Grade 3 Reading and Math Achievement Test Results

FA M I LY S C O R E R E P O RT Prepared for

The Family of Test Date: School: District:

Kyree Adams Spring 2006 Aberdeen Elementary (123654) Clarence-Lowden District (987456)

Grade 3 Reading and Math Achievement Test Results Dear Family, In March, Kyree took the Grade 3 Reading and Math Achievement Tests, which measure student progress toward the end-of-year Ohio Academic Standards. These standards have been developed by Ohio teachers, parents and the community. The standards describe what your child should know and be able to do by the end of each grade. By meeting grade-level expectations, students will be on track for continued success beyond third grade. This report explains what Kyree’s test scores mean. It suggests ways that you can help her excel. I encourage you to talk to Kyree’s teacher about this report and the classroom resources that can help to ensure Kyree’s success. Sincerely,

Susan T. Zelman Superintendent of Public Instruction

More information about statewide testing is available online. Visit www.success.ode.state.oh.us to: � � �

see actual test questions, read more about Ohio’s Academic Content Standards and assessment system, learn about additional resources for helping your child.

Quick Facts About Your Child and State Achievement Tests Q. Why does my child take achievement tests?

Students have only one score for the Grade 3 Math Achievement Test

The Reading and Math Achievement Tests help ensure that all stu-

because this test is taken once a year in the spring.

dents have learned the level of reading and math expected of Ohio

Q. What happens if my child does not pass the Grade 3 Reading Achievement Test?

students at the end of the third grade.

Q. Why do some children have two scores for the Grade 3 Reading Achievement Test and only one score for the Grade 3 Math Achievement Test?

If a child does not pass either the fall or the spring reading tests, he or

Some students have two scores for the Grade 3 Reading Achievement

participation and class work to determine whether the child should

Test because this test is taken twice a year – once in the fall and once

move to Grade 4.

she may take the test in the summer. If the child does not pass the summer reading test, the teacher looks at the child’s attendance, classroom

in the spring. Both scores are included in this report. Students are credited with the higher score.

For more information about state tests, go to www.success.ode.state.oh.us.

FA M I LY S C O R E R E P O RT

Reading Achievement Results

What Are Your Child’s Strengths and Weaknesses in Reading?

520

Advanced - Students go beyond State Average Score:

understanding what they read to explain what they like or do not like about a story.

420

School Average Score: 410

432

Kyree’s spring score is 395.

400

She has performed at the basic level and does not meet standards for Grade 3 reading.

390

385

Kyree’s Fall Score is 390

250

MEETS STATE STANDARD

415

Acquisition of Vocabulary

Accelerated - Students

DOES NOT MEET STATE STANDARD

District Average Score: 404

Below Above Proficient Proficient Proficient

Reading Process

understand what they read (e.g., fairy tales, folk tales, poetry) and compare stories with other stories.

Informational Text Literary Text

Proficient - Students understand

The reading test measures four standards: Acquisition of Vocabulary, Reading Process, Comprehension of Informational Text, and Comprehension of Literary Text. The chart above shows you how well Kyree performed in each standard.

what they read. They try to list important ideas in the texts they read.

Basic - Students understand some of what they read. They use strategies (e.g., clues in sentences and paragraphs, knowledge of word parts) to learn new words. Limited - Students may struggle with simple reading tasks (e.g., fairy tales, folk tales, poetry).

Different versions of the test are used each time the test is given. The scores in this report are used to compare performance from year to year. Scores in different subjects cannot be compared.

Math Achievement Results 520

Advanced - Students can solve

new, complex problems. They explain their reasoning by using formal math terms (e.g., vertex instead of corner) and symbols (e.g., >).

447

the proficient level and meets standards for Grade 3 math.

State Average Score:

400

435

378

School Average Score: 416 District Average Score: 402

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MEETS STATE STANDARD

She has performed at

429

DOES NOT MEET STATE STANDARD

Kyree’s score is 423.

Accelerated - Students can

compare shapes and estimate measurements. They combine different ideas (e.g., converting between tables and graphs) and explain their reasoning.

Proficient - Students can solve

common problems with whole numbers, decimals and fractions. They try to explain their reasoning with words or pictures.

Basic - Students can remember

some math terms (e.g., circle) and concepts (e.g., reading graphs). They can do common tasks, such as measuring lines and comparing shapes.

Limited - Students struggle with

math terms and concepts. They also struggle with common tasks such as rounding, making change and solving one-step problems.

What Are Your Child’s Strengths and Weaknesses in Math?

Number, Number Sense & Operations

Below Above Proficient Proficient Proficient

Measurement Geometry & Spatial Sense Patterns, Functions & Algebra Data Analysis & Probability

The math test measures five standards: Number, Number Sense and Operations; Measurement; Geometry and Spatial Sense; Patterns, Functions and Algebra; and Data Analysis and Probability. The chart above shows you how well Kyree performed in each standard. TH E OH I O D E PA RTMENT OF EDUCATION


Grade 3 Reading and Math Achievement Tests

OHIO ASSESSMENT SYSTEM Starting in July, you can see some of the actual test questions at What Are Your Child’s Strengths and Weaknesses in Reading? www.success.ode.state.oh.us Teacher Score Report | Grade 3 Math Achievement Test

Acquisition of Vocabulary

Kyree Scored Proficient

Students figure out what new words mean by looking at the words and sentences around the new words. They correctly read common words (e.g., ant, leaf, pillow). They use what they know about parts of words (e.g., can’t, lovely, helpful) to understand whole words.

WHAT THESE Results mean

NEXT STEPS

Your child is learning to use clues in texts, word parts (e.g., softly), root words (e.g., eating), and contractions (e.g., I’m) to learn the meaning of new words. She uses dictionaries, glossaries and other tools to find the meaning and pronunciation of unknown words.

Have your child read to you, and help her use word parts and clues in text to understand new words. Have her use a dictionary to check the meanings.

Reading Process

Kyree Scored Below Proficient

Students read books by themselves and use reading strategies to help understand what they read. For example, they summarize stories, articles or book chapters by putting information in the right order and by including main ideas and important details.


NEXT STEPS

Your child can read for enjoyment but struggles to compare and contrast information from one text with another. She has difficulty recognizing unstated facts and organizing the information.

Read a short book or text with your child. Discuss what the text was about and help your child find the important details in the text.

Informational Text


Students use text features (e.g., titles, index, pictures) to understand informational texts (e.g., maps, instructions, non-fiction). They know how to draw conclusions from information in charts, graphs and diagrams.


NEXT STEPS

Your child may be able to find the main idea in an article or a text but may have difficulty supporting the main idea with charts, pictures or diagrams.

Make a dessert with your child. Help your child read the directions for a simple recipe. Have her explain what ingredients are needed and how to mix them together. Clarify any mistakes together.

Literary Text


Students compare and contrast the plots of different stories. They use details from stories to describe characters and setting and can retell what happens. They also explain the features of different types of literature (e.g., fairy tales, folk tales, poems).


NEXT STEPS

Your child is learning to recognize what is similar and different in stories. She can recognize different types of texts (e.g., fairy tales, folk tales, poems).

Your child is learning to recognize what is similar and different in stories. She can recognize different types of texts (e.g., fairy tales, folk tales, poems).

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What Are Your Child’s Strengths and Weaknesses in Math?

Starting in July, you can see some of the actual test questions at www.success.ode.state.oh.us

Number, Number Sense and Operations


Students compare numbers and match fractions to pictures. Students add, subtract, multiply, and divide whole numbers, and they use place values (e.g., 64 is 6 tens and 4 ones) to solve problems. They also count money and make change.


NEXT STEPS

Your child can usually add and subtract whole numbers. She may have trouble with multiplying and representing fractions and decimals in pictures.

When shopping, have your child add prices, make change and compare costs. Use slices of pizza to talk about fractions.

Measurement

Kyree Scored Above Proficient

Students tell time, read thermometers and identify units of measure (e.g., inch, pound, liter). They measure and estimate length, weight, area, and volume, as well as draw shapes with given measurements (e.g., a square with 3-inch sides).


NEXT STEPS

Your child selects and uses the correct tools to measure length, weight, temperature, and time. She may be able to use strategies to find and estimate perimeter, area and volume.

Have your child estimate and check how many cups and quarts are in a pitcher and how many sticky notes it takes to cover the refrigerator door.

Geometry and Spatial Sense


Students describe 2-dimensional shapes (e.g., squares) and 3-dimensional objects (e.g., cubes) by their properties (e.g., number of sides), find points on grids and draw lines that divide objects into two identical parts.


NEXT STEPS

Your child may have difficulty identifying angles and points on a grid. She may understand some math terms (e.g., face) but may have difficulty using them.

Most maps have a grid that uses letters and numbers. Find several places on the map, and work with your child to name the locations by using the grid.

Patterns, Functions and Algebra


Students describe and extend patterns (e.g., 3, 6, 9 is an “add 3” pattern; the next term is 12). They write and solve number sentences (e.g., 9 = o + 7; o- 7 = 2).


NEXT STEPS

Your child can complete or extend patterns but may have trouble describing the pattern with words. She can solve number sentences and use tables to organize patterns.

Ask your child to create a pattern (e.g., 1, 5, 9). Alternate with your child to give the next 2 terms (13, 17). Have her describe the pattern (add 4).

Data Analysis and Probability

Kyree Scored Above Proficient

Students read, construct and interpret bar and picture graphs; understand different displays of data (e.g., tables); and find the number that appears most in the data (mode).


NEXT STEPS

Your child creates, interprets and analyzes graphs and tables. She can make predictions from graphs. She can conduct simple probability experiments, analyze data and draw conclusions.

Have your child find a graph in a newspaper or magazine. Ask her to display the data in a new way. Ask, “Which display best represents the data? Why?”

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