Everything you wanted to know about CMTs, but were afraid to ask

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Everything you wanted to know about CMTs, but
were afraid to ask
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Purposes for the Development of the CMT

• Presented by
• Karen Costello,
• East Lyme Public Schools Administrator for
  Program Improvement

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Purpose 1

• Establish High Expectations for the Education of
  Connecticut Students
• Connection with Common Core of Learning (CCL)

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Purpose 2

• Identify Students Who Need Extra Help in reading,
  writing, mathematics.
• Science in grades 5 and 8

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Purpose 3

• Help Schools and Teachers Identify Weaknesses in
  their Curriculum and Improve Instruction in those
  Areas.

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Purpose 4

• Help parents and the Childs Teachers Monitor the
  Childs Achievement from grades 3 through 8.
• Making Decisions Concerning a Students
  Academic progress
• Not Sole Indicator
• Assessments (student artifacts) and Tests
• Summative and Formative

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Purpose 5

• Increase the Accountability of the States
  Educational System to Connecticut Parents and
  Citizens

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How to Read Your Childs CMT Profile
Presented by Rodney Mosier, ELMS Assistant
Principal
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• The tables below outline the raw score points
  necessary for mastery in each strand on the
  Mathematics, Editing Revising, and Reading
  Comprehension tests. Student performance on the
  CMT Science test is reported as raw score points
  by content strand and dimension. There are no
  mastery criteria established for Science.

• Mathematics Strands
• 1. Place Value 13. Computation with
  Percents
• 2. Pictorial Representations of Numbers 14.
  Time
• 3. Equivalent Fractions, Decimals and Percents
  15. Approximating Measures
• 4. Order, Magnitude and Rounding of Numbers 16.
  Customary and Metric Measures
• 5. Models for Operations 17. Geometric Shapes
  and Properties
• 6. Basic Facts 18. Spatial Relationships
• 7. Computation with Whole Numbers and Decimals
  19. Tables, Graphs and Charts
• 8. Computation with Fractions and Integers 20.
  Statistics and Data Analysis
• 9. Solve Word Problems 21. Probability
• 10. Numerical Estimation Strategies 22.
  Patterns
• 11. Estimating Solutions to Problems 23.
  Algebraic Concepts
• 12. Ratios and Proportions 25. Mathematical
  Applications
• 24. Classification and Logical Reasoning

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CT State Department of Education
https//solutions1.emetric.net/ctdataanalyzer/UI/G
uides/DataAnalysisGuide.pdf
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CT State Department of Education
https//solutions1.emetric.net/ctdataanalyzer/UI/G
uides/DataAnalysisGuide.pdf
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How CMT Information Is Used

• Presented by
• Judy DeLeeuw, ELMS Principal

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Math
Presented by Jason Bitgood, District Math
Coordinator
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CMT AnalysisMath

• 25 strands in math
• Mixture of open-ended and multiple choice
  questions
• 4 areas include
• numerical and proportional reasoning
• geometry and measurement
• working with data probability and statistics
  and
• algebraic reasoning patterns and functions.

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Expectations

• Computation
• Addition, subtraction, multiplication, division
  with whole numbers, fractions, decimals and
  percentages
• Communicate numerical, geometrical, algebraic and
  statistical ideas orally and written using
  models, pictures, graphs and symbols.
• Use logical reasoning to defend arguments and
  justify conclusions

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Objective 11 (Grade 7)Estimating Solutions to
Problems

• Amy wants to estimate 11 of 9.11.
• What is a good estimate for the answer?
• Show your work or explain how you made your
  estimate.

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Student 1(Score Point 2 Highest)
Answer What is a good estimate of the
answer? 1.00 I rounded 9.11 to 9.00 and
multiplied 9.00 and .11 and I got .99 and
rounded it to 1.00
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Student 1(Score Point 0 Lowest)
What is a good estimate of the answer? 10 You
should round to the easiest and nearest percent.
I chose 10 because it is closer to 11 then the
other percents 1, 5, 15, 20, 50,
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Objective 25 (Grade 5)Mathematical Applications
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Student 1(Score Point 3 Highest)
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Student 2(Score Point 0 Lowest)
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Reading and Writing

• Presented by
• Jennifer Lewis. ELMS Literacy Specialist

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Reading Assessment (2 Parts)

• DRP (Degrees of Reading Power)
• 50 of score
• 1 test session
• Cloze procedure
• Students must choose the correct word to insert
  on a blank in the passage

• Reading Comprehension
• 50 of score
• 2 test sessions
• 2 passages, 1 fiction, 1 non-fiction
• 4 types of questions

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Degrees of Reading Power (DRP)

• Test items are designed to assess the ability to
  use information in the text to figure out the
  meaning of the text
• If a sentence containing a blank is considered in
  isolation, each response item could work. The
  meaning of the entire passage must be taken into
  account.

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Reading Comprehension

• 4 Content Strands
• 1. Forming a General Understanding
• Important information, prediction, vocabulary
• 2. Developing Interpretation
• Inference, text organization, draw support
  conclusions
• 3. Making Reader/Text Connections
• Text to self, text to text, text to world
• 4. Examining the Content and Structure
• Literary devices, extension, evaluation, values
  in text

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Writing (2 Parts)

• Direct Assessment of Writing (DAW)
• 60
• 1 test session
• 45 minute timed prompt
• Students respond to a writing prompt
• Scored holistically by 2 trained readers
• Scores based on points of 1-6 and are added
  together for the DAW score

• Editing and Revising
• 40
• 1 test session
• Assesses skills in composing, revising and editing

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Direct Assessment of Writing

• Assesses how well students can communicate
  written ideas in a coherent, elaborated, and
  organized way.
• Students respond to a prompt in 45 minutes.
• Responses are scored as first drafts.
• Modes of Writing
• Grades 3 4 Narrative (story writing)
• Grades 5 6 Expository (telling)
• Grades 7 8 Persuasive

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Direct Assessment of Writing

• Scored holistically -trained scorers evaluate the
  overall effectiveness of the response, taking
  into consideration the characteristics that
  distinguish good writing.
• Emphasis is on how well students develop and
  communicate their ideas.
• Errors in grammar and punctuation do not affect a
  students score as long as the scorers can
  understand the response.
• There are no specific formulas or specific
  writing strategies that necessarily result in a
  higher score.

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Common Misperceptions About CMTs

• Presented by
• David Costa,
• School Guidance Counselor

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Resources for Parents

• State of Connecticut Resource Page
  http//www.csde.state.ct.us/public/cedar/assessmen
  t/cmt/index.htm
• East Lyme Website CMT Resource Page
  http//www.eastlymeschools.org/page.cfm?p1658