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Slide Notes

The goal is to shift assessment practices to focus on student success.
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Assessments, Placement, Acceleration:Shift Practices to Promote Learning

Published on Jan 15, 2017

This presentation is to inform educators how they will use their data with a purpose. Placement in mathematics has been an issue in many schools in the Bay Area. With CCSS-Mathematics, educators, parents, students and community members need to be informed of what metrics schools are using to place students in a regular math class or in an accelerated math class.

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PRESENTATION OUTLINE

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Assessments, Placement, Acceleration:

Shifting Practices to Promote Mathematics Proficiency 
The goal is to shift assessment practices to focus on student success.
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Guiding Questions

  • How are you using assessment data to place students in accelerated classes?
  • What metrics do you have to support decisions on policies around placement?
  • What shifts are needed to promote mathematics proficiency?
The questions will frame the discussion about the use of assessment data to place students in their mathematics classes.
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What is mathematics proficiency?

  • Choose one word or phrase that comes to mind when you think of mathematics proficiency.
  • Share your word/phrase with your table group, and include why you selected it.
What is mathematics proficiency?
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Our lens

  • Use data to inform teaching and learning
  • Use data to support students to achieve mathematics proficiency
  • Use data with a purpose = specific outcomes
  • Use data to plan and implement systemic solution
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How will you show

that you learned what you learned? 
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Data is more than a drop.

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Assessment

Shift is needed! 
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Pick a lane

Meaningful data = Specific outcomes 
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Try this...

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Analyze Student Work

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Analyze Student Work

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Placement

What are the results? 
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Placement Criteria

  • 35 out of 45 ARMDTP
  • Preliminary SBAC
  • CPM end of year assessment
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Results

  • 98.4% scored Exceeding standards
  • 100% scored Exceeding or Meeting standards
  • 86% received C+ for quarter 2
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If 31 out of 45 ARMDTP & Meeting or Exceeding

  • 150 more students are accelerated
  • 66% scored Exceeded and 30% Met standards
  • 5 classrooms of 30 students each class could have been accelerated
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One size

Does NOT fit all! 
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Focus

on what is best for our students... 
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Shift is imperative

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Assessment for learning
Assessment as learning
Assessment of learning

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Critical Abilities

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Performance Assessment

...is assessment FOR  and AS learning 
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Performance Assessment

...is learning by doing
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Performance Assessment

...links curriculum, instruction and assessment 
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Thank you!

“It is wiser to find out than to suppose.”-Mark Twain 

MaBernadette Salgarino