Making Sense of the Jargon Presented by: Jim Lloyd, Assistant Superintendent Colleen Longville, F/L...
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Making Sense of the Jargon
Presented by:
Jim Lloyd, Assistant Superintendent
Colleen Longville, F/L Principal
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Our Essential Questions
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?”
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Where can I go for resources?
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http://bulldogCIA.com/parent_resources.htm
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
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What is my child supposed to know and who determines that?
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Quick Overview of Standards 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
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The Academic Content 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.
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How do we assess? How do the State Achievement Tests fit in?
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Annual Assessments
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)
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What is the purpose of assessment? 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.
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What’s the difference between achievement and growth (value-added)?
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Achievement vs. Growth
This is a fundamental understanding
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What’s the diff? 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?”
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An Achievement Status Consideration
Considerations for Gauging Effectiveness:1) External Standard (proficiency level)2) Student’s Ending Point of Achievement
? (Yes/No)
… sets a proficiency level students are expected to meet.
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A Value-Added Consideration
Considerations for Gauging Effectiveness:1) Student’s Prior Achievement Level2) Student’s Ending Point of Achievement
… sets one end of the measurement at the students’ entry point, not at an external standard.
How much gain?
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Success?!? Failure?!?
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Things You Should Know About Value-Added 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
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What happened to “Excellence with Distinction?”
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Excellence with Distinction (achievement & growth) 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
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Falls-Lenox and the Academic Content Standards
Curriculum MappingLesson DesignAssessment Data Teams
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Curriculum Mapping
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)
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Curriculum MappingAllows 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
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Lesson Design
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.
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AssessmentTeachers 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.
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Data Teams Building and Grade Level
Purposes Explore achievement and growth
data at building and grade level teams.
Determine areas for celebration.
Identify potential areas for improvement.
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2011 3rd grade OAA resultsSubject
Tests Taken
Proficient Proficient %
Target State Indicator Met?
Reading
274 240 87.6% 75% MET
Math 273 247 90.1% 75% MET
CONGRATULATIONS!
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2010-2011 3rd grade OAA results
Subject Proficient %
Reading Spring 2011
87.6%
Fall 2010 66.6% Spring 2010
90.6%
Math Spring 2011 90.1% Spring 2010 90.2%
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StandardsReading Standards Math Standards
Acquisition of Vocabulary
Measurement
Reading Process Number, Number Sense and Operations
Informational Text Patterns, Functions and Algebra
Literary Text Data Analysis and Probability
Geometry and Spatial Sense
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2011 OAA Reading
41% Advanced34% Accelerated13% Proficient10% Basic 3% Limited
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2011 OAA Math
30% Advanced32% Accelerated28% Proficient 7% Basic 3% Limited
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Thank you!
Questions?
Please feel free to contact :
Dr. Jim Lloyd, 440-427-6531, [email protected]
Miss Colleen Longville, 440-427-6401, [email protected]