Download - Academic Language Academic Achievement
Academic Language
Academic Achievement
Formative Assessment Process
Curriculum Plan
TEKS
Lesson Development and
Delivery
CogATVerbal Battery
CogATNonverbal
Battery
CogATQuantitative
Battery
How students learn
MAPAssessment
DesCartes
What students have learned –What they are ready to learn
Instructional Adaptation:
Strategies ScaffoldingGrouping
Differentiation
Academic Language Proficiency
Learning Continuum in Domains
Language Domains
ELPS Student Expectations
ELPS Student Expectations
ELPS Student Expectations
ELPS Student Expectations
Proficiency Level Descriptors
Academic Achievement
Begin Int Adv Adv High150
160
170
180
190
200
210
220
167
176
187
195
167
184
192
203
177
186
199
209
169
184
199
210
Grade 2 Grade 3 Grade 4 Grade 5
Proficiency Level
Rea
ding
RIT 64 PR
41 PR
59 PR
41 PR
28 PR56 PR
17 PR
42 PR
Academic Achievement Secondary
Beginning Intermediate Advanced Advanced High150
160
170
180
190
200
210
220
159
184
198
212
170
178
195
214
161
184
198
218
Grade 6 Grade 7 Grade 8
Proficiency Level
Rea
ding
RIT
11 PR
37 PR
7 PR
34 PR
7 PR
36 PR
Learning Continuum: the Foundation
• Learning domains– Reading– Language Usage– Mathematics– Science
• Concepts and skills beginning to complex
Learning Continuum: The Foundation
Infers the main idea from a given illustration and description
Summarizes information in literary text based on supporting details
Makes inference about the author’s use of figurative language in literary text
121 - 125
156-160
181-190
211-220
231-240
Analyzes passages (1-3 para.) and rephrases the main idea of literary text
Infers the setting of a short story read aloud
Infers the setting of a short story read aloud
Infers the main idea from a given illustration and description
Analyzes passages (1-3 para.) and rephrases the main idea of literary text
Summarizes information in literary text based on supporting details
Makes inference about the author’s use of figurative language in literary text
DesCartes Structure
August 15, 2011 14
Mastery Level75 % correct responses
Instructional Level50 % correct responses
DesCartes Table Activity
A student has a fall overall RIT score of 213 and goal strand scores in the range 211 - 220
1. The overall RIT score would be “on-grade level” for what grade?
2. Read the goal strand Literary Concepts and discuss how the concept of “supporting details” matures across bands 201-210, 211-220, and 221,230.
3. How does the concept of “character analysis” develop across the same bands?
How much growth?
Setting a growth standard
• Year begins with teachers knowing the target score– Reading– Language Usage– Mathematics– Science
Starting RIT
TargetRIT
205 220
215 228
225 236
245 252
255 265
265 268
Measuring growth
• In this group
– 3 of 6 exceeded targets
– 2 of 6 met targets
– 1 of 6 failed to meet
target
Name
Starting RIT
Target RIT
Actual RIT
GAINS:Growth AboveStanda
rd
Abe 205 220 218 -2
Bade 215 228 231 3
Cade 225 236 245 9
Dale 245 252 252 0
Edna 255 265 270 2
Faith 265 268 276 0
Data Analysis to Improve Instruction
20
The Longer View
The Longer View
Formative Assessment Process
Curriculum Plan
TEKS
Lesson Development and
Delivery
CogATVerbal Battery
CogATNonverbal
Battery
CogATQuantitative
Battery
How students learn
MAPAssessment
DesCartes
What students have learned –What they are ready to learn
Instructional Adaptation:
Strategies ScaffoldingGrouping
Differentiation
Why is this important?
Gr 3 Spring Gr 4 Spring Gr 5 Spring Gr 6 Spring Gr 7 Spring Gr 8 Spring180
190
200
210
220
230
240
250
260
215
224
235237
244
249
194
206
218
224
232
238
205
216
227
232
239
244
212
222
233
238
244
249
225
234
244248
253257
RIT
Ran
gePSR
TAR
GET
244