Mathematics ThinkLink Benchmark Assessment What is the data telling us?

Scenario One Data shows “red” Question: “Do the Benchmark items align with descriptors that have been covered?” Answer: “Not yet. The mathematical concepts are coming in a later unit.” Conclusion: Raises awareness that these descriptors are forthcoming.

Example: Scenario One 4 th grade data is heavily “red” in the content strand of geometry. After analyzing the specific Benchmark items and the descriptors teachers and school teams conclude that the geometry content has not been taught to date, but will need to be before the end of the academic year.

More questions: Scenario One “When in the curriculum guide will the concepts be taught?” “What types of instructional strategies need to be infused in the lessons to ensure student understanding?” “How will we assess for understanding of covered material?”

Scenario Two Data shows “red” Question: “Do the Benchmark items align with descriptors that have been covered?” Answer: “Yes.” Conclusion: Classroom instruction is not having a direct impact on student performance on the Benchmark Assessment

Example: Scenario Two 4 th grade data is heavily “red” in the content strand of geometry. After analyzing the specific geometry Benchmark items and the descriptors teachers and school teams conclude that the geometry content has been taught. However, students are not able to demonstrate proficiency on the specific items.

More questions: Scenario Two “When in the curriculum guide were the concepts taught?” “Why are students unable to demonstrate proficiency?” “What instructional strategies were utilized by teachers to enhance understanding of concepts?” “What can be done to support teachers and classroom instruction?” “How will we address the deficiencies of our students?”

The “Leaky Faucet” Analogy (Benchmarks = the “Leaky Faucet”) You observed an annoying leaky faucet in a utility area of your basement. Clearly the faucet is wasting water and is not functioning as intended. Two months later, you go back to the utility area and observe that the faucet is still leaking! What might have gone wrong?

#1: The Pacing Challenge “Leaky Faucet” Analogy: You forgot to write down a “to do” list to call a plumber and schedule to get the faucet fixed. In your classroom: You were not able to get to the Targets and descriptors. You possibly were not moving fast enough, or possibly were unable to push ahead as you made the professional judgment to focus on earlier topics. How might you reconsider the pacing guide? Is there a way to consolidate some earlier topics, or to move more efficiently through the expected set of topics.

#2: The Teaching Challenge “Leaky Faucet” Analogy: You called the plumber; the plumber indicated they fixed the faucet. You even paid the bill! Is this a small problem, possibly just tightening of a washer unit? Or, is this major, and possibly a replacement of this entire unit? In your classroom: You taught the Targets and descriptors identified. But the benchmarks still indicate student achievement was not noted. Do you re-teach the entire unit? Do you need to provide another opportunity to demonstrate understanding? Do you let the students redo some work? Do you need to try a different strategy in explaining or developing the topics?

Strategies to address the teaching challenge Focus on administering and analyzing student work using effective descriptive feedback. Institute student work folders (portfolios) that are regularly reviewed and analyzed by teachers. Administer more frequent but smaller assessment items that provide continual feedback. Provide a balance of constructed response items with the selected response items for monitoring achievement. Improve the mathematics content of teachers along with students.