% 2008

WESTEST Math

Novice Below M. Mastery Above Dist. Proficient

Grades 1 2 3 4 5 Level 3-5

3 0.2% 0.6% 9.2% 41.3% 48.7% 99.2%

4 0.0% 0.0% 8.8% 30.0% 61.1% 100.0%

5 0.0% 0.1% 7.6% 32.2% 60.1% 99.9%

6 0.0% 0.1% 8.8% 43.1% 48.0% 99.9%

7 0.0% 0.3% 11.1% 43.1% 45.5% 99.7%

8 0.0% 0.1% 10.0% 42.6% 47.3% 99.9%

0.0% 0.2% 9.4% 39.4% 51.0% 99.8%

WESTEST RLA

Novice Below M. Mastery Above Dist. Proficient

Grades 1 2 3 4 5 Level 3-5

3 0.2% 0.2% 5.5% 45.2% 48.9% 99.6%

4 0.0% 0.0% 8.3% 50.1% 41.7% 100.0%

5 0.0% 0.3% 11.2% 50.7% 37.8% 99.7%

6 0.0% 0.1% 5.1% 38.3% 56.4% 99.9%

7 0.0% 0.4% 5.5% 43.0% 51.0% 99.6%

8 0.0% 0.1% 4.6% 36.7% 58.7% 99.9%

0.0% 0.2% 6.5% 43.1% 50.2% 99.8%

WESTEST SS

Novice Below M. Mastery Above Dist. Proficient

Grades 1 2 3 4 5 Level 3-5

3 0.2% 0.0% 5.3% 34.6% 59.9% 99.8%

4 0.0% 0.0% 7.6% 48.9% 43.6% 100.0%

5 0.0% 0.6% 13.0% 53.8% 32.6% 99.4%

6 0.0% 0.2% 9.2% 53.4% 37.1% 99.8%

7 0.0% 0.4% 9.8% 47.5% 42.2% 99.6%

8 0.0% 0.7% 11.2% 41.7% 46.3% 99.3%

0.0% 0.4% 9.8% 47.1% 42.8% 99.6%

WESTEST SCI

Grades Novice Below M. Mastery Above Dist. Proficient

3 1 2 3 4 5 Level 3-5

4 0.0% 0.0% 4.4% 28.7% 66.8% 100.0%

5 0.0% 0.1% 8.5% 42.9% 48.4% 99.9%

6 0.1% 0.1% 2.8% 29.2% 67.7% 99.8%

7 0.0% 0.3% 4.0% 49.4% 46.3% 99.7%

8 0.1% 0.1% 6.0% 48.9% 45.0% 99.8%

0.1% 0.2% 5.2% 40.1% 54.5% 99.8%

Making gains in learning

Equitable Education

Specialized Instruction

Differentiation

• Grade level content in greater depth

• Opportunities for critical thinking

Enrichment

• Mastery of content at a faster or earlier rate either horizontally within grade level or vertically across grade levels

Acceleration

•Horizontal Alignment – within a single grade level for the needed depth and breadth on content

•Vertical Alignment – across grade levels for individual acceleration of content

•Horizontal Alignment – within a single grade level for the needed depth and breadth on content

•Vertical Alignment – across grade levels for individual acceleration of content

Flexible Grouping

Open-ended questions.

Broad and over-arching; will transfer to different time periods.

Civil War:

•Did we have to have the Civil War/War Between the States?

•How might the Civil War have been avoided?

•What are other ways that a country can resolve conflicts?

As a group, choose a topic and write

one or two essential questions

•The Scientific Method•Persuasive Writing•Nutrition•Geography•Mathematics (Numbers, Measurement, Data)•History•Government •Ecology•Fiction

1.

2.

3.

4.

5.

6.

7.

Compacting Content

Pre-Test

•Essential questions – planning question•Journal•Index card•Mind Map•Inventories•Letter•Charts•Product or performance•Interview or observation•End of the unit test

Polygon

Definition: A closed plane bound by 3 or more line segments

Characteristics: more line segments, multiple angles

Examples: square, triangle, rectangle, quadrangle

Non-examples:circle, arc

Word

Vocabulary Map

Definition

A synonym

Use in sentence

Part of speech

An antonym

I’ve pre-assessed –Now what?

Compacting

Give credit for content mastered;

Visual/spatial

Verbal/Linguistic

Logical/Mathematical

Some birds swim, some birds fly, others keep their feet firmly on the ground.

What will the group

do this evening?

Point of View

Implications/ Consequences

Evidence/ Data

Concepts/Ideas

Assumptions

Inferences

Purpose/ Goal

School schedule shifts irk parents: Shorter week, later start force parents to alter routines (By Karen Bouffard/The Detroit News•LIVONIA – Debbie Cameron drops her two children off at Washington Elementary School each day on her way to work at Ford Motor Company. Now a Livonia task force has proposed a plan to start school 40 minutes later on Wednesdays so teachers have time to develop plans for boosting student achievement –throwing a wrench into the Camerons’ morning routine and causing child care, transportation and bedtime headaches for parents.

• Under pressure of strict new accountability standards, teacher unions are demanding that creatively scheduled chunks of time be included in their new contracts. Districts everywhere are manipulating schedules to squeeze free hours into teachers’ hectic days.• Officials in other districts are tweaking school schedules for reasons unrelated to academics –they’re proposing fewer days per week or per year to cut costs a districts struggle to cope with school funding crises.• Parents – already frazzled by the logistics of getting kids to baby sitters, school, music lessons and after-school sports – are in a tizzy over it.

Reasoning about a Situation or

EventWhat is the situation?

Who are the

stakeholders?

What is the point

of view for each

stakeholder?

What are the

assumptions of

each group?

What are the

implications of

these views?

Examples:

Reread the story imagining that you are one of the characters reviewing the his/her actions on a television talk-show.

Write a few paragraphs about the merits or demerits of the story from the point of view of your parent.

It is very important that you learn about traxoline. Traxoline is a new form of zointer. It is montilled in Ceristanna. The Ceristannians gisteriate large amounts of fevon and then bracter it to quaseltraxoline. Traxoline may well be one of our most lukized snezlaus in the future because of our zointer lescelidge.

•What is traxoline?•Where is traxoline montilled?•How is traxoline quaselled?

A crow, dying of thirst, came upon a pitcher which had once been full of water. When the crow put his beak into the mouth of the pitcher, he found that only very little water was left in it, and he could not reach far enough down to get at it. He tried and tried, but at last had to give up in despair.

The Crow and the Pitcher

Then a thought came to him. He took a pebble and dropped it into the pitcher. Then he took another pebble and dropped it into the pitcher. Then he took another pebble and dropped it into the pitcher. At last he saw the water rising toward him, and after casting a few more pebbles into the pitcher, he was able to drink and save his life.

Main Idea/Theme

Inference

What made the crow successful in getting a drink of water? Why did his plan work?

Characterization

What are the crow’s most important qualities? What other characters have you read about that show similar life qualities? How were their situations similar or different from the crow’s situation?

What main idea(s) did you get from this story?

Name:____________________________________________ Date: ____________

Scoring: 0 = Needs Improvement 1 = Satisfactory 2 = Exceeds Expectations Students score their work in the top part of the scoring box.

Teachers score the work in the bottom part of the scoring box.

Student Score: 0 1 2

Teacher Score: 0 1 2

Student Score: 0 1 2

Teacher Score: 0 1 2

Student Score: 0 1 2

Teacher Score: 0 1 2

Student Comments: Is there anything you would like your teacher to know about your work on this reading?

Selection T

itle: ________________________________________________________

Circ

le O

ne:

A3

B3

C3

D3

Circ

le O

ne:

A

2 B2

C2

D2

Cir

cle

One

:

A1

B1

C1

D1

Crows get thirsty. Crows are smart. The

crow kept putting pebbles in the water

until it could drink.

The crow’s most important

qualities are water and

food.

The crow was successful because when

you put the pebbles in the water, the water

came up. That helped him to get water.

He had to get pebbles and keep doing that

until water came up.

By

r

y

y

g

??

But at higher levels of thinking

4 3 2 1 Score

Fluency I can think of many ideas.

I can think of some ideas

If I get some help, I can think of ideas

I have a hard time thinking of ideas

Flexibility I notice what is surprising and unusual

I notice unusual thingsaround me

When someone reminds me, notice

I hardly ever notice unusualthings

Evaluation I know several ways of deciding

I can tell which ideas are worth working on

With help, I can tell which ideas worthwhile

I cannot tell which ideas are worthwhile

Risk-taking I like to try new ideas

I try new ideas

Sometimes I try new ideas

I do not try new ideas

Seeking Challenges

Goal setting (etc.)

Goal setting

Goal setting (etc.)

I do not set goals

Elaboration When I have good idea, I add details to make great

I can usually add details to make better

Sometimes, I can think ofway to make better

I do not know how to make better

Criteria Exemplary (4-5)

Good(2-3)

NeedsImprovement(0-1)

InitialQuestions

Questions are probing and help clarify facts

All questions may not be relevant

Few or no questions formulated

Understandingthe problem

Clearly defines the problem

Statement has some vagueness or missing information

Problem defined incorrectly

Seekinginformation

Identifiesseveral sources of information

Relies on few sources

Not clear as to what is needed

Risk-taking I try new ideas Sometimes I try new ideas

I do not try new ideas

Integration of knowledge

Effectivelyapplies previous knowledge

Applies limited amount of prior knowledge

Unable to connect previous knowledge

Is this fair?

1. Asking the same as other students; to stretch a bit, learn new skills

2. Promoting success at new level; not failure at new level

3. Acknowledging skills; to not do so would be malpractice

4. Perfect time to do this

“Challenging the Gifted Child in the Classroom. The Challenge Magazine of The Center for Gifted Studies. Western Kentucky University. No. 20 Winter 2008

Carol Dweck. 1999 http://www.indiana.edu/~intell/dweck.shtml

Fisher, Tamara (2008). Curriculum Compacting. Teacher Sourcebook/ Fall 2008. p. 22. http://www.teachersourcebook.org

Sanders, William (2005). Value Added Assessment. http://www.springerlink.com/content/l801g2688u4k848k/

Tomlinson, Carol Ann (1995). How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, Carol Ann & Doubet, Kristina (2006). SMART in the Middle Grades – Classroom That Work for Bright Middle Schoolers. Westerville, OH: National Middle School Association.