CMATH2 – www.cmath2.comClaran Einfeldt, Cathy Carter, Jill Gardner

CMATH2 – www.cmath2.comClaran Einfeldt, Cathy Carter, Jill Gardner

AgendaAgenda

8:45 - Knowing the test9:15 - Curriculum, assessment,

instruction10:00 – Break10:15 Continue with Curriculum,

assessment, instruction11:00 - Data Analysis11:30 - Questions

8:45 - Knowing the test9:15 - Curriculum, assessment,

instruction10:00 – Break10:15 Continue with Curriculum,

assessment, instruction11:00 - Data Analysis11:30 - Questions

Time is FiniteTime is Finite

How do you want to spend your time??

What are your long term commitments?

How do you want to spend your time??

What are your long term commitments?

How high do you want scores to go??How high do you

want scores to go??I will be satisfied when ________%

of my students meet or exceed on the state testing because ____________________________

____________________________

____________________________

____________________________

I will be satisfied when ________% of my students meet or exceed on the state testing because ____________________________

____________________________

____________________________

____________________________

Knowing the testKnowing the test

Item types, percentages, rubrics, item samples

Tools for the testTime allotted per typePilotConditions for taking the test, walls,

desk, use of technology, settingAccommodations – notebook, graphic

organizers, reading the math test

Item types, percentages, rubrics, item samples

Tools for the testTime allotted per typePilotConditions for taking the test, walls,

desk, use of technology, settingAccommodations – notebook, graphic

organizers, reading the math test

ISAT PSAEISAT PSAE

3 – 45 minute sessions (55 min.)

70 Multiple Choice (5 pilot)

3 Short Response (1 pilot)

2 Extended Response (1 pilot)

Scoring - MC=85%; SR=5%; ER=10%

Rulers; calculators 4-8; Reference sheet 7-8

3 – 45 minute sessions (55 min.)

70 Multiple Choice (5 pilot)

3 Short Response (1 pilot)

2 Extended Response (1 pilot)

Scoring - MC=85%; SR=5%; ER=10%

Rulers; calculators 4-8; Reference sheet 7-8

Day 1 – ACT Math (60 Min) & Day 2 – WorkKeys Math (45 min)

ACT – 60 MC in pre-algebra, elementary algebra, intermediate algebra, coordinate geometry, plane geometry and trigonometry

WorkKeys – 33 MC on 5 levels

50% ACT + 50% WorkKeys =PSAE Math

Calculators and reference sheet on WorkKeys

Day 1 – ACT Math (60 Min) & Day 2 – WorkKeys Math (45 min)

ACT – 60 MC in pre-algebra, elementary algebra, intermediate algebra, coordinate geometry, plane geometry and trigonometry

WorkKeys – 33 MC on 5 levels

50% ACT + 50% WorkKeys =PSAE Math

Calculators and reference sheet on WorkKeys

What is the important curriculum, assessment & instructional strategies to

meet the requirements of the ISAT/PSAE?

What is the important curriculum, assessment & instructional strategies to

meet the requirements of the ISAT/PSAE?

CurriculumCurriculum

ISBE tools – Goals – Built from National Research StandardsBenchmarksPerformance descriptors

Assessment framework

ISBE tools – Goals – Built from National Research StandardsBenchmarksPerformance descriptors

Assessment framework

CurriculumCurriculum

Illinois Assessment Framework taught by testing date March/April

K-12 calculator activities throughout the year

K-12 estimation activitiesK-12 Vocabulary consistently integrated

into curriculumK-12 Problem SolvingWhat about the basic facts?

Illinois Assessment Framework taught by testing date March/April

K-12 calculator activities throughout the year

K-12 estimation activitiesK-12 Vocabulary consistently integrated

into curriculumK-12 Problem SolvingWhat about the basic facts?

How do you align curriculum to IAF for ISAT?

How do you align curriculum to IAF for ISAT?

Teachers know the IAF Percentages of standards Up and down – within their grade level Across – articulation between grades

Plan curriculum before March Counting the number of teaching days Align to existing curriculum Planning the IAF objectives by month Use data for constant evaluation Fluid curriculum – never stagnant – constant

cycle with decisions made by data Plan curriculum after March

Teachers know the IAF Percentages of standards Up and down – within their grade level Across – articulation between grades

Plan curriculum before March Counting the number of teaching days Align to existing curriculum Planning the IAF objectives by month Use data for constant evaluation Fluid curriculum – never stagnant – constant

cycle with decisions made by data Plan curriculum after March

How do you align curriculum to IAF for PSAE?

How do you align curriculum to IAF for PSAE?

Teachers know the IAF Percentages of standards Align the framework to each of those courses

Plan curriculum Identify all 3-year paths for mathematics

instruction Find gaps and make plans to integrate the IAF

throughout each of the 3-year paths Counting the number of teaching days to testing Align to existing curriculum Planning the IAF objectives by month Use data for constant evaluation Fluid curriculum – never stagnant – constant cycle

with decisions made by data

Teachers know the IAF Percentages of standards Align the framework to each of those courses

Plan curriculum Identify all 3-year paths for mathematics

instruction Find gaps and make plans to integrate the IAF

throughout each of the 3-year paths Counting the number of teaching days to testing Align to existing curriculum Planning the IAF objectives by month Use data for constant evaluation Fluid curriculum – never stagnant – constant cycle

with decisions made by data

Local AssessmentsLocal Assessments

ISAT Common by grade level ISAT types

Multiple choice Short Response Extended response Include the cognitive

complexities Aligned to the monthly

IAF curriculum Created to use the data

to make decisions for instruction and curriculum

ISAT Common by grade level ISAT types

Multiple choice Short Response Extended response Include the cognitive

complexities Aligned to the monthly

IAF curriculum Created to use the data

to make decisions for instruction and curriculum

PSAE Common by course Use PSAE types

ACT Multiple Choice WorkKeys Mutliple

Choice Include the cognitive

complexities Aligned to the course

IAF objectives Created to use the data

to make decisions for instruction and curriculum

PSAE Common by course Use PSAE types

ACT Multiple Choice WorkKeys Mutliple

Choice Include the cognitive

complexities Aligned to the course

IAF objectives Created to use the data

to make decisions for instruction and curriculum

Teaching StrategiesTeaching Strategies

Reading and Vocabulary

Increase explicit vocabulary and reading instruction in the

mathematics classroom

Reading and Vocabulary

Increase explicit vocabulary and reading instruction in the

mathematics classroom

Effective use of class timeEffective use of class time

Increase amount of time teaching mathematics – minimum 60 minutes every day

Increase use of problem solving & thinking, games

Increase patterning, logical reasoning, applications of skills

Increase use of technology for higher level thinking

Increase cooperative learning

Increase amount of time teaching mathematics – minimum 60 minutes every day

Increase use of problem solving & thinking, games

Increase patterning, logical reasoning, applications of skills

Increase use of technology for higher level thinking

Increase cooperative learning

Effective use of class timeEffective use of class time

Increase student to teacher and student to student communication

Increase higher level questioning strategies by students and teachers

Increase use of manipulatives Increase technology/calculator use

K-12 Increase formative assessment

Increase student to teacher and student to student communication

Increase higher level questioning strategies by students and teachers

Increase use of manipulatives Increase technology/calculator use

K-12 Increase formative assessment

Ineffective use of class time

Ineffective use of class time

Decrease use of memorization, drill and kill, timed tests

Decrease teacher to student communication

Decrease direct instructionDecrease re-teachingDecrease remediation

Decrease use of memorization, drill and kill, timed tests

Decrease teacher to student communication

Decrease direct instructionDecrease re-teachingDecrease remediation

Ineffective use of class time

Ineffective use of class time

Decrease teaching to masteryDecrease use of technology for low

level thinking or checking homework

Decrease reviewDecrease summative assessments

Decrease teaching to masteryDecrease use of technology for low

level thinking or checking homework

Decrease reviewDecrease summative assessments

Don't reinvent the wheelDon't reinvent the wheel

Standards based lesson plans all over the place

Technology resourcesStaff development resourcesAssessment resourcesThink outside the box!!!!

Standards based lesson plans all over the place

Technology resourcesStaff development resourcesAssessment resourcesThink outside the box!!!!

How do I do that?How do I do that?

TimeGive time for data analysisCreate assessmentsDecide what do we teach

TimeGive time for data analysisCreate assessmentsDecide what do we teach

Data AnalysisData Analysis

Take data from state and make it something usable

Tell the story over timeFocus on data that will guide

instructionMake sure to get teacher’s inputThink of all school factors that may

affect testing and the environment

Take data from state and make it something usable

Tell the story over timeFocus on data that will guide

instructionMake sure to get teacher’s inputThink of all school factors that may

affect testing and the environment

School factors that increase student

achievement

School factors that increase student

achievementHow high do you want

scores to go?How high do you want

scores to go?

QuestionsQuestionsClaran Einfeldt, claran@cemath2.comCathy Carter, cathy@cemath2.com Claran Einfeldt, claran@cemath2.comCathy Carter, cathy@cemath2.com