File includes the following documents: Screening Dates for Renaissance (STAR Reading, STAR Meth, STAR Early Literacy) STAR Math State Performance Report‐ District STAR Reading State Performance Report‐ District STAR Math State Performance Report‐ Causey Middle School STAR Reading State Performance Report‐ Causey Middle School STAR Math Screening Report STAR Reading Screening Report STAR Reading Instructional Planning Report ACT Aspire Subject Proficiency by Grade Level Concept Development Using Positive and Negative Numbers in Context STAR Math Student Diagnostic Report Success Criteria for CFA 2.0 Design Teams CFA Feedback Checklist Middle School Pacing Guide At A Glance High School Pacing Guide At A Glance DATE:
TO:
FROM:
RE:
Tuesday, August 9, 2016
Principals
Michele Collier, Coordinator of Instructional Technology
Screening dates for Renaissance (STAR Reading, STAR Math, STAR Early Literacy)
Screening dates are now available in Renaissance Learning’s program, STAR Reading, STAR
Math and STAR Early Literacy. There are three required screenings. Optional screening dates
may be added.
Fall
Winter
Spring
8/15/2016 9/14/2017
1/17/2017- 2/16/2017
5/1/2017-5/31/2017
Please note that several reports including the screening reports are current enrollment only. It
is very important to run these reports after testing (print or save them to your documents).
Although we have data many years back, you will only see students in your building on your
reports should you pull a past report.
If you have any questions, please contact me via email ([email protected]) or phone
(2512216215)
Thank you.
Michele
1 of 1
STAR Math™ State Performance Report - District
Alabama ACT Aspire
Printed Thursday, February 16, 2017 3:18:26 PM
District: Mobile County School District
Last Consolidated Date: February 16, 2017 3:11 AM
Reporting Period: 8/8/2016-4/21/2017 (Outlook RP)
Report Options
Reporting Parameter Group: All Demographics [Default]
Reporting Level: District
Group By: District
District: Mobile County School District
Student Performance Outlook on the April 2017 ACT Aspire
Less Than Proficient
Need Support
Grade
Total
STAR Math Participation
Proficient
Close
(8/8/2016-4/21/2017)
Ready
Exceeding
Tested
Not Tested
%
Total
%
Total
%
Total
%
Total
%
Total
%
Grade 3
812
18
1819
40
1513
33
409
9
4553
99
69
1
Grade 4
450
10
2208
50
1423
32
329
7
4410
99
50
1
Grade 5
408
10
2326
54
1097
26
449
10
4280
99
45
1
Grade 6
855
22
1669
43
1036
26
354
9
3914
99
50
1
Grade 7
1624
42
1285
33
675
17
300
8
3884
98
86
2
Grade 8
1882
49
1104
29
604
16
259
7
3849
98
72
2
Summary
6031
24
10411
42
6348
26
2100
8
24890
99
372
1
Report Summary
Student Performance Outlook on the April 2017 ACT Aspire
Less Than Proficient
Need Support
Mobile County School District
STAR Math Participation
Proficient
Close
Ready
(8/8/2016-4/21/2017)
Exceeding
Tested
Not Tested
Total
%
Total
%
Total
%
Total
%
Total
%
Total
%
6031
24
10411
42
6348
26
2100
8
24890
99
372
1
The Student Performance Outlook is based on research that links STAR tests to the ACT Aspire. Our data was last updated in February 2015. Changes in the state test after that date are not
reflected. For guidance interpreting data when the state test changes, see Interpreting Performance Reports under STAR resources.
Only data from schools using the Enterprise model is included.
1 of 1
STAR Reading™ State Performance Report - District
Alabama ACT Aspire
Printed Thursday, February 16, 2017 3:17:00 PM
District: Mobile County School District
Last Consolidated Date: February 16, 2017 3:11 AM
Reporting Period: 8/8/2016-4/21/2017 (Outlook RP)
Report Options
Reporting Parameter Group: All Demographics [Default]
Reporting Level: District
Group By: District
District: Mobile County School District
Student Performance Outlook on the April 2017 ACT Aspire
Less Than Proficient
Need Support
Grade
Total
%
Grade 3
2151
Grade 4
1443
Grade 5
Grade 6
Grade 7
Grade 8
Summary
STAR Reading Participation
Proficient
Close
(8/8/2016-4/21/2017)
Ready
Exceeding
Total
%
Total
%
Total
47
1115
25
859
19
33
1551
35
950
22
1593
37
1546
36
636
1170
30
1406
36
847
943
24
1849
47
932
710
18
1641
42
1130
29
387
8010
32
9108
37
5354
21
2458
Tested
Not Tested
%
Total
%
Total
%
424
9
4549
98
73
2
468
11
4412
99
48
1
15
501
12
4276
99
49
1
22
503
13
3926
99
50
1
24
175
4
3899
98
75
2
10
3868
98
60
2
10
24930
99
355
1
Report Summary
Student Performance Outlook on the April 2017 ACT Aspire
Less Than Proficient
Need Support
Mobile County School District
STAR Reading Participation
Proficient
Close
Ready
(8/8/2016-4/21/2017)
Exceeding
Tested
Not Tested
Total
%
Total
%
Total
%
Total
%
Total
%
Total
%
8010
32
9108
37
5354
21
2458
10
24930
99
355
1
The Student Performance Outlook is based on research that links STAR tests to the ACT Aspire. Our data was last updated in February 2015. Changes in the state test after that date are not
reflected. For guidance interpreting data when the state test changes, see Interpreting Performance Reports under STAR resources.
Only data from schools using the Enterprise model is included.
1 of 1
STAR Math™ State Performance Report - District
Alabama ACT Aspire
Printed Thursday, February 16, 2017 3:53:39 PM
District: Mobile County School District
School: Causey Middle School
Last Consolidated Date: February 16, 2017 3:11 AM
Reporting Period: 8/8/2016-4/21/2017 (Outlook RP)
Report Options
Reporting Parameter Group: All Demographics [Default]
Reporting Level: School
Group By: School
School: Causey Middle School
Student Performance Outlook on the April 2017 ACT Aspire
Less Than Proficient
Need Support
Grade
Total
STAR Math Participation
Proficient
Close
Ready
(8/8/2016-4/21/2017)
Exceeding
Tested
Not Tested
%
Total
%
Total
%
Total
%
Total
%
Total
%
Grade 6
62
14
175
40
155
35
48
11
440
98
7
2
Grade 7
158
32
171
35
118
24
45
9
492
97
13
3
Grade 8
170
35
164
34
106
22
41
9
481
99
4
1
Summary
390
28
510
36
379
27
134
9
1413
98
24
2
Report Summary
Student Performance Outlook on the April 2017 ACT Aspire
Less Than Proficient
Need Support
Total
Causey Middle School
390
STAR Math Participation
Proficient
Close
Ready
(8/8/2016-4/21/2017)
Exceeding
Tested
Not Tested
%
Total
%
Total
%
Total
%
Total
%
Total
%
28
510
36
379
27
134
9
1413
98
24
2
The Student Performance Outlook is based on research that links STAR tests to the ACT Aspire. Our data was last updated in February 2015. Changes in the state test after that date are not
reflected. For guidance interpreting data when the state test changes, see Interpreting Performance Reports under STAR resources.
Only data from schools using the Enterprise model is included.
1 of 1
STAR Reading™ State Performance Report - District
Alabama ACT Aspire
Printed Thursday, February 16, 2017 3:53:05 PM
District: Mobile County School District
School: Causey Middle School
Last Consolidated Date: February 16, 2017 3:11 AM
Reporting Period: 8/8/2016-4/21/2017 (Outlook RP)
Report Options
Reporting Parameter Group: All Demographics [Default]
Reporting Level: School
Group By: School
School: Causey Middle School
Student Performance Outlook on the April 2017 ACT Aspire
Less Than Proficient
Need Support
Grade
Total
STAR Reading Participation
Proficient
Close
Ready
(8/8/2016-4/21/2017)
Exceeding
Tested
Not Tested
%
Total
%
Total
%
Total
%
Total
%
Total
%
Grade 6
104
23
165
37
104
23
70
16
443
99
4
1
Grade 7
73
15
247
50
149
30
28
6
497
98
8
2
54
11
172
36
191
40
66
14
483
100
2
0
231
16
584
41
444
31
164
12
1423
99
14
1
Grade 8
Summary
Report Summary
Student Performance Outlook on the April 2017 ACT Aspire
Less Than Proficient
Need Support
Total
Causey Middle School
231
STAR Reading Participation
Proficient
Close
Ready
(8/8/2016-4/21/2017)
Exceeding
Tested
Not Tested
%
Total
%
Total
%
Total
%
Total
%
Total
%
16
584
41
444
31
164
12
1423
99
14
1
The Student Performance Outlook is based on research that links STAR tests to the ACT Aspire. Our data was last updated in February 2015. Changes in the state test after that date are not
reflected. For guidance interpreting data when the state test changes, see Interpreting Performance Reports under STAR resources.
Only data from schools using the Enterprise model is included.
1 of 9
Screening Report
Alabama ACT Aspire
Printed Wednesday, April 12, 2017 9:34:01 AM
School: Middle School
Reporting Period: 8/15/2016 - 9/14/2016
(Fall)
Report Options
Reporting Parameter Group: All Demographics [Default]
Grade: 6
900
800
STAR Math Scaled Score
700
600
500
400
300
200
100
Students
Categories / Levels
Proficient
Exceeding
Ready
Current
Benchmarkd
At/Above 808 SS
At/Above 729 SS
Category Total
Less Than Proficient
Close
Need Support
Below 728 SS
Below 600 SS
Category Total
Students Tested
Number
Percent
4
25
2%
14%
29
16%
77
70
44%
40%
147
84%
Benchmark
At Time of State Test
At/Above 842 SS
At/Above 778 SS
Below 778 SS
Below 663 SS
176
Key questions to ask based on this and other information: Are you satisfied with the number of students at the highest
level of performance? Next, consider the level or score that indicates proficiency. Which students just above proficiency are
you "worried about" and what support within or beyond core instruction is warranted? What support is needed for students
just below? Do all students represented by your lowest level need urgent intervention?
d Benchmark adjusted for time of year using student growth norms.
1 of 8
Screening Report
Alabama ACT Aspire
Printed Wednesday, April 12, 2017 9:32:53 AM
School: Middle School
Reporting Period: 8/15/2016 - 9/14/2016
(Fall)
Report Options
Reporting Parameter Group: All Demographics [Default]
Grade: 6
1400
STAR Reading Scaled Score
1200
1000
800
600
400
200
0
Students
Categories / Levels
Proficient
Exceeding
Ready
Current
Benchmarkd
At/Above 842 SS
At/Above 636 SS
Category Total
Less Than Proficient
Close
Need Support
Below 635 SS
Below 452 SS
Category Total
Students Tested
Number
Percent
3
14
2%
7%
17
9%
80
90
43%
48%
170
91%
Benchmark
At Time of State Test
At/Above 933 SS
At/Above 722 SS
Below 722 SS
Below 525 SS
187
Key questions to ask based on this and other information: Are you satisfied with the number of students at the highest
level of performance? Next, consider the level or score that indicates proficiency. Which students just above proficiency are
you "worried about" and what support within or beyond core instruction is warranted? What support is needed for students
just below? Do all students represented by your lowest level need urgent intervention?
d Benchmark adjusted for time of year using student growth norms
1 of 2
Instructional Planning Report
for Sample student
Printed Wednesday, August 31, 2016 7:34:17 AM
School: Middle School
Class:
Teacher: Grade: 6
Report Options
Use Trend Score: Use trend score for student's suggested skills
STAR Reading Test Results
Current SS (Scaled Score): 567
IRL: 4.7
Projected SS for 08/03/17: 679
Test Date: 08/19/2016
ZPD: 3.5-5.5
Based on research, 50% of students at this student's level will achieve this much growth.
Student's Current Performance
Alabama State Proficiency Levels
Most Recent Test
Most Recent
Test
Projected
Projected
Scaled Score
450
500
550
600
650
700
750
800
û Need Support û Close û Ready û Exceeding
Suggested Skills
Sample student's STAR Reading scaled score(s) suggest these skills from Core Progress Reading built for AL learning
progressions would be challenging, but not too difficult for him or her. Combine this information with your own knowledge of
the student and use your professional judgment when designing an instructional program. Use the Core Progress Reading
built for AL learning progressions to see how these skills fit within the larger context of the progression.
Literature
GR
5
Integration of Knowledge and Ideas
This score suggests student is ready for instruction and practice with the following skills.
Compare and contrast how stories from the same genre deal with similar themes and topics in literary texts (e.g.,
describe how different mystery stories employ the archetype of the detective)
Range of Reading and Level of Text Complexity
This score suggests student is ready for instruction and practice with the following
6 skills.
Read literary texts within the ATOS range of 7.0 to 8.0
6
Monitor and adjust understanding of a literary text by visualizing unfamiliar situations, diagramming complex
relationships, and applying skills from across the language arts
Informational Text
Craft and Structure
This score suggests student is ready for instruction and practice with the following skills.
5
5
5
5
Determine an author's opinion when it is not explicitly stated in the text
» Compare and contrast the organizational structures of two or more informational texts
Determine when authors have different opinions or viewpoints about a topic and describe events differently
» Compare and contrast authors' perspectives in multiple accounts of the same event or topic in informational texts
Integration of Knowledge and Ideas
This score suggests student is ready for instruction and practice with the following
5 skills.
Determine an author's opinion when it is not explicitly stated in the text
» Designates a focus skill. Focus skills identify the most critical skills to learn at each grade level.
2 of 2
Instructional Planning Report
for sample student
Printed Wednesday, August 31, 2016 7:34:17 AM
School: Middle School
Class:
Teacher: Grade: 6
Informational Text
GR
Integration of Knowledge and Ideas
5
Distinguish facts from opinions, and recognize that opinions and inferences can be supported by facts
5
5
5
5
5
5
Distinguish between claims that are debatable (i.e., that readers or viewers might disagree with and that therefore
need to be supported) and facts or statements that are acceptable to most readers or viewers without further
support
» Explain how an author supports an argument, identifying reasons and evidence given to support particular points
and the main claim
Explain what makes evidence credible in an argument (e.g., trustworthiness and authority of the source, relevance
and currency of the information)
Select the appropriate source of information when seeking answers to a question or solving a problem (e.g., refer to
an atlas and find the correct map to confirm which countries the equator runs through)
Draw on multiple print or digital sources to quickly and efficiently obtain specific information relevant to answering a
question or solving a problem
» Integrate information on a topic from several nonfiction texts to develop a base of knowledge on a subject (e.g.,
categorize/organize information, compare information, summarize from multiple texts)
Range of Reading and Level of Text Complexity
This score suggests student is ready for instruction and practice with the following skills.
5
6
6
Explain the characteristics and structural elements of different genres of informational text (e.g., argument,
exposition, functional texts)
Read informational texts within the ATOS range of 7.0 to 8.0
Monitor and adjust understanding of an informational text by visualizing unfamiliar situations and diagramming
complex relationships
Language
Vocabulary Acquisition and Use
This score suggests student is ready for instruction and practice with the following skills.
6
6
6
Use context clues (e.g., word relationships, overall meaning of the text, a word's function or position in a sentence)
to determine or clarify the meanings of general academic and content-area words and phrases (e.g., technical and
scientific words)
Use a dictionary or other print or online reference to clarify the meanings and pronunciations of key academic or
content-area words in grade-level texts, and determine or verify the part of speech based on which definition of the
word fits its context
Use knowledge of grade-appropriate Latin and Greek affixes (e.g., post-, over-, under-, ex-, il-, im-, ir-, -ate, -ive,
-ship, -ance, -ence, -ant, -ent) and roots (e.g., gram, polis) to predict the meanings of unfamiliar words (e.g.,
monogram, metropolis)
» Designates a focus skill. Focus skills identify the most critical skills to learn at each grade level.
Page 1 of 1
MOBILE COUNTY
Subject Proficiency by Grade Level
District ID: 49
How can decisions be informed based upon grade level subject
proficiencies?
Interim I, Assessed Sep 30, 2016 - Dec 16, 2016
ENGLISH
READING
SCIENCE
MATHEMATICS
MOBILE COUNTY
51%
1709
55%
14706
51%
5651
30%
14489
Grade 3
42%
246
52%
2806
48%
283
34%
2342
Grade 4
50%
257
63%
2509
47%
754
30%
2416
Grade 5
53%
179
59%
2490
55%
1147
32%
2342
Grade 6
39%
163
53%
1876
48%
502
26%
1948
Grade 7
50%
43
52%
1765
51%
1645
25%
1884
Grade 8
42%
97
53%
1838
54%
417
30%
2105
Grade 10
54%
724
46%
1422
48%
903
34%
1452
SUBJECT FOCUS Better proficiency in Mathematics may improve scores.
ACT Aspire Mathematics Assessments assess students’ ability to solve problems, explain and justify, and model with the mathematics up through the
given grade.
Results for groups with 4
or fewer students are not
shown
©2017 by ACT, Inc. All rights reserved.
ACT, Inc.-Confidential Restricted
www.DiscoverACTAspire.org
Created 1/3/2017
CONCEPT DEVELOPMENT
Mathematics Assessment Project
CLASSROOM CHALLENGES
A Formative Assessment Lesson
Using Positive and
Negative Numbers
in Context
Mathematics Assessment Resource Service
University of Nottingham & UC Berkeley
For more details, visit: http://map.mathshell.org
© 2015 MARS, Shell Center, University of Nottingham
May be reproduced, unmodified, for non-commercial purposes under the Creative Commons license
detailed at http://creativecommons.org/licenses/by-nc-nd/3.0/ - all other rights reserved
Lesson Task
Students may use different routes to figure out the temperatures.
New York
Detroit
New York to Detroit
+15°C
(−5) + (+15) = +10°° C
Honolulu to Anchorage
−35°C
Anchorage
(+25) +(−35) = −10°C
Anchorage to
Washington
+30°C
Fairbanks to
Honolulu
+50°C
Anchorage to New
York
(−5) − (−10) = +5°C
Detroit to Honolulu
(+25) − (+10) =
+15°C
Honolulu
+25°C
−5°C
Fairbanks
Washington
(+20) + (−45) =−25°C
(−10) + (+30) = +20°C
Teacher guide
Washington to
New Orleans
+20°C
−10°C
Las Vegas to
Fairbanks
−45°C
Las Vegas
New Orleans to Las Vegas
(+20) − (+10) = +10°° C
Using Positive and Negative Numbers in Context
New Orleans
+10°C
T-10
Temperature Changes
1.
The temperature was +3°C at midday.
By evening, the temperature was −5°C.
(a) Some of the calculations below show how to figure out the temperature change.
Circle any that apply.
3−5
3 + (−5)
(−5) − 3
(−5) + 3
(b) What was the change in temperature? Explain your answer.
2.
The temperature was −7°C at midnight.
By the next day, the temperature had risen by 11°C.
(a) Some of these calculations show how to figure out the temperature the next day.
Circle any that apply.
7 − 11
11 + (−7)
(−11) − (−7)
(−7) + 11
(b) What was the temperature the next day? Explain your answer.
Student materials
Using Positive and Negative Numbers in Context
© 2015 MARS, Shell Center, University of Nottingham
S-1
3. Here is a calculation:
5 − (−11)
(a) Figure out the answer to the calculation:
(b) Which of these story questions fits the calculation? Circle any that apply.
A
It was extremely cold at midnight.
During the morning, the temperature rose by 5°C.
By midday, it had reached -11°C.
What was the temperature at midnight?
B
The temperature at midnight was −11°C.
By midday, the temperature was 5°C.
What was the temperature change?
C
At midday, the temperature was 5°C.
The temperature then fell by 11°C.
What was the final temperature?
Explain your answer:
Student materials
Using Positive and Negative Numbers in Context
© 2015 MARS, Shell Center, University of Nottingham
S-2
Temperature Changes (revisited)
1.
The temperature was +5°C at midday.
By evening, the temperature was −3°C.
(a) Some of these calculations show how to figure out the temperature change.
Circle any that apply.
5−3
(−3) − (+5)
(−5) − 3
(−5) + 3
(b) What was the change in temperature? Explain your answer.
2.
The temperature was −2°C at midnight.
By the next day, the temperature had risen by 9°C.
(a) Some of these calculations show how to figure out the temperature the next
day.
Circle any that apply.
(−2) − 9
9 + (−2)
(−9) − (−2)
(−2) + 9
(b) What was the temperature the next day? Explain your answer.
Student materials
Using Positive and Negative Numbers in Context
© 2015 MARS, Shell Center, University of Nottingham
S-8
3.
Here is a calculation:
9 − (−4)
(a) Figure out the answer to the calculation:
(b) Which of these story questions fits the calculation?
Circle any that apply.
A
At midday, the temperature was 9°C.
The temperature then fell by 4°C.
What was the final temperature?
B
At midnight, the temperature was −4°C.
By next morning, the temperature was 9°C.
What was the change in temperature?
C
It was extremely cold at midnight.
During the morning, the temperature rose by 9°C.
By midday, the temperature was −4°C.
What was the temperature at midnight?
Explain your answer:
Student materials
Using Positive and Negative Numbers in Context
© 2015 MARS, Shell Center, University of Nottingham
S-9
Formative Assessment Lesson
Multiplying and Dividing Decimals – ALPHA
VERSION OCTOBER 2012
Grade 5
Mathematics Formative Assessment Lesson
Designed by Kentucky Department of Education Mathematics Specialists to be Field-tested
by Kentucky Mathematics Leadership Network Teachers
If you encounter errors or other issues, please contact the KDE team at:
[email protected]
Created for the sole purpose of assisting teachers as they develop student understanding of Kentucky’s Core
Academic Standard through the use of highly effective teaching and learning.
Not intended for sale.
1
Formative Assessment Lesson
Solutions
Assessment Task: Operations with Decimals
Operations with Decimals
(Solution)
Name ___________________
ESTIMATE the product or quotient to the following problems.
Explain your thinking.
Explain your thinking.
A.
4 x 0.75
3—If I have 4 sets of 75 cents, then I have $3.
3.20—If I round 0.75 to 0.8 and multiply 4 x 8,
then I have 32. I have to put the decimal back in
to get 3.2
Explain your thinking.
B.
4 ÷ 0.65
6—If I round 0.65 to 0.70 and I think if I have $4
how many .70 cents are in the $4.
Explain your thinking.
C.
2.8 x 1.42
4.2--I rounded 2.8 to 3 and 1.42 to 1.4. 3 x 1 =3
and 3 x 0.4=1.2 so 3+1.2=4.2
4.2—I rounded 1.42 to 1.5. 2.8x1.5. 2.8 x 1=2.8
and half of 2.8 = 1.4. 1.4+2.8=4.2
Explain your thinking.
D.
2.75 ÷ 1.30
2—Thinking of money—how many $1.30’s are
there in $2.75 = 2 with 15 cents left over
8
Formative Assessment Lesson
Operations with Decimals
Name ___________________
ESTIMATE the product or quotient to the following problems.
Explain your thinking.
4 x 0.75
Explain your thinking.
__________________________________
__________________________________
__________________________________
__________________________________
4 ÷ 0.65
Explain your thinking.
__________________________________
__________________________________
__________________________________
__________________________________
2.8 x 1.42
Explain your thinking.
__________________________________
__________________________________
__________________________________
__________________________________
2.75 ÷ 1.30
Explain your thinking.
__________________________________
__________________________________
__________________________________
__________________________________
A.
B.
C.
D.
9
Formative Assessment Lesson
Decimal War Record Sheet
Name_______________________
Give each player a set of cards placed faced down. Each player will turn over one card at the
same time. Player A will estimate the product of the two cards and record the answer. Player B
will estimate the quotient of the two cards and record the answer. After each player has
estimated their answer, Player A can use a calculator to record the actual answer for Player B’s
problem. Player B must subtract the estimate and actual answer. Player B will do the same
calculator check for Player A. The player with the least difference wins that round and collects
the cards. The player with the most cards at the end of 6 rounds, wins that game. After
completing 6 rounds, change one of the card sets and play again.
Player A
Card
1
Card
2
Player B
Estimated Actual
Estimated
Actual
Difference
Difference
Product Product
Quotient Quotient
Round
1
Round
2
Round
3
Round
4
Round
5
Round
6
10
Formative Assessment Lesson
Multiplying and Dividing Decimals – ALPHA
VERSION OCTOBER 2012
Grade 5
Mathematics Formative Assessment Lesson
Designed by Kentucky Department of Education Mathematics Specialists to be Field-tested
by Kentucky Mathematics Leadership Network Teachers
If you encounter errors or other issues, please contact the KDE team at:
[email protected]
Created for the sole purpose of assisting teachers as they develop student understanding of Kentucky’s Core
Academic Standard through the use of highly effective teaching and learning.
Not intended for sale.
1
Formative Assessment Lesson
Solutions
Assessment Task: Operations with Decimals
Operations with Decimals
(Solution)
Name ___________________
ESTIMATE the product or quotient to the following problems.
Explain your thinking.
Explain your thinking.
A.
4 x 0.75
3—If I have 4 sets of 75 cents, then I have $3.
3.20—If I round 0.75 to 0.8 and multiply 4 x 8,
then I have 32. I have to put the decimal back in
to get 3.2
Explain your thinking.
B.
4 ÷ 0.65
6—If I round 0.65 to 0.70 and I think if I have $4
how many .70 cents are in the $4.
Explain your thinking.
C.
2.8 x 1.42
4.2--I rounded 2.8 to 3 and 1.42 to 1.4. 3 x 1 =3
and 3 x 0.4=1.2 so 3+1.2=4.2
4.2—I rounded 1.42 to 1.5. 2.8x1.5. 2.8 x 1=2.8
and half of 2.8 = 1.4. 1.4+2.8=4.2
Explain your thinking.
D.
2.75 ÷ 1.30
2—Thinking of money—how many $1.30’s are
there in $2.75 = 2 with 15 cents left over
8
Formative Assessment Lesson
Operations with Decimals
Name ___________________
ESTIMATE the product or quotient to the following problems.
Explain your thinking.
4 x 0.75
Explain your thinking.
__________________________________
__________________________________
__________________________________
__________________________________
4 ÷ 0.65
Explain your thinking.
__________________________________
__________________________________
__________________________________
__________________________________
2.8 x 1.42
Explain your thinking.
__________________________________
__________________________________
__________________________________
__________________________________
2.75 ÷ 1.30
Explain your thinking.
__________________________________
__________________________________
__________________________________
__________________________________
A.
B.
C.
D.
9
Formative Assessment Lesson
Decimal War Record Sheet
Name_______________________
Give each player a set of cards placed faced down. Each player will turn over one card at the
same time. Player A will estimate the product of the two cards and record the answer. Player B
will estimate the quotient of the two cards and record the answer. After each player has
estimated their answer, Player A can use a calculator to record the actual answer for Player B’s
problem. Player B must subtract the estimate and actual answer. Player B will do the same
calculator check for Player A. The player with the least difference wins that round and collects
the cards. The player with the most cards at the end of 6 rounds, wins that game. After
completing 6 rounds, change one of the card sets and play again.
Player A
Card
1
Card
2
Player B
Estimated Actual
Estimated
Actual
Difference
Difference
Product Product
Quotient Quotient
Round
1
Round
2
Round
3
Round
4
Round
5
Round
6
10
Unit Five Culminating Task
What Makes 1/5?
Jenn subtracted 2 fractions with different denominators and came up with a
difference of 1/5.
What could the 2 fractions have been? Explain your work using pictures, numbers,
and/or words.
MOBILE COUNTY SCHOOLS Adapted from: NC DEPARTMENT OF PUBLIC INSTRUCTION
FIFTH GRADE
Unit Five Culminating Task
Find the Common Denominator
2. Find two different common denominators for 1/3 and 3/4 and create
equivalent fractions with a common denominator.
3. Use the two equivalent fractions to solve the problem:
73 - 31
4
3
4. Write a sentence to explain how you know that you are correct.
MOBILE COUNTY SCHOOLS Adapted from: NC DEPARTMENT OF PUBLIC INSTRUCTION
FIFTH GRADE
Unit Five Culminating Task
To Add or Not To Add?
5. A farmer planted 2/5 of his 60 acres in beans and 4/10 of his 60 acres in corn.
What fraction of the 60 acres had been planted in beans or corn?
6. Sue drank 2/5 of her water bottle and Sally drank 4/10 of her water bottle.
How much water did both girls drink?
7. Paul made 2 free throws out of 5 free throw attempts. Scott made 4 free
throws out of 10 free throw attempts. What is the fraction of free throw
attempts that the two boys make together?
8.
Jeff ran 2/5 of a mile on Wednesday and 4/10 of a mile on Friday. How far did
he run on those two days?
MOBILE COUNTY SCHOOLS Adapted from: NC DEPARTMENT OF PUBLIC INSTRUCTION
FIFTH GRADE
Unit Five Culminating Task
What Makes 1/5?
Jenn subtracted 2 fractions with different denominators and came up with a
difference of 1/5.
What could the 2 fractions have been? Explain your work using pictures, numbers,
and/or words.
MOBILE COUNTY SCHOOLS Adapted from: NC DEPARTMENT OF PUBLIC INSTRUCTION
FIFTH GRADE
Unit Five Culminating Task
Find the Common Denominator
2. Find two different common denominators for 1/3 and 3/4 and create
equivalent fractions with a common denominator.
3. Use the two equivalent fractions to solve the problem:
73 - 31
4
3
4. Write a sentence to explain how you know that you are correct.
MOBILE COUNTY SCHOOLS Adapted from: NC DEPARTMENT OF PUBLIC INSTRUCTION
FIFTH GRADE
Unit Five Culminating Task
To Add or Not To Add?
5. A farmer planted 2/5 of his 60 acres in beans and 4/10 of his 60 acres in corn.
What fraction of the 60 acres had been planted in beans or corn?
6. Sue drank 2/5 of her water bottle and Sally drank 4/10 of her water bottle.
How much water did both girls drink?
7. Paul made 2 free throws out of 5 free throw attempts. Scott made 4 free
throws out of 10 free throw attempts. What is the fraction of free throw
attempts that the two boys make together?
8.
Jeff ran 2/5 of a mile on Wednesday and 4/10 of a mile on Friday. How far did
he run on those two days?
MOBILE COUNTY SCHOOLS Adapted from: NC DEPARTMENT OF PUBLIC INSTRUCTION
FIFTH GRADE
CFA 2.0 DESIGN TEMPLATE
GRADE AND CONTENT AREA
Eighth Grade Language Arts
NAME OF UNIT
The Diary of Anne Frank, Act One
TIME FRAME (UNIT + BRIDGE)
10 days
AUTHORS
H. Mattern/ A. McGowan
RL.8.3 (3) Analyze how particular lines of dialogue or incidents in a
story/drama move the story’s action forward or develop a character.
RL.8.1 (1) Cite textual evidence that most strongly supports an analysis.
PRIORITY
STANDARDS
RL.8.2 Determine a theme or central idea of a text and analyze its development
over the course of the text, including tis relationship to the characters, setting
and plot.
SUPPORTING
STANDARDS
RL.8.1 CITE the textual evidence that most strongly supports an analysis of what the
text says explicitly as well as inferences drawn from the text.
RL.8.3 ANALYZE how particular lines of dialogue or incidents in a story or drama
propel the action, reveal aspects of a character, or provoke a decision.
“UNWRAPPED”
PRIORITY
STANDARDS
“UNWRAPPED” PRIORITY STANDARDS GRAPHIC ORGANIZER
“Unwrapped” Priority Standards
CONCEPTS
How particular lines of dialogue or
incidents in a story/drama move
the story’s action forward or
develop a character
“Unwrapped” Priority Standards
SKILLS
Levels of Cognitive Rigor
BLOOM’S
DOK
ANALYZE 4
DOK 3
EVALUATE
5
DOK 3
ANALYZE
Textual evidence that most
strongly supports an analysis
CITE
(insert rows as needed)
BIG IDEAS
1. Is it our differences or similarities that matter most?
2.
(insert rows as needed)
ESSENTIAL QUESTIONS
1.
What is a citation and how does it support your thoughts?
2.
In what ways does dialogue develop a character?
UNIT LEARNING INTENTIONS WRITTEN AS STUDENT SUCCESS CRITERIA
STUDENT SUCCESS CRITERIA
Essential Questions
Respond correctly with
your Big Ideas to the unit’s
Essential Questions:
In what ways does dialogue
develop a character?
What is a citation and how
does it support your
thoughts?
“Unwrapped” Priority Standards
Demonstrate your ability to do each of the
following:
RL.8.3 (3) ANALYZE how particular lines of
dialogue or incidents in a
story/drama move the story’s action forward or
develop a character.
RL.8.1 (1) Cite textual evidence that most
strongly supports an analysis.
Optional Student Friendly Version of Priority Standards:
Unit Vocabulary
Define and use the unit
vocabulary terms
appropriately:
Citation
Cause/effect
Dialogue
Inference
LEARNING PROGRESSIONS SEQUENCED TO UNIT LEARNING INTENTIONS AND STUDENT
SUCCESS CRITERIA and QUICK PROGRESS CHECKS MATCHED TO LEARNING PROGRESSIONS
Subskill
1. Cite
2. Analyze
3.
Enabling Knowledge
Textual evidence to support analysis
Quick Progress Check
Students know how to
find evidence to support
their thoughts.
Students know how to
cite page numbers with
parenthesis.
Lines of dialogue or incidents move a story
forward and/or develop a character.
Students read aloud.
Students
(insert rows as needed)
SELECTED-RESPONSE QUESTIONS (MULTIPLE CHOICE ONLY) WITH ANSWER KEY AND
DISTRACTOR ANALYSIS
1.
Question and Answer Choices (with correct answer underlined):
1. In the opening scene of The Diary of Anne Frank, Act I, why is Mr. Frank visiting the warehouse rooms with Miep?
A. He is looking for his daughter’s diary.
B. He wants to get his scarf back.
C. He is looking for a place to live.
D. He wants one last look at the place where he last saw his family.
Distractor Analysis:
2.
Question and Answer Choices (with correct answer underlined):
2. Which line of dialogue by Mrs. Van Daan in The Diary of Anne Frank, Act I, shows that she is flirtatious?
A. “You’re smoking up all our money.”
B. “I make the best latkes you’ve ever tasted!”
C. “I don’t know why I didn’t meet you before I met that one there.”
D. “We’ll sleep here and you take the room upstairs.”
Distractor Analysis:
3.
Question and Answer Choices (with correct answer underlined):
3. In The Diary of Anne Frank, Act I, why do the Franks and Van Daans need to be quiet all day?
A. because the children need to study
B. because noise makes Mrs. Van Daan nervous
C. because they don’t want the workers in the building to hear them
D. because the Nazis ordered the Jews to be quiet during the day
11. 11. In The Diary of Anne Frank, Act I, what effect is their situation having on the attic dwellers after two months?
A. They have all become close friends.
B. Most relationships are becoming tense.
C. The family groups have allied against each other.
D. Everyone in the attic does his or her best to ignore the others.
12. 12. What are the attic dwellers doing in the last scene of Act I?
A. They are celebrating Hanukkah.
B. They are welcoming someone new.
C. They are celebrating the end of the war.
D. They are celebrating Miep’s engagement.
13
13. Which word best describes Anne’s relationship with her father in The Diary of
Anne Frank, Act I?
A. tense
B. loving
C. angry
D. indifferent
14
14. In The Diary of Anne Frank, Act I, what is one effect of wearing the yellow Star of David?
A. It makes the wearers feel proud.
B. It leads to a shortage of yellow cloth.
C. It creates a strong sense of community.
D. It sets apart the people who are Jewish.
15
15. In The Diary of Anne Frank, Act I, why is Anne so upset to hear from Mr. Dussel that Jopie de Waal is gone?
A. She thinks that Jopie has moved away and they might lose contact.
B. She wonders why Jopie didn’t say good-bye to her first.
C. She knows that Jopie and her family have been taken by the Nazis.
D. She had been looking forward to a visit from Jopie.
SHORT CONSTRUCTED-RESPONSE QUESTIONS WITH SCORING GUIDES
1.
1. A cause is an event, an action, or a feeling that produces a result, or effect. In The
Diary of Anne Frank, Act I, Scene 3, what causes the Franks to agree to take in Mr. Dussel? Use details from the play to
support your answer.
Scoring Guide: 4 pts each
Gives relevant evidence from the text- 2 pts
Cites evidence correctly-2pts
2.
1. In Act I, Scene 3, of The Diary of Anne Frank, Mr. Frank and the others discuss
whether to take in Mr. Dussel. What does Mr. Frank’s dialogue here tell you about his character? Support your answer
with details from the play.
Scoring Guide: Scoring Guide: 4 pts each
Gives relevant evidence from the text- 2 pts
Cites evidence correctly-2pts
3.
3. In The Diary of Anne Frank, Act I, Scene 3, Peter is ashamed of his parents’ behavior toward Mr. Dussel. Why does he
feel this way? Support your answer with details from the play.
Scoring Guide: Scoring Guide: 4 pts each
Gives relevant evidence from the text- 2 pts
Cites evidence correctly-2pts (insert rows as needed)
4. What can you infer about the relationship between Anne and her mother from these lines from The Diary of Anne
Frank, Act I, Scene 4?
MRS. FRANK. But I’d like to stay with you ... very much. Really.
ANNE. I’d rather you didn’t.
Scoring Guide: Scoring Guide: 4 pts each
Gives relevant evidence from the text- 2 pts
Cites evidence correctly-2pts (insert rows as needed)
5. The rise of Nazism is the cause of the overall situation presented in The Diary of Anne
Frank. Besides forcing the people to hide for safety, what other effects did Nazism have on the characters in the play,
either before or after they went into hiding? Name at least three other effects revealed in Act I, using details from the
play.
Scoring Guide: Scoring Guide: 4 pts each
Gives relevant evidence from the text- 2 pts
Cites evidence correctly-2pts (
ACCOMPANYING COMMENTARY OR SOLUTION STATEMENT WITH KEY ELEMENTS OF
CORRECT RESPONSE
1.
2.
3.
(insert rows as needed)
EXTENDED-RESPONSE QUESTION WITH SCORING GUIDE
1.
N/A
Scoring Guide:
2.
Scoring Guide:
3.
Scoring Guide:
(insert rows as needed)
ACCOMPANYING COMMENTARY OR SOLUTION STATEMENT WITH KEY ELEMENTS OF
CORRECT RESPONSE
1.
2.
3.
(insert rows as needed)
ESSENTIAL QUESTIONS WITH SCORING GUIDE
1.
Scoring Guide:
2.
Scoring Guide:
3.
Scoring Guide:
(insert rows as needed)
1 of 9
Screening Report
Alabama ACT Aspire
Printed Wednesday, April 12, 2017 9:34:01 AM
School: Middle School
Reporting Period: 8/15/2016 - 9/14/2016
(Fall)
Report Options
Reporting Parameter Group: All Demographics [Default]
Grade: 6
900
800
STAR Math Scaled Score
700
600
500
400
300
200
100
Students
Categories / Levels
Proficient
Exceeding
Ready
Current
Benchmarkd
At/Above 808 SS
At/Above 729 SS
Category Total
Less Than Proficient
Close
Need Support
Below 728 SS
Below 600 SS
Category Total
Students Tested
Number
Percent
4
25
2%
14%
29
16%
77
70
44%
40%
147
84%
Benchmark
At Time of State Test
At/Above 842 SS
At/Above 778 SS
Below 778 SS
Below 663 SS
176
Key questions to ask based on this and other information: Are you satisfied with the number of students at the highest
level of performance? Next, consider the level or score that indicates proficiency. Which students just above proficiency are
you "worried about" and what support within or beyond core instruction is warranted? What support is needed for students
just below? Do all students represented by your lowest level need urgent intervention?
d Benchmark adjusted for time of year using student growth norms.
1 of 8
Screening Report
Alabama ACT Aspire
Printed Wednesday, April 12, 2017 9:32:53 AM
School: Middle School
Reporting Period: 8/15/2016 - 9/14/2016
(Fall)
Report Options
Reporting Parameter Group: All Demographics [Default]
Grade: 6
1400
STAR Reading Scaled Score
1200
1000
800
600
400
200
0
Students
Categories / Levels
Proficient
Exceeding
Ready
Current
Benchmarkd
At/Above 842 SS
At/Above 636 SS
Category Total
Less Than Proficient
Close
Need Support
Below 635 SS
Below 452 SS
Category Total
Students Tested
Number
Percent
3
14
2%
7%
17
9%
80
90
43%
48%
170
91%
Benchmark
At Time of State Test
At/Above 933 SS
At/Above 722 SS
Below 722 SS
Below 525 SS
187
Key questions to ask based on this and other information: Are you satisfied with the number of students at the highest
level of performance? Next, consider the level or score that indicates proficiency. Which students just above proficiency are
you "worried about" and what support within or beyond core instruction is warranted? What support is needed for students
just below? Do all students represented by your lowest level need urgent intervention?
d Benchmark adjusted for time of year using student growth norms
1 of 1
Student Diagnostic Report
Enterprise Test
Printed Monday, September 12, 2016 7:44:04 AM
School: Middle School
Test Date: August 24, 2016 7:48 AM
Test Time: 19 minutes 56 seconds
Report Options
Use Trend Score: Use trend score for student's suggested skills
example student
Class: example
Teacher: example
Alabama ACT Aspire - Grade 6
û Need Support
û Close
û Ready
û Exceeding
STAR Math Scores
SS: 666 (Scaled Score)
û Close
PR: 30 (Percentile Rank)
GE: 4.9 (Grade Equivalent)
Student's Scaled Score is based on the difficulty of questions
and the number of correct responses.
Student scored greater than 30% of students nationally in the
same grade.
Student's test performance is comparable to that of an average
fourth grader after the ninth month of the school year.
Domain Scores
Domain scores, ranging from 0-100, estimate student's
percent of mastery on skills in each domain at a sixth grade
level.
Algebra Readiness
Math Recommendation
Accelerated Math™ Library: Grade 4
If you are using the Accelerated Math™ management
software system with Hunter, assign the Grade 4 library.
This library should provide a good match for his or her
abilities.
1 of 2
Instructional Planning Report
for Sample student
Printed Wednesday, August 31, 2016 7:34:17 AM
School: Middle School
Class:
Teacher: Grade: 6
Report Options
Use Trend Score: Use trend score for student's suggested skills
STAR Reading Test Results
Current SS (Scaled Score): 567
IRL: 4.7
Projected SS for 08/03/17: 679
Test Date: 08/19/2016
ZPD: 3.5-5.5
Based on research, 50% of students at this student's level will achieve this much growth.
Student's Current Performance
Alabama State Proficiency Levels
Most Recent Test
Most Recent
Test
Projected
Projected
Scaled Score
450
500
550
600
650
700
750
800
û Need Support û Close û Ready û Exceeding
Suggested Skills
Sample student's STAR Reading scaled score(s) suggest these skills from Core Progress Reading built for AL learning
progressions would be challenging, but not too difficult for him or her. Combine this information with your own knowledge of
the student and use your professional judgment when designing an instructional program. Use the Core Progress Reading
built for AL learning progressions to see how these skills fit within the larger context of the progression.
Literature
GR
5
Integration of Knowledge and Ideas
This score suggests student is ready for instruction and practice with the following skills.
Compare and contrast how stories from the same genre deal with similar themes and topics in literary texts (e.g.,
describe how different mystery stories employ the archetype of the detective)
Range of Reading and Level of Text Complexity
This score suggests student is ready for instruction and practice with the following
6 skills.
Read literary texts within the ATOS range of 7.0 to 8.0
6
Monitor and adjust understanding of a literary text by visualizing unfamiliar situations, diagramming complex
relationships, and applying skills from across the language arts
Informational Text
Craft and Structure
This score suggests student is ready for instruction and practice with the following skills.
5
5
5
5
Determine an author's opinion when it is not explicitly stated in the text
» Compare and contrast the organizational structures of two or more informational texts
Determine when authors have different opinions or viewpoints about a topic and describe events differently
» Compare and contrast authors' perspectives in multiple accounts of the same event or topic in informational texts
Integration of Knowledge and Ideas
This score suggests student is ready for instruction and practice with the following
5 skills.
Determine an author's opinion when it is not explicitly stated in the text
» Designates a focus skill. Focus skills identify the most critical skills to learn at each grade level.
2 of 2
Instructional Planning Report
for sample student
Printed Wednesday, August 31, 2016 7:34:17 AM
School: Middle School
Class:
Teacher: Grade: 6
Informational Text
GR
Integration of Knowledge and Ideas
5
Distinguish facts from opinions, and recognize that opinions and inferences can be supported by facts
5
5
5
5
5
5
Distinguish between claims that are debatable (i.e., that readers or viewers might disagree with and that therefore
need to be supported) and facts or statements that are acceptable to most readers or viewers without further
support
» Explain how an author supports an argument, identifying reasons and evidence given to support particular points
and the main claim
Explain what makes evidence credible in an argument (e.g., trustworthiness and authority of the source, relevance
and currency of the information)
Select the appropriate source of information when seeking answers to a question or solving a problem (e.g., refer to
an atlas and find the correct map to confirm which countries the equator runs through)
Draw on multiple print or digital sources to quickly and efficiently obtain specific information relevant to answering a
question or solving a problem
» Integrate information on a topic from several nonfiction texts to develop a base of knowledge on a subject (e.g.,
categorize/organize information, compare information, summarize from multiple texts)
Range of Reading and Level of Text Complexity
This score suggests student is ready for instruction and practice with the following skills.
5
6
6
Explain the characteristics and structural elements of different genres of informational text (e.g., argument,
exposition, functional texts)
Read informational texts within the ATOS range of 7.0 to 8.0
Monitor and adjust understanding of an informational text by visualizing unfamiliar situations and diagramming
complex relationships
Language
Vocabulary Acquisition and Use
This score suggests student is ready for instruction and practice with the following skills.
6
6
6
Use context clues (e.g., word relationships, overall meaning of the text, a word's function or position in a sentence)
to determine or clarify the meanings of general academic and content-area words and phrases (e.g., technical and
scientific words)
Use a dictionary or other print or online reference to clarify the meanings and pronunciations of key academic or
content-area words in grade-level texts, and determine or verify the part of speech based on which definition of the
word fits its context
Use knowledge of grade-appropriate Latin and Greek affixes (e.g., post-, over-, under-, ex-, il-, im-, ir-, -ate, -ive,
-ship, -ance, -ence, -ant, -ent) and roots (e.g., gram, polis) to predict the meanings of unfamiliar words (e.g.,
monogram, metropolis)
» Designates a focus skill. Focus skills identify the most critical skills to learn at each grade level.
APPENDIX M
Success Criteria for
CFA 2.0 Design Teams
T
he descriptors are preceded by a check box, so teams can check
the criteria that are already included and highlight any that are
missing and need to be added. Teams
that can verify that all success criteria
BI: Big Idea
are represented in their CFAs will know
EQ: Essential Question
they have created a quality assessment.
For each of the ten design steps, the
LP: Learning Progression
corresponding chapter of Common FormQPC: Quick Progress Check
ative Assessments 2.0 is indicated in
PS: Priority Standards
parentheses.
The alphabetized key in the box
SS: Supporting Standards
refers to the specific components in the
SSC: Student Success Criteria
CFA 2.0 process. These abbreviations
ULI: Unit Learning Intention
appear in the success criteria below.
UPS: “Unwrapped” Priority Standards
SUCCESS CRITERIA FOR POST-CFA
Step 1: Identify the Unit Priority Standards and Supporting Standards (Chapter 4)
 List full text of PS in bold type preceded by proper coding
 List full text of SS in regular type preceded by proper coding
 Limit total number of standards to sharply focus unit instruction and
assessment
Comments
M1
M2
COMMON FORMATIVE ASSESSMENTS 2.0
Step 2: “Unwrap” the Priority Standards and Create a
Graphic Organizer (Chapter 5)
 Underline teachable concepts (nouns, noun phrases) and CAPITALIZE skills (verbs)
 Create graphic organizer for “unwrapped” concepts, skills, and levels of cognitive
rigor:
 Make connections explicit between skills and concepts (e.g., ANALYZE
author’s point of view; SOLVE real-world mathematical problem)
 Assign approximate level of the revised Bloom’s Taxonomy (1–6) and Webb’s
Depth of Knowledge (1–4) to each concept–skill pair
 Include all “unwrapped” concepts and skills from PS only
Comments
Step 3: Determine the Big Ideas and Essential
Questions (Chapter 5)
Big Ideas:
 Three to four key understandings students discover on their own
 Topical statements specific to unit UPS, not broad generalizations
 Derived from UPS, not curriculum materials
 Written as sentences, not phrases
 Convey long-term benefit for learning
 Represent desired student responses to teacher’s EQs
Essential Questions:
 Represent comprehensive list of ULIs and SSC for unit of study
 Require higher-level thinking skills to answer
 Written as “one-two punch” questions when appropriate
 Engaging for students
 Will lead students to discover corresponding BIs
APPENDIX M
Comments
Step 4: Write the Unit Learning
Intention as Student Success Criteria (Chapter 6)
 Review the PS, SS, UPS, EQs, and BIs on the design template; confirm
these as your comprehensive set of ULIs
 Confirm the unit vocabulary as part of your ULIs
 Write the comprehensive set of ULIs as SSC in a three-column SSC
chart on the design template:
 Write EQs under provided performance statement in
Column 1
 Write UPS under provided performance statement in
Column 2
 Write unit vocabulary under provided performance
statement in Column 3
 Add student-friendly version of the UPS in middle column, if needed
 Confirm SSC represent all unit ULIs to be assessed on CFAs
Comments
Step 5: Create the Post-Assessment
Questions (Chapter 7)
 Include blend of selected-response questions (multiple-choice) and
constructed-response questions (short-response, extended-response,
Big Idea responses)
 Directly align all questions to UPS and levels of cognitive rigor on
graphic organizer
 Include proper academic vocabulary, not simplified terms
 Reflect formats, language, vocabulary of external, large-scale assessments
M3
M4
COMMON FORMATIVE ASSESSMENTS 2.0
 Write multiple-choice questions to include stem, correct/best answer, and three
distracters
 Provide distracter analysis for each multiple-choice question
 Write appropriate number of short-response questions
 Provide commentary or solution statement for each question
 Create one extended-response question that aligns to most, or all, SSC Provide
commentary or solution statement for extended-response question Write directions for
students to provide BIs in response to EQs
 Double check: make sure all questions collectively address all SSC
Comments
Step 6: Construct the Scoring Guides (Chapter 8)
 Prepare answer key for selected-response questions
 Decide number and names of performance levels
 Write criteria for “achieving” and “exceeding” performance levels
 Use objective wording only; no vague, subjective terms open to multiple interpretations
 Include combination of quantitative and qualitative criteria
 Write criteria directly matched to directions in assessment question
 Create task-specific scoring guides for short-response questions
 Create task-specific scoring guide for the extended-response question
 Create generic scoring guide for students’ BI responses to EQs
Comments
APPENDIX M
Step 7: Create the Pre-Assessment Questions
and Scoring Guides (Chapter 8)
 Decide whether pre-CFA will be aligned or “mirrored”
 Select/copy questions from post-CFA or create new ones
 Decide whether to use same or different reading passage
 Decide whether to use same or different math problems
 Copy/create answer key for selected-response questions
 Copy/create scoring guides for constructed-response questions
Comments
Step 8: Evaluate and Revise
Assessment Questions for Quality (Chapter 9)
 Confirm direct alignment of questions to all unit SSC
 Confirm direct alignment of questions to UPS and levels of cognitive rigor
 Check questions for validity, reliability, and absence of bias
 Ensure all questions meet established guidelines for quality; revise as
needed
 Check questions for clear, concise language
 Confirm questions will produce credible evidence of student learning
 Confirm student feedback will yield accurate inferences about student
learning
 Ensure proper academic vocabulary, not simplified terms
 Confirm alignment to formats, language, vocabulary of external, largescale assessments
Comments
M5
M6
COMMON FORMATIVE ASSESSMENTS 2.0
Step 9: Determine the Learning Progressions and
Instructional Sequence (Chapter 10)
 Confirm that LPs reflect Popham’s four steps for determining learning
progressions:

Step 1: Acquire a thorough understanding of the target curricular aim.

Step 2: Identify all requisite precursory subskills and bodies of enabling
knowledge.

Step 3: Determine whether it’s possible to measure students’ status with
respect to each preliminarily identified building block.

Step 4: Arrange all building blocks in an instructionally defensible
sequence.
 Review each set of LPs leading to a specific ULI; revise as needed
 Review the number and size of LP “building blocks” planned for each ULI; revise as
needed
Comments
Step 10: Plan Quick Progress Checks to Coincide With
Learning Progressions (Chapter 10)
 Review each QPC to ensure it matches related LP; revise as needed
 Reconfirm insertion points of QPCs within each set of LPs
 Make sure each QPC clearly states what students are to do
 Confirm that student responses to QPCs will make accurate inferences possible and
inform instructional next steps
Comments
CFA 2.0 DESIGN TEMPLATE
GRADE AND CONTENT AREA
Eighth Grade Language Arts
NAME OF UNIT
The Diary of Anne Frank, Act One
TIME FRAME (UNIT + BRIDGE)
10 days
AUTHORS
H. Mattern/ A. McGowan
RL.8.3 (3) Analyze how particular lines of dialogue or incidents in a
story/drama move the story’s action forward or develop a character.
RL.8.1 (1) Cite textual evidence that most strongly supports an analysis.
PRIORITY
STANDARDS
RL.8.2 Determine a theme or central idea of a text and analyze its development
over the course of the text, including tis relationship to the characters, setting
and plot.
SUPPORTING
STANDARDS
RL.8.1 CITE the textual evidence that most strongly supports an analysis of what the
text says explicitly as well as inferences drawn from the text.
RL.8.3 ANALYZE how particular lines of dialogue or incidents in a story or drama
propel the action, reveal aspects of a character, or provoke a decision.
“UNWRAPPED”
PRIORITY
STANDARDS
“UNWRAPPED” PRIORITY STANDARDS GRAPHIC ORGANIZER
“Unwrapped” Priority Standards
CONCEPTS
How particular lines of dialogue or
incidents in a story/drama move
the story’s action forward or
develop a character
“Unwrapped” Priority Standards
SKILLS
Levels of Cognitive Rigor
BLOOM’S
DOK
ANALYZE 4
DOK 3
EVALUATE
5
DOK 3
ANALYZE
Textual evidence that most
strongly supports an analysis
CITE
(insert rows as needed)
BIG IDEAS
1. Is it our differences or similarities that matter most?
2.
(insert rows as needed)
ESSENTIAL QUESTIONS
1.
What is a citation and how does it support your thoughts?
2.
In what ways does dialogue develop a character?
UNIT LEARNING INTENTIONS WRITTEN AS STUDENT SUCCESS CRITERIA
STUDENT SUCCESS CRITERIA
Essential Questions
Respond correctly with
your Big Ideas to the unit’s
Essential Questions:
In what ways does dialogue
develop a character?
What is a citation and how
does it support your
thoughts?
“Unwrapped” Priority Standards
Demonstrate your ability to do each of the
following:
RL.8.3 (3) ANALYZE how particular lines of
dialogue or incidents in a
story/drama move the story’s action forward or
develop a character.
RL.8.1 (1) Cite textual evidence that most
strongly supports an analysis.
Optional Student Friendly Version of Priority Standards:
Unit Vocabulary
Define and use the unit
vocabulary terms
appropriately:
Citation
Cause/effect
Dialogue
Inference
LEARNING PROGRESSIONS SEQUENCED TO UNIT LEARNING INTENTIONS AND STUDENT
SUCCESS CRITERIA and QUICK PROGRESS CHECKS MATCHED TO LEARNING PROGRESSIONS
Subskill
1. Cite
2. Analyze
3.
Enabling Knowledge
Textual evidence to support analysis
Quick Progress Check
Students know how to
find evidence to support
their thoughts.
Students know how to
cite page numbers with
parenthesis.
Lines of dialogue or incidents move a story
forward and/or develop a character.
Students read aloud.
Students
(insert rows as needed)
SELECTED-RESPONSE QUESTIONS (MULTIPLE CHOICE ONLY) WITH ANSWER KEY AND
DISTRACTOR ANALYSIS
1.
Question and Answer Choices (with correct answer underlined):
1. In the opening scene of The Diary of Anne Frank, Act I, why is Mr. Frank visiting the warehouse rooms with Miep?
A. He is looking for his daughter’s diary.
B. He wants to get his scarf back.
C. He is looking for a place to live.
D. He wants one last look at the place where he last saw his family.
Distractor Analysis:
2.
Question and Answer Choices (with correct answer underlined):
2. Which line of dialogue by Mrs. Van Daan in The Diary of Anne Frank, Act I, shows that she is flirtatious?
A. “You’re smoking up all our money.”
B. “I make the best latkes you’ve ever tasted!”
C. “I don’t know why I didn’t meet you before I met that one there.”
D. “We’ll sleep here and you take the room upstairs.”
Distractor Analysis:
3.
Question and Answer Choices (with correct answer underlined):
3. In The Diary of Anne Frank, Act I, why do the Franks and Van Daans need to be quiet all day?
A. because the children need to study
B. because noise makes Mrs. Van Daan nervous
C. because they don’t want the workers in the building to hear them
D. because the Nazis ordered the Jews to be quiet during the day
Distractor Analysis:
(insert rows as needed)
4.
5.
4. In The Diary of Anne Frank, Act I, why does Peter remove the Star of David from his clothes?
A. He wants to put it on a new coat that he’s planning to get.
B. He resents the fact that the Nazis force Jews to wear it.
C. He wants to put it in a safe place.
D. He wants to sew his initials on his clothes instead.
5. In The Diary of Anne Frank, Act I, what causes the Franks to agree to take in
Mr. Dussel?
A. He is an old friend of the family from the days before they moved to Amsterdam.
B. He had been the family dentist.
C. He could bring them extra food and supplies.
D. They want to help someone else who is being persecuted by the Nazis.
6.
6. Which line of dialogue by Mr. Dussel in The Diary of Anne Frank, Act I, reveals his personality best?
A. “I haven’t had to adjust myself to others.”
B. “My father was born in Holland, and my grandfather.”
C. “Every night she twists and turns.”
D. “Someone now knows we’re up here, hiding!”
7.
7. In The Diary of Anne Frank, Act I, why do Anne and Peter tease each other so
much?
A. They do not like each other.
B. They were enemies in school.
C. They each want to make the other angry.
D. They are growing fond of each other.
8.
8. In The Diary of Anne Frank, Act I, why does Anne scream in the night?
A. Mr. Dussel scares her.
B. She thinks she hears an intruder.
C. She has a terrible nightmare.
D. She is very angry at her mother.
9.
9. In The Diary of Anne Frank, Act I, what effect does the landing of Allied troops in
Africa have on the attic dwellers?
A. They grow more fearful of the Nazis.
B. They begin imagining an end to their stay in the attic.
C. They start trying to find a way to get to Africa.
D. They sink deeper into hopelessness.
10. 10. Which line of dialogue by Margot in The Diary of Anne Frank, Act I, reveals that
she tries to think positively?
A. “I have to help with supper.”
B. “I need some hairpins and some soap.”
C. “Mr. Kraler says things are improving.”
D. “There may be someone here, waiting. . . . It may be a trap!”
11. 11. In The Diary of Anne Frank, Act I, what effect is their situation having on the attic dwellers after two months?
A. They have all become close friends.
B. Most relationships are becoming tense.
C. The family groups have allied against each other.
D. Everyone in the attic does his or her best to ignore the others.
12. 12. What are the attic dwellers doing in the last scene of Act I?
A. They are celebrating Hanukkah.
B. They are welcoming someone new.
C. They are celebrating the end of the war.
D. They are celebrating Miep’s engagement.
13
13. Which word best describes Anne’s relationship with her father in The Diary of
Anne Frank, Act I?
A. tense
B. loving
C. angry
D. indifferent
14
14. In The Diary of Anne Frank, Act I, what is one effect of wearing the yellow Star of David?
A. It makes the wearers feel proud.
B. It leads to a shortage of yellow cloth.
C. It creates a strong sense of community.
D. It sets apart the people who are Jewish.
15
15. In The Diary of Anne Frank, Act I, why is Anne so upset to hear from Mr. Dussel that Jopie de Waal is gone?
A. She thinks that Jopie has moved away and they might lose contact.
B. She wonders why Jopie didn’t say good-bye to her first.
C. She knows that Jopie and her family have been taken by the Nazis.
D. She had been looking forward to a visit from Jopie.
SHORT CONSTRUCTED-RESPONSE QUESTIONS WITH SCORING GUIDES
1.
1. A cause is an event, an action, or a feeling that produces a result, or effect. In The
Diary of Anne Frank, Act I, Scene 3, what causes the Franks to agree to take in Mr. Dussel? Use details from the play to
support your answer.
Scoring Guide: 4 pts each
Gives relevant evidence from the text- 2 pts
Cites evidence correctly-2pts
2.
1. In Act I, Scene 3, of The Diary of Anne Frank, Mr. Frank and the others discuss
whether to take in Mr. Dussel. What does Mr. Frank’s dialogue here tell you about his character? Support your answer
with details from the play.
Scoring Guide: Scoring Guide: 4 pts each
Gives relevant evidence from the text- 2 pts
Cites evidence correctly-2pts
3.
3. In The Diary of Anne Frank, Act I, Scene 3, Peter is ashamed of his parents’ behavior toward Mr. Dussel. Why does he
feel this way? Support your answer with details from the play.
Scoring Guide: Scoring Guide: 4 pts each
Gives relevant evidence from the text- 2 pts
Cites evidence correctly-2pts (insert rows as needed)
4. What can you infer about the relationship between Anne and her mother from these lines from The Diary of Anne
Frank, Act I, Scene 4?
MRS. FRANK. But I’d like to stay with you ... very much. Really.
ANNE. I’d rather you didn’t.
Scoring Guide: Scoring Guide: 4 pts each
Gives relevant evidence from the text- 2 pts
Cites evidence correctly-2pts (insert rows as needed)
5. The rise of Nazism is the cause of the overall situation presented in The Diary of Anne
Frank. Besides forcing the people to hide for safety, what other effects did Nazism have on the characters in the play,
either before or after they went into hiding? Name at least three other effects revealed in Act I, using details from the
play.
Scoring Guide: Scoring Guide: 4 pts each
Gives relevant evidence from the text- 2 pts
Cites evidence correctly-2pts (
ACCOMPANYING COMMENTARY OR SOLUTION STATEMENT WITH KEY ELEMENTS OF
CORRECT RESPONSE
1.
2.
3.
(insert rows as needed)
EXTENDED-RESPONSE QUESTION WITH SCORING GUIDE
1.
N/A
Scoring Guide:
2.
Scoring Guide:
3.
Scoring Guide:
(insert rows as needed)
ACCOMPANYING COMMENTARY OR SOLUTION STATEMENT WITH KEY ELEMENTS OF
CORRECT RESPONSE
1.
2.
3.
(insert rows as needed)
ESSENTIAL QUESTIONS WITH SCORING GUIDE
1.
Scoring Guide:
2.
Scoring Guide:
3.
Scoring Guide:
(insert rows as needed)
APPENDIX M
Success Criteria for
CFA 2.0 Design Teams
T
he descriptors are preceded by a check box, so teams can check
the criteria that are already included and highlight any that are
missing and need to be added. Teams
that can verify that all success criteria
BI: Big Idea
are represented in their CFAs will know
EQ:Essential Question
they have created a quality assessment.
For each of the ten design steps, the
LP: Learning Progression
corresponding chapter of Common FormQPC: Quick Progress Check
ative Assessments 2.0 is indicated in
PS: Priority Standards
parentheses.
The alphabetized key in the box
SS: Supporting Standards
refers to the specific components in the
SSC: Student Success Criteria
CFA 2.0 process. These abbreviations
ULI: Unit Learning Intention
appear in the success criteria below.
UPS:“Unwrapped” Priority Standards
SUCCESS CRITERIA FOR POST-CFA
Step 1: Identify the Unit Priority
Standards and Supporting Standards (Chapter 4)
 List full text of PS in bold type preceded by proper coding
 List full text of SS in regular type preceded by proper coding
Limit total number of standards to sharply focus unit instruction and assessment
Comments
Most of the criteria have been met. Please note that check mark (√) indicates criteria
achieved. Yellow highlighting indicates criteria needs to be addressed in the CFA
M2
COMMON FORMATIVE ASSESSMENTS 2.0
Step 2: “Unwrap” the Priority Standards and Create a
Graphic Organizer (Chapter 5)
 Underline teachable concepts (nouns, noun phrases) and CAPITALIZE skills (verbs)
 Create graphic organizer for “unwrapped” concepts, skills, and levels of cognitive
rigor:
 Make connections explicit between skills and concepts (e.g., ANALYZE author’s
point of view; SOLVE real-world mathematical problem)
 Assign approximate level of the revised Bloom’s Taxonomy (1–6) and Webb’s Depth of
Knowledge (1–4) to each concept–skill pair
 Include all “unwrapped” concepts and skills from PS only
Comments
All criteria have been met. Bulleted graphic organizer makes the content to be taught
and assessed very clear.
Step 3: Determine the Big Ideas
and Essential Questions (Chapter 5)
Big Ideas:
Three to four key understandings students discover on their own
Topical statements specific to unit UPS, not broad generalizations
 Derived from UPS, not curriculum materials
 Written as sentences, not phrases
 Convey long-term benefit for learning
Represent desired student responses to teacher’s EQs
Essential Questions:
Represent comprehensive list of ULIs and SSC for unit of study
 Require higher-level thinking skills to answer
 Written as “one-two punch” questions when appropriate
 Will lead students to discover corresponding BI
 Engaging for students
APPENDIX M
M3
Comments
The Essential Question you have crafted seems most relevant to
encompass two of the three branches of government. Could you also
include the judicial branch? It might also be helpful to have a BI and an
EQ for each standard.
Step 4: Write the Unit Learning
Intention as Student Success Criteria (Chapter 6)
 Review the PS, SS, UPS, EQs, and BIs on the design
template; confirm these as your comprehensive set of
ULIs
 Write the comprehensive set of ULIs as SSC in a threecolumn SSC chart on the design template:
Confirm the unit vocabulary as part of your ULIs
 Write EQs under provided performance statement in Column 1
 Write UPS under provided performance statement in Column 2
 Write unit vocabulary under provided performance statement in
Column 3
 Add student-friendly version of the UPS in middle column, if needed
 Confirm SSC represent all unit ULIs to be assessed on CFAs
Comments
You have noted many vocabulary words. Are there more you might derive from the standard?
.
Step 5: Create the Post-Assessment
Questions (Chapter 7)
 Include blend of selected-response questions (multiple-choice) and
constructed-response questions (short-response, extended-response,
Big Idea responses)
Directly align all questions to UPS and levels of cognitive rigor on graphic
organizer
 Include proper academic vocabulary, not simplified terms
 Reflect formats, language, vocabulary of external, large-scale assessments
M4
COMMON FORMATIVE ASSESSMENTS 2.0
 Write multiple-choice questions to include stem, correct/best answer, and three
distracters
Provide distracter analysis for each multiple-choice question

Write appropriate number of short-response questions
 Provide commentary or solution statement for each question
Create one extended-response question that aligns to most, or all, SSC

Provide commentary or solution statement for extended-response
question
Write directions for students to provide BIs in response toEQ
Double check: make sure all questions collectively address all SSC
Comments
You have an excellent start on the
assessment. Just be sure to make sure you
address all the priority concepts and skills in
the assessment. Use the “unwrapping” as
a way to check off this in your assessment
and be sure to match the rigor.
Be sure to include student directions that will
also be reflected in the scoring guides.
Step 6: Construct the Scoring Guides (Chapter 8)
 Prepare answer key for selected-response questions
Decide number and names of performance levels
Write criteria for “achieving” and “exceeding” performance levels
 Use objective wording only; no vague, subjective terms open to
multiple interpretations
Include combination of quantitative and qualitative criteria
Write criteria directly matched to directions in assessment question
Create task-specific scoring guides for short-response questions
Create task-specific scoring guide for the extended-response question
Create generic scoring guide for students’ BI responses to EQs
Comments
At this point in time, you have bolded the correct responses for selected response
items. You will probably want to have a separate answer key for this.
It appears that you understand how to create effective scoring guides. Once you have
determined the criteria for meeting or achieving the goal (proficient), be sure this
APPENDIX M
information is included in the student directions.
M5
M6
COMMON FORMATIVE ASSESSMENTS 2.0
Step 7: Create the Pre-Assessment
Questions and Scoring Guides (Chapter 8)
Decide whether pre-CFA will be aligned or “mirrored”
Select/copy questions from post-CFA or create new ones

Decide whether to use same or different reading passage 
Decide whether to use same or different math problems 
Copy/create answer key for selected-response questions
Copy/create scoring guides for constructed-response questions
Comments
Once the post assessment is completed, this will be you next task. The
remaining steps in the appendix will also provide guidance.
Step 8: Evaluate and Revise
Assessment Questions for Quality (Chapter 9)
Confirm direct alignment of questions to all unit SSC
Confirm direct alignment of questions to UPS and levels of cognitive rigor
Check questions for validity, reliability, and absence of bias
Ensure all questions meet established guidelines for quality; revise as
needed
Check questions for clear, concise language
Confirm questions will produce credible evidence of student learning
Confirm student feedback will yield accurate inferences about student
learning
Ensure proper academic vocabulary, not simplified terms
Confirm alignment to formats, language, vocabulary of external, largescale assessments
Comments
APPENDIX M
Step 9: Determine the Learning
Progressions and Instructional Sequence (Chapter 10)
 Confirm
that LPs reflect Popham’s four steps for determining learning progressions:
Step 1: Acquire a thorough understanding of the target curricular aim.
Step 2: Identify all requisite precursory subskills and bodies of enabling knowledge.
Step 3: Determine whether it’s possible to measure students’ status with respect to
each preliminarily identified building block.
Step 4: Arrange all building blocks in an instructionally defensible sequence.
Review each set of LPs leading to a specific ULI; revise as needed
Review the number and size of LP “building blocks” planned for each ULI; revise as needed
Comments
Look once again at the “unwrapped” standards and a couple of short constructed
response items to double check if you have met the highlighted criteria.
Step 10: Plan Quick Progress Checks to
Coincide With Learning Progressions (Chapter 10)
Review each QPC to ensure it matches related LP; revise as needed
Reconfirm insertion points of QPCs within each set of LPs
Make sure each QPC clearly states what students are to do
Confirm that student responses to QPCs will make accurate inferences possible and inform
instructional next steps
Comments
M7
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