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New Wisconsin Promise Conference

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New Wisconsin Promise Conference

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    1. New Wisconsin Promise Conference January 11-12, 2005 Monona Terrace Convention Center Madison, Wisconsin

    2. A Quality Education for Every Child

    3. Why is Wisconsin changing its state assessment system?

    4. NCLB Requirements

    5. Adequate Yearly Progress

    7. Adequate Yearly Progress

    9. Wisconsin Knowledge and Concepts Examinations Criterion-Referenced Tests

    10. Beginning in Fall 2005 Grades 3, 4, 5, 6,7,8 and 10 Customized Tests: Reading Mathematics Grades 4, 8, and 10 Enhanced Shelf Tests: Language Arts Science Social Studies All Tested Grades: Alternate Assessments English Language Proficiency Tests

    11. WKCECRT Reading & Mathematics Customized for Wisconsin Built by Wisconsin educators Based on the Wisconsin Model Academic Standards in Reading and Mathematics Custom descriptors for each tested grade WKCE-CRT begins Fall 2005 Piloted in Wisconsin classrooms

    12. Educator Development & Item Review Panels Developed and edited: blueprint frameworks objectives and sub-skills descriptors for tested grades Reviewed: accepted, rejected, and edited items

    14. Assessment Frameworks and changes in reporting

    15. Assessment Frameworks: Format Objectives General statements of knowledge and skills Subskills Categories within each objective Descriptors Grade-level specific knowledge and skills within each category

    16. Assessment Frameworks: Descriptors Specify what will be assessed at each grade for each sub-skill Reflect fall of school year

    17. Remember Fall test reflects previous grade

    18. Relating the Framework to Curriculum

    19. Changes in Reporting Paper Individual student results for parents/guardians Electronic All other reports Online Printable pdf Data Cleanup Online Speeds up reporting

    21. Mathematics Assessment

    22. Mathematics Reporting Categories

    23. Mathematics Objectives/Sub-skills A. Mathematical Processes Reasoning Communicating Connections Representation Problem Solving B. Number Operations and Relationships Concepts Computation

    24. Mathematics Objectives/Sub-skills C. Geometry Describing figures Spatial relationships and transformations Coordinate systems D. Measurement Measurable attributes Direct measurement Indirect measurement

    25. Mathematics Objectives/Sub-skills E. Statistics and Probability Data analysis and statistics Probability F. Algebraic Relationships Patterns, relations and functions Expressions, equations and inequalities Properties

    28. Calculator Use Policy Grades 3 & 4: All sessions no calculator (*) Grades 5-8 & 10: One session no calculator Remaining sessions calculator required Calculator Specifications: Grades 5-8: 4-function calculator, no advantage using higher powered calculator Grade 10: scientific calculator Districts may opt to allow scientific or graphing calculators at all levels (5-8 & 10), but must assure that memory is disabled on graphing calculators. Calculators with QWERTY keyboards, infra-red capabilities, or memory disks may not be used.

    29. Two situations Computation/non-calculator sessions No calculator use the same for everyone Problem solving sessions Grades 3 and 4 calculator use with an IEP only Calculator Use Policy Students with Disabilities

    30. Sample Mathematics Items from NAEP

    31. Constructed Response Examples

    32. WKCE-CRT Framework Objective: Algebraic Relationships Sub-skill: Patterns, Relations and Functions Descriptor: Describe, recognize, interpret and translate graphical representations of mathematical and real-world phenomena on coordinate grids, e.g., slope, intercepts, rate of change, linear and non-linear functions, and quadratic, exponential and constant functions.

    33. Constructed Response Item Example

    35. Scoring Guide Correct Correct response Partial Number of hours is incorrect, but falls between 6 1/2 and 8 1/2 and a correct procedure is demonstrated. OR Number of hours is correct, but accompanying justification is insufficient or missing Incorrect Incorrect response

    37. Correct - Student Response

    38. Partial - Student Response

    39. Incorrect - Student Response

    40. Performance Results

    41. Selected Response Items

    42. WKCE-CRT Framework Objective: Measurement Sub-skill: Direct Measurement Descriptor: Read and interpret measuring instruments

    44. Performance Results

    45. WKCE-CRT Framework Objective: Statistics and Probability Sub-skill: Data Analysis and Statistics Descriptor: Extract, interpret and analyze data

    47. Performance Results

    48. Next Steps Local Level Share Reading and Mathematics Frameworks with all educators Review district curriculum Plan for implementation of calculator use policy Discuss IEP accommodations at all levels Implement changes, if needed Institute professional development opportunities to review alignment Create communication plan to parents regarding WKCE-CRT Provide assessment update to school board

    49. Frameworks www.dpi.state.wi.us/dpi/oea/wkce-crt WI Model Academic Standards www.dpi.state.wi.us/dpi/standards/index.html National Assessment of Educational Progress www.dpi.state.wi.us/dpi/oea/naep.html Office of Educational Accountability www.dpi.state.wi.us/dpi/oea/ Alternate Assessments http://www.dpi.state.wi.us/dpi/oea/wsasalt.html Helpful Websites

    50. Questions Phil Olsen Reading Assessment Consultant Phillip.Olsen@dpi.state.wi.us 608-266-8779 Laura Moranchek Mathematics Assessment Consultant Laura.Moranchek@dpi.state.wi.us 608-267-5153

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