Good Morning! WGES February 5, 2016 Parent Meeting .: TODAYS AGENDA - - PowerPoint PPT Presentation
Good Morning! WGES February 5, 2016 Parent Meeting .: TODAYS AGENDA :. o GCPS Elementary Promotion Criteria o Overview of the Georgia Milestones Test o What you can do at home to help GCPS Elementary Promotion Criteria 2015-16 Promotion
level AKS.
IEP
may be determined by his/her English Learner Proficiency Plan and recommendation of the EL/Test Participation Committee and approval of the local school Student Study Team.
1. Students who score below required levels on the Georgia Milestones Assessments (GMAS) in Reading and have all A’s, B’s, and C’s for each semester will be provided district online intervention resources. Students will also be provided the opportunity to take the GMAS retest at the end
2. Students who score below required levels on the Georgia Milestones Assessments (GMAS) in Reading and have D’s and U’s for either semester will be invited to summer school and provided opportunity to take the GMAS retest 3. At the end of summer school, if the student passes the retest then the student is promoted. If the student does not pass the retest, the SST will determine promotion.
1. According to established GCPS promotion procedures, students who score in the beginning levels on the Georgia Milestones Assessments (GMAS) yet earn A’s, B’s, and C’s for each semester will be part of the local school review process and be provided district online intervention resources. 2. If a student earns a D or U and scores in the beginning level on the Georgia Milestones Assessments (GMAS), yet earns a passing score (converted) on the GCPS end of year assessments in the identified subject then the student will be part of the local school review process and be provided district online intervention resources. 3. Students who earn D’s and U’s, score in the beginning level on one or more parts of the Georgia Milestones Assessments (GMAS), and do not pass GCPS end of year assessments will be offered summer school. 4. After summer school, students will take the GCPS end of year assessments(s). Promotion will be based on the preponderance of evidence of AKS mastery. No single score, assessment, or assignment should be used as the sole criterion in the review process. 5. Students who are not promoted will become transition students in their identified subject areas. 6. Transition points will be allotted to schools and intervention will be provided during the next school year.
1. Students who score below required levels on the Georgia Milestones Assessments (GMAS) in Reading and /or Math and have all A’s, B’s, and C’s for each semester will be provided district online intervention
GMAS retest at the end of summer school 2. Students who score below required levels on the Georgia Milestones Assessments (GMAS) in Reading and /or Math and have D’s and U’s for each semester will be invited to summer school and provided
3. At the end of summer school, if the student passes the retest(s) then the student is promoted. If the student does not pass the retest(s), the SST will determine promotion.
Georgia Milestones is primarily a criterion- referenced test, reflecting the content standards for each grade level and
more rigorous assessment. The test will include both selected response (multiple choice) AND constructed response (short written responses and short essays). Some selected response items will require students to identify ALL of the correct answers as
answer. Students will also be asked to find and cite evidence in the text or passages (According to the text….; The author states…; In paragraph
Some items will require students to answer and write responses using information/evidence from TWO passages.
GMAS Georgia Milestone Assessment System
More questions that require application of knowledge (Depth of Knowledge greater) Selected Response (majority of test) (Multiple Choice) More than one correct answer on some items 3-6 Constructed Response Short Answer 1 Extended Response Short Essay (cite evidence from text) Nationally Referenced Items (20 per subject) (10 aligned with Georgia and will count; 10 not aligned with Georgia and will not count) Online testing - will increase over 5 years (we are in year two [2])
Constructed response is a general term for items that require the student to generate, or write, a response as opposed to selecting a response. Constructed response items require more elaborate answers and explanations of
the correct answer. Examples of skills required on constructed response tasks include, but are not limited to:
– Utilize close analytic reading – Compare and contrast ideas and themes – Synthesize ideas and concepts across a single or multiple texts
– Apply mathematical procedures and skills to real world problems – Express mathematical reasoning by showing work or explaining an answer
ELACC3RL1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ELACC3W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. ELACC3L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. ELACC3L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Please read the selection below and then answer the questions that follow.
Healthy cookies
Mom bought healthy cookies. It says so on the box. Does she think I’m going to fall for that, Like my head is full of rocks? Mom bought healthy cookies, And I won’t touch those things. I want my Choco-Wonder-Treats And goo-filled Tasty Rings. Mom bought healthy cookies. She says it’s them or fruit. I say, “That’s a rotten choice! I’d rather eat tree roots!” Vitamins and fiber, with no sugar to be found I bet these cookies taste like dirt scraped right up off the ground! Mom bought healthy cookies, And now it’s after school. I need a snack or I will starve. How can she be so cruel? Mom bought healthy cookies. Oh, poor, poor, hungry me! I’m going to have to sneak some out When she’s not there to see. Mom bought healthy cookies, And worse, they’re not half bad. I’ll have to use my secret weapon. I like to call him “Dad.” Low fat and no preservatives – how can that be good? If Mom buys other healthy snacks, I bet they’ll taste like wood! “Mom bought healthy cookies!” I say when Dad walks in. “If we admit to liking them, She’ll buy those things again!” “Mom bought healthy cookies?” Dad asks, while looking grim. “Oh no! You might grow up to be Athletic, fit, and slim!” Mom bought healthy cookies, And Dad is just no help. What’s next, cake with lima beans, Or ice cream made from kelp?1 Mom bought healthy cookies. I guess that’s not so bad. And now we’ve learned to say goodbye To junk food we once had.
ELACC3RL1, ELACC3W2, ELACC3L1 and ELACC3L2
Rubric: Assessment of Content and Writing Quality
Score Designation Description
4 Thoroughly Demonstrated The student demonstrates a thorough understanding of the question and the text by completely explaining why the reader expects the healthy cookies to taste bad using details from the poem as support. The student’s response uses complete sentences and correct punctuation and grammar. 3 Clearly Demonstrated The student demonstrates a clear understanding of the question and the text by providing an explanation of why the reader expects the healthy cookies to taste bad and uses some details from the poem as support. The student’s response uses mostly complete sentences and mostly correct punctuation and grammar. 2 Basically Demonstrated The student demonstrates a basic understanding of the question and the text by providing a general explanation about why the speaker expects the healthy cookies to taste bad. However, the student offers little support from the poem. The student’s response uses some complete sentences and some correct punctuation and grammar. 1 Minimally Demonstrated The student demonstrates a weak understanding of the question and provides a minimal explanation of why the speaker expects the healthy cookies to taste bad OR the student provides no details from the poem for support. The student’s response uses mostly incomplete sentences and mostly incorrect punctuation and grammar. Incorrect or Irrelevant The response is incorrect or irrelevant.
Sample of a Score 4 Response:
One e thing ng the speaker eaker thinks nks will make ke the healthy cooki kies es taste te bad is the ingr gred edient nts s list on the box. These include “Vitamins and fiber, with no sugar to be found…” The speaker likes sweet snacks such as “Choco- Wonde nder-Tr Treat eats s and goo-fill filled ed Tasty ty Ring ngs. s." " Since ce she likes kes sweet et snacks cks she does es not t expec ect t cooki kies es that t do not have e sugar gar to taste te good.
nks that t cooki kies es that t are low w fat t and d have e no preser eservat atives es will "tast ste like wood!”.
Note: Other exemplary responses could include a different reason that the healthy cookies might taste bad. The student must provide a clear explanation supported by evidence and specifics from the poem.
The student clearly explains why the reader expects the healthy cookies to taste bad. This explanation is supported with direct evidence from poem. Remember: There can be multiple correct responses for constructed-response items, just as there can be more than
correct answer.
Sample of a Score 3 Response The speake aker r thinks ks that t the cookies es will l taste te bad because e they are healt lthy hy cookies ies.Th The reason
aker thinks ks that the coo
es taste te ba bad d is be because e they have health lthy y stuff in it. The girl thinks ks they might taste te bad is because se she likes es junk food.the he girl says s in the middle le of t the poem that the coo
es where go good
nd
the poem the girl said, d, "No more junk food."
The student response provides an explanation of why the speaker expects the healthy cookies to taste bad (because they are healthy cookies). The student provides some details from the poem that support the explanation (she likes junk food…At the end of the poem she said, ‘No more junk food’). The student uses complete sentences as well as correct punctuation and grammar in most of the writing.
Teacher Feedback
The student provides a general explanation of why the speaker expects the healthy cookies to taste bad (they don’t have a lot of sugar and it has a lot
little support from the poem. The student uses complete sentences as well as correct punctuation and grammar in most of the writing.
Teacher Feedback: Use ideas from exemplar response Attention to details in text Improvement to written language Vocabulary development
Sample of a Score 1 Response:
The student provides a minimal explanation of why the speaker expects the healthy cookies to taste bad (she eat sweets...it was going to taste bad) with no details from the poem as support. The student response uses incomplete sentences.
Teacher Feedback:
Think carefully about the following question. Write a complete
your answer. Be sure to show all of your work.
José said that he ate more pizza than Ella, but Ella said they both ate the same amount. Use words and pictures to show that José could be right.
Score & Description Extended Student fully explains and mentions relative size of the pies. (Must say Josés' is larger.) Satisfactory Gives a picture where sizes are different, but gives no explanation. (Can have with no comparison.) Partial Statement such as "José's pizza had bigger pieces." Minimal Student answers ½ is always equal to ½. OR refers to the relative number of pieces of pizza, or toppings. Incorrect/Off Task The work is completely incorrect, irrelevant, or off task. e.g., a picture without a comparison with pizzas appearing about the same size.
Extended - Student Response José ate ½ of a pizza. Ella ate ½ of another pizza. José said that he ate more pizza than Ella, but Ella said they both ate the same amount. Use words and pictures to show that José could be right.
Gives a picture where sizes are different, but gives no explanation.
Teacher Feedback: Commend attention to detail in drawings Better written sentences to represent drawing More original word choices
Student draws a picture showing that ½ is always equal to ½. Teacher Feedback: Direct instruction Use of number line
Desired results are proficient or distinguished.
http://www.gadoe.org/Curriculum-Instruction-and- Assessment/Assessment/Pages/Georgia-Milestones-Assessment- System.aspx