PSSA Prep Resources_ Tools_ and Strategies to improve student

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					          PSSA Prep:
Resources, Tools, and Strategies
to improve student achievement


          Colonial Intermediate Unit 20
            Educational Consultants
                Kathy Emeigh
                 610-515-6546
              kemeigh@ciu20.org
               Melissa Petrilak
                 610-515-6542
              mpetrilak@cui20.org
         Guiding Questions:
   What resources can help us to decide our
    instructional focus?

   What tools are available for us?

   What are practical strategies are there to
    embed PSSA prep in our daily
    instruction?
   What strategies do you use
    now to prepare your students
    for PSSA?
Bright Ideas
         Periodically a
          “Stop, Drop, and
          Jot” will take place.
         Use Bright Ideas
          paper to generate
          ideas of the
          information you’ve
          heard throughout
          the training.
              Why focus on the
        special education population?
   To meet adequate Yearly Progress (AYP)
    required by No Child Left Behind (NCLB)
    schools and subgroups must meet four
    targets:
       Student achievement at proficiency or above
            For 2006-07 Math score - 45% (56% for ’08-’10)
            For 2006-07 Reading score - 54% (63% for ’08-’10)
       95% participation
       90% attendance
       80% graduation rate
     Special Education is a Subgroup

   Subgroups must meet targets or a school does
    not meet AYP

   Subgroup has 40 or more students.

   Bottom line… at least for now is that IEP
    students need to improve their PSSA
    performance
        The Good and the Bad of It
   Good                               Bad
      IEP students responsible           Rules changed mid game.
       for same                           Chronological age and
       Anchors/Standards as                grade used as the basis
       regular education students          for state assessment.
      IEP aligned to                     Some districts may only
       Anchors/Standards giving            focus on the IEP students
       Special Education                   who are capable of raising
       teachers a clear                    PSSA scores.
       instructional focus.
      Schools can meet AYP
       through a Safe Harbor.
What Should We Do?
Logic 101
    Continue to expect all
     students make
     progress
           AND
    Identify students who
     will increase the
     school or district
     proficiency rate by
     10%.
PA Academic Standards
       1.1, 1.2, 1.3
  Assessment Anchor
  Content Standards
 A.1, A.2, B.1, B.2, B.3
       Anchor
      Descriptors
       Eligible
       Content
    “Trifolds” and More from IU 13
   http://www.iu13.org/inst_init_literacy_anchor.shtml
         For reading assessment anchor content standards
    presented in “teacher friendly” charts and graphs.

   http://www.iu13.org/inst_math_anchors.shtml
         For math assessment anchor content standards
    presented in “teacher friendly” charts and graphs.

THE TRIFOLDS ARE GREAT! EASY COMPARISON
  ACROSS THREE GRADE LEVELS.
RESOURCES!



Assessment
  Anchor
                Reporting Category


Five Math Reporting
Categories:
     A. Numbers &
     Operations
     B. Measurement
     C. Geometry
     D. Algebraic Concepts
     E. Data Analysis &
     Probability

     Two Reading
     Reporting Categories:
     A. Comprehension and
     Reading Skills
     B. Interpretation and
     Analysis of Literature
    Reference to Standard- Math




   PA
Standard
    Reference to Standard- Reading




   PA
Standard
                   Eligible Content

         Known as
    “assessment limits”



 Identify how deeply teachers need
   to cover an Anchor to prepare
          students for PSSA


 Not all Eligible Content is assessed on the PSSA;
shows the range of knowledge from which the test
                    was designed.
   Sample Items


   Math only!
More sample items
      under
Resource Materials
        Begin With the “End” in Mind!


                              Test Blueprint- Math
  Reporting        Grade       Grade       Grade       Grade       Grade       Grade       Grade
  Category           3           4           5           6           7           8          11
Numbers and
                   40-50%      43-47%      41-45%      28-32%      20-24%      18-22%      12-15%
 Operations
Measurement        12-15%      12-15%      12-15%      12-15%      12-15%      12-15%      12-15%

  Geometry         12-15%      12-15%      12-15%      15-21%      15-21%      15-20%      12-18%
  Algebraic
                   12-15%      12-15%      13-17%      15-20%      20-27%      25-30%      36-42%
  Concepts
Data Analysis
                   13-16%      12-15%      12-15%      15-20%      15-20%      15-20%      12-18%
and Probability
 Total Points     66 Points   66 Points   66 Points   66 Points   66 Points   66 Points   66 Points
Stop, Drop, and Jot
Information on Assessment Anchor
        Content Standards

 Open website to:
    www.pde.state.pa.us
 Click on tab Pre K- 12
 Left hand side of page, click on
  Assessment
 Left hand side of page, click on
  Assessment Anchors
Online Resources



                   Click
                   here
         Online Resources
Click here
     Downloadable Tools
The Assessment
Anchors and
Glossaries are
here


Item Samplers,
Handbook with
Blueprints,
Formula Sheets
Critical Content Words
 Math and Reading
    Glossaries

     DataNotGuesswork™
      …and More from IU 13
   An Assessment Anchor Guide with:
       assessment anchor
       eligible content
      key vocabulary
All on one teacher friendly page!
 http://www.iu13.org/inst_init_literacy_anchor.shtml
 http://www.iu13.org/inst_math_anchors.shtml
Critical Content Words


Adopt-A-Word
        Source of the words
      contained in this packet:
   The words were taken from one of the forms of the
    2005 Math and Reading PSSA

   They were not taken from test content, but from test
    question forms

   Please note that these words are not intended as a
    complete listing.

   The list represents the critical content words that
                  “stood out” upon review.
    Purpose of Adopt-A-Word
   To give students access to vocabulary that will
    help them better comprehend the intent of test
    questions

   To give teachers concise and common “test”
    vocabulary to embed in current classroom
    routines and curriculum across content areas
 Why “adopt” a word?
 Ina learning community, it is very
  important that all teachers take
  ownership of critical content vocabulary.

 Studentsneed multiple opportunities for
  exposure to these words across content
  areas
And from Susan in Philadelphia
       School District…..


    3 pages of strategies!

“Some PSSA Glossary Words
   Ideas and Mini-Lessons”
How can we use this tool?

  Item and Sampler Guide:
     Rubrics and Sample
          Passages
Stop, Drop, and Jot
    A “Collection” of Strategies!
From Joann in Pocono Mt. School District.
   Using the Item Samplers from PDE:
        Practice with sticky notes
        Double-space and enlarge font (“George” went from
         below basic to proficient with this strategy!)
        Have your students grade the sample student
         responses, and see if their score agrees with PDE’s.
        Use acetate sheets and “grease” pencils to allow the
         students to interact with the text in a more concrete
         way.
    A “Collection” of Strategies!
From Susan in Philadelphia School District.
   Using the Rubrics from PDE:
      With your class, generate “student friendly”
       rubrics.
      Student Work Sheet Constructed Response
       – Graphic using the 3 point reading rubric
      Uses “Reading Responses” with lawyer talk.
      She gave us the ideas for glossary mini-
       lessons!
 A “Collection” of Strategies!
                       Fraction Percent   Decimal
From Kelly in CIU 20
                         1/4     25%        .25
  region.
 Poster Support –       1/2     50%        .50
  “fading support”

                         3/4     75%        .75


                         1/1     100%      1.00
   A “Collection” of Strategies!
  More from Kelly in CIU 20 region.
   Strategies/toolbox specific to test taking.

Name:_______________                (4Sight Test) 1   2   3   4   5
What tools/strategies/bright ideas WILL you use to be
successful on the
test?_____________________________________________
What WILL you do if you become frustrated while taking the
test?_____________________________________________
What tools DID you use on the
test?_____________________________________________
What DID you do when you got frustrated? Did it work?
_______________________________________________________________
    A “Collection” of Strategies!
From Maria in Upper Merion SD.
   PSSA- specific instructional strategies to
    introduce students to rubrics:
        Present the rubric on an overhead transparency,
         underlining key vocabulary. Discuss and explain key
         terms.
        Explain each level of the rubric noting the use of
         words such as “all, most, some, few, or none” and
         their relationship to the scores 0 – 4.
    A “Collection” of Strategies!
MORE from Maria in Upper Merion SD.
 Brainstorm and practice a problem together.
 Have students score their own work using the
  Math. General Problem Solving Rubric and
  discuss how they can improve their scores! (up
  one more level is inherently motivating!)
 Use the item sampler to illustrate the
  differences between a 4,3,2,1, and 0 score.
 A “Collection” of Strategies!
EVEN MORE from Missy in CIU 20 region.
 Hang posters that explain formulas, key words,
  vocabulary words
 Practice reading and solving different multiple choice
  and open-ended questions by focusing on key words.
 Use math notebooks to write key PSSA vocab,
  definitions, formulas, facts.
 Conduct teacher “think alouds” while solving problems.
      “I know lunchtime is at 12:00. It’s 11?40 now. I can count by fives to
       see how many minutes until lunchtime: 11:45, 11:50, 11:55, 12:00. I
       counted by fives four times, so that’s 20 minutes in all. Lunch is in 20
       minutes.”
           Explanation Tips
1. Show all the steps you used to solve
   the problem. If you used a calculator
   or did some of the work in your head,
   you must write a description of the
   steps that you followed.
                   AND
2. Write an explanation stating the
   mathematical reason(s) why you
   chose each of your steps.
          Explanation Tips
   Encourage students to EXPLAIN their work -
    not DESCRIBE it
      Description:
       “I multiplied 5 and 20 to get 100”
      Explanation:
       “I multiplied the number of quizzes and
       the number of points of each quiz to find
       the total points for the quizzes.”
       Explanation Tips
   Make sure ALL steps are explained.
   Encourage students not to use
    numbers in their explanations – this
    will stop them from describing their
    work.
     e.g. First I added $38.25 and $17
    and got $55.25. Then I divided
    $55.25 by $4.25 to get my answer….
Assign Targeted Students
    to Teacher/Coach
              Assigned teacher follows
               students from PSSA
               preparation to PSSA test
               administration
              Teacher assumes
               ownership responsibility
               for their group of
               students
Use All Allowable Testing Accommodations
         when Administering PSSA
   Accommodations available online.
    • Ensure Special Education Teacher
      have copies of Accommodations
    • Review Accommodations with all
      teachers
    • Devise a plan to put
      Accommodations in place
       Best Accommodations
   Small group administration of test (low
    teacher/student ratio provides needed
    support)
   Simplify the directions and make sure
    student is clear about what to do
   Teacher use of highlighters
   Adjust test taking time, give students
    breaks
   Many Students Do Poorly on Tests
Because They are Confused by the Format
             or Directions

 Repeat and Clarify Directions
 Provide Individual Assistance
 Closely Monitor
 Redirect students to specific
  questions/responses if they
  are experiencing difficulties
    Special Education Teachers Need to
      be Knowledgeable About PSSA
   Understand the Importance of the PSSA
   Accept that students with IEPs must take the
    test and are expected to show improvement.
   Be familiar with the format
   Know Allowable Accommodations
   Motivational Strategies
   Test-taking Strategies
   Active During Testing
   Connect Teacher Performance to Student
    Results
Practice, practice, practice…
 embed, embed, embed …
       before the test
             Think about it….
   “Talent wins games, but teamwork and
    intelligence wins championships.” Michael Jordan
   “People who work together will win, whether it
    be against complex football defenses, or the
    problems of modern society.” Vince Lombardi
   “A pat on the back is only a few vertebrae
    removed from a kick in the pants, but is
    miles ahead in results.” Ella Wheeler Wilcox
   “Teamwork divides the task and doubles the
    success.” Anonymous

				
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