Step by Step instructionsguiding questions for creating a From by mikelbyington

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									       Step by Step instructions/guiding questions for creating a
                       From LtoJ® Assessment
*Note: these are the instructions for what needs to occur BEFORE you implement the assessment
with your kids. Math examples are given; instructions can be adapted for any subject.
                                                  Have you thought about ‘dotting’ your textbook?

□       Determine your focus.
                                                     Green dot on lesson that directly aligns to
                                                    s/b…yellow that supports or would provide
                                                          remediation/re-teaching material
                                                               No dot: leave it alone!
        Ideally, standards and benchmarks
        would have been revisited for concern
        of gaps, overlaps and/or rigor. The

□       nice part about spending common
        professional development time
        together is that the conversations you
        have will identify these potential
        problems. You can remediate them
        on the spot.
                                                  Will you send a letter?

□       How are you going to inform the
        parents of these end-of-the year
        expected learnings/skills?
                                                  Will you simply send a copy of the district
                                                     standards and benchmarks?
                                                  Will you create a skill list (a/k/a refrigerator
                                                     note)?
                                                 Basically, you will have done this if you provide

□       How are you going to inform the
        students of these end-of-the-year
        expected learnings?
                                                 the parents with the proper materials.
                                                 HOWEVER, specifically address these with your
                                                 students. DON’T LET YOUR
                                                 EXPECTATIONS BE A SECRET!

□
        Take a microscopic look at your
        standards and benchmarks. You may
        need to separate some of the
                                                 See Appendix A
        benchmarks/indicators to make them
        measurable. Make note of these
        particular situations.
        Continuing to look at your curriculum

□
        document, you may decide that there
        are benchmarks/indicators that don’t
        lend themselves extremely well to this
                                                 See Appendix B
        form of assessment. However, do
        note that there are ways to implement
        most all pieces; it just takes a little
        more up-front planning.
    One thing to note…there are

□
    definitely some that I would remove
    and NOT include on a skills
    assessment. That would be                   Create a second From LtoJ® just on basic facts;
    knowledge of basic facts. If you are        keep the data separate from this.
    going to lump basic facts into a skills-
    based assessment, you won’t have
    reliable data.


□   Start writing problems/questions for
                                                (I highly promote you using the four-questions
                                                format. Trust me, I think it will best serve your
    every skill.
                                                needs and make the data more reliable).



□   What will students record their             This can range from a piece of paper to a pre-
    answers on for this assessment?             made form.


                                                I would HIGHLY recommend that teachers
                                                teaching from the same subject (at same grade
    How many problems will be                   level) assess on the same items each time.

□   randomly selected each week? (in the
    case of skills, I would say 10 is high, 5
    is minimum – if you don’t have at
                                                Randomize at the beginning of the year for all of
                                                the weeks school will be in session. One
                                                recommendation: if you are selecting 5,
    least 25 skills you are testing, please     randomize 4 and leave the 5 th blank. That way
    revisit as you may not have separated       you can have a TC (teacher’s choice). This way
    all accordingly).                           the teacher can immediately hit a learning target
                                                that has been a struggle in the past (week, month,
                                                etc.)


□   Create a class-run chart
                                                This CAN be a poster, but it doesn’t have to be.
                                                If you choose to purchase the software, this can
                                                be updated and printed at the push of a button
                                                (to hang in the class).



□   Create student-run charts
                                                Excel or Word works well.
                                                (Again, this can be created with the From LtoJ®
                                                software should you choose.)
□   Histograms/Scatterplots
                                         I would really encourage the software. The
                                         Histogram is where you get the name From
                                         LtoJ®!




□       Create a teacher item-analysis
                                            Remember, the software will generate reports
                                           that would take a lot of time otherwise. If you
                                         are going to use the software (specifically the item
                                          analysis portion) you WILL NOT want to create
                                            a teacher item-analysis. (You still will need to
                                                     create one for the students)


□       Create a student item-analysis
                                         This may be an exact replica of the teacher item-
                                             analysis, or it can be a simplified version
                                          (probably depends most upon the age of your
                                                               students).



□          Make necessary copies!
                                                       Hold on to your hats!
                                               Get a ‘Jock Jams’ CD for celebration!
Appendix A

             Look at the first, third and
             fourth bullet under Geometry.
             Examples like these will need
             to be separated on the
             assessment, i.e. you will need
             to write a questions that gets to
             the knowledge of a
                  1. line
                  2. ray
                  3. point
                  4. line segment
             If we lump these altogether, we
             won’t be able to pinpoint
             where success and problems
             exist.
             (It is not imperative to have
             these separated on a standards
             & benchmark document).
Appendix B, page 1



The Data Analysis indicator of ‘solves problems using data gathered from charts,
tables and graphs may not be as easy to assess under the format of From LtoJ®.
HOWEVER, here is a way it can be…

First off, I would separate this indicator into
   1. charts
   2. tables
   3. graphs (you may even want to go further and break it into pie/circle, bar, line,
       pictograph, etc.)

If using the four-question format (the example I gave you a second-grade sample of),
I would have four different charts (one for A, B, C, D), four different tables (one for
A, B, C, and D) and the same for graphs.

Conducting a Google search you can find all kinds of graphs/tables/charts (if you
don’t have existing sources). You can then create a problem based on those graphs,
etc.. Make copies of each (you can probably print four to a page), laminate them,
code them and when 6.A (for instance) is randomly selected, you would have an item
ready to hand out for kids to actually hold and study.
Appendix B cont.
           6.A Solves problems using data gathered from charts.
A.                                    B.
Distribute Chart 6.A.a                Distribute Chart 6.A.b
Ask: Using this chart, identify the
top three selling brands of tennis
shoes. (or something like that).

C.                                     D.
Etc.


            6.B Solves problems using data gathered from tables.
A.                                     B.
Distribute Table 6.B.a                 Etc.


C.                                     D.



           6.C Solves problems using data gathered from graphs.
A.                                    B.
Distribute Graph 6.C.a

C.                                     D.


                                                     For 6.2, provide students a
                                                     circle/square/rectangle for them to
The same type of thing can apply to benchmarks like… actually divide in to ½….then
                                                     1/3…and ¼…all in separate problems.
                                                     If you lump all of these into one
                                                     question, will be you be able to tell
                                                     what the student is struggling with?
                                                     7.1, show students a Judy Clock.

                                                        If students have to measure to nearest
                                                        cm…give them something to
                                                        measure…straw, strip of paper, etc.
                                                        Keep these in a baggie ready to go!

								
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