1. Academic Language Academic Achievement

2. Formative Assessment Process Curriculum Plan TEKS Lesson Development and Delivery CogAT Verbal Battery CogAT Nonverbal Battery CogAT Quantitative Battery How students learn MAP Assessment DesCartes What students have learned – What they are ready to learn Instructional Adaptation: Strategies Scaffolding Grouping Differentiation

3. Academic Language Proficiency

4. Learning Continuum in Domains Language Domains ELPS Student Expectations ELPS Student Expectations ELPS Student Expectations ELPS Student Expectations

5. Proficiency Level Descriptors

6. Academic Achievement 64 PR 41 PR 59 PR 41 PR 28 PR 56 PR 17 PR 42 PR

7. Academic Achievement Secondary 11 PR 37 PR 7 PR 34 PR 7 PR 36 PR

8. Learning Continuum: the Foundation Learning domains –Reading –Language Usage –Mathematics –Science Concepts and skills beginning to complex

9. 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 Analyzes passages (1-3 para.) and rephrases the main idea of literary text Infers the setting of a short story read aloud

10. 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

11. 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 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

12. DesCartes Structure August 15, 201112

13. DesCartes Structure August 15, 201113 Mastery Level 75 % correct responses Instructional Level 50 % correct responses

14. DesCartes Structure August 15, 201114 Mastery Level 75 % correct responses Instructional Level 50 % correct responses

15. 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?

16. How much growth?

17. Setting a growth standard Year begins with teachers knowing the target score –Reading –Language Usage –Mathematics –Science Starting RIT Target RIT 205220 215228 225236 245252 255265 268

18. 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 Above Standard Abe205220218-2 Bade2152282313 Cade2252362459 Dale245252 0 Edna2552652702 Faith2652682760

19. Data Analysis to Improve Instruction

20. The Longer View 20

21. The Longer View

22. Formative Assessment Process Curriculum Plan TEKS Lesson Development and Delivery CogAT Verbal Battery CogAT Nonverbal Battery CogAT Quantitative Battery How students learn MAP Assessment DesCartes What students have learned – What they are ready to learn Instructional Adaptation: Strategies Scaffolding Grouping Differentiation

23. Why is this important? PSR TARGET 244