Beachwood PTO Information Night
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This February presentation provided parents with details about what the Beachwood City Schools are doing to ensure preparedness for the upcoming PARCC and Ohio NextGen Assessments.
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Beachwood PTO Information Night
- 1. The Future is The Future is Taking Shape Taking ShapeKen Veon –Director of Curriculum & TechnologyPaul Chase – BMS PrincipalCarole Katz – K-12 Math Coordinator Alesha Trudell – K-5 ELA Subject Coordinator
- 2. What’s Changing in Ohio Education?What’s Changing in Ohio Education? New Learning Standards Educator Evaluations Next Generation Assessments A – F Report Cards 1. June 2010: Ohio adopts new learning standards 1. 2010: OPES model pilot begins 1. Spring 2013: Assessments for grades 3 – 8 and High School 1. August 2013: Grades on nine measures 2. Fall 2012: Start using redesigned curriculum 2. 2011: OTES model pilot, training for principal evaluators begins 2. October 2013: Grade 3 reading assessments & OGT retakes 2. August 2014: Grades & reports on 16 measures 3. Fall 2013: Continue to implement new standards 3. June 2012: Training for teacher evaluators begins 3. Spring 2014: Assessments for grades 3 – 8 and high school 3. August 2015: Grades & reports on 17 measures & overall grade 4. Fall 2014; Full 4. July 2013: Deadline to adopt 4. 2014 – 2015: Next Generation 4. August 2016: Grades / reports
- 3. What is the name of Ohio’s future education goals? a) Common Core State Standards b) Ohio’s New Learning Standards c) Ohio’s Revised Standards d) Academic Content Standards
- 4. • English language arts • Mathematics • Science • Social Studies Ohio- Developed Standards Ohio’s New Learning StandardsOhio’s New Learning Standards 20102010 4
- 5. • Fine Arts • World Language • Financial Literacy • Entrepreneurship • Business Education Recently Adopted • Early Learning and Development Standards • Remediation Free Standards Adoption- December Ohio’s New Learning StandardsOhio’s New Learning Standards 20122012 5
- 6. Ohio’s NLS Three Common Instructional Shifts 1. Build a deep understanding of content and effectively apply learning within and across disciplines. 2. Craft responses based on evidence including: demonstrate understanding, explain reasoning, and/or justify a position. 3. Use technology appropriately, strategically and ethically in academic and real-world settings. 6
- 7. 7 The CCSS Requires Three Shifts in Mathematics 1. Focus: Focus strongly where the standards focus. 2. Coherence: Think across grades, and link to major topics 3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application
- 8. Rigor 8 • The CCSSM require a balance of: Solid conceptual understanding Procedural skill and fluency Application of skills in problem solving situations • Pursuit of all three requires equal intensity in time, activities, and resources.
- 9. Standards for Mathematical Practice 9
- 10. Grade Level OverviewGrade Level Overview Grade 4 Overview Operations and Algebraic Thinking Use the four operations with whole numbers to solve problems. Gain familiarity with factors and multiples. Generate and analyze patterns. Number and Operations in Base Ten Generalize place value understanding for multi-digit whole numbers. Use place value understanding and properties of operations to perform multi-digit arithmetic. Number and Operations—Fractions Extend understanding of fraction equivalence and ordering. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Understand decimal notation for fractions, and compare decimal fractions. Measurement and Data Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. Represent and interpret data. Geometric measurement: understand concepts of angle and measure angles. Geometry Draw and identify lines and angles, and classify shapes by properties of their lines and angles. Mathematical Practices 1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning
- 11. Grade 4 – part a
- 12. Grade 4 – part b
- 13. Grade 4 – part c
- 14. Algebra Topics in 2013 Much of the content from Algebra 1 is now spread over grades 5 – 8 Use Order of Operations – 5th grade Simplify algebraic expressions – 6th grade Solve linear equations and inequalities – 7th grade Graph lines in slope-intercept form – 8th grade Solve systems of equations – 8th grade Linear Algebra is covered in 8th grade
- 15. Course Alignment
- 16. Prototype Problem – part a
- 17. Part b
- 18. Part c
- 19. Calculators on the NGA tests Grades 3 – 5 will not allow for calculator usage. Grades 6-7 will allow for an online four function calculator with square root. Grade 8 will allow for an online scientific calculator. High School will allow for an online calculator with functionalities similar to that of a TI-84 graphing calculator. Provide calculator accommodations on the non-calculator test sessions of the mathematics summative assessments for SWD who meet the eligibility criteria Calculator/ Non Calculator Problems
- 20. What Are the Shifts for ELA? 1. Complexity: Regular practice with complex text and its academic language. 2. Evidence: Reading and writing grounded in evidence from text, literary and informational. 3. Knowledge: Building knowledge through content rich nonfiction. 20
- 21. PARCC builds a staircase of text complexity to ensure students are on track each year for college and career reading. PARCC rewards careful, close reading rather than racing through passages. PARCC systematically focuses on the words that matter most— not obscure vocabulary, but the academic language that pervades complex texts. Shift 1: Regular practice with complex text and its academic language 21
- 22. PARCC focuses on students rigorously citing evidence from texts throughout the assessment (including selected-response items). PARCC includes questions with more than one right answer to allow students to generate a range of rich insights that are substantiated by evidence from text(s). PARCC requires writing to sources rather than writing to de- contextualized expository prompts. PARCC includes rigorous expectations for narrative writing, including accuracy and precision in writing in later grades. Shift 2: Reading and writing grounded in evidence from text, literary and informational 22
- 23. PARCC assesses not just ELA but a full range of reading and writing across the disciplines of science and social studies. PARCC simulates research on the assessment, including the comparison and synthesis of ideas across a range of informational sources. Shift 3: Building knowledge through content rich nonfiction 23
- 24. • Demonstrate Independence • Build strong content knowledge • Respond to the varying demands of audience, task, purpose and discipline • Comprehend, as well as, critique • Value evidence • Use technology and digital media strategically and capably • Come to understand other perspectives and cultures As a Result, our students will be able to...
- 25. Grade 6 Prose Constructed-Response Item
- 26. Part A: What does the word “regal” mean as it is used in the passage? a.generous b.threatening c.kingly* d.uninterested Part B: Which of the phrases from the passage best helps the reader understand the meaning of “regal?” a.“wagging their tails as they awoke” b.“the wolves, who were shy” c.“their sounds and movements expressed goodwill” d.“with his head high and his chest out”* Grade 6 Evidence-Based Selected-Response Item #1
- 27. Part A: Based on the passage from Julie of the Wolves, how does Miyax feel about her father? a.She is angry that he left her alone. b.She blames him for her difficult childhood. c.She appreciates him for his knowledge of nature.* d.She is grateful that he planned out her future. Part B: Which sentence from the passage best shows Miyax’s feelings for her father? a.“She had been lost without food for many sleeps on the North Slope of Alaska.” b.“This could be done she knew, for her father, an Eskimo hunter, had done so.”* c.“Unfortunately, Miyax’s father never explained to her how he had told the wolf of his needs.” d.“And not long afterward he paddled his kayak into the Bering Sea to hunt for seal, and he never returned.” Grade 6 Evidence-Based Selected-Response Item #2
- 28. Part A: Choose one word that describes Miyax based on evidence from the text. There is more than one correct choice listed below. a.reckless b.lively c.imaginative* d.observant* e.impatient f.confident Part B: Find a sentence in the passage with details that support your response to Part A. Click on that sentence and drag and drop it into the box below. Part C: Find a second sentence in the passage with details that support your response to Part A. Click on that sentence and drag and drop it into the box below. Grade 6 Technology-Enhanced Selected-Response Item
- 29. What should you observe? 29 ELA/Literacy Mathematics Classroom Materials and Instructional Resources Reading lists are appropriately balanced between nonfiction and literary text. Materials are focused Teacher Knowledge and Practice At least 80% of questions are text-dependent. Teachers have a deep understanding of the major work of their grade. Student Work Student work demonstrates close encounters with text - demanding evidence through writing. Student work demonstrates fluency and deep understanding in the major work of the grade.
- 30. What is the name of Ohio’s new evaluations? a) Next Generation Assessments b) OAA c) College Ready Assessments d) OGT
- 31. Third-Grade Guarantee Goal: Ensuring All Students Can Read
- 32. Early Reading Intervention Students receive help and support in the specific area of reading that is difficult for them New policy strengthens current law and includes more reading intervention
- 33. Senate Bill 316 Provide early intervention and support in reading for at risk students at grades K-3 Administer reading diagnostics to all K-3 students by Sept. 30 each year Develop individualized Reading Improvement and Monitoring Plans for students deemed “not on-track” (not reading at grade level)
- 34. Senate Bill 316 Provide interventions for K-3 students “not on track” and students retained under the Third Grade Guarantee Report data results to the Department of Education Retain 3rd grade students that do not meet the required cut score.
- 35. Third Grade Reading OAA
- 36. Third Grade Reading OAA
- 37. Third Grade Reading OAA
- 38. PARCC Developed Assessments State Developed Assessments English Language Arts • Grades 3 – 8 • English 9, 10, 11 Mathematics • Grades 3 – 8 • Alg I, Geo, Alg II Operational school year 2014-15 Science • Grades 5 & 8 • Physical Science & Biology Social Studies • Grades 4 & 6 • American History & American Government Operational school year 2014-15 Ohio’sOhio’s Next Generation of AssessmentsNext Generation of Assessments
- 39. Assessment Design English Language Arts/Literacy and Mathematics, Grades 3-11 39 End-of-Year Assessment •Innovative, computer- based items •Required Performance-Based Assessment (PBA) •Extended tasks •Applications of concepts and skills •Required Diagnostic Assessment •Early indicator of student knowledge and skills to inform instruction, supports, and PD •Non-summative 2 Optional Assessments/Flexible Administration Mid-Year Assessment •Performance-based •Emphasis on hard-to- measure standards •Non-summative Speaking And Listening Assessment •Locally scored •Non-summative, required
- 40. Assessment Transition 2012-2013 Existing 2013-2014 Existing 2014-2015 New New Assessments • 3-8 -OAA • Grade 10- OGT • New Alternative Assessment for Severe Cognitively Disabled Students • 3-8 -OAA aligned to existing and new standards • Grade 10- OGT aligned to existing and new standards • LEA developed EOC exams Am Hist and Am Govt (SB 165) • 3-8- PARCC ELA and Math • 3-8 State tests – Soc Stud. And Science • HS- PARCC EOC exams ELA 9,10,11 and Alg1 Geo and Alg2 (Math 1, 2, 3) • HS- ODE Developed Bio, Phys Science Am Hist and Am Govt EOC exams • Grade 10 - OGT aligned to new standards • Web-based • Two part summative(PBA and EOC/EOY) • Diagnostic and Mid Year- PARCC • Off Year PBA- State Developed in Soc Studies and Science 10th Grade College and Career Readiness PSAT– Fall (2014)
- 41. • Immediate results on the End of Year tests. • Built in accommodations • Engaging assessments that will help learners really show what they know. • No more paper/pencil books that have to be shipped, counted, locked up • Larger testing window • Technology enhanced items allow for multiple answers, modeling of thinking, use of simulations, embedded video or sound • Test questions will provide scaffolding for students. • Higher expectations What are the benefits?
- 42. • Keyboarding • Cutting and Pasting • Highlighting • Using on-screen calculator (gr 6-11 only) • Dragging and Dropping items • Manipulating a graph • Running a simulation to generate data • Changing font size and background color • Clicking on multiple correct answers • Utilizing spreadsheets, documents Student Technology Skills - For the PARCC Assessments
- 43. Paradigm Shift Teaching To The Testing Testing To The Teaching
- 44. 2012 - Implemented iPads in 5th grade ELA Piloted iPads/Chromebooks (CB) at HS 2013 (Current) - Implemented iPads in 4th grade ELA Implemented CB 1:1 at HS 2014 - Implement additional carts of CB at HT Implement CB with 6th graders at MS.
- 47. Beachwood Schools Field Testing Spring 2014 4th grade Social Studies PBA & EOY 5th grade Science PBA & EOY 5th grade ELA EOY 6th grade Social Studies PBA & EOY 8th grade Science PBA & EOY 8th grade Math PBA & EOY Biology EOY Physical Science EOY American History EOY American Government EOY
- 48. Decisions from ODE and the Ohio Legislature still pending… Graduation Requirement HB 193
- 50. Questions??
Notas del editor
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- Paul Talking Points: Fewer, clearer, higher Emphasize critical thinking and inquiry Promote application of knowledge Internationally benchmarked Ohio’s College and Career Ready Standards: … Describe the knowledge and skills that students will need when they graduate, prepared for their choice of college or career. … Are based on the best national and international standards, giving our students a competitive advantage in the global economy. … Drive instruction that includes real world application of content and skills. The CCSS initiative focuses only on the ELA and Math subjects areas. The CCSS provide a base of academic standards with the goal of the essential content that students should learn throughout their K-12 experience. FOCUS on Career and College Readiness WA State Learning Goals are a foundation: Read with comprehension, write effectively, and communicate successfully in a variety of ways and settings and with a variety of audiences; Know and apply the core concepts and principles of mathematics; social, physical, and life sciences; civics and history, including different cultures and participation in representative government; geography; arts; and health and fitness; Think analytically, logically, and creatively, and to integrate technology literacy and fluency as well as different experiences and knowledge to form reasoned judgments and solve problems; and Understand the importance of work and finance and how performance, effort, and decisions directly affect future career and educational opportunities. The standards are the foundation, the CCSS do not dictate instructional materials, or pedagogy. CCSS have an intentional emphasis toward career and college readiness – unlike many states’ standards. Common Standards in other subject areas: Achieve and the National Research Council have partnered to develop a set of “Next Generation Science Standards” for states to consider adopting. The Framework for the NGSS will be issued in July 2011. Draft standards soon to follow. Final NGSS anticipated in Spring 2012. Common Core State Standards and Ohio’s Revised Standards were adopted in Ohio in June 2010 Common Core- 45 other states adopted OBR College Expectations revised to align to the Common Core in Fall 2011. In 2010, the ODE began revising the current academic content standards in Fine Arts, World Language, Financial Literacy, Entrepreneurship and Business Education (non-career-technical). As required by Ohio Amended House Bill 1 (2009), these standards were called to undergo a review following the review of the English language arts, mathematics, science and social studies standards.
- Paul Talking Points: Fewer, clearer, higher Emphasize critical thinking and inquiry Promote application of knowledge Internationally benchmarked Ohio’s College and Career Ready Standards: … Describe the knowledge and skills that students will need when they graduate, prepared for their choice of college or career. … Are based on the best national and international standards, giving our students a competitive advantage in the global economy. … Drive instruction that includes real world application of content and skills. The CCSS initiative focuses only on the ELA and Math subjects areas. The CCSS provide a base of academic standards with the goal of the essential content that students should learn throughout their K-12 experience. FOCUS on Career and College Readiness WA State Learning Goals are a foundation: Read with comprehension, write effectively, and communicate successfully in a variety of ways and settings and with a variety of audiences; Know and apply the core concepts and principles of mathematics; social, physical, and life sciences; civics and history, including different cultures and participation in representative government; geography; arts; and health and fitness; Think analytically, logically, and creatively, and to integrate technology literacy and fluency as well as different experiences and knowledge to form reasoned judgments and solve problems; and Understand the importance of work and finance and how performance, effort, and decisions directly affect future career and educational opportunities. The standards are the foundation, the CCSS do not dictate instructional materials, or pedagogy. CCSS have an intentional emphasis toward career and college readiness – unlike many states’ standards. Common Standards in other subject areas: Achieve and the National Research Council have partnered to develop a set of “Next Generation Science Standards” for states to consider adopting. The Framework for the NGSS will be issued in July 2011. Draft standards soon to follow. Final NGSS anticipated in Spring 2012. Common Core State Standards and Ohio’s Revised Standards were adopted in Ohio in June 2010 Common Core- 45 other states adopted OBR College Expectations revised to align to the Common Core in Fall 2011. In 2010, the ODE began revising the current academic content standards in Fine Arts, World Language, Financial Literacy, Entrepreneurship and Business Education (non-career-technical). As required by Ohio Amended House Bill 1 (2009), these standards were called to undergo a review following the review of the English language arts, mathematics, science and social studies standards.
- Presenter: Paul Talking Points The shifts are a high-level summary of the changes signified by the adoption of the NLS and required within instruction. They represent significant shifts for curriculum materials, instruction, student learning, and thinking about assessment. Taken all together, with the subject –specific shifts that will be addressed in the spring, they should lead to desired student outcomes. It is the expectation that everyone working in your school and district should have a solid understanding of the shifts required for all academic areas. They are valuable for learning about and understanding the NLS. The shifts are relevant at all levels elementary, middle and high school and disciplines. Communicate the shifts to everyone who will listen! They are meant to be succinct and easy to remember. The shifts represent change within in the standards and instruction
- Carolel The Common Core State Standards for Mathematics were designed to address these issues. To learn more about the Standards we are going to talk about the three shifts, which represent the overarching messages in these new Standards. Here are the three shifts in mathematics. {Read the slide} These are not only things I’m (we’re) telling you, these are things I’m (we’re) asking you to tell other people. These are what you need to be fighting for. These are what you need to be thinking about when a speaker at a workshop or a publisher or even members of your district tell you about CCSS – you can test their message against these things. You can test anyone’s message against these touchstones. They are meant to be succinct, and easy to remember; we’ll discuss them each in turn.
- Carole
- Carole The Common Core State Standards for Mathematics include both standards for content and standards for mathematical practice. These practice standards really deal with the "habits of mind" in mathematics and should only be addressed in conjunction with grade level content. It would be a significant misstep in implementation to go from a mile wide, inch deep curriculum to going mile wide, mile deep by implementing the practices without first focusing the scope of content. Implementing practices first, would, in effect make a difficult task of raising the expectations for all students in mathematics, impossible. The language in the Standards often gives a direct indication of the connection to the practices.
- Carole(Say) The second page of each grade is an Overview. It identifies the domains and clusters in that grade also reminding readers of the mathematical practices.
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- Alesha Specific CCSS alignment to: RL.6.1 (use of evidence); RL.6.3 (describe how characters respond to changes); RL.6.10 (complex text). W.6.3 (narrative writing); W.6.4 (writing coherently). L.6.1-3 (grammar and conventions). Includes rigorous expectations for narrative writing, including weaving details from the source text accurately into an original narrative story (students must draw evidence from the text—character traits and the events of the story—and apply that understanding to create a story). For students who struggle to create original stories, the source text provides ideas from which to begin; for those students who readily create imaginative experiences, the source provides a means to “jump off” and innovate. Focuses on students applying their knowledge of language and conventions when writing (an expectation for both college and careers).
- Alesha Specific CCSS alignment to: RL.6.1 (use of evidence). RL.6.4 (meaning of words and phrases). RL.6.10 (complex texts). Reflects a key shift, namely focusing on the words that matter most, not obscure vocabulary, but the academic language that pervades complex texts. Rewards careful, close reading rather than requiring the students to race through the passage to determine the meaning of an academic word by showing the context within the passage that helped them determine the meaning of the word.
- Alesha Specific CCSS alignment to: RL.6.1 (use of evidence). RL.6.3 (how characters respond). RL.6.10 (complex texts). Rewards careful, close reading to find specific information and applying understanding of a text. Focuses students on rigorously citing evidence for their answer; students must provide the context used to establish the accuracy of their answer or they don’t receive credit for the item. Asks students to delve deeply into how the main character is feeling as she reflects on her predicament, helping students gather information and details for use on the Prose Constructed Response.
- Specific CCSS alignment to: RL.6.1 (use of evidence). RL.6.3 (how characters respond). RL.6.10 (complex texts). Rather than a single right answer, this item allows students to explore different solutions and generate varying insights about a multi-dimensional character, choosing the word they most strongly feel they can defend. The item also insists on students rigorously substantiating their conclusions/insights about the character of Miyax with two details drawn from the text, helping students gather information and details for use on the Prose Constructed Response. Technology enables students to “drag and drop” evidence that supports their understanding.
- Carole & Alesha This slide gives a flavor of the types of metrics necessary to lead this work. Note that nowhere does it say "80% of teachers attend a workshop." These are observable, measurable outcomes that inform action steps in order to make them a reality - not an aspiration. These action steps must be grounded in the shifts. This table is offered as an example of metrics. The process of defining and describing the specific metrics is important. Remember, this is not a compliance initiative.
- Alesha
- Alesha Talking Points: -The goal of the TGRG is: That all Ohio students can read at a proficient level by the end of the third grade. -Recent legislation strengthened the Third-Grade Reading Guarantee to give greater emphasis to reading instruction and intervention in the early grades. -Through this initiative, school districts and community schools will diagnose reading deficiencies in students at grades kindergarten through three, create individualized Reading Improvement and Monitoring Plans and provide intensive reading interventions to meet this goal.
- Alesha Talking Points: -Recent legislation strengthened the Third-Grade Reading Guarantee to give greater emphasis to reading instruction and intervention in the early grades. -Through this initiative, school districts and community schools will diagnose reading deficiencies in students at grades kindergarten through three, create individualized Reading Improvement and Monitoring Plans and provide intensive reading interventions.
- Alesha Talking Points: -SB 316 created new requirements to provide more early intervention and support for literacy beginning in kindergarten, and supporting at-risk students through the third grade. -Districts must administer reading diagnostics to all K-3 students by September 30 of each year to determine which students are on-track, and which students are not on-track to read at grade level. -If the diagnostic assessment shows that the student is not on-track to be reading at grade level by the end of the year, schools must provide the parents, in writing: Notice that the school has identified a reading deficiency with their child; A description of current services provided to the student; A description of proposed supplemental instruction services; Notice that the Ohio Achievement Assessment for third-grade reading is not the only measure of reading competency; and Notice that unless the student attains the appropriate level of reading competency by the end of Grade 3, the student will be retained. -For each student shown to be not on-track, schools must: Begin reading intervention immediately using research-based reading strategies targeted at the student’s identified reading deficiencies; Develop a reading improvement and monitoring plan within 60 days of learning of the reading deficiency; and Beginning in the 2013-2014 school year, provide a teacher who has either passed a reading instruction test or has a reading endorsement on their teacher's license.
- Alesha Talking Points: -Districts will report diagnostic assessment results through the EMIS year-end collection. For the Third-Grade Reading Guarantee, districts will report only: Which students are on-track and not-on-track for reading; and What types of intervention services are given to each student. For the Third-Grade Reading Guarantee, districts should maintain the on-track and not on-track results so that they can be reported at the end of the school year. The reading diagnostic results are not required to be submitted or posted by September 30, 2012.
- Alesha Talking Points: For the 2012-2013 school year, districts must select one of the following options for students who score below 390 on the third-grade reading OAA: Promote the student to the fourth grade if the principal and student’s reading teacher agree that the student is prepared academically for Grade 4, based on another evaluation of reading skill; Promote the student to the fourth grade, but continue to provide intensive intervention services in Grade 4; or Retain the student in the third grade
- Alesha Talking Points: Beginning with the 2013-2014 school year, all students scoring below the designated level on the third-grade reading, OAA must be retained, except for the following students (ORC 3313.608(A)(2)): Limited English proficient students who have been enrolled in U.S. schools for less than two full school years and have had less than two years of instruction in an English as a Second Language program; Special education students whose IEPs specifically exempt them from retention under the third grade guarantee; Students who demonstrate reading competency on an alternative reading assessment approved by ODE; and Any student who has received intensive remediation for two years and was previously retained in kindergarten through Grade 3. A student that advances because of this exception must continue to receive intensive reading instruction in the fourth grade, which requires an altered instructional day to accommodate reading interventions, or whatever reading interventions are required by the student’s IEP or 504 plan.
- Alesha Talking Points: Beginning with the 2013-2014 school year, all students scoring below the designated level on the third-grade reading, OAA must be retained, except for the following students (ORC 3313.608(A)(2)): Limited English proficient students who have been enrolled in U.S. schools for less than two full school years and have had less than two years of instruction in an English as a Second Language program; Special education students whose IEPs specifically exempt them from retention under the third grade guarantee; Students who demonstrate reading competency on an alternative reading assessment approved by ODE; and Any student who has received intensive remediation for two years and was previously retained in kindergarten through Grade 3. A student that advances because of this exception must continue to receive intensive reading instruction in the fourth grade, which requires an altered instructional day to accommodate reading interventions, or whatever reading interventions are required by the student’s IEP or 504 plan.
- Ken
- Carole PARCC states are developing an assessment system comprised of four components: a Diagnostic Assessment, Mid-Year Assessment, Performance Based Assessment and End-of-Year Assessment. Each component will be computer-delivered and will leverage technology to incorporate innovations.
- Ken
- Ken People have lost sight of the benefits of the new assessments - this is the time to remind them! http://demo.tds.airast.org/ohio/Default.aspx?disableJava=true&client=ohio&messages=ohio&acc=Content\ohio_acc_default.json&config=Content\ohio_default.json
- Ken These are basic skills - we should not assume students know how to do all of these - and keyboarding is now a 3rd grade ELA standard.
- Ken Visual to go with the prior slide - stop thinking about teaching to the test - the new tests are aligned to all the standards - no longer have to play the "guessing game" trying to figure out what might be on the test.
- Ken Discuss Pilot and what expectations are for students.
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