Presidential Award for Excellence in Mathematics Teaching Claran Einfeldt [email protected].
CMATH2 – Claran Einfeldt, Cathy Carter, Jill Gardner CMATH2 – Claran Einfeldt, Cathy Carter,...
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Transcript of CMATH2 – Claran Einfeldt, Cathy Carter, Jill Gardner CMATH2 – Claran Einfeldt, Cathy Carter,...
CMATH2 – www.cmath2.comClaran Einfeldt, Cathy Carter, Jill Gardner
CMATH2 – www.cmath2.comClaran Einfeldt, Cathy Carter, Jill Gardner
AgendaAgenda
8:45 - Knowing the test9:15 - Curriculum, assessment,
instruction10:00 – Break10:15 Continue with Curriculum,
assessment, instruction11:00 - Data Analysis11:30 - Questions
8:45 - Knowing the test9:15 - Curriculum, assessment,
instruction10:00 – Break10:15 Continue with Curriculum,
assessment, instruction11:00 - Data Analysis11:30 - Questions
Time is FiniteTime is Finite
How do you want to spend your time??
What are your long term commitments?
How do you want to spend your time??
What are your long term commitments?
How high do you want scores to go??How high do you
want scores to go??I will be satisfied when ________%
of my students meet or exceed on the state testing because ____________________________
____________________________
____________________________
____________________________
I will be satisfied when ________% of my students meet or exceed on the state testing because ____________________________
____________________________
____________________________
____________________________
Knowing the testKnowing the test
Item types, percentages, rubrics, item samples
Tools for the testTime allotted per typePilotConditions for taking the test, walls,
desk, use of technology, settingAccommodations – notebook, graphic
organizers, reading the math test
Item types, percentages, rubrics, item samples
Tools for the testTime allotted per typePilotConditions for taking the test, walls,
desk, use of technology, settingAccommodations – notebook, graphic
organizers, reading the math test
ISAT PSAEISAT PSAE
3 – 45 minute sessions (55 min.)
70 Multiple Choice (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
3 – 45 minute sessions (55 min.)
70 Multiple Choice (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
Day 1 – ACT Math (60 Min) & Day 2 – WorkKeys Math (45 min)
ACT – 60 MC in pre-algebra, 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
Day 1 – ACT Math (60 Min) & Day 2 – WorkKeys Math (45 min)
ACT – 60 MC in pre-algebra, 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?
What is the important curriculum, assessment & instructional strategies to
meet the requirements of the ISAT/PSAE?
CurriculumCurriculum
ISBE tools – Goals – Built from National Research StandardsBenchmarksPerformance descriptors
Assessment framework
ISBE tools – Goals – Built from National Research StandardsBenchmarksPerformance descriptors
Assessment framework
CurriculumCurriculum
Illinois Assessment Framework taught by testing date March/April
K-12 calculator activities throughout the year
K-12 estimation activitiesK-12 Vocabulary consistently integrated
into curriculumK-12 Problem SolvingWhat about the basic facts?
Illinois Assessment Framework taught by testing date March/April
K-12 calculator activities throughout the year
K-12 estimation activitiesK-12 Vocabulary consistently integrated
into curriculumK-12 Problem SolvingWhat about the basic facts?
How do you align curriculum to IAF for ISAT?
How do you align curriculum to IAF for ISAT?
Teachers know the IAF Percentages of standards Up and down – within their grade level Across – articulation between grades
Plan curriculum before March 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
Teachers know the IAF Percentages of standards Up and down – within their grade level Across – articulation between grades
Plan curriculum before March 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?
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
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 AssessmentsLocal 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
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
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 StrategiesTeaching Strategies
Reading and Vocabulary
Increase explicit vocabulary and reading instruction in the
mathematics classroom
Reading and Vocabulary
Increase explicit vocabulary and reading instruction in the
mathematics classroom
Effective use of class timeEffective use of class time
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
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 timeEffective 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
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
Ineffective use of class time
Decrease use of memorization, drill and kill, timed tests
Decrease teacher to student communication
Decrease direct instructionDecrease re-teachingDecrease remediation
Decrease use of memorization, drill and kill, timed tests
Decrease teacher to student communication
Decrease direct instructionDecrease re-teachingDecrease remediation
Ineffective use of class time
Ineffective use of class time
Decrease teaching to masteryDecrease use of technology for low
level thinking or checking homework
Decrease reviewDecrease summative assessments
Decrease teaching to masteryDecrease use of technology for low
level thinking or checking homework
Decrease reviewDecrease summative assessments
Don't reinvent the wheelDon't reinvent the wheel
Standards based lesson plans all over the place
Technology resourcesStaff development resourcesAssessment resourcesThink outside the box!!!!
Standards based lesson plans all over the place
Technology resourcesStaff development resourcesAssessment resourcesThink outside the box!!!!
How do I do that?How do I do that?
TimeGive time for data analysisCreate assessmentsDecide what do we teach
TimeGive time for data analysisCreate assessmentsDecide what do we teach
Data AnalysisData Analysis
Take data from state and make it something usable
Tell the story over timeFocus on data that will guide
instructionMake sure to get teacher’s inputThink of all school factors that may
affect testing and the environment
Take data from state and make it something usable
Tell the story over timeFocus on data that will guide
instructionMake sure to get teacher’s inputThink of all school factors that may
affect testing and the environment
School factors that increase student
achievement
School factors that increase student
achievementHow high do you want
scores to go?How high do you want
scores to go?
QuestionsQuestionsClaran Einfeldt, [email protected] Carter, [email protected] Claran Einfeldt, [email protected] Carter, [email protected]