ToolS for Early aSSESSmEnT in maTh ToolS for Early aSSESSmEnT ...
Tools for Early Assessment in Math
For more information please www.team.mcgraw-hill.com
1-888-772-4543
Tools for Early Assessment in Math Grades PreK-2
MHEonline.com 0-07-658000-8 SU13 W 00897
Why is Assessment Important?
Program Goals
Diagnostic assessment provides teachers with information about their students’ math knowledge and can be used to document accountability.
Tools for Early Math Assessment (TEAM): Measures math skills and knowledge through a diagnostic assessment. Identifies students learning trajectory track for core math topics. Reports on students’ understanding of math skills and standards. Prescribes activity reports that tie back to math curriculum.
Assess:
Report:
Apply:
A one-on-one screening tool used to identify each student’s math skill level.
Identifies student proficiency on each learning track and understanding of state and NCTM math standards.
Informs and prescribes individual student and class activities that influence math curriculum and RTI.
Research Tested and Validated ABOUT THE AUTHORS Douglas H. Clements is a Professor at the University at Buffalo, State University of New York. He has conducted research and published widely on the early development of mathematical ideas. Along with Julie Sarama, Dr. Clements has directed several research projects funded by the National Science Foundation and the U.S. Department of Education’s Institute of Educational Sciences.
Easy to use research based assessment that helps inform Response to Intervention (RTI)
Julie Sarama is an Associate Professor of Mathematics Education at the University at Buffalo, State University of New York. She conducts research on the implementation and effects of software and curricula in mathematics classrooms, young children’s development of mathematical concepts and competencies, implementation and scale-up of educational reform, and professional development. For the complete validity and reliability report, visit www.sraonline.com/TEAM
Determine what students know
Easy to administer and quickly score student responses
Assess
TEAM Online has the capability to manage your students, administer the assessment, and create reports for individual students and class.
TEAM covers skills in all five strands of mathematics and is available in English and Spanish.
Student Materials for Grades PreK-2 Flip Book All manipulatives for assessment items
Flip Book Grades PreK-2 Manipulatives Grades PreK-2
Teacher Materials for Grades PreK-2
Comparing Shapes
m 28 Ite
Assess
Teacher Script on back of Flip Book
match each “Find all the shapes that 2. (Assessor) be the same shapes Arrange the 1. other exactly. They must pick them up if you manipulative shapes and the same size. You can guras que son in front of the child want to.” n ser de la misma as shown, but do exactamente iguales. Debe quieres, las ño. Si tama o not show child the mism del y a form (Child here) can indicate matches picture. You may wish puedes levantar.” Childts, childgcan of t objec es or layin them on top coun to shap s to to arrange shapes on ing wishe point r inoffront of If child by se citly that ate expli the pape to choo lot indic ens a slide t to happ then has coun she to first r or Child . have he pape ts we other each count any objec “When we shop, S MAKE and hes. 1 at CHILD matc are they IF child the vefloor. belie can. you count? Start tiles on high such as the they things. Howthe S 100, GENTLY STOP. de compras, tenemos TWO MISTAKES, OR PASSE tell me.” “Cuando vamos . ¿Hasta que número que contar muchas cosas número uno Then…ask, “OK?” “¿bien?” r? Comienza con elnished Next Item puedes conta If… (1) y continua.” blocks to fill this puzzle. pattes rn “Use come 2. say, “What next? Can you go touching.” rn blocks of patte … the setstops sides full zing seguirs. with esResult Give theIfchild counting Then her for Analy ¿Pued Guide child er’stoget them ro le sigue? Item 4 1. le. r?”See … the PutTeach núme puzzhighe “¿Qué block rn patte the and para completar este d to promp patrónt once uede contines randomly mixe canbloqu Youlos “Usa contando?” page 5 inges de manera in count points erent bloqu diff a los many Coloc at as ezas. s per stop, ecab Code romp Strategy en.” Do not let child 28D Response Code as necessary. 15 que sus lados enteros toqu 28C that if Did the child misinterpret 8 28B incorreectly childbefor theEnd Did te. the 1 minu for more 28A: work matchthan the directions and sort the child Did . any shapes? match he is done triang orles lesshe les (or other isosce says t these the triang right Did the child match the child nas. Coun bana (yes) these ect ht s) into incorr = boug 0 “I #3)? 2. and #8)? on the(#1 andping squares (#2the shop are.” “Yocation there child s. (no) many t of Result m 3 how ? 1= In front ect (no)See Teacher’s0Guide Analy (no)zing bananas tell me forect Next Item tocorrec a pile or group incorr Ite 1. nos 0 = incorr nas in a horizontal= line, pláta nse = no respo 9estos bana nos. Cuenta estos 0 = incorrect (yes) t (yes) pláta correc = 1 cart place 5correc ré comp t (yes) to touch 1= t (no) is allow nse = correc 1 ed d. er’s Guide for Analy respos. = noResult 9 zing equally space 8 y dime cuántos hay.” Child responseStrategy Codes* no Teach 9 =See 9 = no response 11D Response Code 11C bananas. child say in
yzing Da Classifying and Anal
m 1 03 Ite
ta
Teacher’s Guide
Assess
Item 7
Compatible with Apple’s iPhone, iPad, and iPod touch®
Online access for scoring, tracking, and reporting
Measuring Assess
Results Counting Assess
es
s mparing Shap Result Co Results What did the 11B s is the highest e made 11A: esssterror– What Strategy Code making any mistak is the highe te reporting. WhatAss 7Dwith 1 t thinkin in more Response Code number achieved and result 20–accura g“…29– 20–te ed 0 = incorrect 7C into studen (e.g.,“Find insight rResult then,shapes that match each number achiev all furthe give s. r” mistak gy codes Code 7D: 2. 7B sor) e? “mino zing *Strate (Asses Analy for …”)? Guide t er’s 7C: the Teach Code correc 7A: be the See ge 26 shapes s same 1= of the mustShape 1–2 eleven 1.s free?Arran They 11C: ly. For all but other Comparing Code • 7B: exact 28 Code ult the Item or 5 of to 11D: d Res 1–2 but Code Foresall (child up if you no counte er on s, the11B: ofpulat ive shap 0 = incorrect (placed You but 1–2 Code Write the numbshape childcan pick them
Set of Pattern Blocks
all maniWrite the numbshape size. the For er on s, ibe what the same andDescr , sfully) succes shapes or placedhigher shapes 1 =dtried out shapesat first mistak child Assessment Recor e on Codes* the shapes, in front Stra ofment B tegy todas las figuras que son Recor page 3 Partbut 1 =dturned shapes after to.” “Encuentra puzzle Assess them Code want g said nse onse or not respo not one fit nt by pickin no Resp 9 =the d Deben ser de la misma 1 = was hesitashow 3 = skipped some Recores. ment but do placing on puzzle n,used Assess m, as rando igual at te ngly amen (e.g., seemi form; fit equals at least atic exact as 4B system pt to getbanan attem anto in the no or back 4A: with ño. Si quieres, las child d, them point tama aligne show put o and child side not then trial one Did the del mism cycles of a ylook here) or “flurry” error, formnot 4 = “skim” them to fit (Child wish did 0 = incorrect error) picture. touch indicate matches items? if theyor hangover) You may Child can levantar.”te esngly s into pointing over all so pued reporting. seemi 2= 4B: es 1 =tcorrect2 = completed onturned shape ationstuden in more accura the Code laying them on top of time or Next Item shap at aright, l es g and result ge shap severa thinkin arran t 0.5 = partially correc to to ing or orient “5” t into point said byerror correcrpape insight front of d saying (5; and eitherpuzzle give furthe trial and r in no = then tly,0 gy codesslide correc ate explicitly that the some *Strate indic to them (one or more shapes fit g has omitte r first Childing 6 pape each item prior to placin 5 = other each enumerated system to search Count 11 •. for appeared atically, but Item 2= 1 = yes words but there were one or loud up to number 5, the child on the puzzle . shape ve they are matches. out rightbelie they just the be halting 9 = NA Next Item more gaps or hangovers; may some -one 7 = repeated saying one-to will g NA keepin = knows 9 she or or he gaps leted the 3 = comp number words Numbers and Operations very small ce) then finds and corresponden fit and puzzle correctly,4C mistakes are acceptable) ibe onit. 8 = other (descrplaces What did the child do? 9 = no response “OK?” immediately, and d) “¿bien?” …ask, Recor ment Then Assess 1 = correct (completed Codee4C: child is finished = NA ently 9 Item t unsur confid no tely; Nex If… accura puzzle 9 = NA 1 = said an incorrect 9 = NA gaps or hangovers) er more accurate reporting. numb in result and g X thinkin page studen ) t r insight guess edinto (assum 9 = no response *Strategy codes give furthe s s.28 Shape Result etriczing for Analy 2 = pointed at someItem GuideGeom • Comp er’sosing See7Teach bananas more than once t, and Patterns Geometry, Measuremen tegy Codes
5
5
5
Online data gathering is quick and instant
Results
4
15
Response Code
Stra
2D
2C Did the child misinterpret 2B Did the child incorrectly directions and sort theing. Did the child match the s? any shape matchresult in more accurate report triangles isosceles the triangles (or other rightr insight Did the child match the into student thinking and 2C: furthe give codes Code #8)? *Strate classifications) into andgy shape (#1 and #3)? squares (#2 4 (yes) ing ect 4 • Count 0 = incorrItem a pile or group? Code 2B: 0 = incorrect (no) 1 = correct (no) Code 2D: 0 = incorrect (no) response no 1 = correct (yes) = 9 ect (yes) (yes) t incorr 0= 1 = correc 9 = no response 1 = correct (no) 9 = no response 9 = no response
2A:
Numbers and Operations
r insight *Strategy codes give furthe
t, and Patterns
Geometry, Measuremen
into student thinking and
reporting.
result in more accurate
s
etric Shape Item 2 • Recognizing Geom
26
Teacher Flip Book pages Grades PreK-2
View and analyze meaningful diagnostic reports
Influence your math instruction for all students
Report
Apply
Reports online include:
TEAM prescribes activities for each student based on the math skill ability. Each activity will help accelerate or reteach lessons in your current math curriculum. Applying the assessment results will help shape classroom instruction and continue to help refine RTI best practices.
Individual student standards results and progress summary Class progress and average District Data
Tier
3
Students who require ongoing, intensive intervention
Tier
TEAM is a great tool to use for RTI with all (or any student). TEAM helps assess a curriculum or math programs, to determine the value of different approaches and document areas of strengths and weaknesses. The online reporting tool graphs students’ progress so you can identify if the student is responding to the interventions put in place.
Student PROGRESS SUMMARY Easy to view student scores in subject and learning trajectory among expected average.
Implement math curriculum prescriptions Evaluate RTI implementations
2
Students who require additional support and highly structured instructional intervention.
Tier
1
Students at or near grade-level proficiency. Research-based core curriculum with evidence of producing adequate levels of achievement.
3-Tier Instructional Model
Drive students’ success based on the data
Student Standards Results Color coding helps to view where students are proficient in state standards.
Suggested Lessons Report Quickly sort enrichment and remediation lessons that correlate to your current math curriculum, instantly improving student instruction.
Activities for: Find prescriptions based on assessment data to help accelerate or reteach specific math skills with these programs.
For more information please www.team.mcgraw-hill.com
1-888-772-4543
Tools for Early Assessment in Math Grades PreK-2
MHEonline.com 0-07-658000-8 SU13 W 00897
Why is Assessment Important?
Program Goals
Diagnostic assessment provides teachers with information about their students’ math knowledge and can be used to document accountability.
Tools for Early Math Assessment (TEAM): Measures math skills and knowledge through a diagnostic assessment. Identifies students learning trajectory track for core math topics. Reports on students’ understanding of math skills and standards. Prescribes activity reports that tie back to math curriculum.
Assess:
Report:
Apply:
A one-on-one screening tool used to identify each student’s math skill level.
Identifies student proficiency on each learning track and understanding of state and NCTM math standards.
Informs and prescribes individual student and class activities that influence math curriculum and RTI.
Research Tested and Validated ABOUT THE AUTHORS Douglas H. Clements is a Professor at the University at Buffalo, State University of New York. He has conducted research and published widely on the early development of mathematical ideas. Along with Julie Sarama, Dr. Clements has directed several research projects funded by the National Science Foundation and the U.S. Department of Education’s Institute of Educational Sciences.
Easy to use research based assessment that helps inform Response to Intervention (RTI)
Julie Sarama is an Associate Professor of Mathematics Education at the University at Buffalo, State University of New York. She conducts research on the implementation and effects of software and curricula in mathematics classrooms, young children’s development of mathematical concepts and competencies, implementation and scale-up of educational reform, and professional development. For the complete validity and reliability report, visit www.sraonline.com/TEAM
Determine what students know
Easy to administer and quickly score student responses
Assess
TEAM Online has the capability to manage your students, administer the assessment, and create reports for individual students and class.
TEAM covers skills in all five strands of mathematics and is available in English and Spanish.
Student Materials for Grades PreK-2 Flip Book All manipulatives for assessment items
Flip Book Grades PreK-2 Manipulatives Grades PreK-2
Teacher Materials for Grades PreK-2
Comparing Shapes
m 28 Ite
Assess
Teacher Script on back of Flip Book
match each “Find all the shapes that 2. (Assessor) be the same shapes Arrange the 1. other exactly. They must pick them up if you manipulative shapes and the same size. You can guras que son in front of the child want to.” n ser de la misma as shown, but do exactamente iguales. Debe quieres, las ño. Si tama o not show child the mism del y a form (Child here) can indicate matches picture. You may wish puedes levantar.” Childts, childgcan of t objec es or layin them on top coun to shap s to to arrange shapes on ing wishe point r inoffront of If child by se citly that ate expli the pape to choo lot indic ens a slide t to happ then has coun she to first r or Child . have he pape ts we other each count any objec “When we shop, S MAKE and hes. 1 at CHILD matc are they IF child the vefloor. belie can. you count? Start tiles on high such as the they things. Howthe S 100, GENTLY STOP. de compras, tenemos TWO MISTAKES, OR PASSE tell me.” “Cuando vamos . ¿Hasta que número que contar muchas cosas número uno Then…ask, “OK?” “¿bien?” r? Comienza con elnished Next Item puedes conta If… (1) y continua.” blocks to fill this puzzle. pattes rn “Use come 2. say, “What next? Can you go touching.” rn blocks of patte … the setstops sides full zing seguirs. with esResult Give theIfchild counting Then her for Analy ¿Pued Guide child er’stoget them ro le sigue? Item 4 1. le. r?”See … the PutTeach núme puzzhighe “¿Qué block rn patte the and para completar este d to promp patrónt once uede contines randomly mixe canbloqu Youlos “Usa contando?” page 5 inges de manera in count points erent bloqu diff a los many Coloc at as ezas. s per stop, ecab Code romp Strategy en.” Do not let child 28D Response Code as necessary. 15 que sus lados enteros toqu 28C that if Did the child misinterpret 8 28B incorreectly childbefor theEnd Did te. the 1 minu for more 28A: work matchthan the directions and sort the child Did . any shapes? match he is done triang orles lesshe les (or other isosce says t these the triang right Did the child match the child nas. Coun bana (yes) these ect ht s) into incorr = boug 0 “I #3)? 2. and #8)? on the(#1 andping squares (#2the shop are.” “Yocation there child s. (no) many t of Result m 3 how ? 1= In front ect (no)See Teacher’s0Guide Analy (no)zing bananas tell me forect Next Item tocorrec a pile or group incorr Ite 1. nos 0 = incorr nas in a horizontal= line, pláta nse = no respo 9estos bana nos. Cuenta estos 0 = incorrect (yes) t (yes) pláta correc = 1 cart place 5correc ré comp t (yes) to touch 1= t (no) is allow nse = correc 1 ed d. er’s Guide for Analy respos. = noResult 9 zing equally space 8 y dime cuántos hay.” Child responseStrategy Codes* no Teach 9 =See 9 = no response 11D Response Code 11C bananas. child say in
yzing Da Classifying and Anal
m 1 03 Ite
ta
Teacher’s Guide
Assess
Item 7
Compatible with Apple’s iPhone, iPad, and iPod touch®
Online access for scoring, tracking, and reporting
Measuring Assess
Results Counting Assess
es
s mparing Shap Result Co Results What did the 11B s is the highest e made 11A: esssterror– What Strategy Code making any mistak is the highe te reporting. WhatAss 7Dwith 1 t thinkin in more Response Code number achieved and result 20–accura g“…29– 20–te ed 0 = incorrect 7C into studen (e.g.,“Find insight rResult then,shapes that match each number achiev all furthe give s. r” mistak gy codes Code 7D: 2. 7B sor) e? “mino zing *Strate (Asses Analy for …”)? Guide t er’s 7C: the Teach Code correc 7A: be the See ge 26 shapes s same 1= of the mustShape 1–2 eleven 1.s free?Arran They 11C: ly. For all but other Comparing Code • 7B: exact 28 Code ult the Item or 5 of to 11D: d Res 1–2 but Code Foresall (child up if you no counte er on s, the11B: ofpulat ive shap 0 = incorrect (placed You but 1–2 Code Write the numbshape childcan pick them
Set of Pattern Blocks
all maniWrite the numbshape size. the For er on s, ibe what the same andDescr , sfully) succes shapes or placedhigher shapes 1 =dtried out shapesat first mistak child Assessment Recor e on Codes* the shapes, in front Stra ofment B tegy todas las figuras que son Recor page 3 Partbut 1 =dturned shapes after to.” “Encuentra puzzle Assess them Code want g said nse onse or not respo not one fit nt by pickin no Resp 9 =the d Deben ser de la misma 1 = was hesitashow 3 = skipped some Recores. ment but do placing on puzzle n,used Assess m, as rando igual at te ngly amen (e.g., seemi form; fit equals at least atic exact as 4B system pt to getbanan attem anto in the no or back 4A: with ño. Si quieres, las child d, them point tama aligne show put o and child side not then trial one Did the del mism cycles of a ylook here) or “flurry” error, formnot 4 = “skim” them to fit (Child wish did 0 = incorrect error) picture. touch indicate matches items? if theyor hangover) You may Child can levantar.”te esngly s into pointing over all so pued reporting. seemi 2= 4B: es 1 =tcorrect2 = completed onturned shape ationstuden in more accura the Code laying them on top of time or Next Item shap at aright, l es g and result ge shap severa thinkin arran t 0.5 = partially correc to to ing or orient “5” t into point said byerror correcrpape insight front of d saying (5; and eitherpuzzle give furthe trial and r in no = then tly,0 gy codesslide correc ate explicitly that the some *Strate indic to them (one or more shapes fit g has omitte r first Childing 6 pape each item prior to placin 5 = other each enumerated system to search Count 11 •. for appeared atically, but Item 2= 1 = yes words but there were one or loud up to number 5, the child on the puzzle . shape ve they are matches. out rightbelie they just the be halting 9 = NA Next Item more gaps or hangovers; may some -one 7 = repeated saying one-to will g NA keepin = knows 9 she or or he gaps leted the 3 = comp number words Numbers and Operations very small ce) then finds and corresponden fit and puzzle correctly,4C mistakes are acceptable) ibe onit. 8 = other (descrplaces What did the child do? 9 = no response “OK?” immediately, and d) “¿bien?” …ask, Recor ment Then Assess 1 = correct (completed Codee4C: child is finished = NA ently 9 Item t unsur confid no tely; Nex If… accura puzzle 9 = NA 1 = said an incorrect 9 = NA gaps or hangovers) er more accurate reporting. numb in result and g X thinkin page studen ) t r insight guess edinto (assum 9 = no response *Strategy codes give furthe s s.28 Shape Result etriczing for Analy 2 = pointed at someItem GuideGeom • Comp er’sosing See7Teach bananas more than once t, and Patterns Geometry, Measuremen tegy Codes
5
5
5
Online data gathering is quick and instant
Results
4
15
Response Code
Stra
2D
2C Did the child misinterpret 2B Did the child incorrectly directions and sort theing. Did the child match the s? any shape matchresult in more accurate report triangles isosceles the triangles (or other rightr insight Did the child match the into student thinking and 2C: furthe give codes Code #8)? *Strate classifications) into andgy shape (#1 and #3)? squares (#2 4 (yes) ing ect 4 • Count 0 = incorrItem a pile or group? Code 2B: 0 = incorrect (no) 1 = correct (no) Code 2D: 0 = incorrect (no) response no 1 = correct (yes) = 9 ect (yes) (yes) t incorr 0= 1 = correc 9 = no response 1 = correct (no) 9 = no response 9 = no response
2A:
Numbers and Operations
r insight *Strategy codes give furthe
t, and Patterns
Geometry, Measuremen
into student thinking and
reporting.
result in more accurate
s
etric Shape Item 2 • Recognizing Geom
26
Teacher Flip Book pages Grades PreK-2
View and analyze meaningful diagnostic reports
Influence your math instruction for all students
Report
Apply
Reports online include:
TEAM prescribes activities for each student based on the math skill ability. Each activity will help accelerate or reteach lessons in your current math curriculum. Applying the assessment results will help shape classroom instruction and continue to help refine RTI best practices.
Individual student standards results and progress summary Class progress and average District Data
Tier
3
Students who require ongoing, intensive intervention
Tier
TEAM is a great tool to use for RTI with all (or any student). TEAM helps assess a curriculum or math programs, to determine the value of different approaches and document areas of strengths and weaknesses. The online reporting tool graphs students’ progress so you can identify if the student is responding to the interventions put in place.
Student PROGRESS SUMMARY Easy to view student scores in subject and learning trajectory among expected average.
Implement math curriculum prescriptions Evaluate RTI implementations
2
Students who require additional support and highly structured instructional intervention.
Tier
1
Students at or near grade-level proficiency. Research-based core curriculum with evidence of producing adequate levels of achievement.
3-Tier Instructional Model
Drive students’ success based on the data
Student Standards Results Color coding helps to view where students are proficient in state standards.
Suggested Lessons Report Quickly sort enrichment and remediation lessons that correlate to your current math curriculum, instantly improving student instruction.
Activities for: Find prescriptions based on assessment data to help accelerate or reteach specific math skills with these programs.
