Assessment+Session++January+25


 * Cabinet :**

Grade 4: Tim Whalen, Fran Staccio, Frank Doblekar Grade 2: Alison Fischer, Carol Covas, Michele Juric Grade 3: Robin DePew, Carol Kelly, (Carol Brown) Grade 1: Christine Williams, Caroline Sweeney, Maria Juliano K: Darlene O'Donnell, Andrea Kortright, (Heidi Raccioppo)


 * Tasks at hand:**

Each team will hand in a copy of their second quarter assessment with formatting guidelines so that they can be mass produced in the curriculum office.(before they leave today) Grade 4: 2 segments at 45 minutes each segment (not geometry); not read to students unless IEP driven; testing room conditions Grade 3: 75 minute session; not read to students unless IEP driven; test mods should be in place; ask teachers to keep track of how much time students needed Grade 2: two 30 minute sessions; we will not read the test to our second graders unless IEP driven Grade 1: one 40 minute session; will be reading the test to students; should read each question twice K: 40 minutes for sheet; can be administered to whole group
 * Time to review assessments - done**
 * Status report on assessments - see below**
 * Copies of assessments**
 * Administration framework** (Michelle Donlon will develop and disseminate):

Grade 4 has a key for each segment Grade 3 has a key Grade 2has a scoring key Grade 1: has a scoring key K: checklist
 * Scoring Materials:**

Teachers will individually score the assessments. At a building grade level meeting, teachers will discuss those results as they pertain to the students, but also as a reaction to the validity and strength of the assessment instrument itself. Michelle Donlon will provide guiding documents for this process for consistency across grade levels and buildings.
 * Scoring:**

Grade 4 Data Analysis Week of January 31st; Multiplication and Division Week of February 14th Grade 3 Week of January 31st Grade 2 Week of January 31st (two sessions) Grade 1 Week of January 31st K: Week of January 31st
 * Testing dates:**

Math Mapping/Assessment Sessions: grade levels across buildings with Michelle Donlon, Building Principals, and/or Elizabeth Turner *Note: these dates are different than the original discussion with Principals, so please note the changes. Recommendations from the members of the mapping cabinet were that we give the upper grades more analysis time before coming together across buildings. Please mark your calendars with these dates as your third meeting. Michelle Donlon will send out information regarding location and any other pertinent details prior to the sessions. Feb 15: K Feb 16: Grade 1 February 17: Snow date for K and/or 1 February 22: Grade 2 February 23: Grade 3 February 24 Snow date for 2 and/or 3 March 1: Grade 4 March 2: Snow date for 4

All sessions will be held from 3:45 until 4:45. They will count as one of the third- meetings- per- month, allowing teachers to meet as grade levels across buildings for this work. We are working on a location on the main campus for the meetings. Teachers should bring the benchmark assessments administered in January and the (summary) results of the analysis that was done on them. That analysis will take place at grade level meetings following the administration of the assessment and before the date of the mapping session noted above. Teachers should also bring their plan books and any pertinent information about resources so that instruction can be inputted into individual diary maps aligned with the assessment. ** Purpose and anticipated outcomes of this session and subsequent work sessions: ** // ** This session: ** // Ø Teachers will receive a refresher on inputting information into TechPaths through authentic work with the maps/assessments. // ** By June 2011: ** // Ø Every individual teacher will have a “diary map” that will reflect what resources he or she uses linked to particular pieces of curriculum. By creating diary maps, the map is also a lesson planning tool and a source of data. Ø The diary maps will provide data points for further analysis of the assessment results. How did students perform on the assessments? What patterns do we see? Is there anything in the instruction provided that might help us strengthen our student performance across all classrooms in all buildings?