-Who develops the interim assessment? What type of assessment is it and how often is it administered? How are results used?
-How have students been prepared for new format?
-Do you know which students in grade 6 are on IEPs or are classified as EL? What types of services do they receive?
-What did further analysis of test indicate?
This week I took a closer look at CELDT scores:
-How might QTEL help?
- Our interim assessments are developed by the district. It was prepared to assess progress on the Common Core standards, in accordance with the pacing guide developed by the district. We have given 2 assessments this year. We didn't end up discussing the results of the first assessment because of technology glitches and lack of dedicated PLC time to analyze the results. We discussed the results of the last assessment with all of the math teachers at our school, and used those results to develop a plan for test prep for the SBAC.
-How have students been prepared for new format?
- We have a new math curriculum this year which was supposed to help us prepare students for the Common Core standards. We have also had district-level professional development days, and have participated in some lesson study work on-site. Since the last assessment we have provided experience for our students by working through the online SBAC practice test.
-Do you know which students in grade 6 are on IEPs or are classified as EL? What types of services do they receive?
- Our administrators made the decision this year, in developing our master schedule, to place concentrated groups of students with IEPs or ELs (but not both unless a student is both an EL and a student with an IEP) in core classes of English language arts and Math. Those students are given extra support either from an English language aide (a classified position) or a special education teacher (for co-teaching support.)
-What did further analysis of test indicate?
This week I took a closer look at CELDT scores:
-How might QTEL help?
- District-level resource teachers presented a professional development session earlier in the year on QTEL strategies, but there hasn't been any follow-up. I think this can potentially be a very helpful strategy, but we need more PD and time to work together in our department PLCs to develop plans for incorporating the strategies into our planning and instruction.