Alabama Reading and Mathematics Test - PowerPoint by T8QqX451

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									TOOLS YOU CAN USE
      WORKING
   SMARTER RATHER
    THAN HARDER
 One of the challenges teachers face is
designing a standards-based curriculum
 that can be used to guide instruction.
         OUTCOME:
• Participants will increase their
  knowledge of Course of Study
  Standards, Item Specifications,
  Blueprints and Curriculum
  Correlation Documents to
  improve instruction and
  increase student learning.
         True or False…
Good instruction automatically leads
       to good test scores.




Unfortunately…This deduction is not
               true!
The reality is that …


• Some standards/objectives
  are neglected.

• Some standards/objectives
  are not taught thoroughly.
   (spray and pray method)

• Some standards/objectives
  are not taught at all .
TOOLS THAT WORK
  Alabama Course
      of Study
Definition of a Course of Study



A course of study is a curriculum document
  containing academic content standards.
Definition of a Content Standard



A content standard specifies what students
  should know and be able to do in a
  particular subject area by the end of each
  grade level or course.
Directions for Interpreting the
Minimum Required Content
• Content Standards in the Course of Study
  contain minimum required content. The order in
  which standards are listed within a course or
  grade is not intended to convey a sequence for
  instruction. Each content standard completes the
  phrase “Students will.”

Students will:
Compare poetry, folktales, and fables in respect to their genre
   characteristics.
Directions for Interpreting the
Minimum Required Content
(continued)
Bullets denote content that is related to the
  standards and required for instruction. Bulleted
  content is listed under a standard and identifies
  additional minimum required content.

Students will:
Use organizing and paraphrasing in the research process.
• Taking notes to gather and summarize information
• Determining details through questioning
Directions for Interpreting the
Minimum Required Content
(continued)

Examples clarify certain components of content
  standards or bullets. They are illustrative but not
  exhaustive.

Students will:
• Revise drafts to increase sentence complexity.
• Examples: expanding word choice by using phrases,
   including verbals; combining short sentences to form
   complex and compound sentences.
               Why is a
      standards-based curriculum
              important?
It…
•     Provides a common set of expectations
            for students and teachers.

•     Serves to raise and clarify expectations
            for students and teachers.

 •    Serves to improve student and teacher
                  effectiveness
        NCLB




 Is it fair to assess your
students on content that
  has not been taught?
TOOLS THAT WORK
      Item
  Specifications
ARMT Item Specs
• Teachers must be familiar with the Item
  specification document if they teach content that
  relates to the standards measured on the
  Alabama Reading and Math Test (ARMT)
Practical Purposes:

•Use to determine rigor in curriculum

•Use to formulate questions for assessments

•Use to show testing format

•Use to pace instruction
Reading Item Specs
Let’s look at the Introduction Page in
the Item Specs
What Can We Learn from the
Reading Item Specs?
What Can We Learn from the
Reading Item Specs?
More Important Information
Sample Reading Open-Ended Items
Reading Rubrics
Reading Open-ended Forms
What Can We Learn from the
Mathematics Item Specs?
What Can We Learn from the Math
Item Specs?
ARMT Item Specs; Gridded Items
How to Create Classroom Test Using
the Item Specs? How to format questions for
assessments
What Can We Learn from the Item
Specs About Open Ended Items?
Math Rubrics
Gridded and Open-ended Forms
TOOLS THAT WORK
    Blueprints
What Can We Learn From The
Blueprints?




  Note the value
    of items.
TOOLS THAT WORK
   Curriculum
   Correlation
   Documents
Curriculum Correlation Documents
• are several critical documents rolled
  into one: COS, Stanford 10 terminology,
  Curriculum Guide pre-requisite skills, ARMT
  blueprint
• contain a new Vocabulary Addendum -
  added in spring ’06
Curriculum Correlation Document
  •   A multipurpose document:
  Can be used for instructional pacing (7 months)
  Can be used for aligning local classroom instructional resources,
     textbooks, software, leveled books, read alouds, manipulatives,
     media resources, etc.
  Can be used to assist in writing IEP reading and math goals
  Can be used as an informal correlation between terminology
     differences in the Course of Study and the Stanford 10
  Can be used to support intervention/remediation/reteaching with
     students not mastering standards
  Can be used to assist teachers in understanding the types of
     questions asked on each standard
  Can be used to document dates of teaching
  Can be used to record standards based activities
            Curriculum Correlation Document
AL COS STANDARDS                                   STANFORD 10              PREREQUISITE SKILLS            AHSGE            RESOURCES and/or        ARM T
                             www.alsde.edu         COM PENDIUM               FROM THE READING        STANDARDS FROM          PACING DATES      BLUEPRINT #
                                                  DIFFERENCES IN              CURRICULUM GUIDE             ITEM                                     of Items
                  sections-classroom improvement- TERM INOLOGY FROM COS                               SPECIFICATIONS
                  publications
1. Apply strategies, including making         RC #6, pg. 179              Objective 8.1.1: Define    II-1, pg. 56                              Mult. Choice -
inferences to determine theme,confirming                                  theme.                                 Identify                      16
or refuting predictions, and using specific               "Draw           Objective 8.1.2:           main idea
                                              conclusions…"               Recognize theme in a                                                 Open-Ended -
context clues to comprehend eighth-grade
                                                                          variety of                      II-2, pg. 59                         1
literary/recreational materials.
                                              RC #7, pg. 179              literary/recreational
                                                                          materials.                 Draw conclusions
                                                    "Extract implied      Objective 8.1.3: Make
                                                       main id            simple predictions based
                                                                          on content of a passage.                   III-
                                                                          Example: putting on               2, pg.
                                                                          raincoat suggests going
                                                                          outside
                                                                          Objective 8.1.4:
                        Curriculum Correlation Document
AL COS STANDARDS                                      STANDARDS-BASED                  TEST VOCABULARY                             VOCABULARY                  RESOURCES
                                                  VOCABULARY                                                      High          INSTRUCTIONAL                (Applies to all COS standards
www.alsde.edu                                                                           frequency terms found in test                                                 including Additional
                                                         (Includes vocabulary from                                           STRATEGIES
                sections-classroom improvement-                                         directions. These terms should                                                         Minimum
                                                     Additional Minimum Required
                    publications                                                         be included in daily oral and                                              Requirements.)
                                                                content.)
                                                                                                                             (Applies to all COS standards
                                                                                       written instructions.
                                                                                                     (Applies to all COS                     including
                                                                                            standards including) A           Additional
                                                                                                                                Minimum Requirements.)
NUMBER and OPERATIONS
1. Demonstrate number sense by                    order, greater than, less than,                                                                            ▪Math Item Specs for
                                                                                       ·represent                            · Connect Prior
comparing and ordering decimals to                greatest, least, more than, >, < ,                                                                         4th grade
                                                                                                                             Knowledge
                                                  =, compare, tenths, hundredths,                   ·best represents                                             ▪ National Council of
hundredths and whole numbers to
                                                  expanded form, first, second,                        ·response              · Use Context Clues            Teachers of Mathematics
999,999.
                                                  third, etc., chart                                                                            ·            (NCTM)
                                                                                                                         ▪   Print Rich Environment          ▪ National Assessment of
2. Write money amounts in words and               number words, dollar, $,             show reasoning                                                        Educational Progress
dollar-and-cent notation.                         decimal point, ., cent, numerical                 ▪ answer
                                                                                                                                              ·              (NAEP)
                                                  form, value                                                                Mnemonics                       ▪ International Society
3.Rename improper fractions as mixed              denominator, numerator, mixed        documen
                                                                                                                                               ·             for Technolo
numbers and mixed numbers as improper             number, proper fractions,
                                                                                                                             Problem and Solution
fractions.                                        improper fractions, has the
                                                  same value, equivalent                                                          ·Diagra
4. Demonstrate addition and subtraction           combined amount, equation,
of fractions with common denominators.            numerator, denominator, what
                                                  fraction of

5. Round whole numbers to the nearest             nearer hundred, thousand,
ten, hundred, or thousand and decimals            tenth, hundredth, about how
to the nearest tenth.                             many, estimate, round
         Helpful CCD Terminology
•   Standard: a standard indicates the level of requirement or attainment a
    student is expected to achieve (universal / very broad).
•   Curriculum: a curriculum framework is a document that sets out what
    students are expected to achieve in a given subject or grade level (more
    specific).
•   Learning Objective: learning objectives specify what a student is
    expected to learn (even more specific).
•   Correlation: a correlation is a specialized format that shows where a
    curriculum meets a given standard or objective.
•   AHSGE Alignment: this alignment indicates the degree to which
    instructional materials match or address standards or test objectives in
    upcoming years.
•   ARMT Blueprint - Number of Items: assess student performance on
    content standards via Multiple-choice items (one point), gridded items (one
    point), and open-ended items (three points).
•   Pacing Guide (Scope and Sequence): pacing guide is a map of an
    instructional curriculum, detailing what is taught and when.
•   Benchmark: a benchmark indicates the knowledge and skill level students
    are expected to attain by the end of a given timeframe or grade level.
                 Course of Study Alignment

 7th     8th                                               Algebra    Algebra
Grade   Grade   Algebra   Algebra             Algebraic      II       III w/
Math    Math      I         II      Geometry Connections   w/Trig    Statistics

  Numbers Represent COS Standards by Math Course (and/or bullets)
                      Aligned to AHSGE Objectives

  1       1       1          1         1          1          1           1

  2       2       2          2         2          2          2           2

  3       3       3          3         3          3          3           3

  4       4       4          4         4          4          4           4

  5       5       5          5         5          5          5           5

  6       6       6          6         6          6          6           6

  7       7       7          7         7          7          7           7

  8       8       8          8         8          8          8           8

  9       9       9          9         9          9          9           9

 10      10       10        10         10        10          10         10

 11      11       11        11         11        11          11         11

 12      12       12        12         12        12          12         12

 13      13       13                   13        13          13         13

         14       14                   14        14          14         14

                  15                   15                    15         15

                                       16                               16

                                       17

                                       18
                    Course of Study Alignment

            8th       9th      10th      11th      12th
  7th      Grade     Grade     Grade     Grade     Grade
Reading   Reading   Reading   Reading   Reading   Reading

                   Numbers Represent COS Standards
            by ELA/Reading Course/Grade Level (and/or bullets)
                      Aligned to AHSGE Objectives


  1         1         1         1         1         1


  2         2         2         2         2         2


  3         3         3         3         3


  4         4                   4


  5
                                                       Gr. 9            Gr. 11
        Gr. 5    Gr. 6                          Gr.    World             U.S.
         U.S.     U.S.                           8     Histo            Histor
Gr.     Studie   Studie                        Worl      ry    Gr. 10      y                Gr.
 4        s:       s:                            d     1500     U.S.     1877               12
Ala.     Beg.    1877-      Gr. 7              Histo     -     Histor     to     Gr. 12    U.S.     World
Stu       to     Presen   Citizenshi   Gr. 7   ry to   Prese    y to    Presen   Economi   Gov't   Geograp
dies    1877        t          p       Geog.   1500      nt     1877       t       cs        .       hy

       Numbers Represent COS Standards by Social Studies Course (and/or bullets)
                           Aligned to AHSGE Objectives


 1        1        1          1         1       1       1        1        1        1        1        1


 2        2        2          2         2       2       2        2        2        2        2        2


 3        3        3          3         3       3       3        3        3        3        3        3


 4        4        4          4         4       4       4        4        4        4        4        4


 5        5        5          5         5       5       5        5        5        5        5        5


 6        6        6          6         6       6       6        6        6        6        6


 7        7        7          7         7       7       7        7        7        7        7


 8        8        8          8         8       8       8        8        8        8        8


 9        9        9          9         9       9       9        9        9        9        9

10       10       10         10         10      10      10      10       10        10       10


11       11       11         11         11      11      11      11       11        11       11
TOOLS THAT WORK
   Planning for
   Instruction
Planning For Instruction

• Your Textbook is a resource only!
• You are legally required to teach the Alabama
  Course of Study
• Use the Item Spec to understand how to teach
  and test the standards and vocabulary
• Use the Blueprints to understand weight of
  standards and format of test items
• Use the Curriculum Correlation Document to
  pace, align resources, and teach students that
  are not on grade level
      Teaching to Mastery
          is Key….

Remember we MUST…
• Reteach standards that are not
  mastered until they are mastered.

 How do you know when the students
   have not mastered the standards?

       Formative Assessments
“The dictionary is the only
place where success comes
before work.”
        Arthur Brisbane, American Journalist
                 (1864 – 1910)

								
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