This tool is used to record the Learning Goals and Success Criteria of lesson-sized stacks of Building Blocks. Teachers may choose to use one template per stack or record multiple stacks on the same template.
Long Term Goals-Math Yearlong Plan
This tool is designed to be used in tandem with the Gazette and helps teachers arrange the CCRS in math into a yearlong sequence of learning.
Effects of Interim Assessments Across the Achievement Distribution: Evidence From an Experiment
This is a follow-on study from Konstantopoulos et al., 2016. Results generally show that lower-achievers in grades 3-8 seem to benefit more from interim assessments (Acuity) than higher-achieving students. The magnitude of the effects were larger in math than reading; however, no effects were found for grade K-2, which used mCLASS.
Implementing Benchmark Testing for Formative Purposes: Teacher Voices About What Works
This article reports on the results of focus groups with 67 elementary and middle school teachers from several school districts surrounding an urban metropolitan area in Virginia. The study found that teachers’ use of benchmark assessment results was influenced by perceived quality of test items, timeliness in receiving results, accessibility of the data, and opportunities to review and discuss the results. Study teachers reported using benchmark test results to formatively adjust instruction in a variety of ways, including modifying whole class instruction, working with students in small groups, and providing individualized support.
The Impact of Indiana’s System of Interim Assessments on Mathematics and Reading Achievement
The randomized controlled study in Indiana found, and the WWC confirmed, that the use of Indiana’s Diagnostic Assessment Tools (mClass for K-2, Acuity for grades 3-8) did not have a statistically significant impact on general mathematics achievement or reading achievement for the full sample of students in grades K-8. However, statistically significant positive effects were found for grades 5 and 6 in mathematics achievement and grades 3-5 in reading achievement. No statistically significant effects were found for mathematics achievement in grades 3 and 4 or on reading achievement in grade 6.
Identifying and Supporting English Learner Students with Learning Disabilities: Key Issues in the Literature and State Practice
From the publisher: “This review of research and policy literature distils several key elements of processes that can help identify and support English learner students with learning disabilities. It also describes current guidelines and protocols used by the 20 states with the largest populations of English learner students. This report informs education leaders who are setting up processes to determine which English learner students may need placement in special education programs as opposed to other assistance.”