice. Check your Backpack for completion and score on activities. Check Recent Work Check Score and Status Parent math support videos at home: http://www.hmheducation.com/singaporemath/helping-your-child.php Assessment Overview Agenda At-home Support Math in Focus Impact Future in Assessments Extended Services Questions What Math in Focus Impact in the • Same Mathematics, Different Focus: Problem Solving & Thinking • Concrete to Pictorial to Abstract: Supporting Visuals, Specific Language • Teaching to Mastery : Multiple Modes of Representation Math in Focus: Singapore Math Framework Beliefs Interest Appreciation Confidence Perseverance Monitoring of one’s own thinking Self-regulation of learning Numerical calculation Algebraic manipulation Spatial visualization Data analysis Measurement Use of mathematical tools Estimation Reasoning, Communication, and connections Thinking skills and Heuristics Applications and modeling Numerical, Algebraic, Geometrical, Statistical, Probabilistic, Analytical EXAMPLE B220 2nd Grade Student Math Journal Assessment Overview Agenda At-home Support Math in Focus Impact Future in Assessments Extended Services Questions State Assessment Change Timeline Spring 2013: ISAT with 1020% Change to CCSS Spring 2014: ISAT with Additional Change to CCSS Spring 2015: PARCC Assessments: Fully Aligned to CCSS Changes in Types of Understanding Assessed Current ISAT Questions: PARCC Prototype Questions: 3rd Grade Math: 4th Grade Math: Find the answer: 7X5= Amber didn’t know what 7 X 5 equals, but she knew 5 X 5 = 25 and 2 X 5 = 10. Use drawings, words, and/or equations to explain why Amber can add 25 and 10 to find what 7 X 5 equals. 6th Grade Math: 8th Grade Math: Expand (x – 2)( x – 3). What is the value of 3x + y + 3 – 3(x + y) when x = 18.22 and y = -1? Find a value for k and a value for n so that (x – 2)(x – 3) = x2 + kx + n. PARCC Item Development ITN Changes in Types of Understanding Assessed Current ISAT Questions: 4th Grade Math: Find the answer: 7x5= PARCC Prototype Questions: 3rd Grade Math: 8 x 5 = __ 8 x __ = 40 9 x 4 = __ x 9 4 x 2 x __ = 40 4 x 2 x __ = 5 x 2 x 2 x 2 9 x 4 = 4 x __ x __ 8 x __ = 4 x __ PARCC Item Development ITN Grade 4: PARCC Sample Performance Task in Mathematics – Part One – Tasks Assessing Concepts, Skills, and Procedures Math Standard 4.NBT.3: Use place value understanding to round multi-digit whole numbers to any place. Math Practice Standards 1, 4, 6 Grade 4: PARCC Sample Performance Task in Mathematics– Part Two – Tasks Assessing Expressing Mathematical Reasoning Math Standard 4.NBT.3: Use place value understanding to round multi-digit whole numbers to any place. Math Practice Standards 1, 2, 3 Grade 4: PARCC Sample Performance Task in Mathematics – Part Three – Tasks Assessing Modeling & Application Math Standard 4.NBT.3: Use place value understanding to round multi-digit whole numbers to any place. Math Practice Standards 1, 2, 4, 8 Prototype CCSS/PARCC Questions for English Language Arts Standard 3: Key Ideas & Details Students read Robert Cole’s retelling of a series of historical events in “The Story of Ruby Bridges.” Using their knowledge of how cause and effect gives order to events, they use specific language to describe the sequence of events that leads to Ruby desegregating her school. (Third Grade) Students explain the relationship between time and clocks using specific information drawn from Bruce Koscielniak’s “About Time: A First Look at Time & Clocks.” (Fifth Grade) State Assessment Transition from ISAT to PARCC Assessment Overview Agenda At-home Support Math in Focus Impact Future in Assessments Extended Services Questions Continuum of Services Differentiated classroom instruction content, process, product, learning style, interest Consultation with gifted educator strategies, materials, groupings Extended Services instruction above grade level Extended Programs in Elementary School Math Replacement: Grades 3-5 In home school with Extended Resource Teacher Based on accelerated instruction, 1-2 reps. for mastery, depth of problem solving and analysis Reading Replacement: Grades 3-5 In home school with Extended Resource Teacher Concept-based approach to higher level reasoning and thinking through inquiry dialogue Self-Contained Program: Grades 3-5 At Hough School Full day program for students whose needs can not be met by replacement Extended classes Identification for Extended Resource Classes (Instruction above grade level) Teacher recommendation Formal assessments: Achievement : MAP Reading and/or Math 95+ National Percentile Reasoning: CogAT Reading and/or Math 95+ Local Percentile Identification for Hough Self-Contained Classes Grades 3-5 Ability determined to be in top 1-2% of district 3rd, 4th, 5th grade Nominated by classroom teacher Eligibility documented by: Individual IQ tests Achievement assessments, informal assessments Interviews Work samples, anecdotal information Intensity & accelerated interest Less time for mastery (1-2 repetitions) Intense concentration; sustained intellectual effort Passion for area(s) of interest Abstract introspection; awareness; sensitivity Theoretical & moral thinking Needs beyond Extended replacement classes Other Elementary Continuum Services Determined by readiness, developmental appropriateness, ongoing assessment, review Literacy program Science program Extended staff – consultation and materials Information regarding outside enrichment Professional development for general ed and Extended teachers – differentiation classes, conferences, workshops Assessment Overview Agenda At-home Support Math in Focus Impact Future in Assessments Extended Services Questions