Georgia Milestones Parent Workshop MODIFIED FROM A PRESENTATION

Georgia Milestones Parent Workshop MODIFIED FROM A PRESENTATION CREATED BY: WHITNEY PASCH, ELEMENTARY ELA TOSA SARAH MARSHALL, ELEMENTARY MATHEMATICS TOSA HENRY COUNTY SCHOOLS PRESENTED AT TUSSAHAW ELEMENTARY MARCH 19 TH & 24 TH

Literacy

So what’s at the Core? HTTP: //WWW. CORESTANDARDS. ORG/OTHER-RESOURCES/KEY-SHIFTS-IN-ENGLISHLANGUAGE-ARTS/

Three Shifts in ELA with Common Core

Shift One v How have you seen this in the books your students are bringing home? v How can you help at home?

Shift Two Reading and Writing Grounded in Text Based Evidence • Where in the text did you see that? • Where did the author say that? • Show me the words that made you think that. • What is happening in this paragraph?

Shift Three: Regular practice with complex text and its academic vocabulary

What are we doing at TES to help our students? Close Reading

What are the steps to a Close Read?

CRCT vs Georgia Milestones 3 rd Grade CRCT Georgia Milestones- Paired Passages

CRCT vs Georgia Milestones CRCT Georgia Milestones

Georgia Milestone Shortconstructed response

What are we doing at TES to help our students? Students are taught to answer constructed response questions using the RACE strategy. Restate Answer Cite Evidence from the text Explain/Expand

Example of a Question Answered with RACE It is important for lions to live as a pride because they depend on one another for survival. The article states that the lionesses share the work such as hunting and taking care of the cubs. Male lions provide protection. By sharing responsibilities as a pride, they will be able to survive a long time.

Now You Try… Consider “Little Red Riding Hood. ” How did Little Red Riding Hood know the wolf was not her grandmother? Support your answer with details from the story. http: //safeshare. tv/v/ss 56 eaf 31248910

Sample RACE Answer Restate Little Red Riding Hood knew the wolf was not grandma because… Answer …he looked and acted differently from Grandma. Cite evidence According to the story, he had sharp teeth, big ears, and a big nose. Explain The person in the bed looked nothing like grandma but, a lot like the wolf. Red Riding Hood figured the wolf was just up to his old tricks.

Rubric Score Designation Description 4 Thoroughly Demonstrated The student demonstrates a thorough understanding of the question and the text by completely explaining why the reader expects the healthy cookies to taste bad using details from the poem as support. The student’s response uses complete sentences and correct punctuation and grammar. 3 Clearly Demonstrated The student demonstrates a clear understanding of the question and the text by providing an explanation of why the reader expects the healthy cookies to taste bad and uses some details from the poem as support. The student’s response uses mostly complete sentences and mostly correct punctuation and grammar. 2 Basically Demonstrated The student demonstrates a basic understanding of the question and the text by providing a general explanation about why the speaker expects the healthy cookies to taste bad. However, the student offers little support from the poem. The student’s response uses some complete sentences and some correct punctuation and grammar. 1 Minimally Demonstrated The student demonstrates a weak understanding of the question and provides a minimal explanation of why the speaker expects the healthy cookies to taste bad OR the student provides no details from the poem for support. The student’s response uses mostly incomplete sentences and mostly incorrect punctuation and grammar. 0 Incorrect or Irrelevant The response is incorrect or irrelevant.

Short Constructed Response Answer

Exemplar

Score 3

Student Response Score 2 She thinks the healthy cookies will taste bad because they don't have a lot of sugar and it has a lot of vitamins in the cookies. The girl is used to unhealthy cookies not healthy cookies. If she would try them she might would like them. The student provides a general explanation of why the speaker expects the healthy cookies to taste bad (they don’t have a lot of sugar and it has a lot of vitamins in the cookies), but offers little support from the poem. The student uses complete sentences as well as correct punctuation and grammar in most of the writing.

Extended Response Sample Question –

Extended Responses will be worth seven points. The following is an example of a response that scored seven points.

Extended Response Rubrics A two-trait rubric will be used for extended response questions. Below are examples of both rubrics for an Informational/Explanatory genre writing. Trait 1 (4 points) Idea Development, Organization, and Coherence Trait 2 (3 points) Language Usage and Conventions

What can you do at home? Read with your child- Do a Close Read!! Ask open-ended questions after reading

Math

Why does Math look so different? Math Then Math Now

Math Reasoning for a New Age Many of us learned mathematics as a set of disconnected rules, facts, and procedures. The challenge is to foster true numerical reasoning by getting students to go beyond the memorized rules and procedures. http: //safeshare. tv/v/0 RPAVwe. O 07 Q

What are we doing at TES to help our students? We are providing rich task. Let’s Explore a Task Reach your hand into the jar and pull out a combination of coins. Don’t let your partner see. Each person will tell his/her partner the total value of the coins that he/she selected. Players will take turns asking each other yes/no questions to try to solve what coins they have and how many coins they have.

What are we doing at TES to help our students? Number Talks A Number Talk is a short, ongoing daily routine that provides students with meaningful practice on mental math computation. A student must rely on what he/she knows and understands. Requires students to be efficient. (4 -5 seconds) Enables students to be flexible with numbers. Let’s Watch a Number Talk http: //safeshare. tv/v/ss 56 ed 40 c 85 a 6 a 7

Number Talk 200 -100 200 -153 210 -153

Why has our test changed? “Our previous assessment, the CRCT, set some of the lowest expectations for student proficiency in the nation, and that cannot continue. Georgia Milestones sets higher standards for our students and evens the playing field with the rest of the nation – and that’s essential if our students are going to succeed in college and their chosen careers, both of which are nationally competitive arenas. We will continue to increase our supports for both students and teachers to ensure this test is more meaningful for all involved. ” -Richard Woods, State School Superintendent Information on this slide was found within the Ga. DOE Press Release, “First Georgia Milestones test results released"

5 th Grade Volume 2013 CRCT Question: Multiple Choice

5 th Grade Volume 2015 GA Milestone: Selected Response

We can also RACE in math to answer constructed response questions.

Constructed Response Example

RACE exemplar To figure out how many kites they need after the first day, I know that 246 kites is about 250 kites. Since 250 + 250 = 500, they can make 500 kites in 2 hours. If I take 2 hours x 4 it is 8 hours. Since they work 8 hour days, I know 500 x 4 = 2000 kites. If they make 2000 kites the first day, they would need to make 1000 more kites after the first day. I know this because 3000 -2000= 1000.

Constructed Response Rubric

Constructed Response Exemplar Response

3 rd Grade Fractions 2013 CRCT Question: Multiple Choice

3 rd Grade Fractions Extended Response (4 points) 2015 GA Milestone: Extended Response

3 rd Grade Fractions 2015 GA Milestone: Extended Response

3 rd Grade Fractions 2015 GA Milestone: Extended Response

Extended Response Scoring Rubric

Extended Response Exemplar Response Part A: 1/2 = 2/4 or 2/4 = 1/2 AND Part B: Y and Z AND Part C: 3/6 AND Part D: The shaded part 3/6 takes up the same amount of space as the shaded part 1/2, so the two fractions are the same. The shaded parts are equal.

Math Constructed Response: Noteworthy Trends For multistep processes, students were sometimes able to start the process correctly but were unsure how to complete the process. Students may not know key math terms or confuses terms (e. g. , complimentary vs. supplementary; or diameter vs. radius) When asked to provide an explanation, students sometimes tended to restate the information given. Students used the wrong operation – when in doubt, add. Students do not answer the question that is asked: – Example: the prompt provides a scenario and asks for the probability of two different outcomes both occurring; the students provides the two individual probabilities instead. Information on this slide were found with the Ga. DOE Assessment Presentation, "GACIS Presentation, September 2015"

How can I help at home? Mathematize their world! Ask students to explain their thinking using pictures, numbers and words. https: //www 2. ed. gov/pubs/parents/Math/mathhome. html Help your child develop a growth mindset towards math. https: //www. amazon. com/gp/withmathican (use Chrome as the browser)

Where/how can I learn? Learn. Zillion (https: //learnzillion. com/) Illustrative Mathematics (https: //www. illustrativemathematics. org/)

General Testing Parameters

Georgia Milestones: General Testing Parameters • ELA will consist of 3 sections Section 3 will focus mainly on writing • Mathematics will consist of 2 sections • Science will consist of 2 sections • Social Studies will consist of 2 sections

Georgia Milestones General Test Parameters: Mathematics Criterion-Referenced Total Number of Items: 53 / Total Number of Points: 58 Breakdown by Item Type: – 50 Selected Response (worth 1 point each; 10 of which are aligned NRT) – 2 Constructed Response (worth 2 points each) – 1 Constructed Response (worth 4 points) Norm-Referenced – Total Number of Items: 20 (10 of which contribute to CR score) Embedded Field Test – Total field test items: 10 Total number of items taken by each student: 73

ADMINISTRATION TIMES BY CONTENT AREA Section Minimum Maximum Notes ELA, I & II 60 75 Max is up from 70 min ELA, III 70 90 Math, I & II 60 85 Max is up from 80 min Science, I & II 45 70 Min is down from 50 min Social Studies, I & II 45 70 Min is down from 50 min

Achievement Levels Beginning Learners do not yet demonstrate proficiency in the knowledge and skills necessary at this grade level/course of learning, as specified in Georgia’s content standards. The students need substantial academic support to be prepared for the next grade level or course and to be on track for college and career readiness. Developing Learners demonstrate partial proficiency in the knowledge and skills necessary at this grade level/course of learning, as specified in Georgia’s content standards. The students need additional academic support to ensure success in the next grade level or course and to be on track for college and career readiness. Proficient Learners demonstrate proficiency in the knowledge and skills necessary at this grade level/course of learning, as specified in Georgia’s content standards. The students are prepared for the next grade level or course and are on track for college and career readiness. Distinguished Learners demonstrate advanced proficiency in the knowledge and skills necessary at this grade level/course of learning, as specified in Georgia’s content standards. The students are well prepared for the next grade level or course and are well prepared for college and career readiness.

Promotion/Retention Status • Determines promotion/retention status in grade 3 (reading only), grade 5 (reading and mathematics – Reading: a student who has a Below Grade Level Reading status will require remediation and retesting in ELA – Mathematics: a student who is classified as a Beginning Learner will require remediation and retesting in mathematics

2016 Georgia Milestones Assessment Dates Monday Tuesday Wednesday Thursday Friday April 11 12 13 5 th ELA, I & II 14 5 th ELA, III 15 5 th MATH 18 5 th SCIENCE 19 5 th SS 20 3 RD ELA, I & II 21 3 RD ELA, III 22 3 RD MATH 28 4 TH ELA, III 29 4 TH MATH 5 6 (5 TH MAKEUP) 25 3 RD SCIENCE 26 3 RD SS 27 4 TH ELA, I & II (3 RD MAKEUP) May 2 4 TH SCIENCE 3 4 TH SS 4 (4 TH MAKEUP)

Look for the Ga. DOE resources

Scroll Down

EO GEnd Ass of G ess me rade nt

Select appropriate grade level

How can you practice at home? • See what testing online is like. http: //experience-ga. ctb. com/ (use Chrome as the browser) • EOG RESOURCES 3 -5 www. gadoe. org/Curriculum-Instruction-and. Assessment/Pages/EOG-Study-Resource. Guides. aspx

Question and Answer Session