all you want to know about the k-2 assessments amy scrinzi, ed.d north carolina department of public...
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All You Want to Know About the
K-2 AssessmentsAmy Scrinzi, Ed.D
North Carolina Department of Public Instruction
Agenda
History of K-2 Assessment
K-2 Instructional & Formative Assessment Tasks
K-2 Mid-Year Benchmark Assessment
K-2 Summative Assessment
NC History
• 1997-1998
– NC State Board asked: “What are we doing for K-2 Accountability?”
– Telephone survey, board hearings, 2-day Feedback workshop
– Board Policy Developed
• 2000-2001
– First K-2 Assessment
State Assessment Requirements
• State Statute(115C-174.11):
• (a) Assessment Instruments for First and Second Grades. – The State Board of Education shall adopt and provide to the local school administrative units developmentally appropriate individualized assessment instruments consistent with the Basic Education Program for the first and second grades, rather than standardized tests. Local school administrative units may use these assessment instruments provided to them by the State Board for first and second grade students, and shall not use standardized tests except as required as a condition of receiving federal grants.
State Assessment Requirements
• The State Board of Education requires that schools and school
districts implement assessments at grades K, 1, and 2 that include documented, on-going individualized assessments throughout the year and a summative evaluation at the end of the year. These assessments monitor achievement of benchmarks in the North Carolina
Standard Course of Study. They may take the form of the state-developed materials, adaptations of them, or unique assessments adopted by the local school board.
State Board RequirementsIntended purposes of these assessments:
• (1) to provide information about the progress of each student for instructional planning and early interventions; document growth over time
• (2) to inform parents about the status of their children relative to grade-level standards
• (3) to provide next-year teachers with information about the status of each of their incoming students
• (4) to provide the school and school district information about the achievement status and progress of groups of students in K, 1, and 2
K-2 Formative Instructional &
Assessment Tasks
Formative Instructional & Assessment Tasks
• Moves beyond only whether an answer is right or wrong.
• Focuses attention on the thinking and processes that all students use in solving the tasks.
• Provides opportunities to demonstrate his or her knowledge, skill, and understanding.
http://commoncoretasks.wikispaces.com/
Administration Manual
Grade Specific Tasks
Task
Blackline Masters
Student Forms
Student Record-Keeping Forms
Student Record-Keeping Forms
Frequently Asked Questions
Frequently Asked Questions
Contributors
Contributors
State Assessment Requirements
• The State Board of Education requires that schools and school districts implement assessments at grades K, 1, and 2 that include documented, on-going individualized assessments throughout the year and a summative evaluation at the end of the year. These assessments monitor achievement of benchmarks in the North Carolina Standard Course of Study. They may take the form of the state-developed materials, adaptations of them, or unique assessments adopted by the local school board.
Your Comments & Questions
K-2 Mid-YearBenchmark Assessment
State Assessment Requirements
• The State Board of Education requires that schools and school districts implement assessments at grades K, 1, and 2 that include documented, on-going individualized assessments throughout the year and a summative evaluation at the end of the year. These assessments monitor achievement of benchmarks in the North Carolina Standard Course of Study. They may take the form of the state-developed materials, adaptations of them, or unique assessments adopted by the local school board.
Purpose of aBenchmark Assessment
• Receive some feedback about student achievement at a particular point in time
• Additional information used to
– Identify students who seem to be mastering the content we are teaching and those who are struggling
• Identify individuals who need additional help and possibly need focused interventions
• Identify individuals who need to be challenged to continue to grow
Joyner & Muri, 2011
Benchmark Assessment
• A benchmark assessment is like a snapshot- it provides a picture of a student’s performance at one point in time.
Benchmark Assessment
• This snapshot is combined with other “pictures” to create a comprehensive photo album of a student’s mathematics performance.
Setting the Mid-Year Benchmarks
• Major Work of the Grade & Critical Areas
• CCSS Progressions
• NRC- Early Childhood Progressions
• TAP Math Progressions
• Assessing Math Concepts, Math Pilot
State Assessment Requirements
• The State Board of Education requires that schools and school districts implement assessments at grades K, 1, and 2 that include documented, on-going individualized assessments throughout the year and a summative evaluation at the end of the year. These assessments monitor achievement of benchmarks in the North Carolina Standard Course of Study. They may take the form of the state-developed materials, adaptations of them, or unique assessments adopted by the local school board.
Kindergarten
Teacher Directions & Student Proficiencies
Student Summary
Class Summary
First & Second Grade
Student Booklet
Student Summary
Class Summary
Determining Proficiency
Proficiency
• When students are proficient they can:
– Model and explain the concepts,
– Use the mathematics appropriately and accurately, and
– Are fluent and comfortable in applying mathematics.
Proficiency Levels
Level I Seldom
Level III Inconsistent
Level III Consistent
Level IV Above
Determining Proficiency
• Focus is at the Cluster Level
– What’s the goal students are working towards?
• Often more than one task to determine proficiency
• Proficiency score is not the only data to use to determine overall proficiency
Determining Proficiency
Administration Manual
State Assessment Requirements
• The State Board of Education requires that schools and school districts implement assessments at grades K, 1, and 2 that include documented, on-going individualized assessments throughout the year and a summative evaluation at the end of the year. These assessments monitor achievement of benchmarks in the North Carolina Standard Course of Study. They may take the form of the state-developed materials, adaptations of them, or unique assessments adopted by the local school board.
K-2 Math Mid-Year Benchmark
Dissemination
K-2 Math Mid-Year Benchmark
Dissemination• If you are the District
Leader for Mathematics, and have not received an email correspondence from Susan Hart, please contact her immediately:
K-2 Summative Assessment
K-2 Summative Assessment
• NCDPI will provide a Summative Assessment
• Review process
• Disseminated directly to District Leaders
http://commoncoretasks.wikispaces.com/
Emailed directly to District Leader
Your Comments & Questions
DPI Contact InformationKitty RutherfordElementary Mathematics [email protected]
Amy ScrinziRTT-ELC Program [email protected]
Barbara BissellK – 12 Mathematics Section [email protected]
Susan HartK-12 Program [email protected]
http://www.ncdpi.wikispaces.net