Imagine-Nation Creating a Culture of Collaborators, Communicators, Complex and Creative Thinkers
Library Museum received another grant • award from Batelle for Learning to extend our museum work Library currently competing for a • Smithsonian grant to allow a virtual site museum KidsLinked voted us 3 rd place for school • of the year Summit continues to receive national • attention with consistent visitors viewing our work
Twenty-first century skills Change of space/change of place/change of pace Blended learning Multiple Measures driving instruction Morning meeting – social emotional
3 rd Grade 4 th Grade Reading Math Reading Math Advanced 65 42 22 43 Accelerated 18 23 38 22 Proficient 10 29 31 23 Basic 4 3 4 7 Limited 2 2 2 2 % Proficient 93.9% 94.9% 93.8% 90.7% 2011-12 91.6% 92.6% 93.8% 94.8% 2013-14 93.7% 92.6% 97.0% 94.9% %Change from last year 0.2% 2.3% -3.2% -4.2%
Assessment given in fall and then again in spring. Opportunity to measure kids formatively as well as summatively. http://education.ohio.gov/Topics/Testing/Te sting-Materials/Practice-Tests-for-Grades-3- 8-Achievement-Tests/Grade-3-Achievement- Tests http://portal.success-ode-state-oh-us.info/ Third Grade Reading Guarantee
Students will have to: Show they can read and understand complex reading passages Write persuasively Conduct research and present findings Demonstrate speaking and listening skills
Students read and Students write Students build and comprehend a range of effectively when using present knowledge sufficiently complex and/or analyzing through research and texts independently. sources. the integration, comparison, and synthesis of ideas. Reading Reading Vocabulary Written Conventions and Literature Informational Interpretation Expression Knowledge of Text and Use Language
Evidence-Based Selected Response (EBSR) — Combines a traditional selected-response question with a second selected-response question that asks students to show evidence from the text that supports the answer they provided to the first question Technology-Enhanced Constructed Response (TECR) — Uses technology to capture student comprehension of texts in authentic ways that have been difficult to score by machine for large scale assessments (e.g., drag and drop, cut and paste, shade text, move items to show relationships). Range of Prose Constructed Responses (PCR) — Elicits evidence that students have understood a text or texts they have read and can communicate that understanding well both in terms of written expression and knowledge of language and conventions. There are four of these items of varying types on each annual performance- based assessment .
Part A Question: How are the events in paragraphs 1 and 2 important to the theme of the story? a. They list the many lessons that Lynn taught her younger sister, Katie. b. They explain that Katie's family had very high expectations of her when she was young. c. They show how strong the relationship is between Katie and Lynn. d. They introduce the idea that Katie and Lynn want to learn more about the Japanese language. Part B Question: Which sentence from the story provides the best support for the answer in Part A?
Student Directions Drag the words from the word box into the correct locations on the graphic to show the life cycle of a butterfly as described in “How Animals Live.” 1) Words Egg Adult 4) 2) Pupa Larva 3)
Question: You have read two stories where one family member saves another. Write an essay describing the mosquito from "Cricket and Cougar" and one of the main characters from "Kira-Kira." For each character described, 1. Explain how the thoughts, words, and/or actions of the character help you understand what the character is like 2. Explain why the character chooses to save his or her family member 3. Be sure to include specific details from each story to support your ideas.
Based on the New Learning Standards 2 components to the test 1. Performance Based 2. End of Year multiple choice assessment
Express mathematical reasoning Solve grade-level by constructing problems mathematical arguments and critiques Solve real-world Demonstrate problems mathematical fluency
Concepts, Mathematical Model and apply what they know skills and reasoning to solve procedures a 2 +b 2 =c 2 problems c a 2 +b 2 =c 2 a a b b
SAMPLE ITEM Part A A farmer plants ¾ of the field with soybeans. Drag the soybean to the field as many times as needed to show the fraction of the field that is planted with soybeans.
SAMPLE ITEM Part B Type a fraction different than ¾ in the boxes that also represents the fractional part of the farmer’s field that is planted with soybeans. 3 = 4
Students will be expected to: Apply mathematical ways of • thinking to real-world issues and challenges Develop a depth of understanding • of mathematics and demonstrate an ability to apply math concepts and skills to new situations
http://www.parcconline.org/assessment- blueprints-test-specs Blueprint FAQs: http://www.parcconline.org/sites/parcc/file s/PARCCBlueprintsandTestSpecifications%20F AQ04302013.pdf
Technology-Enhanced & Innovative Items That Will Be On the Assessments Technology Readiness Tool
Computer-Based Sample Test Items http://www.parcconline.org/computer- based-samples PARCC Fact Sheet http://www.parcconline.org/sites/parcc/file s/PARCCFactSheetandFAQsBackgrounder_FIN AL.pdf
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