Transcript Claran's Math

CMATH2 – www.cmath2.com
Claran Einfeldt, Cathy Carter, Jill Gardner
Agenda
 8:45
- Knowing the test
 9:15 - Curriculum, assessment,
instruction
 10:00 – Break
 10:15 Continue with Curriculum,
assessment, instruction
 11:00 - Data Analysis
 11:30 - Questions
Time is Finite
 How
do you
want to spend
your time??
 What are your
long term
commitments?
How high do you
want scores to go??
I
will be satisfied when ________%
of my students meet or exceed on
the state testing because
____________________________
____________________________
____________________________
____________________________
Knowing the test
 Item
types, percentages, rubrics, item
samples
 Tools for the test
 Time allotted per type
 Pilot
 Conditions for taking the test, walls,
desk, use of technology, setting
 Accommodations – notebook, graphic
organizers, reading the math test
ISAT


3 – 45 minute sessions
(55 min.)
70 Multiple Choice
PSAE


(5 pilot)

3 Short Response
(1 pilot)

2 Extended Response
(1 pilot)


Scoring - MC=85%;
SR=5%; ER=10%
Rulers; calculators 4-8;
Reference sheet 7-8

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
Day 1 – ACT Math (60 Min)
& Day 2 – WorkKeys Math
(45 min)
ACT – 60 MC in prealgebra, elementary
algebra, intermediate
algebra, coordinate
geometry, plane geometry
and trigonometry
WorkKeys – 33 MC on 5
levels
50% ACT + 50% WorkKeys
=PSAE Math
Calculators and reference
sheet on WorkKeys
What is the important
curriculum, assessment &
instructional strategies to
meet the requirements of the
ISAT/PSAE?
Curriculum

ISBE tools –
Goals – Built from National Research
 Standards
 Benchmarks
 Performance descriptors

Assessment
framework
Curriculum
Illinois Assessment Framework taught
by testing date March/April
 K-12 calculator activities throughout the
year
 K-12 estimation activities
 K-12 Vocabulary consistently integrated
into curriculum
 K-12 Problem Solving
 What about the basic facts?

How do you align curriculum to IAF for ISAT?

Teachers know the IAF

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
Plan curriculum before March






Percentages of standards
Up and down – within their grade level
Across – articulation between grades
Counting the number of teaching days
Align to existing curriculum
Planning the IAF objectives by month
Use data for constant evaluation
Fluid curriculum – never stagnant – constant
cycle with decisions made by data
Plan curriculum after March
How do you align curriculum to IAF for
PSAE?

Teachers know the IAF



Percentages of standards
Align the framework to each of those courses
Plan curriculum







Identify all 3-year paths for mathematics
instruction
Find gaps and make plans to integrate the IAF
throughout each of the 3-year paths
Counting the number of teaching days to testing
Align to existing curriculum
Planning the IAF objectives by month
Use data for constant evaluation
Fluid curriculum – never stagnant – constant cycle
with decisions made by data
Local Assessments




ISAT
Common by grade level
ISAT types
 Multiple choice
 Short Response
 Extended response
 Include the cognitive
complexities
Aligned to the monthly
IAF curriculum
Created to use the data
to make decisions for
instruction and
curriculum




PSAE
Common by course
Use PSAE types
 ACT Multiple Choice
 WorkKeys Mutliple
Choice
 Include the cognitive
complexities
Aligned to the course
IAF objectives
Created to use the data
to make decisions for
instruction and
curriculum
Teaching Strategies
Reading and
Vocabulary
Increase explicit vocabulary
and reading instruction in the
mathematics classroom
Effective use of class time

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Increase amount of time teaching
mathematics – minimum 60 minutes every
day
Increase use of problem solving &
thinking, games
Increase patterning, logical reasoning,
applications of skills
Increase use of technology for higher
level thinking
Increase cooperative learning
Effective use of class time
Increase student to teacher and
student to student communication
 Increase higher level questioning
strategies by students and teachers
 Increase use of manipulatives
 Increase technology/calculator use
K-12
 Increase formative assessment

Ineffective use of class time
 Decrease
use of memorization, drill
and kill, timed tests
 Decrease teacher to student
communication
 Decrease direct instruction
 Decrease re-teaching
 Decrease remediation
Ineffective use of class time
 Decrease
teaching to mastery
 Decrease use of technology for low
level thinking or checking
homework
 Decrease review
 Decrease summative assessments
Don't reinvent the wheel
 Standards
based lesson plans all
over the place
 Technology resources
 Staff development resources
 Assessment resources
 Think outside the box!!!!
How do I do that?
 Time
Give
time for data analysis
Create assessments
Decide what do we teach
Data Analysis
 Take
data from state and make it
something usable
 Tell the story over time
 Focus on data that will guide
instruction
 Make sure to get teacher’s input
 Think of all school factors that may
affect testing and the environment
School factors that increase
student achievement
How high do you want
scores to go?
Questions
Claran Einfeldt, [email protected]
Cathy Carter, [email protected]