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Welcome to Menlo Park School Overview of NJASK3-5 Presented by Dalia Mirrione Curriculum Resource Teacher.

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Presentation on theme: "Welcome to Menlo Park School Overview of NJASK3-5 Presented by Dalia Mirrione Curriculum Resource Teacher."— Presentation transcript:

1 Welcome to Menlo Park School Overview of NJASK3-5 Presented by Dalia Mirrione Curriculum Resource Teacher

2 WHY? ~ NCLB- “No Child Left Behind” –2002 ~ Every state must have an annual assessment for language arts & math in grades (3-8) Also assess every 4 th grader in science Align state assessments with CCCS (grade level expectations of knowledge & skills) NCLB mandates all students attain a level of proficiency by school year Provides information to schools about students’ levels of proficiencies in meeting state/federal benchmarks

3 WHO? All students enrolled in New Jersey public schools. Most English Language Learner students and special education students

4 WHAT?  LANGUAGE ARTS ASSESSMENT Writing- Explanatory-30 minutes Speculative-30 minutes 3 Reading Texts  Narrative Texts 30 minutes each  Informational Texts * With multiple choice & open-ended questions * Each multiple choice question is worth 1 point and each open-ended question is worth up to 4 points.

5 WHAT?  MATHEMATICS ASSESSMENT Approximately 1 hour each day Multiple Choice – MC Short Constructed Response - SCR Extended Constructed Response - ECR

6 WHAT?  SCIENCE- NJ ASK 4 4 Sections: each includes approx. 10 multiple-choice items and 1 open-ended item Life Science- 40% of test Physical Science- 30% of test Earth Science- 30% of test

7 WHEN?  GRADE 5: May 2 nd – 5 th  GRADE 4: May 9 th – 13 th  GRADE 3: May 9 th – 12 th Day 1 - Mon. Language Arts Day 2 - Tues. Language Arts Day 3 - Wed. Math Day 4 - Thurs. Math Day 5 - Fri. Science (Gr. 4)

8 Adequate Yearly Progress Each state must develop a timeline that effectively ensures that 100% of students are proficient in the state’s academic standards (reading and math) by years Academic Year (100%) 8

9 How is the test data utilized by the school and district? To compare data from similar districts To analyze and compare data over the years to identify areas of strengths and weaknesses To examine test scores to identify areas of strengths and weaknesses on a grade level and for individual students. To enhance alignment of district curriculum with NJCCS To plan instruction based on student needs To intervene for student improvement To integrate test taking strategies across the curriculum To offer effective supports for our subgroups, as needed

10 INDIVIDUAL STUDENT REPORT

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12 NJ ASK

13 SAMPLE LANGUAGE ARTS OPEN-ENDED QUESTIONS Which character in this story would you choose as a friend? Explain using details from the text to support your opinion. Based on the text, why is it important to make sure your cookies are at least an inch apart on the baking sheet before putting in the oven? Explain using details from the text to support your answer.

14 SCORING GUIDE:READING OPEN-ENDED QUESTIONS 4-point response - Clearly demonstrates understanding of the task, completes all requirements, and provides an insightful explanation/ opinion that links to or extends aspects of the text. 3-point response - Demonstrates an understanding of the task, completes all requirements, and provides some explanation/ opinion using situations or ideas from the text as support. 2-point response - May address all of the requirements, but demonstrates a partial understanding of the task, and uses text incorrectly or with limited success resulting in an inconsistent or flawed explanation. 1-point response - Demonstrates minimal understanding of the task, does not complete the requirements, and provides only a vague reference to or no use of the text.

15 Speculative Writing The speculative writing prompt is a brief scenario with characters and a setting. The students must develop a story based on the prompt, using all that they have learned about organization, mechanics, and craft.

16 Sample Speculative Prompt When the school bell rang, Katie and Pablo grabbed their books and raced out of the classroom. They had been looking forward to this afternoon all week long. Today they were going to go on an adventure. Write a story about the adventure Katie and Pablo had after they left school.

17 Create an opening “hook” Create characters and dialogue Frame a setting Create a plot State and explain the main problem Solve the problem Write the lesson learned Do all tasks while using high level vocabulary, descriptive adjectives and verbs, specific nouns, figurative language, varied sentence structure, and other advanced writing techniques All scores based on a 5 point rubric In 30 Minutes…

18 Explanatory Writing There are two formats for assessing explanatory-expository writing: one will introduce a topic and ask students to develop a composition about that topic. Example: Most people have a special activity or hobby that they enjoy. Some people collect things while others like to read or play games. What activity do you like to do? Write a composition describing what you enjoy doing. Explain why that activity is special to you.

19 The second format begins with a brief text “starter” that introduces a topic. The students must then create a story related to that topic, based upon a series of questions. Questions include how the student relates to a similar experience, how they felt during the experience, and with whom they shared the experience. (“Describe a time when…”) For each writing task, the students will have 30 minutes to plan and develop their story. Explanatory Writing

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21 NJ ASK- Math NJ ASK

22 Mathematical Processes Problem Solving: Apply problem solving strategies Communication: Use language to express mathematical understanding Reasoning: Justify answers

23 Multiple Choice Questions Students select an answer from the list of choices provided. Students should spend approximately 1- 2 minutes per question. Correct answers are worth 1 point.

24 Short Constructed Response Questions Students calculate the answer and record the answer on the line. No explanations are needed to support students answers. Students should spend minutes per question. Worth 1 point each

25 Sample: Short Constructed Response Inez has 4 packs of crayons with 24 crayons in each pack. She realized that she was missing 8 crayons. How many crayons does she have altogether? (24 x 4 = 96 → 96-8 = 88 crayons) Inez has 88 crayons altogether.

26 Extended Constructed Response Questions These questions involve students answering multiple questions centered around a problem. Students then need to explain their mathematical thinking and justify their process through written language. Students should spend about 10 minutes to answer each of these questions.

27 Sample Problem: Extended Constructed Response MATHEMATICS GRADE 4 You have to choose between two different job offers for the same four- day period. The first job pays $5.00 each day for the 4 days. The second job pays $1.00 for the first day, and each day after the first, you will be paid twice the amount you received the previous day Which job will pay you the greatest amount for the 4 days? Would your answer change if you were working for more than 4 days? Show your work or explain your answer. Sample 3 point answer: Job 1 = 4 x 5 = $20 Job 2 = = $15 ( ) Job 1 gives the most money for 4 days because $20 is more than $15. If you worked for 5 days, Job 2 would give more money because $15 + $16 = $31, but $20 + $5 = $25.

28 Rubric for Scoring EC Responses 3-Point Response - Shows complete understanding of problem’s math concepts - Executes all procedures completely - Gives relevant responses to all parts - Clear, effective explanation about problem-solving steps 2-Point Response - Shows nearly complete understanding of problem’s math concepts - Executes nearly all procedures completely - Gives relevant responses to most parts - Somewhat clear, effective explanation about problem-solving steps 1-Point Response - Shows limited understanding of problem’s math concepts - Executes procedures incompletely and/or with major errors - Gives incomplete or inaccurate responses - Unclear, ineffective or lacking explanation about problem-solving steps

29 Science NJ ASK ~ Grade 4 Life Science - 40% of the test Physical Science- 30% of the test Earth Science - 30% of the test

30 Sample Multiple Choice Test Item:

31 Sample Open Ended Test Item:

32 How do we prepare our students for NJASK Language Arts? Daily reading/writing/speaking opportunities Direct instruction on test-taking strategies Analyzing student benchmark samples Analyzing & scoring their own/peer samples Embedded open-ended prompts throughout year and across content areas Familiarity with rubrics and expectations Introduction of “timed” writing experiences Multiple opportunities to experience test-type items and reinforce application of strategies

33 How do we prepare our students for NJASK Math? Frequent to daily problem-solving opportunities Direct instruction on problem-solving, test- taking strategies, communicating process Embedded SCR and ECR problems in homework, assessments, activities Opportunities to revisit and reinforce past chapters and concepts Increasing complexity of word problems, concepts, and expectations

34 How can parents help? Encourage tons of reading Support daily completion of homework Discuss experiences, movies, thinking, etc. Model problem-solving strategies in everyday life “Think aloud” as often as possible Create a literacy-rich home environment Remember that anxiety and stress negatively impacts student performance Regularly use Study Island Provide resources and outings that enrich the curriculum Trust that teachers have been preparing students throughout the school year

35 * QUESTIO N & ANSWER PERIOD*


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