Making Sense of the Jargon

Presented by:

Jim Lloyd, Assistant Superintendent

Colleen Longville, F/L Principal

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?”

Where can I go for resources?

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

What is my child supposed to know and who determines that?

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

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.

How do we assess? How do the State Achievement Tests fit in?

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)

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.

What’s the difference between achievement and growth (value-added)?

Achievement vs. Growth

This is a fundamental understanding

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?”

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.

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?

Success?!? Failure?!?

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

What happened to “Excellence with Distinction?”

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

Falls-Lenox and the Academic Content Standards

Curriculum MappingLesson DesignAssessment Data Teams

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)

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

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.

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.

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.

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!

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%

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

2011 OAA Reading

41% Advanced34% Accelerated13% Proficient10% Basic 3% Limited

2011 OAA Math

30% Advanced32% Accelerated28% Proficient 7% Basic 3% Limited

Thank you!

Questions?

Please feel free to contact :

Dr. Jim Lloyd, 440-427-6531, jlloyd@ofcs.net

Miss Colleen Longville, 440-427-6401, clongville@ofcs.net