Michelle is one of many upper elementary and secondary students across America who is scheduled to take a grade-level Computer adaptive test on the comprehension, analysis, and summary of complex grade-appropriate text across subject content areas. In April, Michelle and many other upper elementary students will be expected to answer a question such as….
Question 1: 3,023.8 = 3×1000 + ×10 + 3×1 + 8×(1/10)
Question 8: 15.693 – 6.891 =
Domain: Number and Operations in Base Ten
Item: MC
1(10,000) + 2(1,000) + 4(100) + 3(10) + 2(1) + 5(1/10) + 3(1/100).
Which number below is one-tenth of the expanded form above?
A 12422.53
B 1243.253
C 12432.53
D 12432.43
Key: B
Aligned CCLS: 5.NBT.3a and 5.NBT.2
Commentary: This question aligns with CCLS 5.NBT.3a and 5.NBT.2 because it requires
students to write decimals in equivalent forms and apply understanding of place value.
Rationale: Option B is correct.
1(10,000) + 2(1,000) + 4(100) + 3(10) + 2(1) + 5(1/10) + 3(1/100) in standard form is written
as 12432.53. One-tenth of this value moves the decimal point one position to the left to
yield 1243.253. Option A indicates an incorrect change in the tens place (decreasing the
digit in the tens place by one) rather than finding one-tenth of the number. Option C is the correct form of the original number in standard form, but does not include the movement of the decimal to represent one-tenth of the given number. Option D involves no movement of the decimal and incorrectly changes the digit in the tenths place rather than taking one-tenth of the number.
Domain: Number and Operations—Fractions
Item: CR
Half of a school auditorium is needed to seat 3 equal-sized fifth-grade classes.
Part A: Make a visual fraction model to represent the whole auditorium when
each class is seated in separate sections.
Part B: Write an expression to determine what fractional part of the auditorium
one fifth grade class will need.
Part C: What fraction of the auditorium will one of the fifth-grade classes need?
Key:
Part A: Auditorium Auditorium
or equivalent model.
Part B: 1/2 ÷ 3 or 1/2 x 1/3
Part C: 1/6
Aligned CCLS: 5.NF.7c
Commentary: This question is aligned to CCLS 5.NF.7c and assesses a student’s ability to
solve a real-world problem involving the interpretation of division of a unit fraction by a
non-zero whole number and computation of the quotient.
However, as one can observe from the video, up until the intervention, Michelle was unable to compute basic addition and subtraction math facts. Yet, each year she fails to succeed on a test that is far above her skill and confidence level. As educators, it’s our job to S.M.A.R.T.L.I.E. engineer a personalized learning program for Michelle and each of the other 20+ students within the self-contained classroom.
No child left behind, common core, and high stakes standardized test such as SBAC, OAKS, & PARCC have done that, left many children in the educational gutter. An integral part of an educator’s a job is to provide universal access that provides success for all students. High Stakes Testing such as OAKS, PARCC, & SBAC steals back academic creativity from the teacher and the student because it depletes the good intentions of many educators who succumb to the enormous amounts of performance pressure. High Stakes Test also assumes that students are reading, writing, and conceptualizing math at their grade level, not multiple grade levels behind such as the student, Michelle in the video below. Although the SBAC is a CAT (Computer Adapted Test) that adjusts the difficulty of questions throughout the assessment based on the student’s response, it doesn’t accommodate the anxiety students such as Michelle may feel when taking such assessments that may not meet her learning style or intelligence. As a result of the buy-in to High Stakes Testing and College Racketeering, many students are falling through enormous, gaping, and sinkholes located in a plethora of schools across the nation.
Not only are educators of students at this level expected to teach grade-level standards to mastery, they are also expected to increase their achievement levels to their current grade level so that they can successfully read/comprehend complex text, as well as apply and communicate knowledge gained. If these expectations are not met, many students will not perform proficiently on the state’s high stakes standardized test taken within eight months after the start of school.
A Multi-Tiered System of Support
In classrooms across the country, not only are educators expected to close the academic achievement gap of students such as Michelle, they are required to close the achievement gaps of students at multiple levels, as well as maintain or increase the achievement levels of those groups performing at or above their current grade level. In Educationese, this is called Differentiation, an analytical nightmare, but when done accurately, a masterpiece. Molding/Sculpting an intelligent, aware, self-confident and autodidactic being out of a poorly esteemed, unknowledgeable, and co-dependent learner is the result of superb Educational Engineering and Artistry.
That sort of artistic and scientific feat requires a teacher that is… S.M.A.R.T.L.I.E._Educated
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S – Specific, systematic, scalable, & simple
T – Thoughtful, targeted, thorough, team oriented
R – Reasonable (in the circumstances), responsive (to the environment), realistic
A – Appropriate, anticipatory, active, actionable, & achievable
T – Timely(why this?, why now?), task-oriented (mission minded not nebulous), possibly trending
E – Engaging, Explicit, Executable, Emotional, Explorative, and Explicable (understanding of process & interrelationship)
G – Goal-directed and Goal oriented (connecting means to an end)
I – Intriguing while yielding valuable results & yielding flexibility (Not stuck in same old patterns)
C– Culturally relevant and responsive
Accomplished without great difficulty
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Subject Matter Content Related
Reading, Writing, Language, Speaking, Listening, Math, Science, Social Studies, Health, Physical Education (Visual and Performing).
Elementary=Multiple Subject
Secondary =Single Subject
Beyond the textbook, worksheet, and teacher’s voice
Technology (mobile devices, apps, websites, virtual reality, games, etc,.)
Instructional (Curriculum, Videos, Vlogs, Songs, Experiments, Guest Speakers, Field Trips, etc.)
Assessment (Student Response Systems, Informal, Summative, kahoot, etc.)
Support Staff (Administrators, PSA Counselor, Nurse, School Psychologist, Resource Specialist, etc.)
Family (Parents or Guardian)
Communication (Class Dojo, Google Classroom, Learning Management Systems, etc.)
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An extremely complex social practice activity of helping others acquire knowledge, (that takes place in a specific context time, place, culture, socio-political-economic situation, etc.[3]
A role that may vary among cultures.
A role influenced by history and tradition, social views about the purpose of education, accepted theories about learning etc.[4]
Provision of instruction in multiple areas such as: literacy, numeracy, communication, & life skills
The act of preparing lessons according to agreed/mandated curricula, presenting lessons, and assessing student progress.
The act of performing professional duties that may extend beyond formal teaching (Social skills, discipline, field trips, study hall, P.E. instructor, etc.)
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Knowledge of skill acquired by instruction or study
The process of acquiring new knowledge, behaviors, skills, values, or preferences.
The process of modifying existing knowledge, behaviors, skills, values, or preferences.
Acquired in multiple styles (Visual, Auditory, Kinesthetic, & Tactile)
Visual (spatial): You prefer using pictures, images, and spatial understanding.
Aural (auditory-musical): You prefer using sound and music.
Verbal (linguistic): You prefer using words, both in speech and writing.
Physical (kinesthetic): You prefer using your body, hands and sense of touch.
Logical (mathematical): You prefer using logic, reasoning and systems.
Social (interpersonal): You prefer to learn in groups or with other people.
Solitary (intrapersonal): You prefer to work alone and use self-study.
Used across multiple intelligences
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Logical-mathematical (number/reasoning smart)
Interpersonal (people smart)
Bodily-kinesthetic (body smart)
Intra-personal (self smart)
The process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits.
Frequently takes place under the guidance of educators,
Shifting to personalized learning where learners may also educate themselves.
Takes place in formal or informal settings
Any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational.
Uses methodology of teaching, called pedagogy.
Commonly divided formally into such stages as preschool or kindergarten, primary(elementary) school, secondary(middle/high) school and then college, university, or apprenticeship/internship.
It is the goal of this blog to…
plug the concrete sinkholes in schools that allow a student such as Michelle to fall through.
supply educators with strategies to cultivate themselves and their students into S.M.A.R.T.L.I.E._Educated and empowered individuals.
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SMALL VICTORIES! by S.M.A.R.T.L.I.E. Meet Michelle... Michelle is one of many upper elementary and secondary students across America who is scheduled to take a grade-level Computer adaptive test on the comprehension, analysis, and summary of complex grade-appropriate text across subject content areas.
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