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Everything you wanted to know about CMTs, but were afraid to ask…

Everything you wanted to know about CMTs, but were afraid to ask…. Purposes for the Development of the CMT. Presented by Karen Costello, East Lyme Public Schools Administrator for Program Improvement. Purpose #1. Establish High Expectations for the Education of Connecticut Students

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Everything you wanted to know about CMTs, but were afraid to ask…

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  1. Everything you wanted to know about CMTs, but were afraid to ask…

  2. Purposes for the Development of the CMT Presented by Karen Costello, East Lyme Public Schools Administrator for Program Improvement

  3. Purpose #1 Establish High Expectations for the Education of Connecticut Students Connection with Common Core of Learning (CCL)

  4. Purpose #2 Identify Students Who Need Extra Help in reading, writing, mathematics. Science in grades 5 and 8

  5. Purpose #3 Help Schools and Teachers Identify Weaknesses in their Curriculum and Improve Instruction in those Areas.

  6. Purpose #4 • Help parents and the Child’s Teachers Monitor the Child’s Achievement from grades 3 through 8. Making Decisions Concerning a Student’s Academic progress • Not Sole Indicator • Assessments (student artifacts) and Tests • Summative and Formative

  7. Purpose #5 Increase the Accountability of the State’s Educational System to Connecticut Parents and Citizens

  8. How to Read Your Child’s CMT Profile Presented by Rodney Mosier, ELMS Assistant Principal

  9. The tables below outline the raw score points necessary for mastery in each strand on the Mathematics, Editing & Revising, and Reading Comprehension tests. Student performance on the CMT Science test is reported as raw score points by content strand and dimension. There are no mastery criteria established for Science. • Mathematics Strands • 1. Place Value 13. Computation with Percents • 2. Pictorial Representations of Numbers 14. Time • 3. Equivalent Fractions, Decimals and Percents 15. Approximating Measures • 4. Order, Magnitude and Rounding of Numbers 16. Customary and Metric Measures • 5. Models for Operations 17. Geometric Shapes and Properties • 6. Basic Facts 18. Spatial Relationships • 7. Computation with Whole Numbers and Decimals 19. Tables, Graphs and Charts • 8. Computation with Fractions and Integers 20. Statistics and Data Analysis • 9. Solve Word Problems 21. Probability • 10. Numerical Estimation Strategies 22. Patterns • 11. Estimating Solutions to Problems 23. Algebraic Concepts • 12. Ratios and Proportions 25. Mathematical Applications • 24. Classification and Logical Reasoning Connecticut State Department of Education

  10. CT State Department of Education: https://solutions1.emetric.net/ctdataanalyzer/UI/Guides/DataAnalysisGuide.pdf

  11. CT State Department of Education: https://solutions1.emetric.net/ctdataanalyzer/UI/Guides/DataAnalysisGuide.pdf

  12. How CMT Information Is Used Presented by Judy DeLeeuw, ELMS Principal

  13. Math Presented by Jason Bitgood, District Math Coordinator

  14. CMT AnalysisMath 25 “strands” in math Mixture of open-ended and multiple choice questions 4 areas include: numerical and proportional reasoning; geometry and measurement; working with data: probability and statistics; and algebraic reasoning: patterns and functions.

  15. Expectations Computation Addition, subtraction, multiplication, division with whole numbers, fractions, decimals and percentages Communicate numerical, geometrical, algebraic and statistical ideas orally and written using models, pictures, graphs and symbols. Use logical reasoning to defend arguments and justify conclusions

  16. Objective 11: (Grade 7)Estimating Solutions to Problems Amy wants to estimate 11% of $9.11. What is a good estimate for the answer? Show your work or explain how you made your estimate.

  17. Student 1(Score Point 2 – Highest) Answer: What is a good estimate of the answer? $1.00 “I rounded 9.11 to 9.00 and multiplied $9.00 and .11 and I got .99 and rounded it to $1.00”

  18. Student 1(Score Point 0 – Lowest) What is a good estimate of the answer? 10% “You should round to the easiest and nearest percent. I chose 10% because it is closer to 11% then the other percents – 1%, 5%, 15%, 20%, 50%,”

  19. Objective 25: (Grade 5)Mathematical Applications

  20. Student 1(Score Point 3 – Highest)

  21. Student 2(Score Point 0 – Lowest)

  22. Reading and Writing Presented by Jennifer Lewis. ELMS Literacy Specialist

  23. Reading Assessment (2 Parts) • DRP (Degrees of Reading Power) • 50% of score • 1 test session • “Cloze” procedure • Students must choose the correct word to insert on a blank in the passage • Reading Comprehension • 50% of score • 2 test sessions • 2 passages, 1 fiction, 1 non-fiction • 4 types of questions

  24. Degrees of Reading Power (DRP) • Test items are designed to assess the ability to use information in the text to figure out the meaning of the text • If a sentence containing a blank is considered in isolation, each response item could work. The meaning of the entire passage must be taken into account.

  25. Reading Comprehension 4 Content Strands 1. Forming a General Understanding Important information, prediction, vocabulary 2. Developing Interpretation Inference, text organization, draw & support conclusions 3. Making Reader/Text Connections Text to self, text to text, text to world 4. Examining the Content and Structure Literary devices, extension, evaluation, values in text

  26. Writing (2 Parts) Direct Assessment of Writing (DAW) • 60% • 1 test session • 45 minute timed prompt • Students respond to a writing prompt • Scored holistically by 2 trained readers • Scores based on points of 1-6 and are added together for the DAW score Editing and Revising • 40% • 1 test session • Assesses skills in composing, revising and editing

  27. Direct Assessment of Writing • Assesses how well students can communicate written ideas in a coherent, elaborated, and organized way. • Students respond to a prompt in 45 minutes. • Responses are scored as first drafts. • Modes of Writing: • Grades 3 & 4: Narrative (story writing) • Grades 5 & 6: Expository (telling) • Grades 7 & 8: Persuasive

  28. Direct Assessment of Writing • Scored holistically -trained scorers evaluate the overall effectiveness of the response, taking into consideration the characteristics that distinguish good writing. • Emphasis is on how well students develop and communicate their ideas. • Errors in grammar and punctuation do not affect a student’s score as long as the scorers can understand the response. • There are no specific formulas or specific writing strategies that necessarily result in a higher score.

  29. Common Misperceptions About CMTs Presented by David Costa, School Guidance Counselor

  30. Resources for Parents • State of Connecticut Resource Page: http://www.csde.state.ct.us/public/cedar/assessment/cmt/index.htm • East Lyme Website CMT Resource Page: http://www.eastlymeschools.org/page.cfm?p=1658

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