Welcome! Ohio’s State Tests and the Third Grade Guarantee October 19, 2017 Johnstown Elementary Please silence cell phones. Thank you.

Learning Goals for this Session By the time you leave tonight, we hope you will have a better understanding of: What assessments your third grader will take this year, when the tests will be administered, and how to interpret the score report Current law with the Third Grade Guarantee What type of skills are needed for the state reading assessment What resources are available to help your child Learning Goals for this Session

Feel free to ask questions at anytime

Getting to know the Acronyms ODE: Ohio Department of Education OSTs: Ohio’s State Tests AIR: American Institute for Research ELA: English Language Arts RIMP: Reading Improvement and Monitoring Plan Getting to know the Acronyms

Why do we have Ohio’s State Tests? Federal and state laws require state testing for specific grades Inform the annual report card Ohio gives to every school district Gives schools information on what to teach in the next school year Gives parents a way to compare their children’s progress, if they wish, to that of their classmates and peers throughout the state State tests are NOT meant to give feedback that will help guide teaching for the same school year. That is what locally-developed or vendor assessments are for. State tests are NOT meant to give feedback that will help guide teaching for the rest of the same school year. This is what we use our locally developed tests for. [NOTE – this is the section where you should be putting information about the score reports that families will be receiving this year in November from last year’s tests – and an idea of what kind of info they get from the tests - We have to emphasize that

Understanding state tests vs. local tests State Assessments Local/Vendor Assessments Ohio’s State Test for ELA Ohio’s State Test for Math State Diagnostic Assessments for Reading i-ready Diagnostic for Math i-ready Diagnostic for Reading ODE requires students in grades K-3 to take a state reading diagnostic by September 30. i-ready is used as our state diagnostic. Some students may take an alternative reading assessment later in the year Note: Per changes in ORC 3301.079(D)(3), beginning with the 2017-2018 school year, school districts will not be required to administer the mathematics or writing diagnostics in grades one and two or the writing diagnostic in grade three, but may do so at the discretion of the district board.  Understanding state tests vs. local tests

State Test Grades and Subjects Students Grades 3-8 English Language Arts and Math Students Grades 5,8 Science Students Grades 4,6 Social Studies --Students in Grades 3-8 will take English language arts and mathematics tests --Students in Grades 4 and 6 will take the social studies test --Students in Grades 5 and 8 will take the science test

Each subject area has two parts Each of Ohio’s State Tests will be about three hours. Each subject area has two parts Grades 3-5 Part One: Reading and one Extended Writing Response Part Two: Reading only ELA Part I-October 24 ELA Part II-October 25 90 minutes

Third Grade Reading Test Grade 3 English language arts: Oct. 24-25, 2017 Spring 2018 This means our third-graders will have two times during the school year to take the test for the Third Grade Reading Guarantee—that’s two chances to show they are reading at the level needed to advance to the fourth grade. [If you district offers them, also explain that struggling readers may take alternative tests, which will give them additional opportunities to show they are reading on grade level.]

Following are the cut scores for on-track/not-on-track for reading readiness:  Kindergarten: 332  Grade 1: 378  Grade 2: 440  Grade 3: 498 When can a student be considered on-track during the year and can they be changed to not on-track during the year for any reason? If a student is assessed to be not on-track at the beginning of the school year (by September 30th for students in grades one through three and November 1 for kindergarten students), that student will officially be not on-track and on a reading improvement and monitoring plan until the student either scores on-track on the following year’s reading diagnostic assessment or scores proficient on the Grade 3 ELA test. If the student scores on-track on another reading diagnostic during the same school year, it does not terminate the reading improvement and monitoring plan, and it does not change the student’s reported not on-track status. Within the reading improvement and monitoring plan, parents and teachers should address what happens to a student if he or she can read at grade level during the year. The reading interventions may need to change at that point. The plan should always help a student improve their reading ability and ensure the student does not fall behind. Schools may electively provide a student who is identified as on-track a reading improvement and monitoring plan if there is evidence that the student is reading below grade level and the decision is that the student needs help with reading.  If a school electively places an on-track student on a reading improvement and monitoring plan, all the requirements of a reading improvement and monitoring plan must be adhered to, including reporting requirements.

700 is the score students need to earn to be considered to be proficient. 672 is the score students need to earn to be considered to be PROMOTED to 4th grade. Proficiency is what is reported on our district’s report card. What percentage of students are at least proficient in each subject? Turn to the person next to you and explain the two scores.

When can a student be considered on-track during the year and can they be changed to not on-track during the year for any reason? If a student is assessed to be not on-track at the beginning of the school year (by September 30th for students in grades one through three and November 1 for kindergarten students), that student will officially be not on-track and on a reading improvement and monitoring plan until the student either scores on-track on the following year’s reading diagnostic assessment or scores proficient on the Grade 3 ELA test. If the student scores on-track on another reading diagnostic during the same school year, it does not terminate the reading improvement and monitoring plan, and it does not change the student’s reported not on-track status. Within the reading improvement and monitoring plan, parents and teachers should address what happens to a student if he or she can read at grade level during the year. The reading interventions may need to change at that point. The plan should always help a student improve their reading ability and ensure the student does not fall behind. Schools may electively provide a student who is identified as on-track a reading improvement and monitoring plan if there is evidence that the student is reading below grade level and the decision is that the student needs help with reading.  If a school electively places an on-track student on a reading improvement and monitoring plan, all the requirements of a reading improvement and monitoring plan must be adhered to, including reporting requirements.

When can a student be considered on-track during the year and can they be changed to not on-track during the year for any reason? If a student is assessed to be not on-track at the beginning of the school year (by September 30th for students in grades one through three and November 1 for kindergarten students), that student will officially be not on-track and on a reading improvement and monitoring plan until the student either scores on-track on the following year’s reading diagnostic assessment or scores proficient on the Grade 3 ELA test. If the student scores on-track on another reading diagnostic during the same school year, it does not terminate the reading improvement and monitoring plan, and it does not change the student’s reported not on-track status. Within the reading improvement and monitoring plan, parents and teachers should address what happens to a student if he or she can read at grade level during the year. The reading interventions may need to change at that point. The plan should always help a student improve their reading ability and ensure the student does not fall behind. Schools may electively provide a student who is identified as on-track a reading improvement and monitoring plan if there is evidence that the student is reading below grade level and the decision is that the student needs help with reading.  If a school electively places an on-track student on a reading improvement and monitoring plan, all the requirements of a reading improvement and monitoring plan must be adhered to, including reporting requirements.

When can a student be considered on-track during the year and can they be changed to not on-track during the year for any reason? If a student is assessed to be not on-track at the beginning of the school year (by September 30th for students in grades one through three and November 1 for kindergarten students), that student will officially be not on-track and on a reading improvement and monitoring plan until the student either scores on-track on the following year’s reading diagnostic assessment or scores proficient on the Grade 3 ELA test. If the student scores on-track on another reading diagnostic during the same school year, it does not terminate the reading improvement and monitoring plan, and it does not change the student’s reported not on-track status. Within the reading improvement and monitoring plan, parents and teachers should address what happens to a student if he or she can read at grade level during the year. The reading interventions may need to change at that point. The plan should always help a student improve their reading ability and ensure the student does not fall behind. Schools may electively provide a student who is identified as on-track a reading improvement and monitoring plan if there is evidence that the student is reading below grade level and the decision is that the student needs help with reading.  If a school electively places an on-track student on a reading improvement and monitoring plan, all the requirements of a reading improvement and monitoring plan must be adhered to, including reporting requirements.

When can a student be considered on-track during the year and can they be changed to not on-track during the year for any reason? If a student is assessed to be not on-track at the beginning of the school year (by September 30th for students in grades one through three and November 1 for kindergarten students), that student will officially be not on-track and on a reading improvement and monitoring plan until the student either scores on-track on the following year’s reading diagnostic assessment or scores proficient on the Grade 3 ELA test. If the student scores on-track on another reading diagnostic during the same school year, it does not terminate the reading improvement and monitoring plan, and it does not change the student’s reported not on-track status. Within the reading improvement and monitoring plan, parents and teachers should address what happens to a student if he or she can read at grade level during the year. The reading interventions may need to change at that point. The plan should always help a student improve their reading ability and ensure the student does not fall behind. Schools may electively provide a student who is identified as on-track a reading improvement and monitoring plan if there is evidence that the student is reading below grade level and the decision is that the student needs help with reading.  If a school electively places an on-track student on a reading improvement and monitoring plan, all the requirements of a reading improvement and monitoring plan must be adhered to, including reporting requirements.

1 2 3 4 When can a student be considered on-track during the year and can they be changed to not on-track during the year for any reason? If a student is assessed to be not on-track at the beginning of the school year (by September 30th for students in grades one through three and November 1 for kindergarten students), that student will officially be not on-track and on a reading improvement and monitoring plan until the student either scores on-track on the following year’s reading diagnostic assessment or scores proficient on the Grade 3 ELA test. If the student scores on-track on another reading diagnostic during the same school year, it does not terminate the reading improvement and monitoring plan, and it does not change the student’s reported not on-track status. Within the reading improvement and monitoring plan, parents and teachers should address what happens to a student if he or she can read at grade level during the year. The reading interventions may need to change at that point. The plan should always help a student improve their reading ability and ensure the student does not fall behind. Schools may electively provide a student who is identified as on-track a reading improvement and monitoring plan if there is evidence that the student is reading below grade level and the decision is that the student needs help with reading.  If a school electively places an on-track student on a reading improvement and monitoring plan, all the requirements of a reading improvement and monitoring plan must be adhered to, including reporting requirements. 5

How have our students performed in the past? Previously, students took the paper/pencil OAA. With the OAA, the percent of proficiency averaged approximately 60% in the fall and 89% in the spring 2015-2016 was the first year for online AIR assessments: The percent proficient was 33% in the fall (2015) and 53% in the spring (2016). 100% of students met the Third Grade Guarantee promotion score 2016-2017 the percent of proficiency in the fall was and 81.5% in the Spring. of students met the Third Grade Guarantee promotion score How have our students performed in the past?

What has the school been doing to prepare? Implementing and instructing on Ohio’s New Learning Standards Computer Literacy Instruction-Keyboarding Without Tears Grade Level Reading Comprehension Instruction Writing Prompts What has the school been doing to prepare?

Log on to the practice site with your child and work side by side with them on navigating the technology Use the practice site to get a feel for the types of questions and responses necessary to show grade level proficiency Read with your child every night and ask them to answer questions about what they’ve read Be sure your child has a good night’s sleep and eats a healthy breakfast on test day Be positive with your child on the day of the test and try not to put pressure on your child about the tests or retention How can you help?

Helpful Resources

http://oh.portal.airast.org/ocba/students-and-families/ Practice Site

Ohio’s New Learning Standards http://education.ohio.gov/Topics/Ohio-s-New-Learning-Standards/Ohios-New-Learning-Standards Websites –Curriculum

Websites - Instruction Math www.xtramath.com www.i-ready.com www.ixl.com www.kahnacademy.org Reading www.raz-kids.com www.bookflix.org Websites - Instruction