All You Want to Know About the K-2 Assessments

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All You Want to Know About theK-2 Assessments

• Amy Scrinzi, Ed.D
• North Carolina Department of Public Instruction

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Agenda

• History of K-2 Assessment
• K-2 Instructional Formative Assessment Tasks
• K-2 Mid-Year Benchmark Assessment
• K-2 Summative Assessment

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http//www.ncdpi.wikispaces.net
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NC History

• 1997-1998
• NC State Board asked What are we doing for K-2
  Accountability?
• Telephone survey, board hearings, 2-day Feedback
  workshop
• Board Policy Developed
• 2000-2001
• First K-2 Assessment

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State Assessment Requirements

• State Statute(115C-174.11)
• (a) Assessment Instruments for First and Second
  Grades. The State Board of Education shall
  adopt and provide to the local school
  administrative units developmentally appropriate
  individualized assessment instruments consistent
  with the Basic Education Program for the first
  and second grades, rather than standardized
  tests. Local school administrative units may use
  these assessment instruments provided to them by
  the State Board for first and second grade
  students, and shall not use standardized tests
  except as required as a condition of receiving
  federal grants.

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State Assessment Requirements

• The State Board of Education requires that
  schools and school districts implement
  assessments at grades K, 1, and 2 that include
  documented, on-going individualized assessments
  throughout the year and a summative evaluation at
  the end of the year. These assessments monitor
  achievement of benchmarks in the North Carolina
  Standard Course of Study. They may take the form
  of the state-developed materials, adaptations of
  them, or unique assessments adopted by the local
  school board.

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State Board Requirements

• Intended purposes of these assessments
• (1) to provide information about the progress of
  each student for instructional planning and early
  interventions document growth over time
• (2) to inform parents about the status of their
  children relative to grade-level standards
• (3) to provide next-year teachers with
  information about the status of each of their
  incoming students
• (4) to provide the school and school district
  information about the achievement status and
  progress of groups of students in K, 1, and 2

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K-2 Formative Instructional Assessment Tasks
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Formative Instructional Assessment Tasks

• Moves beyond only whether an answer is right or
  wrong.
• Focuses attention on the thinking and processes
  that all students use in solving the tasks.
• Provides opportunities to demonstrate his or her
  knowledge, skill, and understanding.

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http//commoncoretasks.wikispaces.com/
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Administration Manual
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Grade Specific Tasks
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Task
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Blackline Masters
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Student Forms
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Student Record-Keeping Forms
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Student Record-Keeping Forms
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Frequently Asked Questions
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Frequently Asked Questions
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Contributors
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Contributors
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State Assessment Requirements

• The State Board of Education requires that
  schools and school districts implement
  assessments at grades K, 1, and 2 that include
  documented, on-going individualized assessments
  throughout the year and a summative evaluation at
  the end of the year. These assessments monitor
  achievement of benchmarks in the North Carolina
  Standard Course of Study. They may take the form
  of the state-developed materials, adaptations of
  them, or unique assessments adopted by the local
  school board.

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Your Comments Questions
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K-2 Mid-YearBenchmark Assessment
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State Assessment Requirements

• The State Board of Education requires that
  schools and school districts implement
  assessments at grades K, 1, and 2 that include
  documented, on-going individualized assessments
  throughout the year and a summative evaluation at
  the end of the year. These assessments monitor
  achievement of benchmarks in the North Carolina
  Standard Course of Study. They may take the form
  of the state-developed materials, adaptations of
  them, or unique assessments adopted by the local
  school board.

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Purpose of aBenchmark Assessment

• Receive some feedback about student achievement
  at a particular point in time
• Additional information used to
• Identify students who seem to be mastering the
  content we are teaching and those who are
  struggling
• Identify individuals who need additional help and
  possibly need focused interventions
• Identify individuals who need to be challenged to
  continue to grow

Joyner Muri, 2011
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Benchmark Assessment

• A benchmark assessment is like a snapshot- it
  provides a picture of a students performance at
  one point in time.

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Benchmark Assessment

• This snapshot is combined with other pictures
  to create a comprehensive photo album of a
  students mathematics performance.

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Setting the Mid-Year Benchmarks

• Major Work of the Grade Critical Areas
• CCSS Progressions
• NRC- Early Childhood Progressions
• TAP Math Progressions
• Assessing Math Concepts, Math Pilot

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State Assessment Requirements

• The State Board of Education requires that
  schools and school districts implement
  assessments at grades K, 1, and 2 that include
  documented, on-going individualized assessments
  throughout the year and a summative evaluation at
  the end of the year. These assessments monitor
  achievement of benchmarks in the North Carolina
  Standard Course of Study. They may take the form
  of the state-developed materials, adaptations of
  them, or unique assessments adopted by the local
  school board.

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Kindergarten
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Teacher Directions Student Proficiencies
DRAFT
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Student Summary
DRAFT
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Class Summary
DRAFT
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First Second Grade
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Student Booklet
DRAFT
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Student Summary
DRAFT
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Class Summary
DRAFT
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Determining Proficiency
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Proficiency

• When students are proficient they can
• Model and explain the concepts,
• Use the mathematics appropriately and accurately,
  and
• Are fluent and comfortable in applying
  mathematics.

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Proficiency Levels

Level I Seldom
Level III Inconsistent
Level III Consistent
Level IV Above
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DRAFT
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Determining Proficiency

• Focus is at the Cluster Level
• Whats the goal students are working towards?
• Often more than one task to determine proficiency
• Proficiency score is not the only data to use to
  determine overall proficiency

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Determining Proficiency
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Administration Manual
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State Assessment Requirements

• The State Board of Education requires that
  schools and school districts implement
  assessments at grades K, 1, and 2 that include
  documented, on-going individualized assessments
  throughout the year and a summative evaluation at
  the end of the year. These assessments monitor
  achievement of benchmarks in the North Carolina
  Standard Course of Study. They may take the form
  of the state-developed materials, adaptations of
  them, or unique assessments adopted by the local
  school board.

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K-2 Math Mid-Year BenchmarkDissemination
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K-2 Math Mid-Year BenchmarkDissemination

• If you are the District Leader for Mathematics,
  and have not received an email correspondence
  from Susan Hart, please contact her immediately
• susan.hart_at_dpi.nc.gov

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K-2 Summative Assessment
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K-2 Summative Assessment

• NCDPI will provide a Summative Assessment
• Review process
• Disseminated directly to District Leaders

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http//commoncoretasks. wikispaces.com/
Emailed directly to District Leader
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Your Comments Questions
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DPI Contact Information
Kitty Rutherford Elementary Mathematics Consultant 919-807-3934 kitty.rutherford_at_dpi.nc.gov Amy Scrinzi RTT-ELC Program Lead 919-807-3839 amy.scrinzi_at_dpi.nc.gov
Barbara Bissell K 12 Mathematics Section Chief 919-807-3838 barbara.bissell_at_dpi.nc.gov Susan Hart K-12 Program Assistant 919-807-3846 susan.hart_at_dpi.nc.gov
http//www.ncdpi.wikispaces.net