Academic Language Academic Achievement

Formative Assessment Process Curriculum Plan TEKS Lesson Development and Delivery CogAT Verbal Battery CogAT Nonverbal Battery CogAT Quantitative Battery How students learn MAP Assessment DesCartes What students have learned – What they are ready to learn Instructional Adaptation: Strategies Scaffolding Grouping Differentiation

Academic Language Proficiency

Learning Continuum in Domains Language Domains ELPS Student Expectations ELPS Student Expectations ELPS Student Expectations ELPS Student Expectations

Proficiency Level Descriptors

Academic Achievement 64 PR 41 PR 59 PR 41 PR 28 PR 56 PR 17 PR 42 PR

Academic Achievement Secondary 11 PR 37 PR 7 PR 34 PR 7 PR 36 PR

Learning Continuum: the Foundation Learning domains –Reading –Language Usage –Mathematics –Science Concepts and skills beginning to complex

Learning Continuum: The Foundation Infers the main idea from a given illustration and description Summarizes information in literary text based on supporting details Makes inference about the author’s use of figurative language in literary text Analyzes passages (1-3 para.) and rephrases the main idea of literary text Infers the setting of a short story read aloud

Learning Continuum: The Foundation Infers the main idea from a given illustration and description Summarizes information in literary text based on supporting details Makes inference about the author’s use of figurative language in literary text Analyzes passages (1-3 para.) and rephrases the main idea of literary text Infers the setting of a short story read aloud

Learning Continuum: The Foundation Infers the main idea from a given illustration and description Summarizes information in literary text based on supporting details Makes inference about the author’s use of figurative language in literary text Analyzes passages (1-3 para.) and rephrases the main idea of literary text Infers the setting of a short story read aloud Infers the main idea from a given illustration and description Analyzes passages (1-3 para.) and rephrases the main idea of literary text Summarizes information in literary text based on supporting details Makes inference about the author’s use of figurative language in literary text

DesCartes Structure August 15,

DesCartes Structure August 15, Mastery Level 75 % correct responses Instructional Level 50 % correct responses

DesCartes Structure August 15, Mastery Level 75 % correct responses Instructional Level 50 % correct responses

DesCartes Table Activity A student has a fall overall RIT score of 213 and goal strand scores in the range The overall RIT score would be “on-grade level” for what grade? 2.Read the goal strand Literary Concepts and discuss how the concept of “supporting details” matures across bands , , and 221, How does the concept of “character analysis” develop across the same bands?

How much growth?

Setting a growth standard Year begins with teachers knowing the target score –Reading –Language Usage –Mathematics –Science Starting RIT Target RIT

Measuring growth In this group –3 of 6 exceeded targets –2 of 6 met targets –1 of 6 failed to meet target Name Starting RIT Target RIT Actual RIT GAINS: Growth Above Standard Abe Bade Cade Dale Edna Faith

Data Analysis to Improve Instruction

The Longer View 20

The Longer View

Formative Assessment Process Curriculum Plan TEKS Lesson Development and Delivery CogAT Verbal Battery CogAT Nonverbal Battery CogAT Quantitative Battery How students learn MAP Assessment DesCartes What students have learned – What they are ready to learn Instructional Adaptation: Strategies Scaffolding Grouping Differentiation

Why is this important? PSR TARGET 244