Transcript Slide 1
You should be able to answer these questions: 1. Where can I go for resources on this stuff? 2. What’s my child supposed to know and who determines that? 3. How do the State Achievement Tests fit in? 4. What’s the difference between achievement and growth? 5. What happened to our “Excellence with Distinction?” I’m putting resources here for your consideration. Highlights include: 10 Ways to You Can Support Your Child’s Future Article from Harvard Family Research Project on elementary school children Family Involvement in Your Child’s 1st through 3rd grade Education Ohio determines the things kids are supposed to know and be able to do through the content standards In the case of the common core, this is a more “nationalized” curriculum OFCS’ teachers determine: When the learning targets will be taught How they will be taught How they will assess The OAAs determine whether or not kids demonstrate a common level of proficiency on the standards Common Core Standards in English Language Arts & Mathematics Revised Ohio Content Standards in Science and Social Studies Where did the standards come from? A quick history lesson on this… The content standards determine what kids should know and be able to do. The Ohio Achievement Tests are written for the specific purpose to determine whether or not they know it. Key Point The OAA is a standards-based assessment The Terra Nova is a norm-referenced assessment The OAA was designed to measure a student’s understanding of the academic content standards in May. Reading & Math (grade 3) The TN is used to create an initial starting point for the purposes of value-added in Olmsted Falls. Reading, Math, Sci, Soc Studies (grade 2) Sci and Soc Studies (grade 3) To determine what kids know at a particular point in time. To give a grade For the purpose of showing that the district isn’t leaving particular groups behind To show the growth of students based on where they entered. This is a fundamental understanding Achievement—tells how much a student knows in comparison to what he is supposed to know for his grade level. Think height chart—”how tall is he compared to how tall he is supposed to be” Growth (value-added)—tells how much a student has progressed based on his/her previous test experiences. Think—”how much has he grown compared to his previous measurement?” … sets a proficiency level students are expected to meet. Considerations for Gauging Effectiveness: ? (Yes/No) 1) External Standard (proficiency level) 2) Student’s Ending Point of Achievement … sets one end of the measurement at the students’ entry point, not at an external standard. Considerations for Gauging Effectiveness: How much gain? 1) Student’s Prior Achievement Level 2) Student’s Ending Point of Achievement Success?!? Failure?!? It is a valid & reliable measure if used responsibly You shouldn’t apply it individually to children—you will never receive an individual value-added report because they do not exist. The power is in the group It offers district another lens to examine instructional practice and how to improve A designation given by the ODE Remember the distinction we made between achievement and growth… …with Distinction is determined by: Did the district meet all of the achievement targets (in grades where OAA & OGTs exist)? Did the district meet the graduation & attendance criteria? As a group, was the growth of students: above, met or below? Above=…with Distinction Curriculum Mapping Lesson Design Assessment Data Teams Teachers create curriculum maps for each subject. The goal is to create a document that details what a teacher will teach during the school year, including specific concepts and skills, laid out month-by-month and week by week. Rebecca Molineaux (2008) Allows for All students to receive instruction on standards in a planned sequence. Common planning Common assessments and report cards Helps educators identify instructional gaps and redundancies Clarifies teachers' professional development needs Provides an opportunity for teacher collaboration Provides direction for novice teachers Teachers share ideas and strategies as they plan interdisciplinary units of instruction. Example: Teachers writing engaging lessons that follow the map and identifying level of Bloom’s Taxonomy for each lesson. Teachers create common assessments both formative and summative to check student skills. Examples: Teachers place formative assessments for clickers on the shared drive. Efficient and effective! Teachers analyze quarterly assessment data to check student understanding of content standards to revise instruction and/or grouping as necessary. Purposes Explore achievement and growth data at building and grade level teams. Determine areas for celebration. Identify potential areas for improvement. Subject Tests Proficient Taken Proficient % Target State Indicator Met? Reading 274 240 87.6% 75% MET Math 247 90.1% 75% MET 273 CONGRATULATIONS! Subject Proficient % Reading Spring 2011 87.6% Fall 2010 66.6% Spring 2010 90.6% Math Spring 2011 Spring 2010 90.1% 90.2% Reading Standards Math Standards Acquisition of Vocabulary Measurement Reading Process Number, Number Sense and Operations Patterns, Functions and Algebra Data Analysis and Probability Informational Text Literary Text Geometry and Spatial Sense 41% Advanced 34% Accelerated 13% Proficient 10% Basic 3% Limited 30% Advanced 32% Accelerated 28% Proficient 7% Basic 3% Limited Questions? Please feel free to contact : Dr. Jim Lloyd, 440-427-6531, [email protected] Miss Colleen Longville, 440-427-6401, [email protected]