1. The Alabama Reading and Mathematics Test
Michele Hunter
Supervisor of Curriculum and Instruction Mobile County Public Schools

2. Pre-Test What is the ARMT? When will this test be administered?
To whom will it be administered?
Why was this test created?
What is AYP?
What happens if schools don’t meet their goals in 2 years? 3 Years? 4-5 Yr?
How will the SAT10 scores differ from ARMT scores?
What is proficiency? How do you know if your students are proficient in mathematics?
Blank Worksheet – as those come in

3. Three Components of the ARMT
Provide format/ adjust the gridded response/ give additional formats
Explain fractions, mixed numbers, simplifying
Come up with easy strategy for success.
Activity- compare compendium of SAT10 with COS
*review NAEP/ FCAT formats

4. The ARMT Piloted in October Administered to all students in grades 3-8
Status of the school will be determined on the ARMT, ADWA, and AHSGE
Criterion Referenced Test based on our state’s standards

5. Criterion Reference Tests
CRT’s (ARMT &ADAW)
Developed using course-specific objectives on grade level
Developed to test mastery of state standards
Content standards are reported by performance levels (I, II, III, and IV)
Performance Descriptors provide a narrative description of each level
Levels III and IV are considered “Proficient”
Exemplars provide samples of student work at each level
Cut Scores provide the cut for each level

6. Norm-Referenced Tests
NRT’s (SAT 10)
Developed using questions that are at and above the grade-level curriculum
Developed to compare individual performance with performance of the norming group
Designed to spread our kids out by reporting scores using a bell curve making it mathematically impossible for all students to be proficient
Reports relative strengths and weaknesses of individuals
Reported scores by national percentile rank, national stanine, national grade percentile band, content cluster stanine range, and achievement/ability comparison range
SAT 9 Binder Info/ Overhead

7. Challenges We Face This Year
Understanding the NCLB Act of 2001
Meeting Standards and Accountability through AYP
Understanding the curriculum
Using research-based best practices for instructional strategies
Taking a closer look at our classroom assessments
Before we understand the ARMT:
Increase urgency- “let’s go, we need to change things”
Build the guiding team- group powerful enough to guide change/ work together
Get the vision right- understanding NCLB and it’s impact on curriculum, instruction, and assessment
Communicate for buy-in- status of the school (clear, watch, or priority) does this; funding; buy in on trying the instructional strategies that supports learning
Empower action- textbook adoption/ Team math
Create short term wins- as momentum builds, fewer will resist
Don’t let up- don’t give up
Make change stick- team math

8. The NCLB Act of 2001
Challenges the entire educational community, but primarily teachers and administrators, to change the way schools do business
Under this law all public school children, even the most disadvantaged, must perform proficiently on standardized tests in reading and mathematics by the year 2014
Create a plan to identify subgroups who are at risk
Create a plan for special education students if you have more than 1% on your grade level
Grades 3-8- standardized test; writing; highschool- graduation exam
Last year’s scores- review

9. NCLB-Mathematical Proficiency
The National Science Foundation and the US Dept of ED asked the NRC to conduct a study of what research says about successful learning from preschool through eighth grade. The NRC, which is the principal operating agency of the National Academy of Sciences, established a committee to: 1. synthesize the research, 2. Provide research-based recommendations for teaching, curriculum for improving student learning, and identify areas where research is needed. 3. Also to advise parents, teachers, administrators and policy makers on rbs.
The ARMT is written to measure proficiency of the content standards through these strands.
NCTM content standards
Performance descriptors- draft

10. AYP- Adequate Yearly Progress
An individual state’s measure of yearly progress toward achieving state academic standards.
“Adequate Yearly Progress” is the minimum level of improvement that states, school districts, and schools must achieve each year.
Goals must be reported starting 2005
100% of public school children must perform “proficiently” on standardized tests in reading and mathematics by the year
What is proficiency? How do we get there?
Answer: 5 Strands/ weave into content

11. Disaggregated Data by Subgroups- AYP
Race and Ethnicity
Socioeconomic Level
Disabilities
Limited English Proficiency
* Migrant Status
* Gender
Although Migrant Status/ Gender will be reported by the schools, these two subgroups will not be used to determine whether schools are progressing.

12. Flexible, Local Control of Funds
School districts currently receive federal funding from the Dept. of Ed. under 4 major state grant programs
*Teacher Quality Grants
*Education Technology
*Innovative Programs
*Safe and Drug-Free Schools
Under NCLB, every school district can transfer up to 50% of these funds between any other program or to Title I to meet AYP goals
Major staff development money is earmarked for math/science/ technology initiatives (AMSTI)
200Million/year through Bush

13. Falling Short of AYP Goals- Yr 2
Corrective Action
Develop Improvement Plans based on scientifically proven teaching methods
Offer parents public school choice
Provide transportation to the new school
How this impacted my last year teaching

14. Falling Short of AYP Goal- Yr 3
Title I Funds used for supplemental services chosen by parents
Tutoring
After-school programs
Year 4/5 – staff changes and restructuring
Test scores in math and reading will be presented in annual report cards that enable parents to judge the quality of their child’s school. These report cards will also provide information regarding the qualifications of teachers. Parents and community members can examine their school’s performance and compare it to other schools in their district and state.

15. Understanding the Curriculum
AL- COS for Mathematics
(new vs.current)
NCTM’s Principles and Standards for School Mathematics
Local Curriculum Guides (Team Math)
AMSTI- Alabama Math, Science, and Technology Initiative
Explain It! Connect to the NCTM Standards
Correlate to Performance Descriptors

16. NCLB – Instruction & Materials
Despite the research, many classroom teachers still spend the bulk of their classroom time demonstrating procedures and supervising students while they practice those procedures.
Textbooks are typically packed with an assortment of topics creating a scattered and superficial curriculum.
The New AL COS has reduced the number of standards to allow for in-depth instruction of content, facilitating mathematical proficiency.
Data Works- instructional trends
Teach on grade level, from day one.
*SAXON???
Changes in the New COS Old, vs New slides NCLB

17. Instructional Strategies
Identifying Similarities & Differences
Summarizing & Note Taking
Reinforcing Effort & Providing Recognition
Homework and Practice
Nonlinguistic Representations
Cooperative Learning
Setting Objectives & Providing Feedback
Generating & Testing Hypotheses
Questions, Cues, & Adv. Organizers
Nine Instructional Strategies- Robert Marzano
Hand-out

18. Classroom Assessment
Assess the COS Standards (not just chapters) and expect mastery with each standard for all students
Intervention Plan for individual students who are not mastering skills; re-teach & reassess
Sampling of student work should align to the COS
Use Bloom’s Taxonomy
Available Instructional Time Protected
Model format of the ARMT with assessment
Data Works Chart
Blooms
90% aligned curriculum
95% time on task
90% breadth, reteach, reassess
90% research based best practices

19. Post-Test What is the ARMT? When will this test be administered?
To whom will it be administered?
Why was this test created?
What is AYP?
What happens if schools don’t meet their goals in 2 years? 3 Years? 4-5 Yr?
How will the SAT10 scores differ from ARMT scores?
What is proficiency? How do you know if your students are proficient in mathematics?