Imagine-Nation Creating a Culture of Collaborators, Communicators, - - PowerPoint PPT Presentation
Imagine-Nation Creating a Culture of Collaborators, Communicators, Complex and Creative Thinkers Library Museum received another grant award from Batelle for Learning to extend our museum work Library currently competing for a
Twenty-first century skills Change of space/change of place/change of
Blended learning Multiple Measures driving instruction Morning meeting – social emotional
3rd Grade 4th Grade
Reading Math Reading Math Advanced 65 42 22 43 Accelerated 18 23 38 22 Proficient 10 29 31 23 Basic 4 3 4 7 Limited 2 2 2 2 % Proficient 93.9% 94.9% 93.8% 90.7% 2011-12 91.6% 92.6% 93.8% 94.8% 2013-14 93.7% 92.6% 97.0% 94.9% %Change from last year 0.2% 2.3%
Assessment given in fall and then again in
http://education.ohio.gov/Topics/Testing/Te
http://portal.success-ode-state-oh-us.info/ Third Grade Reading Guarantee
Show they can read and understand
Write persuasively Conduct research and present findings Demonstrate speaking and listening skills
Students read and comprehend a range of sufficiently complex texts independently. Students write effectively when using and/or analyzing sources. Students build and present knowledge through research and the integration, comparison, and synthesis of ideas.
Reading Literature Reading Informational Text Vocabulary Interpretation and Use Written Expression Conventions and Knowledge of Language
Evidence-Based Selected Response (EBSR)—Combines a traditional selected-response question with a second selected-response question that asks students to show evidence from the text that supports the answer they provided to the first question Technology-Enhanced Constructed Response (TECR)—Uses technology to capture student comprehension of texts in authentic ways that have been difficult to score by machine for large scale assessments (e.g., drag and drop, cut and paste, shade text, move items to show relationships). Range of Prose Constructed Responses (PCR)—Elicits evidence that students have understood a text or texts they have read and can communicate that understanding well both in terms of written expression and knowledge of language and conventions. There are four of these items of varying types on each annual performance- based assessment.
How are the events in paragraphs 1 and 2 important to the theme of the story?
taught her younger sister, Katie.
high expectations of her when she was young.
between Katie and Lynn.
want to learn more about the Japanese language. Part B Question: Which sentence from the story provides the best support for the answer in Part A?
Words Egg Adult Pupa Larva 1) 2) 3) 4)
a b c a b
3 4
http://www.parcconline.org/assessment-
http://www.parcconline.org/sites/parcc/file
Technology Readiness Tool
http://www.parcconline.org/computer-
http://www.parcconline.org/sites/parcc/file