Academic Language

Academic Achievement

Formative Assessment Process

Curriculum Plan

TEKS

Lesson Development and

Delivery

CogATVerbal Battery

CogATNonverbal

Battery

CogATQuantitative

Battery

How students learn

MAPAssessment

DesCartes

What students have learned –What they are ready to learn

Instructional Adaptation:

Strategies ScaffoldingGrouping

Differentiation

Academic Language Proficiency

Learning Continuum in Domains

Language Domains

ELPS Student Expectations

ELPS Student Expectations

ELPS Student Expectations

ELPS Student Expectations

Proficiency Level Descriptors

Academic Achievement

Begin Int Adv Adv High150

160

170

180

190

200

210

220

167

176

187

195

167

184

192

203

177

186

199

209

169

184

199

210

Grade 2 Grade 3 Grade 4 Grade 5

Proficiency Level

Re

ad

ing

RIT 64 PR

41 PR

59 PR

41 PR

28 PR

56 PR

17 PR

42 PR

Academic Achievement Secondary

Beginning Intermediate Advanced Advanced High150

160

170

180

190

200

210

220

159

184

198

212

170

178

195

214

161

184

198

218

Grade 6 Grade 7 Grade 8

Proficiency Level

Re

ad

ing

RIT

11 PR

37 PR

7 PR

34 PR

7 PR

36 PR

Learning Continuum: the Foundation

• Learning domains– Reading– Language Usage– Mathematics– Science

• Concepts and skills beginning to complex

Learning Continuum: The Foundation

Infers the main idea from a given illustration and description

Summarizes information in literary text based on supporting details

Makes inference about the author’s use of figurative language in literary text

121 - 125

156-160

181-190

211-220

231-240

Analyzes passages (1-3 para.) and rephrases the main idea of literary text

Infers the setting of a short story read aloud

Infers the setting of a short story read aloud

Infers the main idea from a given illustration and description

Analyzes passages (1-3 para.) and rephrases the main idea of literary text

Summarizes information in literary text based on supporting details

Makes inference about the author’s use of figurative language in literary text

DesCartes Structure

August 15, 2011 14

Mastery Level75 % correct responses

Instructional Level50 % correct responses

DesCartes Table Activity

A student has a fall overall RIT score of 213 and goal strand scores in the range 211 - 220

1. The overall RIT score would be “on-grade level” for what grade?

2. Read the goal strand Literary Concepts and discuss how the concept of “supporting details” matures across bands 201-210, 211-220, and 221,230.

3. How does the concept of “character analysis” develop across the same bands?

How much growth?

Setting a growth standard

• Year begins with teachers knowing the target score– Reading– Language Usage– Mathematics– Science

Starting RIT

TargetRIT

205 220

215 228

225 236

245 252

255 265

265 268

Measuring growth

• In this group

– 3 of 6 exceeded targets

– 2 of 6 met targets

– 1 of 6 failed to meet

target

Name

Starting RIT

Target RIT

Actual RIT

GAINS:Growth AboveStanda

rd

Abe 205 220 218 -2

Bade 215 228 231 3

Cade 225 236 245 9

Dale 245 252 252 0

Edna 255 265 270 2

Faith 265 268 276 0

Data Analysis to Improve Instruction

20

The Longer View

The Longer View

Formative Assessment Process

Curriculum Plan

TEKS

Lesson Development and

Delivery

CogATVerbal Battery

CogATNonverbal

Battery

CogATQuantitative

Battery

How students learn

MAPAssessment

DesCartes

What students have learned –What they are ready to learn

Instructional Adaptation:

Strategies ScaffoldingGrouping

Differentiation

Why is this important?

Gr 3 Spring Gr 4 Spring Gr 5 Spring Gr 6 Spring Gr 7 Spring Gr 8 Spring180

190

200

210

220

230

240

250

260

215

224

235237

244

249

194

206

218

224

232

238

205

216

227

232

239

244

212

222

233

238

244

249

225

234

244

248

253

257

RIT

Ra

ng

eP

SR

TAR

GE

T2

44