1. CMATH2 – www.cmath2.com Claran Einfeldt, Cathy Carter, Jill Gardner CMATH2 – www.cmath2.com Claran Einfeldt, Cathy Carter, Jill Gardner

2. Agenda 8:45 - Knowing the test 9:15 - Curriculum, assessment, instruction 10:00 – Break 10:15 Continue with Curriculum, assessment, instruction 11:00 - Data Analysis 11:30 - Questions 8:45 - Knowing the test 9:15 - Curriculum, assessment, instruction 10:00 – Break 10:15 Continue with Curriculum, assessment, instruction 11:00 - Data Analysis 11:30 - Questions

4. Time is Finite How do you want to spend your time?? What are your long term commitments? How do you want to spend your time?? What are your long term commitments?

5. How high do you want scores to go?? I will be satisfied when ________% of my students meet or exceed on the state testing because ____________________________ I will be satisfied when ________% of my students meet or exceed on the state testing because ____________________________

6. Knowing the test Item types, percentages, rubrics, item samples Tools for the test Time allotted per type Pilot Conditions for taking the test, walls, desk, use of technology, setting Accommodations – notebook, graphic organizers, reading the math test Item types, percentages, rubrics, item samples Tools for the test Time allotted per type Pilot Conditions for taking the test, walls, desk, use of technology, setting Accommodations – notebook, graphic organizers, reading the math test

7. ISATPSAE 3 – 45 minute sessions (55 min.) 70 Multiple Choice (5 pilot) 3 Short Response (1 pilot) 2 Extended Response (1 pilot) Scoring - MC=85%; SR=5%; ER=10% Rulers; calculators 4-8; Reference sheet 7-8 3 – 45 minute sessions (55 min.) 70 Multiple Choice (5 pilot) 3 Short Response (1 pilot) 2 Extended Response (1 pilot) Scoring - MC=85%; SR=5%; ER=10% Rulers; calculators 4-8; Reference sheet 7-8 Day 1 – ACT Math (60 Min) & Day 2 – WorkKeys Math (45 min) ACT – 60 MC in pre- algebra, elementary algebra, intermediate algebra, coordinate geometry, plane geometry and trigonometry WorkKeys – 33 MC on 5 levels 50% ACT + 50% WorkKeys =PSAE Math Calculators and reference sheet on WorkKeys

8. What is the important curriculum, assessment & instructional strategies to meet the requirements of the ISAT/PSAE? What is the important curriculum, assessment & instructional strategies to meet the requirements of the ISAT/PSAE?

9. Curriculum ISBE tools – Goals – Built from National Research Standards Benchmarks Performance descriptors Assessment framework ISBE tools – Goals – Built from National Research Standards Benchmarks Performance descriptors Assessment framework

10. Curriculum Illinois Assessment Framework taught by testing date March/April K-12 calculator activities throughout the year K-12 estimation activities K-12 Vocabulary consistently integrated into curriculum K-12 Problem Solving What about the basic facts? Illinois Assessment Framework taught by testing date March/April K-12 calculator activities throughout the year K-12 estimation activities K-12 Vocabulary consistently integrated into curriculum K-12 Problem Solving What about the basic facts?

11. How do you align curriculum to IAF for ISAT? Teachers know the IAF Percentages of standards Up and down – within their grade level Across – articulation between grades Plan curriculum before March Counting the number of teaching days Align to existing curriculum Planning the IAF objectives by month Use data for constant evaluation Fluid curriculum – never stagnant – constant cycle with decisions made by data Plan curriculum after March Teachers know the IAF Percentages of standards Up and down – within their grade level Across – articulation between grades Plan curriculum before March Counting the number of teaching days Align to existing curriculum Planning the IAF objectives by month Use data for constant evaluation Fluid curriculum – never stagnant – constant cycle with decisions made by data Plan curriculum after March

12. How do you align curriculum to IAF for PSAE? Teachers know the IAF Percentages of standards Align the framework to each of those courses Plan curriculum Identify all 3-year paths for mathematics instruction Find gaps and make plans to integrate the IAF throughout each of the 3-year paths Counting the number of teaching days to testing Align to existing curriculum Planning the IAF objectives by month Use data for constant evaluation Fluid curriculum – never stagnant – constant cycle with decisions made by data Teachers know the IAF Percentages of standards Align the framework to each of those courses Plan curriculum Identify all 3-year paths for mathematics instruction Find gaps and make plans to integrate the IAF throughout each of the 3-year paths Counting the number of teaching days to testing Align to existing curriculum Planning the IAF objectives by month Use data for constant evaluation Fluid curriculum – never stagnant – constant cycle with decisions made by data

13. Local Assessments ISAT Common by grade level ISAT types Multiple choice Short Response Extended response Include the cognitive complexities Aligned to the monthly IAF curriculum Created to use the data to make decisions for instruction and curriculum ISAT Common by grade level ISAT types Multiple choice Short Response Extended response Include the cognitive complexities Aligned to the monthly IAF curriculum Created to use the data to make decisions for instruction and curriculum PSAE Common by course Use PSAE types ACT Multiple Choice WorkKeys Mutliple Choice Include the cognitive complexities Aligned to the course IAF objectives Created to use the data to make decisions for instruction and curriculum

14. Teaching Strategies Reading and Vocabulary Increase explicit vocabulary and reading instruction in the mathematics classroom Reading and Vocabulary Increase explicit vocabulary and reading instruction in the mathematics classroom

15. Effective use of class time Increase amount of time teaching mathematics – minimum 60 minutes every day Increase use of problem solving & thinking, games Increase patterning, logical reasoning, applications of skills Increase use of technology for higher level thinking Increase cooperative learning Increase amount of time teaching mathematics – minimum 60 minutes every day Increase use of problem solving & thinking, games Increase patterning, logical reasoning, applications of skills Increase use of technology for higher level thinking Increase cooperative learning

16. Effective use of class time Increase student to teacher and student to student communication Increase higher level questioning strategies by students and teachers Increase use of manipulatives Increase technology/calculator use K-12 Increase formative assessment Increase student to teacher and student to student communication Increase higher level questioning strategies by students and teachers Increase use of manipulatives Increase technology/calculator use K-12 Increase formative assessment

17. Ineffective use of class time Decrease use of memorization, drill and kill, timed tests Decrease teacher to student communication Decrease direct instruction Decrease re-teaching Decrease remediation Decrease use of memorization, drill and kill, timed tests Decrease teacher to student communication Decrease direct instruction Decrease re-teaching Decrease remediation

18. Ineffective use of class time Decrease teaching to mastery Decrease use of technology for low level thinking or checking homework Decrease review Decrease summative assessments Decrease teaching to mastery Decrease use of technology for low level thinking or checking homework Decrease review Decrease summative assessments

19. Don't reinvent the wheel Standards based lesson plans all over the place Technology resources Staff development resources Assessment resources Think outside the box!!!! Standards based lesson plans all over the place Technology resources Staff development resources Assessment resources Think outside the box!!!!

20. How do I do that? How do I do that? Time Give time for data analysis Create assessments Decide what do we teach Time Give time for data analysis Create assessments Decide what do we teach

21. Data Analysis Data Analysis Take data from state and make it something usable Tell the story over time Focus on data that will guide instruction Make sure to get teacher’s input Think of all school factors that may affect testing and the environment Take data from state and make it something usable Tell the story over time Focus on data that will guide instruction Make sure to get teacher’s input Think of all school factors that may affect testing and the environment

22. School factors that increase student achievement How high do you want scores to go?

23. Questions Claran Einfeldt, claran@cemath2.com Cathy Carter, cathy@cemath2.com Claran Einfeldt, claran@cemath2.com Cathy Carter, cathy@cemath2.com