Making Sense of the Jargon Presented by: Jim Lloyd, Assistant Superintendent Colleen Longville, F/L Principal

1. Making Sense of the JargonPresented by:Jim Lloyd, Assistant SuperintendentColleen Longville, F/L Principal

2. Our Essential Questions • You should be able to answer these questions: • Where can I go for resources on this stuff? • What’s my child supposed to know and who determines that? • How do the State Achievement Tests fit in? • What’s the difference between achievement and growth? • What happened to our “Excellence with Distinction?”

3. Where can I go for resources?

4. http://bulldogCIA.com/parent_resources.htm • I’m putting resources here for your consideration. • Highlights include: • 10 Ways to You Can Support Your Child’s Future • Article from Harvard Family Research Project on elementary school children • Family Involvement in Your Child’s 1st through 3rd grade Education

5. What is my child supposed to know and who determines that?

6. Quick Overview of Standards • Ohio determines the things kids are supposed to know and be able to do through the content standards • In the case of the common core, this is a more “nationalized” curriculum • OFCS’ teachers determine: • When the learning targets will be taught • How they will be taught • How they will assess • The OAAs determine whether or not kids demonstrate a common level of proficiency on the standards

7. The Academic Content Standards • Common Core Standards in English Language Arts & Mathematics • Revised Ohio Content Standards in Science and Social Studies • Where did the standards come from? A quick history lesson on this… • The content standards determine what kids should know and be able to do. • The Ohio Achievement Tests are written for the specific purpose to determine whether or not they know it.

10. How do we assess?How do the State Achievement Tests fit in?

11. Annual Assessments Key Point • The OAA is a standards-based assessment • The Terra Nova is a norm-referenced assessment • The OAA was designed to measure a student’s understanding of the academic content standards in May. • Reading & Math (grade 3) • The TN is used to create an initial starting point for the purposes of value-added in Olmsted Falls. • Reading, Math, Sci, Soc Studies (grade 2) • Sci and Soc Studies (grade 3)

12. What is the purpose of assessment? • To determine what kids know at a particular point in time. • To give a grade • For the purpose of showing that the district isn’t leaving particular groups behind • To show the growth of students based on where they entered.

13. What’s the difference between achievement and growth (value-added)?

14. This is a fundamental understanding Achievement vs. Growth

15. What’s the diff? • Achievement—tells how much a student knows in comparison to what he is supposed to know for his grade level. Think height chart—”how tall is he compared to how tall he is supposed to be” • Growth (value-added)—tells how much a student has progressed based on his/her previous test experiences. Think—”how much has he grown compared to his previous measurement?”

16. An Achievement Status Consideration … sets a proficiency level students are expected to meet. • Considerations for Gauging Effectiveness: • External Standard (proficiency level) • Student’s Ending Point of Achievement ? (Yes/No)

17. A Value-Added Consideration … sets one end of the measurement at the students’ entry point, not at an external standard. • Considerations for Gauging Effectiveness: • Student’s Prior Achievement Level • Student’s Ending Point of Achievement How much gain?

18. Success?!? Failure?!?

19. Things You Should Know About Value-Added • It is a valid & reliable measure if used responsibly • You shouldn’t apply it individually to children—you will never receive an individual value-added report because they do not exist. The power is in the group • It offers district another lens to examine instructional practice and how to improve

20. What happened to “Excellence with Distinction?”

21. Excellence with Distinction (achievement & growth) • A designation given by the ODE • Remember the distinction we made between achievement and growth… …with Distinction is determined by: • Did the district meet all of the achievement targets (in grades where OAA & OGTs exist)? • Did the district meet the graduation & attendance criteria? • As a group, was the growth of students: above, met or below? Above=…with Distinction

22. Curriculum Mapping Lesson Design Assessment Data Teams Falls-Lenox and the Academic Content Standards

23. Curriculum Mapping • Teachers create curriculum maps for each subject. • The goal is to create a document that details what a teacher will teach during the school year, including specific concepts and skills, laid out month-by-month and week by week. Rebecca Molineaux (2008)

24. Curriculum Mapping Allows for • All students to receive instruction on standards in a planned sequence. • Common planning • Common assessments and report cards • Helps educators identify instructional gaps and redundancies • Clarifies teachers' professional development needs • Provides an opportunity for teacher collaboration • Provides direction for novice teachers

25. Lesson Design • Teachers share ideas and strategies as they plan interdisciplinary units of instruction. Example: Teachers writing engaging lessons that follow the map and identifying level of Bloom’s Taxonomy for each lesson.

26. Assessment Teachers create common assessments both formative and summative to check student skills. Examples: • Teachers place formative assessments for clickers on the shared drive. Efficient and effective! • Teachers analyze quarterly assessment data to check student understanding of content standards to revise instruction and/or grouping as necessary.

27. Data Teams Building and Grade Level Purposes • Explore achievement and growth data at building and grade level teams. • Determine areas for celebration. • Identify potential areas for improvement.

28. 2011 3rd grade OAA results CONGRATULATIONS!

29. 2010-2011 3rd grade OAA results

30. Standards

31. 2011 OAA Reading 41% Advanced 34% Accelerated 13% Proficient 10% Basic 3% Limited

32. 2011 OAA Math 30% Advanced 32% Accelerated 28% Proficient 7% Basic 3% Limited

33. Thank you! Questions? Please feel free to contact : • Dr. Jim Lloyd, 440-427-6531, jlloyd@ofcs.net • Miss Colleen Longville, 440-427-6401, clongville@ofcs.net