School District Address City, CA Zip Dear Parent or Guardian, In March Name of School District tested all second grade students on their performance skills in mathematics using the Silicon Valley MAC Test. The Silicon Valley MAC Test is designed to measure not only mathematical skills and computation, but to give a more complete picture of the student’s mathematical performance by examining how well the student can apply his/her mathematical skills in problem-solving situations. This assessment is trying to determine if a student understands when to use a particular mathematical skill, which mathematical tools the student chooses to solve new problems, how well the student communicates about a set of calculations, and how the student uses the calculations to make decisions. This test was administered by 40 local school districts in the Bay Area but is also given nationally and internationally. A nation-wide panel of educators in mathematics sets the standards and scoring expectations. A data comparison of the 40 local school districts is generated. A breakdown by task of____Student Name_’s______________ performance on this year’s assessment is given below. You may look at your student’s test during conference times and ask to see examples of other student work to give yourself a more detailed view of your child’s mathematical performance. _____Student Name______ achieved an overall performance ranking of level __S__, which means___ See Cut Sheet_____________________ Descriptor of Level. Below are some suggestions, which might help your child improve performance: Insert paragraph for each task the student scored below standards. We would like to continue the partnership between home and school. If you have questions about your child’s performance or want further suggestions on activities to do at home, you are encouraged to discuss this with the classroom teacher. Sincerely, Teacher Name Name of School Silicon Valley MAC Test – Second Grade 2012 Core Idea Task Score Measurement and Data Cake Sale SC This task asks students to interpret and use data from a tally chart and a bar graph with a one-to-one scale. Students who are successful are able to compare and combine values on the graph, and use words, numbers, or pictures to justify their calculations. Students should demonstrate that they understand the mathematical language of combining and comparison, and set up appropriate mathematical models based on these understandings. Number and Operations in Desert Creatures Base Ten This task asks students to demonstrate an understanding of how to combine, separate, and compare two- and three- digit values. Successful students demonstrate fluency in adding and subtracting whole numbers in context, and they are able to communicate reasoning using words, numbers, or pictures. Students should have access to a variety of strategies, including those based on place value, properties of operations, and/or the relationship between addition and subtraction. Students are asked to justify their calculations using models, such as expressions, equations, or drawings. Operations & Algebraic Maria’s Fruit Stand SC Thinking This task asks students to look for and express regularity in repeated reasoning. Successful students make sense of the arrays of objects (fruits), and can use repeated addition or multiplication to express the total number. They can also work backward from a total number of objects to create and appropriate array model. These students also use knowledge of money relationships to assign coin values to the fruit, and find a total dollar value for a given number of fruit. These students also had an understanding of how a dollar is decomposed into quarters (two quarters are 50¢, two groups of 50¢ are $1.00) and understood how to represent that relationship in numbers, words, or drawings. Geometry The Playhouse SC This task asks students to identify basic geometric shapes such as triangles, circles, and quadrilaterals. Successful students can also recognize and quantify specific attributes, such as number of vertices and sides of a given polygon. Students are asked to construct viable arguments when comparing and contrasting two quadrilaterals, using specific geometric attributes as the structure of the argument. Operations & Algebraic Misha’s Marbles SC Thinking This task asks students to demonstrate an understanding of how to interpret and extend a growing pattern of two colored marbles, using drawings, words, charts, and/or number sentences to describe the growth. Successful students represent the “plus 3” growth pattern at any stage of marble pattern growth, including if a stage of marble pattern growth is skipped, and are able to work backward from the number of marbles to the stage of marble pattern growth. Students are asked to look for and express regularity in repeated reasoning, and represent it for the linear pattern. MS = Meets Standards NI = Needs Improvement 0 = Student scored no points on this task Cut and Paste Chart for Second Grade: Scores 0 – 13 = Level 1 14 – 20 = Level 2 21 – 31 = Level 3 32 – 40 = Level 4 A level 1 means Demonstrates Minimal Success. The student showed minimal evidence of performing at the level of the standards. Much of the response was either fragmented or non-existent. A level 2 means Performance Below Standards. The student showed some evidence of performing at the level of the standards, but overall the performance did not consistently meet the standards. A level 3 means Performance at Standards. The student performed at a level that met the standards. A level 4 means Achieves Standards at a High Level. The student performed at a high level on the tasks and consistently achieved the standards. Scores by Task: If the student received: Cake Sale: 0 = 0, 1 to 3 = NI, or 4 and above = MS If the student received NI insert the following paragraph after “some suggestions for improvement”: Students need practice comparing and combining values, and should have access to a variety of strategies including counting up, compensation, modeling amounts for comparisons using one-to-one matching, or different algorithms. Students need to know the importance of communicating how they know their answer is correct. This can be done by showing their calculations, explaining the process by which they got their answer, or by drawing a representation of their calculation. Students should have an understanding of the conventions of tally charts, and that the tally chart and bar graph are equivalent representations of the same data. Students should have an understanding of the conventions of bar graphs so that they can read and interpret data. They should also understand how to use labels and scale to correctly populate a bar graph using information from a table. Students need practice with both asking and answering questions about data. Desert Creatures: 0 = 0, 1 to 3 = NI, or 4 and above = MS If the student received NI insert the following paragraph after “some suggestions for improvement”: Students who struggled with this task typically did not have a firm understanding of place value, and the role of place value in operations for two- and three-digit numbers. Students should be fluent with +10 and -10 for numbers up to 900. Students need experiences interpreting word problems, and associating the actions of combining, separating, and comparing to the operations of addition and subtraction. Furthermore, the inability to correctly model a comparison situation using an appropriate subtraction or missing addend number sentence interfered with their ability to make accurate calculations. Finally, second grade students should be using a variety of strategies for adding and subtracting with 1000, including counting up, compensation, modeling amounts for comparisons using one-to-one matching, or different algorithms. Each of these needs to be embedded in an understanding of how place value works. Maria’s Fruit Stand: 0 = 0, 1 to 4 = NI, or 5 and above = MS If the student received NI insert the following paragraph after “some suggestions for improvement”: Students who struggled with this problem did not tend to recognize the repeated structure of the rectangular array. Understanding and using the structure of repeated addends allows students to use doubling, multiplying, and compensating strategies for combining the rows and columns of fruits. They tended to make fewer calculation errors when they used this structure. Students needing improvement on this task would also benefit from fluency with skip counting, and working with standard units of money such as quarters, dimes, nickels, and pennies, as well as developing a clear understanding of each coin’s relationship to $1.00. Students need a variety of strategies to explain and communicate their reasoning when doing operations, including drawings, number sentences, and words. The Playhouse: 0 = 0, 1 to 3 = NI, or 4 and above = MS If the student received NI insert the following paragraph after “some suggestions for improvement”: Children should know the names of common polygons and be able to identify them based on attributes such as the number of sides or vertices. Children also benefit from frequent play with scissors and shapes. As children combine and take apart shapes, they learn to recognize the attributes of various shapes and notice how they are alike and how they are different. Children should have many experiences with sorting and classifying shapes and objects based on one or more attributes. It is natural for students to first begin to identify shapes by their resemblance to other known objects. A rectangle may be seen as a “door”; a right triangle could be seen as a “slide”. They often associate a shape with its orientation in space. It is not unusual for them to see an equilateral triangle when the base is parallel to the bottom of the page, yet claim that this same shape is not a triangle when rotated to point to the right or left. Questioning our children about specific attributes of different shapes helps them move past this stage into deeper geometric thinking. Misha’s Marbles: 0 = 0, 1 to 3 = NI, or 4and above = MS If the student received NI insert the following paragraph after “some suggestions for improvement”: Students who struggled with this problem often struggled with moving between the different representations of the growth pattern in the task. Students needed to identify the growth as both a numerical pattern (add three each time, starting with a constant black marble of one) and as a drawing in context (the number of marbles expanding on three ‘legs’ of the pattern). Students would benefit from using tiles or cubes to build a variety of growing patterns. In order to recreate the shape, students need to analyze the different component pieces that make the shape. In order to extend the pattern in growing the shapes, students need to identify which component pieces are the same, and which are different, in each new step of the pattern. Transferring the information to a chart or t-table will help students identify the growth. These deeper understandings will help the children to represent and describe the growth patterns in words, numbers, and drawings. Students who struggled with this task would benefit from fun number sense activities, such as skip counting from numbers other than 0 (start with 5, and skip count by 3’s would be 5, 8, 11, 14, etc.). May Date School District Address City, CA Zip Dear Parent or Guardian, In March Name of School District tested all third graders on their performance skills in mathematics using the Silicon Valley MAC Test. Silicon Valley MAC Test is designed to measure not only mathematical skills and computation, but to give a more complete picture of the student’s mathematical performance by examining how well the student can apply his/her mathematical skills in problem-solving situations. This assessment is designed to determine if a student understands when to use a particular mathematical skill, which mathematical tools the student chooses to solve new problems, how well the student communicates about a set of calculations, and how the student uses the calculations to make decisions. This test was administered by 40 local school districts in the Bay Area but is also given nationally and internationally. A nation-wide panel of educators in mathematics sets the standards and scoring expectations. A data comparison of the 40 local school districts is generated. A breakdown by task of____Student Name_’s______________ performance on this year’s assessment is given below. You may look at your student’s test during conference times and ask to see examples of other student work to give yourself a more detailed view of your child’s mathematical performance. _____Student Name______ achieved an overall performance ranking of level __S__, which means___ See Cut Sheet_____________________ Descriptor of Level. <Below are some suggestions, which might help your child improve performance: > This line should only be printed if there is at least one NI. Insert paragraph for each task the student scored below standards. We would like to continue the partnership between home and school. If you have questions about your child’s performance or want further suggestions on activities to do at home, you are encouraged to discuss this with the classroom teacher. Sincerely, Teacher Name Name of School Is there a way to have the program make sure that if the letter is getting longer, there is more than just the Sincerely, etc on the second page or less than just the Sincerely? Balanced Assessment Test – Third Grade 2012 Core Idea Task Score Measurement Clubhouse Plans SC This task asks students to use a diagram to count area and perimeter in square units. It asks students to draw a picture with a given area on a grid. The task asks students to compare areas and perimeters by calculating measures using a grid. Operations and Cookie Dough SC Algebraic Thinking The task asks students to equal groups to solve problems involving multiplication and division. It also asks students to calculate with money. Measurement and Data Rise and Shine! SC The task asks students to read and interpret data recorded in a frequency table or bar graph. It asks students to add data to the frequency table and bar graph and use the data to solve problems involving putting together, taking from, and comparing. Number and Operations Travel for Work SC in Base Ten The task asks students to their place value knowledge and estimation to solve problems involving addition and subtraction using data presented in a table. Operations and Worms SC Algebraic Thinking The task asks students to extend a geometric pattern using drawings, tables, and number patterns. MS = Meets Standards NI = Needs Improvement 0 = Student scored no points on this task Cut and Paste Chart for Third Grade: Scores 0-12 13-20 21-30 31-40 =1 =2 =3 =4 A level 1 means Demonstrates Minimal Success. The student showed minimal evidence of performing at the level of the standards. Much of the response was either fragmented or non-existent. A level 2 means Performance Below Standards. The student showed some evidence of performing at the level of the standards, but overall the performance did not consistently meet the standards. A level 3 means Performance at Standards. The student performed at a level that met the standards. A level 4 means Achieves Standards at a High Level. The student performed at a high level on the tasks and consistently achieved the standards. Scores by Task: If the Student received: Clubhouse Plans: 0 = 0, 1 to 2 =NI, or 3 and above =MS If the student received NI insert the following paragraph after “some suggestions for improvement: Students need to be able to count squares in a grid to find area. Students need to understand that the areas of all figures should be found to justify which shape is largest. Students should also be able to draw a shape on a grid with a given area. Cookie Dough: 0 = 0, 1 to 3 =NI, or 4 and above =MS If the student received NI insert the following paragraph after “some suggestions for improvement: Students need to be able to recognize multiplication contexts in word problems. Students should be able to solve multi-step problems involving multiplication and addition. Students should understand the relationship between multiplication and division to solve division problems whose solution is close to a known fact. Rise and Shine!: 0 = 0, 1 to 4 =NI, or 5 and above =MS If the student received NI insert the following paragraph after “some suggestions for improvement: Students need to be able to read information from a table or graph to complete information on the other. Students should be able to identify key features of a graph such as the category that appears the most or least. Students should be able to read numbers from a table or graph and use them to calculate a total. Travel for Work: 0 = 0, 1 to 3 =NI, or 4 and above =MS If the student received NI insert the following paragraph after “some suggestions for improvement: Students should be able to use place value understanding to find largest and smallest from a set of numbers in the hundreds. Students should be comfortable adding and subtracting numbers in the hundreds and recognize which operation to choose. Worms: 0 = 0, 1 to 4 =NI, or 5 and above =MS If the student received NI insert the following paragraph after “some suggestions for improvement: Students need more opportunities to identify and extend patterns. Students should have a variety of strategies to think about growing patterns, including drawing pictures, using tables, and understanding how parts of the pattern grow. Thinking about what stays the same and what changes each times helps students develop number sentences to extend the pattern and work backward. May Date School District Address City, CA Zip Dear Parent or Guardian, In March Name of School District tested all fourth graders on their performance skills in mathematics using the Silicon Valley MAC Test. The Silicon Valley MAC Test is designed to measure not only mathematical skills and computation, but to give a more complete picture of the student’s mathematical performance by examining how well the student can apply his/her mathematical skills in problem-solving situations. This assessment is designed to determine if a student understands when to use a particular mathematical skill, which mathematical tools the student chooses to solve new problems, how well the student communicates about a set of calculations, and how the student uses the calculations to make decisions. This test was administered by 40 local school districts in the Bay Area but is also given nationally and internationally. A nation-wide panel of educators in mathematics sets the standards and scoring expectations. A data comparison of the 40 local school districts is generated. A breakdown by task of____Student Name_’s______________ performance on this year’s assessment is given below. You may look at your student’s test during conference times and ask to see examples of other student work to give yourself a more detailed view of your child’s mathematical performance. _____Student Name______ achieved an overall performance ranking of level __S__, which means___ See Cut Sheet_____________________ Descriptor of Level. Below are some suggestions, which might help your child improve performance: Insert paragraph for each task the student scored below standards. We would like to continue the partnership between home and school. If you have questions about your child’s performance or want further suggestions on activities to do at home, you are encouraged to discuss this with the classroom teacher. Sincerely, Teacher Name Name of School Balanced Assessment Test –Fourth Grade 2012 Core Idea Task Score Operations – Fractions Butterfly and Moth Collection SC & Measurement The task asks students to read and interpret data in a frequency table and line plot. It asks students to use their understanding of measurement in fractional units on line plot to make comparisons. Geometry Looking for Shapes SC The task asks students to look at shapes and notice key attributes, such as angle size, parallel sides, number of sides and angles, and symmetry. It asks students to deconstruct shapes into simpler familiar shapes. Operations - Fractions Penguin Ice Cream SC The task asks students to identify quantities in a set as a fraction of that set. It asks students to add and subtract simple fractions and interpret fractions in a context to determine a solution. Operations and Singing at the Ballgame SC Algebraic Thinking The task asks students to solve problems involving multiplication and division. It asks students to interpret calculations in the context of the problem, including interpreting the meaning of remainders. Operations and Math Rules! SC Algebraic Thinking This task asks students to use simple rules involving the four operations to solve problems. It asks students to write a rule to solve a division problem with a remainder. MS = Meets Standards NI = Needs Improvement 0 = Student scored no points on this task Cut and Paste Chart for Fourth Grade: Scores 0-11 12-19 20-29 30-40 =1 =2 =3 =4 A level 1 means Demonstrates Minimal Success. The student showed minimal evidence of performing at the level of the standards. Much of the response was either fragmented or non-existent. A level 2 means Performance Below Standards. The student showed some evidence of performing at the level of the standards, but overall the performance did not consistently meet the standards. A level 3 means Performance at Standards. The student performed at a level that met the standards. A level 4 means Achieves Standards at a High Level. The student performed at a high level on the tasks and consistently achieved the standards. Scores by Task: If the Student received: Butterfly and Moth Collection: 0 = 0, 1 to 3 =NI, or 4 and above =MS If the student received NI insert the following paragraph after “some suggestions for improvement: Students need to be able to use rulers and number lines to think about size of fractions. Students should be able to look at a set of numbers and identify most and least. When looking at data, students should be able to think about the difference between largest number and the number that appears most often. Looking for Shapes: 0 = 0, 1 to 2 =NI, or 3 and above =MS If the student received NI insert the following paragraph after “some suggestions for improvement: Students need to be able to look at shapes and subdivide them into smaller familiar shapes. Spatial visualization is important for developing geometric thinking and helping students identify key attributes in shapes such as number and size of sides and angles, recognizing symmetry, and finding parallel lines. Students need frequent opportunities to sort geometric shapes by attributes. Penguin Ice Cream: 0 = 0, 1 to 4 =NI, or 5 and above =MS If the student received NI insert the following paragraph after “some suggestions for improvement: Students need to be able to write fractions for parts of set by identifying the total number in the set for the denominator and using a subgroup of the set or part for the numerator. Students should be able to find equivalent fractions for common or friendly fractions, such as 1/2 = 5/10. Singing at the Ball Game: 0 = 0, 1 to 3 =NI, or 4 and above =MS If the student received NI insert the following paragraph after “some suggestions for improvement: Students need more practice identify when to multiply or divide in problem-solving situations. Students should be comfortable and accurate with multiplication by 1 and digit numbers and dividing by 1 digit numbers. Students need to work with a variety of division contexts to understand and interpret the meaning of the remainder. What types of situations is it important to an extra to the answer? When can the remainder be ignored? Math Rules!: 0 = 0, 1 to 3 =NI, or 4 and above =MS If the student received NI insert the following paragraph after “some suggestions for improvement: Students need to be able to calculate accurately using verbal rules, such as, double a number and add 5 or multiply by 4 then subtract 18. May Date School District Address City, CA Zip Dear Parent or Guardian, In March Name of School District tested all fifth graders on their performance skills in mathematics using Silicon Valley MAC Test. The Silicon Valley MAC Test is designed to measure not only mathematical skills and computation, but to give a more complete picture of the student’s mathematical performance by examining how well the student can apply his/her mathematical skills in problem-solving situations. This assessment is designed to determine if a student understands when to use a particular mathematical skill, which mathematical tools the student chooses to solve new problems, how well the student communicates about a set of calculations, and how the student uses the calculations to make decisions. This test was administered by 40 local school districts in the Bay Area but is also given nationally and internationally. A nation-wide panel of educators in mathematics sets the standards and scoring expectations. A data comparison of the 40 local school districts is generated. A breakdown by task of____Student Name_’s______________ performance on this year’s assessment is given below. You may look at your student’s test during conference times and ask to see examples of other student work to give yourself a more detailed view of your child’s mathematical performance. _____Student Name______ achieved an overall performance ranking of level __S__, which means___ See Cut Sheet_____________________ Descriptor of Level. Below are some suggestions, which might help your child improve performance: Insert paragraph for each task the student scored below standards. We would like to continue the partnership between home and school. If you have questions about your child’s performance or want further suggestions on activities to do at home, you are encouraged to discuss this with the classroom teacher. Sincerely, Teacher Name Name of School Balanced Assessment Test –Fifth Grade 2012 Core Idea Task Score Operations & Algebraic Walls With Windows SC Thinking This task asks students to analyze and extend a geometric pattern in pictures, tables, and numbers. It asks students to work with inverse relations to find the pattern number given the total number of surrounding rectangles and make a convincing argument about why a number does not fit the pattern. Measurement A Box of Cubes SC This task asks students to calculate volume using counting strategies and multiplication. It asks students to think about multiplicative relationships to design and draw a prism to hold a given number of cubes. The task asks students to develop a justification why a given number of cubes will not fit in given containers. Number & OperationsKnowing Fractions SC Fractions This task asks students to use distance on a number line to think about size of calculations with fractions and mixed numbers. It asks students to test conjectures about calculations with fractions by reasoning about size of fractions and by giving examples. Number & Operations – School Fair SC Fractions This task asks students to work with fractions in the context of a school fair, using representations for part/ whole relationships of a set and a unit whole. It asks students to work with rates for times and use equivalent fractions and multiplication with fractions to solve problems. Number & Operations in For the Hundredths Time SC Base Ten This task asks students to use and make sense of models to represent decimal values and to calculate with decimals using the four operations: addition, subtraction, multiplication and division. MS = Meets Standards NI = Needs Improvement 0 = Student scored no points on this task Cut and Paste Chart for Fifth Grade: Scores 0-12= 1 13-19=2 20-28=3 29-40=4 A level 1 means Demonstrates Minimal Success. The student showed minimal evidence of performing at the level of the standards. Much of the response was either fragmented or non-existent. A level 2 means Performance Below Standards. The student showed some evidence of performing at the level of the standards, but overall the performance did not consistently meet the standards. A level 3 means Performance at Standards. The student performed at a level that met the standards. A level 4 means Achieves Standards at a High Level. The student performed at a high level on the tasks and consistently achieved the standards. Scores by Task: If the Student received: Walls with Windows: 0=0, 1- 4 = NI, 5 or more = MS If the student received NI insert the following paragraph after “some suggestions for improvement: Students need more opportunities to identify and extend patterns. Students should have a variety of strategies to think about growing patterns, including drawing pictures, using tables, and understanding how parts of the pattern grow. Thinking about what stays the same and what changes each times helps students develop number sentences to extend the pattern and work backward. Box of Cubes: 0=0, 1-3 = NI, 4 or more = MS If the student received NI insert the following paragraph after “some suggestions for improvement: Students at this grade level should be able to count cubes in a box by looking at pictures and seeing rows and columns. Given the number of cubes, students should be able to find 3 numbers that will multiply to that total to determine the dimensions of the prism. Students need practice drawing 3-dimensional figures to help them think about volume and surface area. Knowing Fractions: 0=0, 1- 3 = NI, 4 or more = MS If the student received NI insert the following paragraph after “some suggestions for improvement: Students should be able to use a number line to think about the size of fractions and mixed numbers. Students should understand operations with fractions and use them to think about size of answers. If a whole number is multiplied by a fraction, will the answer be more or less than the whole number? What happens when two fractions are added? School Fair: 0=0, 1- 3 = NI, 4 or more = MS If the student received NI insert the following paragraph after “some suggestions for improvement: Students need to be able to read and interpret word problems to determine if the situation is adding or multiplying. Students should be comfortable adding and multiplying mixed numbers. Students should be able to draw models to help them solve word problems and to make sense of the action of a problem. For the Hundredths Time: 0=0, 1-3 = NI, 4 or more = MS If the student received NI insert the following paragraph after “some suggestions for improvement: Students should be able to use hundredths blocks to model operations with decimals. Students need to count accurately to interpret the model and represent the solutions numerically and pictorially. Students should be able to add, subtract, and multiply simple decimals. May Date School District Address City, CA Zip Dear Parent or Guardian, In March Name of School District tested all sixth graders on their performance skills in mathematics using the Silicon Valley MAC Test. The Silicon Valley MAC Test is designed to measure not only mathematical skills and computation, but to give a more complete picture of the student’s mathematical performance by examining how well the student can apply his/her mathematical skills in problem-solving situations. This assessment is designed to determine if a student understands when to use a particular mathematical skill, which mathematical tools the student chooses to solve new problems, how well the student communicates about a set of calculations, and how the student uses the calculations to make decisions. This test was administered by 40 local school districts in the Bay Area but is also given nationally and internationally. A nation-wide panel of educators in mathematics sets the standards and scoring expectations. A data comparison of the 40 local school districts is generated. A breakdown by task of____Student Name_’s______________ performance on this year’s assessment is given below. You may look at your student’s test during conference times and ask to see examples of other student work to give yourself a more detailed view of your child’s mathematical performance. _____Student Name______ achieved an overall performance ranking of level __S__, which means___ See Cut Sheet_____________________ Descriptor of Level. Below are some suggestions, which might help your child improve performance: Insert paragraph for each task the student scored below standards. We would like to continue the partnership between home and school. If you have questions about your child’s performance or want further suggestions on activities to do at home, you are encouraged to discuss this with the classroom teacher. Sincerely, Teacher Name Name of School Balanced Assessment Test –Sixth Grade 2012 Core Idea Task Score Ratios & Proportional Rate Concentrate SC Relationships This task asks students to work with and compare ratios. Number System Freezing in Fargo SC This task asks students to compare and compute with negative and positive integers to solve problems about temperature change and average temperature. Number System Fraction Match SC This task asks students to work with fractions and decimals to order and compare values of fractions and mixed numbers. It asks students to find equivalents for decimals, fractions, and percents. The task asks students to solve problems with addition, subtraction, multiplication and division of fractions and their equivalents. Expressions & Equations Lattice Fence SC This task asks students to identify shapes in a growing geometrical pattern and extend the pattern. It asks students to identify the relationships or ratios of the shapes to the number of fence sections and use the relationship and its inverse to solve problems. Geometry Unfolding a Box SC This task asks students to work with volume and surface using a 3-dimensional representation. It asks students to use understanding of factoring to find the dimensions of a square given the area. MS = Meets Standards NI = Needs Improvement 0 = Student scored no points on this task Cut and Paste Chart for Sixth Grade: Scores 0-9 10-16 17-28 29-40 =1 =2 =3 =4 A level 1 means Demonstrates Minimal Success. The student showed minimal evidence of performing at the level of the standards. Much of the response was either fragmented or non-existent. A level 2 means Performance Below Standards. The student showed some evidence of performing at the level of the standards, but overall the performance did not consistently meet the standards. A level 3 means Performance at Standards. The student performed at a level that met the standards. A level 4 means Achieves Standards at a High Level. The student performed at a high level on the tasks and consistently achieved the standards. Scores by Task: If the Student received: Rate Concentrate: 0 = 0, 1- 2= NI, 3 or more = MS If the student received NI insert the following paragraph after “some suggestions for improvement: Students need more experience working with proportional reasoning and finding equivalent fractions in the context of increasing a recipe. Freezing in Fargo: 0=0, 1-4 = NI, 5 or more = MS. If the student received NI insert the following paragraph after “some suggestions for improvement: Students need to be able to work with integers to solve problems. Students need to be able to add, subtract, multiply and divide positive and negative numbers. Fraction Match: 0=0, 1- 2 = NI, 3 or more = MS If the student received NI insert the following paragraph after “some suggestions for improvement: Students need to be able to reason about relative size of fractions and decimals using a number line. Students should have strategies, such as changing all numbers to decimals to make them easier to compare. Students should be able to do computations with fractions, decimals and percents. Lattice Fence: 0 = 0, 1- 4 = NI, 5 or more = MS If the student received NI insert the following paragraph after “some suggestions for improvement: Students need more practice composing and decomposing geometric shapes. Students should be comfortable with identifying and extending geometric patterns and using ratios to solve problems. Unfolding a Box: 0=0, 1-3 = NI, 4 or more = MS If the student received NI insert the following paragraph after “some suggestions for improvement: Students should be able to work with 3-dimensional figures to find volume and surface area of a rectangular prism. Students should be able to find the side of a square if they know the area. School District Address City, CA Zip Dear Parent or Guardian, In March Name of School District tested all seventh graders on their performance skills in mathematics using the Silicon Valley MAC Test. The Silicon Valley MAC Test is designed to measure not only mathematical skills and computation, but to give a more complete picture of the student’s mathematical performance by examining how well the student can apply his/her mathematical skills in problem-solving situations. This assessment is trying to determine if a student understands when to use a particular mathematical skill, which mathematical tools the student chooses to solve new problems, how well the student communicates about a set of calculations, and how the student uses the calculations to make decisions. This test was administered by 40 local school districts in the Bay Area but is also given nationally and internationally. A nation-wide panel of educators in mathematics sets the standards and scoring expectations. A data comparison of the 40 local school districts is generated. A breakdown by task of____Student Name_’s______________ performance on this year’s assessment is given below. You may look at your student’s test during conference times and ask to see examples of other student work to give yourself a more detailed view of your child’s mathematical performance. _____Student Name______ achieved an overall performance ranking of level __S__, which means___ See Cut Sheet_____________________ Descriptor of Level. Below are some suggestions, which might help your child improve performance: Insert paragraph for each task the student scored below standards. We would like to continue the partnership between home and school. If you have questions about your child’s performance or want further suggestions on activities to do at home, you are encouraged to discuss this with the classroom teacher. Sincerely, Teacher Name Name of School Balanced Assessment Test –Seventh Grade 2012 Core Idea Task Score Ratios & Proportional Similar Figures SC Relationships This task asks students to look at a set of rectangles on a grid and find similar shapes by using equivalent fractions or ratios. It asks students to describe the relationships between figures using scale factor. Students are asked to use scale factor to find area of a new rectangle. Probability How I Roll SC This task asks students to work with probability of rolling number cubes by defining sample space and outcomes, then calculating and explaining the probabilities. Expressions and Facts in Fruit SC Equations This task asks students to solve equations for variables using algebraic manipulation and properties of numbers. Ratios & Proportional Breakfast of Champions SC Relationships The Number System This task asks students to use ratios to find unit rates to solve mathematical and realworld problems. Ratios & Proportional To Buy or Not to Buy SC Relationships The Number System This task asks students to work with and reason about percents in the context of price mark-ups and discounts. MS = Meets Standards NI = Needs Improvement 0 = Student scored no points on this task Cut and Paste Chart for Seventh Grade: Scores 0-12 13-19 20-29 30-40 =1 =2 =3 =4 A level 1 means Demonstrates Minimal Success. The student showed minimal evidence of performing at the level of the standards. Much of the response was either fragmented or non-existent. A level 2 means Performance Below Standards. The student showed some evidence of performing at the level of the standards, but overall the performance did not consistently meet the standards. A level 3 means Performance at Standards. The student performed at a level that met the standards. A level 4 means Achieves Standards at a High Level. The student performed at a high level on the tasks and consistently achieved the standards. Scores by Task: If the Student received: Similar Figures: 0=0, 1to 3=NI, 4 or more = MS If the student received NI insert the following paragraph after “some suggestions for improvement: Students should frequently use geometry contexts to think about ratios and scale factor. Students should be able to find equivalent fractions to identify equal ratios. Students should be able to think about how many times larger or smaller one shape is compared to another. How I Roll: 0 = 0, 1 - 3 = NI, 4 or more = MS If the student received NI insert the following paragraph after “some suggestions for improvement: Students should know the number of outcomes possible from rolling number cubes and how strategies such as tree diagrams, tables, organized lists to find the possible outcomes. Students should know how to set up a probability as the desired outcomes over the total possible outcomes. Facts in Fruit: 0 = 0, 1 – 5 = NI, 6 or more = MS If the student received NI insert the following paragraph after “some suggestions for improvement: Students need opportunities to think about important number properties, such as any number divided by 1 equals itself. Students need opportunities to work larger problems where they have to organize their ideas and keep track of what they know. Breakfast of Champions: 0 = 0, 1- 4=NI, 5 or more = MS If the student received NI insert the following paragraph after “some suggestions for improvement: Students need to be able to find a unit rate and use that rate to solve problems. Students should be able to find costs of 2 items using multiplication and addition. To Buy or Not to Buy: 0 = 0, 1- 2=NI, 3 or more = MS If the student received NI insert the following paragraph after “some suggestions for improvement: Students need more practice setting up problems that are unstructured. This task asks students to think about a 15% mark up and discount. Students at the lower level did not think to calculate the new price after the mark up or find the sale price. Students didn’t understand that a good mathematical argument includes using calculations or evidence to support their ideas. School District Address City, CA Zip Dear Parent or Guardian, In March Name of School District tested all eighth graders on their performance skills in mathematics using the Silicon Valley MAC Test. The Silicon Valley MAC Test is designed to measure not only mathematical skills and computation, but to give a more complete picture of the student’s mathematical performance by examining how well the student can apply his/her mathematical skills in problem-solving situations. This assessment is trying to determine if a student understands when to use a particular mathematical skill, which mathematical tools the student chooses to solve new problems, how well the student communicates about a set of calculations, and how the student uses the calculations to make decisions. This test was administered by 40 local school districts in the Bay Area but is also given nationally and internationally. A nation-wide panel of educators in mathematics sets the standards and scoring expectations. A data comparison of the 40 local school districts is generated. A breakdown by task of____Student Name_’s______________ performance on this year’s assessment is given below. You may look at your student’s test during conference times and ask to see examples of other student work to give yourself a more detailed view of your child’s mathematical performance. _____Student Name______ achieved an overall performance ranking of level __S__, which means___ See Cut Sheet_____________________ Descriptor of Level. Below are some suggestions, which might help your child improve performance: Insert paragraph for each task the student scored below standards. We would like to continue the partnership between home and school. If you have questions about your child’s performance or want further suggestions on activities to do at home, you are encouraged to discuss this with the classroom teacher. Sincerely, Teacher Name Name of School Balanced Assessment Test –Eighth Grade 2012 Core Idea Task Score Statistics Best Buy SC This task asks students to read and interpret a scatterplot. It asks students to sketch a line of best fit and use it to solve problems. The task also asks students to compare values using slope. Geometry The Flatpanel SC This task asks students to use Pythagorean theorem to find possible dimensions for a t.v. and reason about how changing the dimensions changes the viewing area. It asks students to work with squares and square roots to solve problems. To be successful students need to develop justifications about the effects of changing dimensions on area. Geometry 200 Freestyle SC This task asks students to understand and interpret a time/distance graph by comparing and contrasting important features. Expressions, Equations, Consumer Sense SC & Functions This task asks students to compare and contrast different pricing schemes for internet usuage on a tablet. It asks students to develop equations to describe the pricing and use algebraic tools like break-even and graphing to find out which is the best buy for different minute usuage. Number System Let’s Be Real SC This task asks students to work and reason about the relative sizes of fractions, decimals, repeating decimals, ,an d square roots. It asks students to explain why numbers are rational and irrational. MS = Meets Standards NI = Needs Improvement 0 = Student scored no points on this task Cut and Paste Chart for Eighth Grade: Scores 0-12 13-18 19-28 29-40 =1 =2 =3 =4 A level 1 means Demonstrates Minimal Success. The student showed minimal evidence of performing at the level of the standards. Much of the response was either fragmented or non-existent. A level 2 means Performance Below Standards. The student showed some evidence of performing at the level of the standards, but overall the performance did not consistently meet the standards. A level 3 means Performance at Standards. The student performed at a level that met the standards. A level 4 means Achieves Standards at a High Level. The student performed at a high level on the tasks and consistently achieved the standards. Scores by Task: If the Student received: Best Buy: 0 = 0, 1-4 = NI, 5 or more = MS If the student received NI insert the following paragraph after “some suggestions for improvement: Students need more work reading and interpreting scatterplots. Students should understand the how to interpret points that are on the same line location on the y-axis or same location on the x-axis. The Flatpanel: 0 = 0, 1-3 = NI, 4 or more =MS If the student received NI insert the following paragraph after “some suggestions for improvement: Students need more work using Pythagorean theorem in context. Students should be able to find the hypotenuse given the sides or possible sides given the hypotenuse. Students should be able to use the sides of a rectangle to calculate areas. 200 Freestyle: 0=0, 1-3 = NI, 4 or more = MS If the student received NI insert the following paragraph after “some suggestions for improvement: Students need more experiences working with time/distance graphs. Students should be able to read values for a point on the graph or find the point for a specific value. Students should be able to understand the context of a situation by interpreting changes in speed or slope. Consumer Sense: 0=0, 1-3= NI, 4 or more =MS If the student received NI insert the following paragraph after “some suggestions for improvement: Students need more experience interpreting verbal rules and using them to calculate values. Many students at this level did not understand how to use the decimal point in money values. Students should be able to write an equation from a verbal rule. Let’s be Real: 0=0, 1 – 3 = NI, 4 or more = MS If the student received NI insert the following paragraph after “some suggestions for improvement: Students should be comfortable converting fractions and square roots to decimals to compare values. Students should be familiar with the definition of an irrational number and be able to identify examples. School District Address City, CA Zip Dear Parent or Guardian, In March Name of School District tested all algebra students on their performance skills in mathematics using the Silicon Valley MAC Test. The Silicon Valley MAC Test is designed to measure not only mathematical skills and computation, but to give a more complete picture of the student’s mathematical performance by examining how well the student can apply his/her mathematical skills in problem-solving situations. This assessment is trying to determine if a student understands when to use a particular mathematical skill, which mathematical tools the student chooses to solve new problems, how well the student communicates about a set of calculations, and how the student uses the calculations to make decisions. This test was administered by 40 local school districts in the Bay Area but is also given nationally and internationally. A nation-wide panel of educators in mathematics sets the standards and scoring expectations. A data comparison of the 40 local school districts is generated. A breakdown by task of____Student Name_’s______________ performance on this year’s assessment is given below. You may look at your student’s test during conference times and ask to see examples of other student work to give yourself a more detailed view of your child’s mathematical performance. _____Student Name______ achieved an overall performance ranking of level __S__, which means___ See Cut Sheet_____________________ Descriptor of Level. Below are some suggestions, which might help your child improve performance: Insert paragraph for each task the student scored below standards. We would like to continue the partnership between home and school. If you have questions about your child’s performance or want further suggestions on activities to do at home, you are encouraged to discuss this with the classroom teacher. Sincerely, Teacher Name Name of School Balanced Assessment Test –Algebra 2012 Core Idea Task Score Functions and Equations Cycle Shop SC This task asks students write equations to describe situations about a bicycle shop and use them to solve simultaneous equations. Modeling Media Surfing SC This task asks students to read and interpret a scatterplot. It asks students to understand the line of best fit as showing a trend in the data and roughly showing where most points fit. Functions : Linear and Represent’n SC Quadratic Models This task asks students to reason about equations and their graphs. Students should be able to look notice key features, such as linear and nonlinear, negative slope. The task asks students to match equations to graphs, tables, and geometric contexts. Building and Rectiles SC Interpreting Functions This task asks students to interpret a visual model algebraically, find the area of the model, and use factoring to help design a model with equal area. Functions: Quadratic Aussie Fir Tree SC Models This task asks students to analyze and extend a geometric pattern in words, pictures, tables, and equations. It asks students to justify why a number doesn’t fit the pattern. MS = Meets Standards NI = Needs Improvement 0 = Student scored no points on this task Cut and Paste Chart for Course One/ Algebra: Scores 0-13 14-21 22-28 29-40 =1 =2 =3 =4 A level 1 means Demonstrates Minimal Success. The student showed minimal evidence of performing at the level of the standards. Much of the response was either fragmented or non-existent. A level 2 means Performance Below Standards. The student showed some evidence of performing at the level of the standards, but overall the performance did not consistently meet the standards. A level 3 means Performance at Standards. The student performed at a level that met the standards. A level 4 means Achieves Standards at a High Level. The student performed at a high level on the tasks and consistently achieved the standards. Scores by Task: If the Student received: The Cycle Shop: 0 = 0, 1-4 = NI, 5 or more = MS If the student received NI insert the following paragraph after “some suggestions for improvement: Students need more experiences using algebra to describe relationships. They should be able to write equations from a verbal description. Students should know the difference between expressions and equations. Students should be able to use algebra to solve two equations with two unknowns. Media Surfing: 0 = 0, 1-3 = NI, 4 or more =MS If the student received NI insert the following paragraph after “some suggestions for improvement: Students should be able to read and interpret a scatterplot. Students should be able to draw a rough line of best fit showing the trend in the data and use the line to answer questions about the data. Represent’n: 0=0, 1-3 = NI, 4 or more = MS If the student received NI insert the following paragraph after “some suggestions for improvement: Students should be able to understand the relationship between equations and graphs. They should be able to think about key features of an equation and how that will effect the shape of the graph. Students should be able to match equations to graphs and tables and make a table of values given the equation. Rectiles: 0=0, 1-4= NI, 5 or more =MS If the student received NI insert the following paragraph after “some suggestions for improvement: Students at this level need to be able to be able to use algebra to interpret geometric models and find the area of rectangular shapes. Students know how to multiply and factor polynomials. Aussie Fir Tree: 0=0, 1 – 5 = NI, 6 or more = MS If the student received NI insert the following paragraph after “some suggestions for improvement: Students need to be comfortable analyzing growing patterns and be able to use algebra to describe the pattern. Students should be able to extend the pattern in words, numbers, and develop arguments to show why something doesn’t fit the pattern. School District Address City, CA Zip Dear Parent or Guardian, In March Name of School District tested all geometry students on their performance skills in mathematics using the Silicon Valley MAC Test. The Silicon Valley MAC Test is designed to measure not only mathematical skills and computation, but to give a more complete picture of the student’s mathematical performance by examining how well the student can apply his/her mathematical skills in problem-solving situations. This assessment is trying to determine if a student understands when to use a particular mathematical skill, which mathematical tools the student chooses to solve new problems, how well the student communicates about a set of calculations, and how the student uses the calculations to make decisions. This test was administered by 40 local school districts in the Bay Area but is also given nationally and internationally. A nation-wide panel of educators in mathematics sets the standards and scoring expectations. A data comparison of the 40 local school districts is generated. A breakdown by task of____Student Name_’s______________ performance on this year’s assessment is given below. You may look at your student’s test during conference times and ask to see examples of other student work to give yourselfmore detailed view of your child’s mathematical performance. _____Student Name______ achieved an overall performance ranking of level __S__, which means___ See Cut Sheet_____________________ Descriptor of Level. Below are some suggestions, which might help your child improve performance: Insert paragraph for each task the student scored below standards. We would like to continue the partnership between home and school. If you have questions about your child’s performance or want further suggestions on activities to do at home, you are encouraged to discuss this with the classroom teacher. Sincerely, Teacher Name Name of School Balanced Assessment Test –Geometry 2012 Core Idea Task Score Congruence Flip Sliding Away SC This task asks students to show their understanding of transformational geometry by working with reflections, slides, and rotations on a coordinate grid. Circles Jeff’s Circles and Squares SC Measurement & Dimensions This task asks students to work with inscribed and circumscribed circles to reason about the area and side lengths of squares and areas of circles. It asks students to reason about angles of a triangle inscribed in square and use that to find side lengths and area. Congruence Equal Areas? SC This task asks students to justify or disprove conjectures about quadrilaterals. Similarity Company Logo SC This task asks students to work with a proof of Pythagorean theorem to explain relationships within a complex figure. Similarity Trapezoid Blocks SC This task asks students to use scale factor to work with similar trapezoids and calculate areas and perimeters of new figures. MS = Meets Standards NI = Needs Improvement 0 = Student scored no points on this task Cut and Paste Chart for Geometry: Scores 0 – 13 = Level 1 14 – 19 = Level 2 20 – 28 = Level 3 29 – 40 = Level 4 A level 1 means Demonstrates Minimal Success. The student showed minimal evidence of performing at the level of the standards. Much of the response was either fragmented or non-existent. A level 2 means Performance Below Standards. The student showed some evidence of performing at the level of the standards, but overall the performance did not consistently meet the standards. A level 3 means Performance at Standards. The student performed at a level that met the standards. A level 4 means Achieves Standards at a High Level. The student performed at a high level on the tasks and consistently achieved the standards. Scores by Task: If the student received: Flip Sliding Away: 0 = 0, 1-3 = NI, 4 or more = MS If the student received NI insert the following paragraph after “some suggestions for improvement: You should meet with the teacher to review student progress. Jeff’s Circles & Squares: 0 = 0, 1-3 = NI, 4 or more =MS If the student received NI insert the following paragraph after “some suggestions for improvement: You should meet with the teacher to review student progress. Equal Areas?: 0=0, 1-2 = NI, 3 or more = MS If the student received NI insert the following paragraph after “some suggestions for improvement: You should meet with the teacher to review student progress. Company Logo: 0=0, 1-4= NI, 5 or more =MS If the student received NI insert the following paragraph after “some suggestions for improvement: You should meet with the teacher to review student progress. Trapezoid Blocks: 0=0, 1 – 4 = NI, 5 or more = MS If the student received NI insert the following paragraph after “some suggestions for improvement: You should meet with the teacher to review student progress.
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