PARENT WORKSHOP A N A S S E S S M E N T F I T F O R T H E C O M - - PowerPoint PPT Presentation

A N A S S E S S M E N T F I T F O R T H E C O M M O N C O R E G P S

GEORGIA MILESTONES PARENT WORKSHOP

QUESTIONS?

• Post-It notes are available on your table.
• Jot down any questions on a Post-it, place the Post-

It on the end of your table.

• Q & A will take place during the last 10 minutes of
• ur meeting.

COMMON CORE GPS: THE SHIFTS

• Focus from high school completion to college and

career readiness for all students.

• Mind sets from all students can learn to all students

will learn and demonstrate learning at high levels.

• Focus from daily reading and writing in ELA to

literacy across all content areas.

STANDARDS IN READING/LANGUAGE ARTS

STANDARDS IN MATH

THINKING DEEPLY

• The Common Core emphasizes critical thinking.

It requires students to: analyze more, discuss more, evaluate more, justify more, and explain their thinking & understanding deeply, especially in writing.

Take-Away: Really thinking deeply is hard. Let it BE hard, help them talk it out.

INTEGRATING LEARNING

• The Common Core emphasizes learning across

disciplines (reading with math, science & social studies standards combined into one task).

• Students spend more time working together with

different settings, structures & tools. Take-Away: Problems & solutions happen everyday in the real world.

SHOWING HOW THEY KNOW

• The Common Core emphasizes proof & evidence.

Take-away: Students will be asked not only what the answer is to a question, but WHY--how they know or what evidence supports their answer.

WE NEED YOU!

GA MILESTONES

An assessment fit for the Common Core GPS

PURPOSE

• inform efforts to improve student achievement by

assessing student performance on the standards specific to each grade level.

• provide the children and their parents with

information on their child’s preparedness for the next grade level.

GA MILESTONES

• Grades 3 – 8
• End of Grade (EOG) in language arts, mathematics,

science, social studies

• High School
• End of Course (EOC)

PROMOTION AND RETENTION

• Georgia State Board waived the promotion and

retention requirements for grades 3, 5, and 8, for 2014-2015 school year.

• Georgia Milestones results will not be used for

decisions relative to promotion or retention for grades 3, 5, and 8 for the 2014-2015 school year.

• No retests for 2014-15.

UNIQUE FEATURES INCLUDE:

• constructed-response items in ELA and mathematics
• writing component (in response to text) at every

grade level within the ELA assessment

• norm-referenced items in every grade and content

area to complement the criterion-referenced information and to provide a national comparison

• transition to online administration over time

TRANSITION TO ONLINE

• Year 1: minimum of 30% online
• Year 3: minimum of 80% online
• Year 5: minimum of 100% online

A demo of CTB’s online platform can be accessed at this link – http://learnoas.ctb.com/GA/

• Click on any one of the demonstration tests
• Click on “Login”, no credentials are required
• Click on “Start the test”

Note – the demonstration tests contain generic items from multiple grade levels and are not designed to be reflective of Georgia Milestones content.

GENERAL TEST PARAMETERS

• ELA -- 3 sections, 1 of which will focus on writing
• Mathematics -- 2 sections
• Science -- 2 sections
• Social Studies -- 2 sections

ADMINISTRATION TIMES

Content Area/Course Test Section(s) Minimum Time Per Section(s) Maximum Time Per Section(s) ELA 1 and 2 60 70 ELA 3 70 90 Mathematics 1 and 2 60 80 Science 1 and 2 50 70 Social Studies 1 and 2 50 70

Note: These time limits do not apply to those students who have the accommodation of extended time.

ELA CONTENT WEIGHTS

APPROXIMATE % OF THE TEST

Domain 3rd 4th 5th Reading and Vocabulary 53% 53% 53% Writing & Language 47% 47% 47%

MATH CONTENT WEIGHTS

APPROXIMATE % OF THE TEST

Domain 3rd 4th 5th Operations & Algebraic Thinking 25% 20% 10% Number & Operations – Base 10 35% 20% 25% Number & Operations– Fractions 30% 30% Measurement & Data 30% 20% 20% Geometry 10% 10% 15%

SCIENCE CONTENT WEIGHTS

APPROXIMATE % OF THE TEST

Domain 3rd 4th 5th Earth 34% 40% 30% Life 33% 30% 40% Physical 33% 30% 30%

SOCIAL STUDIES CONTENT WEIGHTS

APPROXIMATE % OF THE TEST Domain 3rd 4th 5th History 30% 50% 50% Geography 20% 15% 15% Government/Civics 30% 20% 20% Economics 20% 15% 15%

TESTING SCHEDULE

Date (AM & PM) Subject Administration Thursday, April 16 ELA Sections 1 & 2 P/P & Online Friday, April 17 ELA Sections 1 & 2 Online Monday, April 20 ELA Section 3 - Writing P/P & Online Tuesday, April 21 ELA Section 3 - Writing Online Wednesday, April 22 Math Sections 1 & 2 P/P & Online Thursday, April 23 Math Sections 1 & 2 Online Friday, April 24 Make-Up Day P/P & Online Monday, April 27 Science Sections 1 & 2 P/P & Online Tuesday, April 28 Science Sections 1 & 2 Online Wednesday, April 29 Social Studies Section 1 & 2 P/P & Online Thursday, April 30 Social Studies Section 1 & 2 Online Friday, May 1 Make-Up Day P/P & Online

QUESTION TYPES

GA Milestones What does it mean? ELA Math

Science

SS Selected -Response Multiple choice Constructed -Response Short answer Extended Constructed - Response More detailed, longer answer Extended Writing-Response Essay

Note: Partial credit is awarded for constructed & extended constructed-responses

WRITING AT EVERY GRADE

– ELA Section 1&2: extended constructed-response item for narrative (in response to text) – ELA Section 3: read a pair of passages and complete a series of items:

• 3 selected-response items asking about important features of

each passage and comparing/contrasting between the two passages

• 1 constructed-response item requiring linking the two

passages

• 1 writing prompt in which students must cite evidence to

support their conclusions, claims, etc.

Genres

Writing prompts will be informative/explanatory or

• pinion/argumentative depending on the grade
• level. Students could encounter either genre.

LANGUAGE ARTS ASSESSMENTS WILL DEMONSTRATE:

• Whether students can read and comprehend texts
• f varying complexities.
• How well students can use information from multiple

sources to effectively summarize key points or make a persuasive argument.

• The degree to which students can use context to

determine the meaning of academic vocabulary.

GRADE 3 CONSTRUCTED WRITING RESPONSE SAMPLE

Explain why the speaker believes that the healthy cookies will taste

• bad. Write your explanation in a

paragraph that includes many supporting details from the text.

Answer with complete sentences, and use correct punctuation and grammar.

Exemplar Response: One thing the speaker thinks will make the healthy cookies taste bad is the ingredients list on the box. These include “Vitamins and fiber, with no sugar to be found…” The speaker likes sweet snacks such as “Choco-Wonder-Treats and goo-filled Tasty Rings." Since she likes sweet snacks she does not expect cookies that do not have sugar to taste good. Also she thinks that cookies that are low fat and have no preservatives will "taste like wood!”.

GRADE 3 CONSTRUCTED RESPONSE SAMPLE

Exemplar Response (Score – 4) One thing the speaker thinks will make the healthy cookies taste bad is the ingredients list on the box. These include “Vitamins and fiber, with no sugar to be found…” The speaker likes sweet snacks such as “Choco-Wonder-Treats and goo-filled Tasty Rings." Since she likes sweet snacks she does not expect cookies that do not have sugar to taste good. Also she thinks that cookies that are low fat and have no preservatives will "taste like wood!”. Score – 2 She thinks the healthy cookies will taste bad because they don't have a lot of sugar and it has a lot

• f vitamins in the cookies. The girl is

used to unhealthy cookies not healthy cookies. If she would try them she might would like them. Score – 1

Because she eat sweets.So she thought it was going to taste bad.

GRADE 4 EXTENDED WRITING RESPONSE SAMPLE

In this section, you will read two different arguments about giving regular

• allowances. You will write an opinion essay about which argument is better

supported by facts. Before you begin planning and writing, read the two texts:

• 1. “A Regular Allowance for Doing Chores”
• 2. “Allowance as a Reward”

As you read the texts, think about what details from each you might use in your opinion essay.

MATH ASSESSMENTS WILL DEMONSTRATE:

• Whether students understand and can use

important math ideas, including number sense, algebraic thinking, geometry and data analysis.

• The extent to which student can use math facts and

reasoning skills to solve real-world problems.

• How well students can make mathematical

arguments.

GRADE 3 MATH SAMPLE

GRADE 3 MATH SAMPLE

Think carefully about the following question. Write a complete answer. You may use drawings, words, and numbers to explain your

• answer. Be sure to show all of

your work. 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. MCC.3.NF.3.d: Compare two fractions with the same numerator or the same denominator by reasoning about the size. Recognize that comparisons are valid only when the two fractions refer to the same

• whole. Record the results of comparisons with

the symbols >, =, or <, and justify the conclusions, e.g., by using visual fraction model.

GRADE 3 MATH SAMPLE

GRADE 3 MATH SAMPLE

2 points 0 points 1 point

GRADE 5 MATH SAMPLE

The hardware store is 5/8 mile from Sara's house. She walks 𝟐/𝟒 of the way from her house to the hardware store and then turns around and walks back home. How many miles does Sara walk? Show your work and write your answer in the space provided. _______ mile(s)

GRADE 5 MATH SAMPLE

Addie is beginning a running program. She tracks the number of miles she runs 5 different days during a 10-day period. Part A: What are the coordinates for point A? Part B: Which point represents day 5, when Addie ran 3 miles? Part C: Describe the distance Addie ran from days 1 to 5.

HOW PARENTS CAN HELP

• Discuss the new tests with your child. Make sure that

he/she is not afraid or anxious going into the new tests.

• Encourage your child to use good study and test-taking

skills.

• Explain the purpose of the tests. The assessments give

students an opportunity to show what they have learned in school. They also give teachers information that helps them plan instruction.

• Remind your child of the importance of reading

directions carefully and not rushing through a test.

• Point out that some items may be more difficult than
• thers, but it’s important to try each and every question.

A PARENT’S ROLE IS IMPORTANT

• Provide a quiet, comfortable place for studying at

home.

• Be certain your child gets plenty of sleep and has a

healthy breakfast and lunch. Taking tests is hard work for many students and can require a lot of energy.

• Be certain your child is at school on time. Rushing and

worrying about being late could affect performance

• n the tests.
• Don’t schedule appointments, trips or other

interruptions during testing.

• Remember to ask your child about the testing at the

end of each day.

TEST TAKING STRATEGIES

• Read directions carefully.
• Use the entire time period.
• Read the questions first, then tackle reading the text.
• Eliminate unlikely answers.
• Annotate the text!
• Use Text Talkers when answering constructed

response questions.

TEST TAKING STRATEGIES

• Underline important information.
• Look for clues in the question and answer choices.
• Mark questions you want to come back to.
• Pay attention to how tired you are. Take a short

break.

• Teach how to recognize signs of anxiety.
• Checking your work means something!
• Relax and think positively!

RESOURCES

• Georgia Department of Education-- http://testing.gadoe.org
• Sample items
• www.georgiaoas.org
• Parent’s guide to Georgia’s new assessment developed by the National PTA

http://www.pta.org/advocacy/content.cfm?ItemNumber=3816

• Online Testing Demo-- http://learnoas.ctb.com/GA/
• Upraised Math — www.upraised/go/northwood
• For a more detailed look at what the standards mean at each grade level –

www.pta.orgparentsguide and www.georigiastandards.org

• For a more information on Georgia’s new state assessments –

www.gadoe.org/Curriculum-Instruction-and- Assessment/Assessment/Pages/default.aspx

MORE WEB RESOURCES

Dance Mat Typing – http://www.bbc.co.uk/guides/z3c6tfr Typing Instructor – www.typinginstructor.biz/arcade/wildwest/wildwest.swf Typing Web – www.typingweb.com

A M A T H R E S O U R C E F O R P A R E N T S

A MATH RESOURCE AT YOUR FINGERTIPS

• www.upraised.org and enter the access code:

northwood

• r go directly to our site:
• www.upraised/go/northwood

FOLLOW THE SCOPE & SEQUENCE

ORGANIZED BY STANDARD

TEXT EXPLANATIONS AND VIDEOS

QUESTIONS

Nikol Boyd Assistant Principal boydn@fultonschools.org Danielle Evangelista Curriculum Support Teacher evangelista@fultonschools.org