grade 7 promotion portfolio manual 2010 2011
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Table of Contents
PROMOTION PORTFOLIO OVERIVEW ............................................................................................. 3
PROCESS AND TIMELINE FOR GRADE 7 AUTOMATIC APPEALS ................................................... 4‐6
PROMOTION PORTFOLIO PROCESS OVERVIEW ................................................................................................ 4
AUTOMATIC APPEALS TIMELINE ...................................................................................................................... 5
WHO KEEPS THE PROMOTION PORTFOLIO? ..................................................................................................... 6
PROMOTION REVIEW SUMMARY SHEET ........................................................................................ 7
ELA PROMOTION PORTFOLIO .................................................................................................... 8‐22
LEVELED TEXT ................................................................................................................................................. 9
STANDARD READING PASSAGES ............................................................................................................... 10‐18
INDEPENDENT WRITING ACTIVITY ............................................................................................................ 19‐20
ELA CLASS WORK .......................................................................................................................................... 21
MATHEMATICS PROMOTION PORTFOLIO ............................................................................... 22‐35
MATHEMATICAL INVENTORY ................................................................................................................... 23‐36
STANDARD MATH PROBLEMS .................................................................................................................. 37‐40
MATHEMATICS CLASS WORK ........................................................................................................................ 41
EXAMPLES OF HIGH LEVEL 2 DESIGNATIONS ............................................................................... 42
AUGUST UPDATE: GRADE 7 PROMOTION REVIEW SUMMARY SHEET .................................... 43‐45
OVERVIEW ............................................................................................................................................... 43‐44
AUGUST UPDATE SHEET (FOR DUPLICATION) ................................................................................................ 45
3
Promotion Portfolio Overview
Promotion Portfolio Overview
To be promoted, grade 7 students held to standard promotion criteria must:
Score Level 2 or higher on both the State English Language Arts (ELA) and Mathematics
assessments.
Students who do not meet the New York City Promotion Standard on the State ELA and/or Mathematics
tests are given the opportunity to demonstrate performance comparable to Level 2 through a
mandatory, automatic appeal in the form of a promotion portfolio. A promotion portfolio is a
standardized set of ELA or math activities that schools administer to students who do not meet their
promotion standard.
This Promotion Portfolio Manual is designed to provide information to grade 7 teachers and
administrators about the automatic appeals process for all students who did not meet
promotion standards on the grade 7 State ELA and/or Mathematics tests. This manual includes:
o The process and timeline for grade 7 promotion automatic appeals
o Step‐by‐step instructions for administering the promotion portfolio
o Criteria used to determine whether the student’s overall promotion portfolio
performance is comparable to Level 1, Level 2, or High Level 2 in ELA and mathematics
The accompanying Promotion Portfolio Blackline Masters contains all materials used by students
during the administration of the promotion portfolio as well as any sheets on which teachers
need to write. The Promotion Portfolio Blackline Masters should be duplicated for each student
as needed.
ELA Promotion Portfolio Components
Students who do not meet the New York City Promotion Standard on the State ELA test are
administered the ELA promotion portfolio, which has four components:
Leveled Text: Reading record for a Level U book (using Fountas and Pinnell levels) selected from
the classroom library
Standard Reading Passages: Evaluates reading comprehension using two of the standard
comprehension passages in this manual
Independent writing activity: Piece of student writing created for the promotion portfolio
Class work: One piece of ELA class work included to reflect the student’s current performance
Mathematics Promotion Portfolio Components
Students who do not meet the New York City Promotion Standard on the State Mathematics test are
administered the mathematics promotion portfolio, which has three components:
Mathematical Inventory: Evaluates mastery of mathematical and computational skills
Standard Math Problems: Evaluates basic math problem‐solving skills
Class work: One piece of mathematics class work included to reflect the student’s current
performance
4
Process and Timeline for Grade 7 Automatic Appeals
Process and Timeline for Grade 7 Automatic Appeals
Through an automatic appeals process, grade 7 students who do not meet the New York City Promotion
Standard on the State ELA and/or Mathematics test will be assessed using a promotion portfolio.
Promotion Portfolio Process Overview
June
In June, teachers will create a promotion portfolio and complete the “Grade 7 Promotion Summary
Sheet,” which schools must print from the PPSC screen in ATS, for grade 7 students who did not meet
promotion standards the State ELA and/or Mathematics test(s). Teachers will administer and score the
promotion portfolio using the guidelines outlined in this manual. Students who perform comparable to
High Level 2 on their promotion portfolio are eligible to be recommended for promotion in June; all
other students are encouraged to attend summer school.
August
For students who do not attain a Level 2 on the New York City Summer test(s) taken in August, the
principal reviews the promotion portfolio submitted in June. Summer school work and the summer
school teacher’s observations may be added to students’ portfolios using the “August Update: Grade 7
Promotion Review Summary Sheet” (included in this manual). If, in the principal’s judgment, a student
has attained performance comparable to Level 2, the principal submits a recommendation of promotion
to the community superintendent.
In addition, a student will not be promoted if the principal determines that the student is not ready for
eighth grade academic courses, based upon student work, teacher observation, and grades in seventh
grade academic courses.
For additional information about the New York City Promotion Policy, please visit the promotion page on the Principals’ Portal (http://intranet.nycboe.net/DOEPortal/Principals/) and refer to the 2010‐2011 Promotion Guide and Chancellor’s Regulation A‐501, Promotion Standards.
5
Process and Timeline for Grade 7 Automatic Appeals
Automatic Appeals Timeline
The timeline for the automatic appeals process is outlined in the table below:
Date Task/Activity Completed By:
By June 15 Promotion Portfolio Assembly: Schools print a “Promotion Portfolio
Summary Sheet” from the PPSC screen in ATS for all students at risk of
not meeting promotion standards on one or both State tests.
The teacher administers a promotion portfolio to these students and
determines whether students are performing comparable to High Level 2,
Level 2, or Level 1. The teacher submits the promotion portfolio to the
principal for every student who might not meet promotion standards.
Teachers
By June 15 Promotion Portfolio Review: The principal reviews the promotion
portfolios of all students who do not meet promotion standards on one
or both State tests and scans these students’ “Promotion Portfolio
Summary Sheets” into ATS to populate promotion portfolio results on the
UPSC screen in ATS. Principals may recommend promotion for only
students whose performance is comparable to High Level 2 and forward
only High Level 2 promotion portfolios to community superintendents.
Principals
By June 17 Final Promotion Decisions: The community superintendent reviews
promotion recommendations from principals and makes the final
promotion decision.
Community
superintendents
June 20 Parent Notification: After final promotion decisions are made, schools
mail promotion letters to notify parents that students have not met the
required promotion standards and are encouraged to attend summer
school.
Principals
By August 4 Summer School Evidence: Teachers complete the “August Update:
Promotion Review Summary Sheet” to include evidence of summer
school work in each student’s promotion portfolio.
Teachers
Math: August 8
ELA: August 9
Make‐up: August 10
New York City Summer Tests Administered: New York City Summer ELA
and Mathematics tests are administered to give students an additional
opportunity to meet their required promotion standards.
Summer school
staff
August 11‐12 Promotion Portfolio Review: For students not attaining Level 2 on the
required New York City Summer test(s) taken in August, the principal
reviews the previously submitted promotion portfolio, New York City
Summer test score(s), summer school work and the summer school
teacher’s observations. If, in the principal’s judgment, a student has
attained performance that is comparable to Level 2, the principal may
submit a recommendation of promotion to the community
superintendent.
Principals
By August 19 Final Promotion Decisions: The community superintendent reviews
promotion recommendations from principals and makes the final
promotion decision.
Community
superintendents
Week of August 22 Parent Notification: After final promotion decisions are made, parent
notification letters are mailed centrally to notify all parents of students
who did not meet the required promotion standards in June of their
child’s final promotion decision.
Central
6
Process and Timeline for Grade 7 Automatic Appeals
Note: Schools must keep promotion portfolios for their records and as evidence supporting promotion decisions.
Consequently, promotion portfolios should be kept at the school and should not be given to students’ families.
Who Keeps the Promotion Portfolio?
Numerous people will review the promotion portfolio during June and August promotion decision
periods. The table below outlines the processes of who should keep the promotion portfolio at any
given time. Following these processes will help ensure that students’ promotion portfolios are
always readily accessible when they are needed as evidence to support a promotion decision.
Note: Each superintendent will outline the logistics for delivering the portfolios to and from district
offices and between summer school and home school sites.
June Teacher prepares
promotion portfolio
(May/June) and
principal reviews.
Summer
School
During summer school, all Level 1 and Level 2 promotion portfolios should be kept at the students’ summer school
site so that summer school teachers can review the promotion portfolios and add the August Update sheet to them.
August Summer school teacher
prepares August Update
and home school
principal reviews.
Superintendents keep promotion
portfolios until July 10 and then they
are given to the summer school site
where they are kept by summer
school site supervisor or designee.
Summer School Site (July 11)
Promotion portfolios go back
to students’ home school to
keep for school records.
Students’ Home School
Promotion portfolios go to the
summer school site where they
are kept by summer school site
supervisor or designee.
Summer School Site
Promotion portfolios go back
to students’ home school to
address parent appeals and
keep for school records and
instructional purposes.
Students’ Home School
(August 29)
At the end of summer school, all other
promotion portfolios go back to students’
home school principal to keep for school
records and instructional purposes.
Students’ Home School
Superintendent reviews
promotion portfolios for
students who scored
Level 1 on the NYC test.*
Superintendent
Superintendent
reviews promotion
portfolios.*
Superintendent
*Superintendents should receive promotion porfolios of only students recommended for promotion and review them for a final overall score decision.
7
Promotion Review Summary Sheet
Promotion Review Summary Sheet
To prepare the “Promotion Review Summary Sheet”:
1. Print “Promotion Review Summary Sheet.” This year, schools will use the PPSC screen in ATS to
generate the “Promotion Review Summary Sheet” for each student who is administered a
promotion portfolio.
2. Complete “Promotion Review Summary Sheet.” As teachers administer each component of the
promotion portfolio (see directions in the next two sections of this manual), they should complete
the corresponding component on the student’s “Promotion Review Summary Sheet” by filling in the
bubble next to the student’s score for that component. Please see below for a sample of a
completed “Promotion Review Summary Sheet.”
3. Scan “Promotion Review Summary Sheet” into ATS. After the “Promotion Review Summary Sheet”
is complete, schools should scan the sheet into ATS to populate promotion portfolio results on the
UPSC screen in ATS.
8
ELA Promotion Portfolio: Overview
ELA Promotion Portfolio
Overview
The table below summarizes the four components of the ELA promotion portfolio and the benchmarks
(highlighted in yellow) students must meet to demonstrate performance comparable to Level 2 in each
component:
Component Description of Component Areas Assessed Benchmarks Comparable to
Level 2 Performance
Leveled Text
Reading record on a Level U
book (using Fountas and
Pinnell levels).
Reading Accuracy
Read Level U books (using
Fountas and Pinnell levels) with
90% accuracy.
Standard Reading
Passages
(Select one of
two fiction and
one of two non‐
fiction passages)
Individually‐administered,
standard comprehension
passage and questions
(included in this manual);
students read passages
independently and verbally
answer comprehension
questions posed by teachers.
Reading
Comprehension
Student must read and answer
questions for one fiction
passage and one non‐fiction
passage. Student must achieve
a Medium on each type of
question – literal, inferential,
and critical – for BOTH
passages.
Independent
Writing Activity
Individually‐administered
writing activity; students may
self‐select a writing topic or
respond to one of the
suggested topics.
Writing Process/
Writing
Expression/
Writing Mechanics
Using the rubric provided in
this manual, students must
score a Medium and show
evidence of the writing process
(draft, revision, final piece).
ELA Class Work One piece of standards‐
based ELA class work.
English Language
Arts
Using the guidelines provided
in this manual, students must
score a Medium on their class
work.
The table below outlines how to determine the overall score for a student’s ELA promotion portfolio
based on the results of the four components summarized above:
Promotion Portfolio Level Required benchmark performance levels
High Level 2 At least meets benchmarks on the Leveled Text and Independent
Writing components
AND
Exceeds benchmarks on the Standard Reading Passage and ELA Class
Work components
Level 2 Meets all benchmarks
Level 1 Does not meet one or more benchmarks
9
ELA Promotion Portfolio: Leveled Text
ELA Promotion Portfolio: Leveled Text
Directions
Teachers should select a Level U book (using Fountas and Pinnell levels) from the classroom library for
students to read aloud. The selected Level U book should neither be familiar to the student nor have
been used during classroom instruction. While the student reads, the teacher should complete a reading
record and determine the student’s accuracy rate for the first 100 words of the text using the “Leveled
Text Scoring Sheet” in the Blackline Masters. Directions for completing a reading record appear below.
After determining the accuracy rate, the teacher should record the performance level on the student’s
“Promotion Portfolio Summary Sheet.”
Reading Leveled Books from Classroom Libraries: Coding the Reading Record
Follow these directions for recording a student’s reading:
Errors:
1. Misread word/substitution: Cross out the word and above the text, write the word the student
read incorrectly or substituted.
2. Omission: Circle the omitted word.
3. Insertion: Draw a caret ( ^ ) where the student inserts a word (s) and write the word above.
4. Punctuation ignored: Circle the ignored punctuation.
5. Teacher help: Write “T” above the word.
Repairs – Not Errors
1. Self‐correction: Write “SC” above the corrected word.
2. Pause: Write “P” above a word where the student pauses and works through decoding a
difficult word without help from the teacher.
3. Repetition: Draw an arrow backwards over the repeated word(s), starting with the last word
read. Remember: Repeated errors on the same (recurring) word are counted as one error only.
Formula for Calculating Accuracy Rate
(words) 100 ‐ (errors) ____ = (total) ____ ÷ (words) ____ x 100 = (Accuracy Rate) ____ %
(Use the first 100 words in the text for the reading record.)
Note: A list of Level U books can be found in The Fountas and Pinnell Leveled Book List K‐8+, 2010‐2012 Edition by Irene C. Fountas and Gay Su Pinnell. Copyright © 2009 by Irene C. Fountas and Gay Su Pinnell. Published by Heinemann, a Division of Reed Elsevier, Inc., Portsmouth, NH.
Scoring Guide
To demonstrate performance comparable to Level 2, students must read a Level U book with 90%
accuracy. The table below outlines the student performance levels for this component of the ELA
promotion portfolio:
Reading Record Accuracy Percentage Leveled Text Performance Level
91% or above Exceeds benchmark
90% Meets benchmark
89% or below Does not meet benchmark
Blackline
Masters
p. 5
10
ELA Promotion Portfolio: Standard Reading Passages
ELA Promotion Portfolio: Standard Reading Passages
Directions
Four reading passages, comprehension questions, and general rubrics to evaluate students’ responses
are included on the following pages in this manual. A summary of each of the passage appears in the
box below. Students must read one non‐fiction passage and one fiction passage.
Students should read the selected passages independently from the Blackline Masters. Then, using the
questions and sample answers listed in this manual that correspond to each passage, teachers should (1)
ask one question from each question category (literal, inferential, and critical), (2) score students’
responses, and (3) record the score for each question (high, medium, or low) on the “Promotion
Portfolio Summary Sheet.”
Fiction Passage #1: City of the Sea
Sara was at the beach and had her paints with her. Read how she saw the sea and how she took
the sea home with her.
Fiction Passage #2: Ms. Lee
James was having trouble at school. Read what happened when he met with this teacher.
Non‐fiction Passage #1: The Machine that Changed the World
Henry Ford changed the way that cards were made. Reach about what he did and how it
changed the way we live.
Non‐fiction Passage #2: Sammy Sosa
Sammy Sosa is a great baseball player, but his life was not always easy. Read about what makes
him “a great human being.”
Scoring Guide
To demonstrate performance comparable to Level 2, students must achieve a Medium on each type of
question – literal, inferential, critical – for BOTH passages. The table below outlines the student
performance levels for this component of the ELA promotion portfolio:
Response Level for Comprehension Questions Standard Reading Passages
Performance Level
Students must achieve at least a Medium on each type of question
– literal, inferential, critical – for BOTH passages AND a High for at
least one fiction question AND at least one non‐fiction question.
Exceeds benchmark
Students must achieve a Medium on each type of question –
literal, inferential, critical – for BOTH passages. Note: If students
achieve only one High answer, their performance level is “meets
benchmark.”
Meets benchmark
Student achieves Low on one or more questions. Does not meet benchmark
Blackline
Masters
p. 9‐13
11
ELA Promotion Portfolio: Standard Reading Passages
Assessment
Fiction Passage #1
City of the Sea
Sara took a deep breath. She said to herself, “The sea air—there is nothing like it in the world. It can
make you feel so good.”
However, Sara was feeling a little sad. Tomorrow she was going back home to the city with her family.
If only she could take the sea home with her! Well, why not?
Sara liked to paint and never traveled anywhere without her paints and brushes. This seemed like a
good chance to paint her first picture of the seashore. She sat for a moment, staring at the sea. First,
she thought about the colors. There was the tan sand, the greenish‐blue ocean with white foamy
waves, and the clear blue sky. More than the colors, though, she wanted to capture the way this scene
made her feel.
How did the ocean make her feel? She felt peaceful and relaxed. Watching the huge waves, she was in
awe. The ocean was so powerful, so big. It seemed to go on and on with no end.
The more she watched the scene around her, the more she saw that it was not so calm. The waves
crashed on the shore, creating great mounds of foam that disappeared as quickly as they appeared. Off
in the distance, she could see a ship. In a few minutes, it would be out of sight. Seagulls flew by, landed,
and then took off again to look for food. Small crabs peeked out of their homes in the sand and crawled
back in. Everywhere Sara looked something was happening.
“If you really think about it,” she thought, “the sea isn’t really as peaceful as it looks at first glance. It is
as busy as any city. Animals, people, and all kinds of things are moving all the time.”
At last, she knew what she wanted to express. Slowly, as she applied the paint to her canvas, the story
she wanted to tell started to appear in her painting. By the time the sun went down, she had her
painting of the seashore. Instead of a quiet, unchanging place, Sara’s picture showed sand, sea, and sky
filled with seagulls, swimmers, and crabs that were constantly in motion. The movement of the boats,
seagulls, swimmers, crabs, and the ocean was shown with lines indicating swift movement. Sara’s
painting was clearly alive with activity.
She took it inside to show her family. “I call it City of the Sea,” said Sara. “What do you think?” Her
mother studied it closely. “Looks perfect to me,” she replied.
12
ELA Promotion Portfolio: Standard Reading Passages
Fiction Passage #1:
City of the Sea High Medium Low
Benchmark
• shows signs of reflection and/or personal connection • sophisticated use of language • accurate/insightful/detailed The response is complete and uses supporting information from the passage.
• shows general grasp of the passage • mostly accurate/literal/ some details The response is accurate, but incomplete. It shows some understanding, but does not contain details.
• shows lack of understanding of what was read • misses point of the question • inaccurate/few details The response misses the point of the question and shows lack of understanding of the passage.
Literal
Q1. Why did Sara
have her paints
and brushes at the
seashore?
Sara always took her paints with her
when she traveled.
She likes to paint.
She had to take the right
colors.
Q2. How did the
ocean make Sara
feel?
She felt happy – peaceful and relaxed.
She liked the way the air felt. The
constant activity of the ocean surprised
her. (Any 2 are acceptable.)
Being on the beach made Sara
feel good.
She liked painting pictures of
the beach.
Inferential
Q3. Why was Sara
sad about going
home?
She didn’t want to go home so soon
because she felt so relaxed. She was
probably on vacation and had to go
back to school. She would miss
watching the ocean and seeing how
busy the sea was. (Any 2 are
acceptable.)
She didn’t want to go home
because she liked to watch
the sea.
She didn’t like living in the city.
Q4. Why did Sara
want to take the
sea home with her
to the city?
She wanted to remember what a good
time she had. She liked to think about
how peaceful being at the beach made
her feel. She could look at her painting
and imagine herself being at the sea
again. (Any 2 are acceptable.)
She wanted to have the
picture in her home in the
city.
Sara didn’t want to take the
real sea animals home.
Critical
Q5. Do you think
Sara will continue
painting in the
future? Why, or
why not?
Yes, I think that she will always continue
to paint because she likes to paint
pictures and be creative.
Yes, she likes to paint when
she goes on trips.
Sara’s mother said that she
can paint.
Q6. Sara says the
sea “is as busy as
any city.” Do you
agree? Why, or
why not?
Sara sees a lot going on at the beach.
The waves, the crabs, and the birds are
constantly moving, just like a city is full
of people, animals and other things
always moving. Yes, I agree because if
you look around you see people in a
hurry.
Yes, a lot happens in the sea
and in the city.
Crabs move in and out.
13
ELA Promotion Portfolio: Standard Reading Passages
Assessment
Fiction Passage #2
Ms. Lee
James was going to be in a lot of trouble. He had not done his homework for three days, and Ms. Lee,
his teacher, was beginning to lose her patience with him. James felt terrible. He did not want to get into
trouble. Ms. Lee was his favorite teacher because she made learning fun, and she was very nice. She
also was very strict when it came to turning in your homework on time. However, James found it
difficult to finish his work because he was often thinking and dreaming about other things, like
becoming a movie actor.
“James, would you like to put question 3 on the board?” Ms. Lee asked, knowing that James was in his
own dream world again. He got up slowly and walked nervously to the blackboard. He did not even
know which chapter the class was reviewing. He wrote a few numbers on the board. All the numbers
were wrong. “James,” said Ms. Lee, passing by his desk, “please come and see me after school. I’d like
to talk with you.”
James just sat in his seat, dreading the end of the school day. He knew that Ms. Lee was not happy with
him. He was in big trouble. He spent the day worrying about what she would say to him.
At three o’clock, just after classes finished, James went to Ms. Lee’s classroom. “Hi James, come in,” she
said. “I’ve been meaning to talk with you about your daydreaming. You must pay more attention to
your schoolwork. I know that you can to do it. You could do much better if you worked at it. If you
want to be a famous actor, you will need to study very hard.” They talked about James’s desire to
become an actor. Most of the time they talked about how he could raise his grades. He had to learn to
keep his mind on his schoolwork.
After their meeting, James felt much better. He promised to try harder in class and to do his homework
every day. He realized that Ms. Lee wanted to help him succeed. James would never be nervous about
talking to his teacher again.
In the weeks that followed, James improved his study habits and found it easier to pay attention to what
he was supposed to be doing. He did his homework on time. He was the first to raise his hand in class
to answer a question. He did not want to disappoint Ms. Lee ever again.
14
ELA Promotion Portfolio: Standard Reading Passages
Fiction Passage #2:
Ms. Lee High Medium Low
Benchmark
• shows signs of reflection and/or personal connection • sophisticated use of language • accurate/insightful/detailed The response is complete and uses supporting information from the passage.
• shows general grasp of the passage • mostly accurate/literal/ some details The response is accurate, but incomplete. It shows some understanding, but does not contain details.
• shows lack of understanding of what was read • misses point of the question • inaccurate/few details The response misses the point of the question and shows lack of understanding of the passage.
Literal
Q1. Why was
James going to
be in “a lot of
trouble”?
James had not done his homework in three
days and was often daydreaming. He didn’t
even know what chapter the class was on.
He had trouble paying attention to his
work. (Any 2 are acceptable.)
He didn’t do his homework.
He wanted to be an actor.
Q2. What did Ms.
Lee say to James
when they met
after school?
Ms. Lee told James he could do better. She
told him he had to try harder and not
daydream. She said that James has to pay
more attention to his schoolwork and
study hard. (Any 2 are acceptable.)
She said that James had to
try harder.
James was afraid.
Inferential
Q3. Why will
James never be
nervous about
talking to Ms. Lee
again?
James realized that Ms. Lee wanted to help
him. Ms. Lee talked to James about what
he wanted to be. She told him that he
could do the work. He learned how he
could improve his grades. (Any 2 are
acceptable.)
James knows his teacher
wants to help him.
He likes school. He doesn’t do
his work.
Q4. How did
James probably
feel on the way
to his meeting
with Ms. Lee?
James was nervous and worried on his way
to the meeting. He knew that she was not
happy with him. He knew that he had not
done his work. James dreaded talking to
Ms. Lee because he had not been paying
attention and spent his time daydreaming.
(Any 2 are acceptable.)
He was unhappy.
He had to stay after school.
Critical
Q5. Do you think
James will be
successful when
he grows up?
Why, or why
not?
Yes, because he will start doing well in
school and he will learn a lot of things. He
will work hard and that is important when
you grow up, so I think he will be a success.
OR No, because he will forget what his
teacher told him and not do his work so he
will not get a good job when he grows up.
If he works hard, he will. I
hope he can do it.
He will grow up and go to a
different school.
Q6. What lesson
did James learn
from Ms. Lee?
He learns that it is important to pay
attention in school and to do your
homework. He also learns that teachers
can help you. If you work hard you will
have a good future.
You have to work hard. My teacher is nice.
15
ELA Promotion Portfolio: Standard Reading Passages
Assessment
Non‐fiction Passage #1
The Machine that Changed the World
Everywhere we go, we see cars. People use cars all the time. They drive cars to school, work, the park,
soccer games, the grocery store, and many other places. It is hard to imagine life without cars.
However, cars were not always common. At one time, only wealthy people could own a car. The first
cars cost so much because they were very difficult to make.
Building a car took a lot of time. Every part was made individually. Then, a skilled worker put all the
parts together. A man named Henry Ford changed that. Ford thought everyone should be able to own a
car, and he decided to make a car that most people could afford. Henry Ford did not invent the car, but
he changed the way that cars were built.
Ford had a better idea about how to build cars. The first thing he did was make each part of a car
exactly alike. That is, a wheel from one car was exactly the same as every other wheel and could fit any
car. This allowed Ford to make many parts all at once instead of making individual parts for each car.
The car cost a lot less to make this way. Ford put his cars together using a moving belt called an
assembly line. Each worker along the line had a single job to do. One worker put on doors. Another
worker put on wheels. The car moved along the belt until all of the parts had been added. Now that a
car could be made more quickly, it was cheaper to buy and more people could own one.
As more people bought cars, better roads were needed. Cars could not move very well on the dirt roads
that horses used. Because cars needed roads with a hard surface, many miles of paved roads were built.
Traffic lights, stop signs, and gas stations became familiar sights everywhere. Stores and restaurants
opened on the side of these roads so that people could shop and eat as they traveled from place to
place.
Henry Ford’s car helped change the way people lived. People moved out of cities into quieter areas.
They no longer had to live close to where they worked or went to school. Cars quickly took people
where they needed to go. Imagine how life in the United States would be without cars!
16
ELA Promotion Portfolio: Standard Reading Passages
Non‐fiction Passage #1:
Machine that Changed High Medium Low
Benchmark
• shows signs of reflection and/or personal connection • sophisticated use of language • accurate/insightful/detailed The response is complete and uses supporting information from the passage.
• shows general grasp of the passage • mostly accurate/literal/ some details The response is accurate, but incomplete. It shows some understanding, but does not contain details.
• shows lack of understanding of what was read • misses point of the question • inaccurate/few details The response misses the point of the question and shows lack of understanding of the passage.
Literal
Q1. How did Henry
Ford change the
way that cars were
made?
Ford made each part of the car the same,
and each part could fit any car. Cars were put
together on an assembly line (or moving
belt). Each person did the same job over and
over.
The wheels of the cars
were all the same.
The cars cost a lot of money.
Q2. Why were new
roads necessary
after Henry Ford
changed the way
cars were made?
There were more people driving cars on
them. The dirt roads that horses used were
not good for cars. They needed a hard
surface to drive on.
Cars could not use the
same roads that horses
used.
Too many people used the
same road.
Inferential
Q3. Why was
Henry Ford’s way
of making cars less
expensive?
They could make cars faster because the cars
were on a moving belt. Each car part could fit
on any car. The workers didn’t have to be
experts at building cars, because each person
did only 1 job on the car.
Each part could fit on any
car.
Cars are everywhere.
Q4. Why were the
first cars hard to
put together?
The cars were not made on an assembly line
and it took a lot of time to make them. The
parts had to be made one at a time. One
person had to know how to put all the parts
together.
Only one worker had to
make the whole car.
A lot of people have to make
cars.
Critical
Q5. What do you
think life would be
like without cars?
We would have to live near where we went
to school or work. We would have a hard
time getting everywhere. There wouldn’t be
so much pollution. They would have to figure
out how people could get places.
People couldn’t get
anyplace very far away.
We would have to take taxis.
Q6. Was it a good
idea for Henry Ford
to change the way
cars were made?
Why, or why not?
Yes, a lot of people could have jobs. And also
because not many people had a lot of money
to buy a car. People didn’t use to have too
many ways of getting from one place to
another. Maybe they had horses or bicycles
and they couldn’t get very far. Or if someone
got sick, they couldn’t get to a doctor who
was far away. OR No, because there is too
much traffic. Also, gas costs a lot, and people
don’t get enough exercise.
It was a good idea because
more people could buy
cars.
Yes, but cars make a lot of
noise.
17
ELA Promotion Portfolio: Standard Reading Passages
Assessment Non‐fiction Passage #2
Sammy Sosa
Sammy Sosa was born in 1968 in the Dominican Republic. His father died when Sammy was young.
Sammy had to work to help support his family and did not have much time to play ball. Sometimes he
would join the neighborhood boys in a game of baseball. They did not have real baseball bats or gloves.
Instead, they used a tree branch or a piece of wood for a bat. The kids still had a good time playing ball.
When he was fourteen, Sammy got a chance to play on an organized baseball team in his hometown. It
was the first time he had ever played using a real baseball glove. He had a lot of talent and he played to
win. When he hit the ball, he hit it hard.
When Sammy was sixteen, a man from the Texas Rangers saw him play. The Rangers offered him a job
playing baseball in the United States. He took their offer and became a professional baseball player at
age sixteen.
Sosa was not an instant success. He still had a lot to learn about the game of baseball. He hit many
home runs, but he also struck out a lot. He lost his confidence and made many mistakes in the field.
In 1989, the Rangers traded Sosa to the Chicago White Sox. The White Sox were excited to have him.
This helped restore Sosa’s confidence, and he began to play well. Unfortunately, his success did not last.
He made more and more mistakes. In 1992, the White Sox traded him to the Chicago Cubs.
The Cubs believed that Sosa could become a great player. He worked harder than ever. Soon Sammy
was hitting more and more home runs. By 1998, he had become one of baseball’s best players. He hit
66 home runs that year and was voted the National League’s Most Valuable Player.
On or off the baseball field, Sammy Sosa is a hero. In 1996, he created the Sammy Sosa Foundation to
help people who were not as lucky as he was. “I want to be known as a good person more than a
baseball player,” Sosa said. He has donated money to many causes, such as health and education.
When a major storm hit the Dominican Republic in 1998, Sammy had food, blankets, and other supplies
sent there. Sosa’s foundation also raised $700,000 to help his country.
For his outstanding service to the community, Sosa received the Roberto Clemente Award in 1998. Mrs.
Vera Clemente was present, and she said about Sammy, “He’s not just a good baseball player, but a
great human being.” These words meant more to Sammy than any baseball award he would ever
receive.
18
ELA Promotion Portfolio: Standard Reading Passages
Non‐fiction Passage #2:
Sammy Sosa High Medium Low
Benchmark
• shows signs of reflection and/or personal connection • sophisticated use of language • accurate/insightful/detailed The response is complete and uses supporting information from the passage.
• shows general grasp of the passage • mostly accurate/literal/ some details The response is accurate, but incomplete. It shows some understanding, but does not contain details.
• shows lack of understanding of what was read • misses point of the question • inaccurate/few details The response misses the point of the question and shows lack of understanding of the passage.
Literal
Q1. Why did Sosa
start the Sammy
Sosa Foundation?
He wanted to help people. He wanted
to be remembered for being a good
person. It was more important to him
than being a great baseball player.
He wanted to help people. I think he’s a great baseball
player.
Q2. What is the
most important
thing to Sammy
Sosa?
He wants to be known as a good person
who helps people who are not as lucky
as he is.
He wants to help his country. He would like to hit many
home runs.
Inferential
Q3. Why did Mrs.
Clemente call
Sammy Sosa “a
great human
being”?
She knew about all the good things that
Sosa did for the Dominican Republic,
such as sending food and blankets and
money to people who lost their things
in a storm.
He has done many things to
help people.
She thinks he is a good player.
Q4. Why was
Sammy Sosa
traded to the
Chicago White
Sox?
He was not playing well for his old team
and they were disappointed in him. He
made too many mistakes and lost his
confidence.
He made a lot of mistakes They didn’t like him in
Chicago.
Critical
Q5. If you were a
baseball player,
what are some
things you could
do to improve
your baseball
game?
I would practice a lot and I would watch
good players and try to copy them. I
would work hard to improve my hitting
and catching.
I would learn to hit a lot of
home runs.
I like to play baseball.
Q6. If you had a
chance to meet
Sammy Sosa, what
would you say to
him?
I would say, “Hello Sammy. I think you
are a wonderful person. You are a great
baseball player and you help so many
people. I would like to be like you.”
Sosa is a good player and a
nice person. He helps people
When Sammy was sixteen he
started to play baseball.
19
ELA Promotion Portfolio: Independent Writing Activity
ELA Promotion Portfolio: Independent Writing Activity
Directions
Students should complete one independent writing activity and record their response on Blackline
Masters “Independent Writing Activity” sheet. Suggested topics are listed below. Students may respond
in a question/answer format, essay or as a letter writing activity. Teachers should score the writing
activity using the rubric found on the following page and record the performance level on the student’s
“Promotion Portfolio Summary Sheet.”
Suggested
Topics
Question/Answer: Answer the
questions completely that are
provided with the suggested topic.
Letter Writing: Write a letter to the
person who is indicated with the
suggested topic. Be sure to include
all the information that is listed with
the suggested topic.
My Dream for
the Future
What is your dream for the future? What
would you like to do or be when you
grow up? What must you do to make
your dream come true? Be sure to use
details and write a complete answer.
Write a letter to a friend about your
dream for the future. Explain what you
would like to do or be when you grow
up. Tell your friend what you must do
to make your dream come true. Be sure
to use details and write a complete
letter.
The Most
Important
Thing
About Being a
Friend
What is the most important thing about
being a friend? How do you help your
friends? How do you expect them to help
you? Be sure to use details and write a
complete answer.
Write a letter to a friend about your
friendship with him or her. Explain
what you most value in your friendship.
Explain why your friend is special to
you. Be sure to use details and write a
complete letter.
How Middle
School is
Different from
Elementary
School
How is middle school different from
elementary school? What do you like
most about middle school? What was the
most difficult change? Be sure to use
details and write a complete answer.
Write a letter to a friend explaining
how you feel about middle school. Tell
your friend what you like most about
middle school. Explain what the most
difficult change was. Be sure to use
details and write a complete letter.
Blackline
Masters
p. 15‐16
20
ELA Promotion Portfolio: Independent Writing Activity
Scoring Guide
To demonstrate performance comparable to Level 2, students must achieve a Medium using the
writing rubric below AND show evidence of the writing process (draft, revision and final piece).
Students’ scores should be based on their final writing sample. The table below outlines the student
performance levels for this component of the ELA promotion portfolio:
Independent Writing Activity Score Independent Writing Activity Performance Level
High rubric score AND shows evidence of the
writing process (draft, revision and final piece)
Exceeds benchmark
Medium rubric score AND shows evidence of the
writing process (draft, revision and final piece)
Meets benchmark
Low rubric score OR does not show evidence of the
writing process (draft, revision and final piece)
Does not meet benchmark
Scoring Rubric for Writing Expression/Writing Mechanics
High Medium Low
Writing Expression
Main idea or topic with supporting details
Main idea or topic with some supporting details
Unclear main idea or topic with few supporting details
Uses varied sentence structure and challenging vocabulary
Uses only simple sentences and basic vocabulary
Uses minimal vocabulary
Answers are very easy to understand
Answers may be a little confusing
Answers are confusing
Establishes and maintains a clear focus
May attempt to establish focus
May focus on minor details or lack focus
Clear sequence and appropriate transitions
Some sequence and transitions
No logical sequence or transitions
Fluent with vivid language, engagement and voice
Readable with some sense of engagement and voice
Repetitive with little or no sense of engagement or voice
Ideas are developed fully through elaboration
Ideas are brief with little elaboration but are adequately developed to answer questions
May include a few accurate details
Writing Mechanics
Grammar, syntax,
capitalization, punctuation ,
spelling and use of
paragraphs are essentially
correct.
Some errors in grammar and
syntax; however, capitalization,
punctuation, spelling of grade
appropriate words, and use of
paragraphs are mostly correct.
There are many errors in
grammar, syntax, capitalization,
and spelling. These errors
interfere with comprehension.
Control of conventions of
English
Minimal control of conventions
of written English
Lack of control of the
conventions of written English
21
ELA Promotion Portfolio: Class Work
ELA Promotion Portfolio: ELA Class Work
Directions
Please include one piece of student writing produced in the classroom during a unit of study in ELA,
social studies or science and given a score by the teacher.
Form: The piece of writing can be a narrative, report, essay or opinion piece. For example: a personal
narrative or fictional story; report on a topic of interest within a science or social studies unit; a book
review/recommendation; formal argument in essay form; feature article; persuasive essay or letter.
Components: The writing piece must include four elements to be considered when evaluating a student
for promotion:
1. The assigned task
2. Draft with editing and/or revisions evident
3. Final product
4. Tool (rubric, checklist, etc.) used to score this piece of writing or teacher evaluation based on
specific criteria
All four of these ELA class work elements must be included in promotion portfolios submitted to the
principal and community superintendent.
Workbook pages, ditto sheets, etc. should not be submitted as a piece of student work.
Based on the scoring guide below, teachers should record the performance level on the student’s “Promotion Portfolio Summary Sheet.”
Scoring Guide
To demonstrate performance comparable to Level 2, students must achieve a Medium on the ELA
class work submitted for their promotion portfolio. The table below outlines the student performance
levels for this component of the ELA promotion portfolio:
School Rubric Score Class Work Performance Level
(for promotion portfolio)
Exceeds school’s Level 2 standard* High/Exceeds benchmark
Meets school’s Level 2 standard* Medium/Meets benchmark
Below school’s Level 2 standard* Class work that does not meet school’s Level 2
standard should not be submitted as evidence
for the promotion portfolio.
*School’s Level 2 standard is evidenced by the scoring tool submitted along with the ELA class work.
22
Mathematics Promotion Portfolio: Overview
Mathematics Promotion Portfolio
Overview
The table below summarizes the three components of the mathematics promotion portfolio and the
benchmarks (highlighted in yellow) students must meet to demonstrate performance comparable to
Level 2 in each component:
Component Description of
Component
Areas Assessed Benchmarks Comparable
To Level 2 Performance
Mathematical
Inventory
Individually‐administered
problems assessing
computation and problem‐
solving skills (included in
this manual).
Mathematical
Development
Master 12 out of 20
computation skills and
provide evidence of basic
problem solving.
Standard
Math
Problems
Individually‐administered
standard math problems
(included in this manual).
Mathematical
Development
Answer 4 out of 5 standard
math questions correctly.
Math
Class Work
One piece of standards‐
based mathematics class
work.
Mathematics Using the guidelines provided
in this manual, students must
score a Medium on their class
work.
The table below outlines how to determine the overall score for a student’s mathematics promotion
portfolio based on the results of the three components listed above:
Promotion Portfolio Level Required benchmark performance levels
High Level 2 At least meets benchmarks on the Mathematical Inventory and
the Standard Math Problems components and exceeds the
benchmark on at least one of these two components
AND
Exceeds benchmark on the Mathematics Class Work component
Level 2 Meets all benchmarks
Level 1 Does not meet one or more benchmarks
23
Mathematics Promotion Portfolio:Mathematical Inventory
Mathematics Promotion Portfolio: Mathematical Inventory
Directions
The Mathematical Inventory assesses 20 key mathematical skills. These skills and their corresponding
performance indicators are listed below. Teachers should ask students the questions in the Assessment
section in this manual, and students should follow along and record their answers as appropriate on the
corresponding “Mathematical Inventory: Student Sheet” found in the Blackline Masters. Students may
explain/justify their answers orally. Teachers should use the “Mathematical Inventory Scoring Sheet,” found
in the Blackline Masters, to record if students have mastered each skill and then record the final performance
level on the student’s “Promotion Portfolio Summary Sheet.” The Answer Key section provides sample
answers for teachers’ reference.
Scoring Guide
To demonstrate performance comparable to Level 2, students must demonstrate mastery of 12 out of
20 Mathematical Inventory skills. Students must answer all parts of each question correctly to achieve
mastery for that skill. The table below outlines the student performance levels for this component of the
Mathematics promotion portfolio:
Number of Skills Mastered Mathematical Inventory Performance Level
13 or more Exceeds benchmark
12 Meets benchmark
10 or fewer Does not meet benchmark
Mathematical Skill
1. Understand place value for rational and irrational numbers up to and including 1,000,000. (7.N.3)
2. Add, subtract, multiply, and divide integers. (7.N.12)
3. Identify common factors and greatest common factor of 2 numbers. (7.N.8)
4. Simplify mathematical expressions using order of operations. (7.N.11)
5. Solve and explain two‐step equations, involving whole numbers. (6.A.4)
6. Solve simple proportions within context. (6.A.5)
7. Translate two‐step verbal expressions into algebraic expressions. (7.A.1)
8. Graph the solution set of an inequality on a number line. (7.G.10)
9. Calculate the area of basic polygons drawn on a coordinate plane, having sides of integer length.
(6.G.11)
10. Given the circumference or area of a circle, determine the diameter or radius. (7.G.1)
11. Calculate the volume of a rectangular prism. (7.G.2)
12. List the possible outcomes for a compound event. (6.S.9)
13. Determine the probability of dependent events. (6.S.10)
14. Determine the number of possible outcomes of a compound event. (6.S.2)
15. Read and interpret data represented graphically (pictograph, bar graph, histogram, line graph,
double line/bar graph, or circle graph). (7.S.6)
16. Display data in a circle graph. (7.S.2)
17. Construct a double bar graph or double line graph from raw data. (7.S.3)
18. Use a protractor to draw central angles in a given circle. (7.M.8)
19. Estimate the surface area of a rectangular prism. (7.M.11)
20. Justify the reasonableness of the mass of an object. (7.M.13)
Blackline
Masters
p. 17‐25
& p. 6
24
Mathematics Promotion Portfolio:Mathematical Inventory
Assessment – Mathematical Inventory
Students must answer all parts of each question correctly to be considered as mastery.
1. Understand place value for rational and irrational numbers up to and including 1,000,000.
Place each of the following numbers on the number line in the appropriate location. Justify the
answers.
Л ‐2.5 10 4.75 5
2. Add, subtract, multiply, and divide integers.
Solve each problem below:
a. (+ 65) x (‐20) =
b. (‐20) – (‐650) =
c. ‐20 + 65 =
d. +64 ÷ (‐2) = 3. Identify common factors and greatest common factor of two numbers.
a. List all the factors of 18
b. List all the factors of 30
c. What factors do 18 and 30 have in common?
d. What is the greatest common factor of 18 and 30? 4. Simplify mathematical expressions using order of operations
Simplify the mathematical expression, using order of operations. Show all work.
32 – 6(5 – 5)
5. Solve and explain two‐step equations, involving whole numbers.
Solve for n: 3n – 2 = 13. Explain the steps you used to solve the equation.
25
Mathematics Promotion Portfolio:Mathematical Inventory
6. Solve simple proportions within context.
Jose can run a two‐mile race in 14 minutes. If he can maintain this speed, how many minutes
would it take for him to run 6 miles? Show all work. Explain your answer.
7. Translate two‐step verbal expressions into algebraic expressions.
Write an algebraic expression that represents the cost of bowling n games if the charge is $2.50
a game and $3.25 to rent bowling shoes.
8. Graph the solution set of an inequality on a number line.
Solve and graph the solution set for each of the inequalities below:
26
Mathematics Promotion Portfolio:Mathematical Inventory
9. Calculate the area of basic polygons drawn on a coordinate plane, having sides of integer length.
a. On the coordinate plane, plot and label the following points:
A (‐4, 5) B (5,5) C (5, ‐6) D (‐4, ‐6)
b. Find the area of ABCD. Show your work and explain your answer.
10. Given the circumference or area of a circle, determine the diameter or radius.
If a circular garden has a circumference of 62 feet, determine its diameter to the nearest whole
foot. Explain your reasoning in words and/or a picture.
Note: C = Л d. (Use a calculator.) 11. Calculate the volume of a rectangular prism.
Calculate the volume of the rectangular prism in cubic centimeters. Show your work.
27
Mathematics Promotion Portfolio:Mathematical Inventory
12. List the possible outcomes for a compound event.
Ms. Ramirez is very picky about what she eats. When she buys lunch in the school cafeteria, she
considers only these options:
Main Course: Garden Salad, Cheese Pizza, Turkey Sandwich
Drink: Diet Soda, Water
Dessert: Fruit Cup, Slice of Cake, Pudding, Ice Cream
Make a list or diagram that shows all possible lunch options Ms. Ramirez has if each lunch
consists of one main course, one drink, and one dessert.
13. Determine the probability of dependent events.
There are 6 black, 4 blue and 2 brown socks in Dakota’s sock drawer. Dakota reaches into the
sock drawer in the dark and pulls out 2 socks. What is the probability that Dakota will pull out a
matched pair of blue socks? Show your work/explain your reasoning.
14. Determine the number of possible outcomes of a compound event.
Ms. Ramirez, the very picky eater, considers the same options when When she buys lunch in
the school cafeteria, she considers only these options:
Main Course: Garden Salad, Cheese Pizza, Turkey Sandwich
Drink: Diet Soda, Water
Dessert: Fruit Cup, Slice of Cake, Pudding, Ice Cream
How many different lunches might Ms. Ramirez purchase if each lunch consists of one main
course, one drink and one dessert? Explain/justify your reasoning.
28
Mathematics Promotion Portfolio:Mathematical Inventory
15. Read and interpret data represented graphically (pictograph, bar graph, histogram, line graph,
double line/bar graph or circle graph).
Students in Mr. Edwards’s class determined the number of letters in each student’s last name
for all of the students in the class. The bar graph below represents the data that the students
gathered.
a. How many students have an odd number of letters in their last name?
b. How many students have fewer than 12 letters in their last name?
c. What is the fewest number of letters in a last name in Mr. Edwards’s class, based upon the
data in the graph?
d. How many students are in the class?
29
Mathematics Promotion Portfolio:Mathematical Inventory
16. Display data in a circle graph.
Complete a circle graph for the following set of data:
Two hundred students at M.S. 007 were surveyed as to how often they used the internet. The
table below represents the results of the survey.
Complete the circle graph below to represent the data in the table accurately. Show your work
and explain or justify how you determined your answer. You may use a ruler or straight edge, a
protractor, and a calculator to help you.
30
Mathematics Promotion Portfolio:Mathematical Inventory
17. Construct a double bar graph or double line graph from raw data.
Using data from the table below, construct a double bar graph comparing the number of red
candies to the number of green candies in 10 different bags of candies. Make sure to label all
parts of your graph.
31
Mathematics Promotion Portfolio:Mathematical Inventory
18. Use a protractor to draw central angles in a given circle.
Using your protractor, draw a central angle that measures 105˚ on a circle graph. Label the angle
as angle A.
19. Estimate the surface area of a rectangular prism.
Ask the students to estimate to the nearest centimeter the surface area of the rectangular prism
above. Have them explain or justify their answers.
20. Justify the reasonableness of the mass of an object.
Which is the best estimate of the weight of a high school football player? Justify your choice.
Explain why you eliminated the other choices.
a. 10 oz. b. 180 pounds c. 2 tons d. 250 grams
32
Mathematics Promotion Portfolio:Mathematical Inventory
Answer Key – Mathematical Inventory
1.
Justification would include an explanation of each number’s value and why it falls between the two numbers on the number line and closer why it is closer to one of those two numbers than the other.
2. a. ‐1,300 b. 630 c. 45 d. ‐32
3. a. 1, 2, 3, 6, 8, 16 b. 1, 2, 3, 5, 6, 10, 15, 30 c. 1, 2, 3, 6 d. 6
4. 32 – 6(5 – 5)
9 – 6(0) 9 – 0 = 9
5. 3n – 2 = 13
3n = 15
n = 5
Students should explain that they added 2 to each side of the equation to isolate the n variable and then divided both sides of the equation by 3 to find the value of n.
6. Students should explain that first, we must find how long it takes Jose to run one mile.
2m = 14 m = 7
If Jose can run one mile in seven minutes, then we can use that information to see how long it will take him to run six miles:
6m = # minutes it take Jose to run six miles 6(7) = 42 minutes
7. $2.50n + $3.25
-2.5 10 5 4.75
33
Mathematics Promotion Portfolio:Mathematical Inventory
8.
9.
Work to find the area of ABCD could look something like: 9 x 11 = 99 square units. Students
should explain that the formula for area is length x width, and show how they found the
length and width of figure ABCD.
D C
A B
34
Mathematics Promotion Portfolio:Mathematical Inventory
10. Diameter = approximately 20 feet. Students should explain that the equation to figure
diameter (d) is 62 = Л d. To solve, we need to isolate d by dividing 62/Л. Since Л = approximately 3.14, we divide 62/3.14, which equals approximately 19.742. To find the
diameter to the nearest foot, we round up to 20 feet.
11. 15 x 2 x 5 = 150 cubic centimeters. Students must show their multiplication work.
12.
Garden Salad, Diet Soda, Fruit Cup
Garden Salad, Diet Soda, Slice of Cake
Garden Salad, Diet Soda, Pudding
Garden Salad, Diet Soda, Ice Cream
Garden Salad, Water, Fruit Cup
Garden Salad, Water, Slice of Cake
Garden Salad, Water, Pudding
Garden Salad, Water, Ice Cream
Cheese Pizza, Diet Soda, Fruit Cup
Cheese Pizza, Diet Soda, Slice of Cake
Cheese Pizza, Diet Soda, Pudding
Cheese Pizza, Diet Soda, Ice Cream
Cheese Pizza, Water, Fruit Cup
Cheese Pizza, Water, Slice of Cake
Cheese Pizza, Water, Pudding
Cheese Pizza, Water, Ice Cream
Turkey Sandwich, Diet Soda, Fruit Cup
Turkey Sandwich, Diet Soda, Slice of Cake
Turkey Sandwich, Diet Soda, Pudding
Turkey Sandwich, Diet Soda, Ice Cream
Turkey Sandwich, Water, Fruit Cup
Turkey Sandwich, Water, Slice of Cake
Turkey Sandwich, Water, Pudding
Turkey Sandwich, Water, Ice Cream
13. Answer: The probability is 1 . Work: 4 x 3 = 12 = 1 11 12 11 132 11
14. 24 different lunches. (See work for #12.) There are 24 total combinations of different
lunches. *OR* If we take the total number of choices in each category and multiply then (3 x
2 x 4), we will also arrive at 24 different combinations of lunches.
15. a. 11 students b. 16 students c. 4 letters d. 24 students
35
Mathematics Promotion Portfolio:Mathematical Inventory
16.
Number of Minutes Per Week Students at M.S. 007 Use the Internet
50/200 = 1/4
100/200 = 1/2
10/200 = 1/20
20/200 = 1/10
20/200 = 1/10
180‐299 minutes
300 or more
minutes
60‐179 minutes
1‐59 minutes
0 minutes
36
Mathematics Promotion Portfolio:Mathematical Inventory
17.
18.
19. Approximately 48 square centimeters. To estimate, first round each side to the nearest whole
centimeter (2 cm, 5 cm, and 2 cm). Then, use the total surface area formula to solve:
2(5)(2) + 2 (2)(2) + 2(5)(2)
2(10) + 2(4) + 2(10)
20 + 8 + 20 = 48 square centimeters
20. Choice B (180 pounds) is the best estimate. People’s weight is usually measured in pound, and
since a high school football player can be big, 180 would be a reasonable weight in pounds.
Choice A is only 10 ounces, which is less than one pound. This is too light for a human.
Choice C is 2 tons. Since 1 ton is 2,000 pounds, even 1 ton is more than a human would weigh.
Choice D is only 250 grams. Grams are used to measure small amounts of weight; this is too light
for a human.
Bag Number
Number of Red and Green Candies Per Bag
Angle A
37
Mathematics Promotion Portfolio: Standard Math Problems
Mathematics Promotion Portfolio: Standard Math Problems
Directions
Students should independently complete the standard math problems that appear in the “Standard
Math Problems: Student Sheet” in the Blackline Masters. Students are not required to use traditional
algorithms, but rather, are encouraged to use the strategies with which they are most comfortable. The
standard math problems and the answer key are listed in this manual for teachers’ reference. After
students complete the standard math problems, teachers should use the “Standard Math Problems
Scoring Sheet,” found in the Blackline Masters, to record which questions the student answered
correctly and then record the final performance level on the student’s “Promotion Portfolio Summary
Sheet.”
Scoring Guide
To demonstrate performance comparable to Level 2, students must answer 4 out of 5 standard math
problems correctly. Use the answer key to determine if students should receive credit for their answer.
The table below outlines the student performance levels for this component of the Mathematics
promotion portfolio:
Number of Questions Correct Mathematical Inventory Performance Level
5 Exceeds benchmark
4 Meets benchmark
3 or fewer Does not meet benchmark
Assessment – Standard Math Problems
1. Solve the following problems.
a. 753 x 48 =
Show your work.
b. Circle each number below that is a perfect square. If the number is a perfect square, write its
square root on the line next to the number.
81
122
144
196
Blackline
Masters
p. 26‐29
Blackline
Masters
p. 7
38
Mathematics Promotion Portfolio: Standard Math Problems
c. List 5 multiples of 12 and 5 multiples of 20 on the lines below.
12
20
What is the least common multiple (LCM) of 12 and 20?
d. The average distance from Venus to the sun is 108,200,000 km.
Express this number in scientific notation.
Answer: km
2. a. On the coordinate grid below, draw a rectangle with an area of 18 square units.
Label the rectangle ABCD.
b. Identify the points A, B, C, D by their coordinate location on the graph.
A ( , ) C ( , )
B ( , ) D ( , )
39
Mathematics Promotion Portfolio: Standard Math Problems
3. The twenty‐four students in Mr. Farber’s seventh‐grade class are having a celebration party. How many ½ gallon containers of chocolate milk does Mr. Farber need to purchase so that each student receives 8 fluid ounces of chocolate milk? Show your work.
Note: 1 cup = 8 fluid ounces; 1 pint = 2 cups; 1 quart = 2 pints; 1 gallon = 4 quarts
4. Write an algebraic equation for each sentence.
a. A number times itself plus 1 equals 10.
b. 2 less than 3 times a number is equal to 7.
c. 4 times a number plus 7 equals 35.
5. There are 32 students in Tamara’s class. She surveyed her classmates and found that 15 of her
classmates play baseball. In addition, 20 of her classmates play soccer, while 8 of her classmates
play both baseball and soccer.
a. Construct a Venn diagram to represent the data.
b. How many students play only baseball?
c. How many students play only soccer?
d. How many students do not play baseball or soccer?
40
Mathematics Promotion Portfolio: Standard Math Problems
Answer Key – Standard Math Problems
Question 1: Students must be able to solve at least three of these problems correctly. (Note: Within
each part, all answers must be complete and correct. Work must be shown in part a.)
a. 36,144
b. The perfect squares are 81 (square root is 9), 144 (square root is 12), and 196 (square
root is 14).
c. Answers may vary. Accept any correct multiples of each number. For example, multiples
of 12 may include 12, 24, 60, 72, and 108, and multiples of 20 may include 60, 100, 500, and 180. The LCM of 12 and 20 is 60.
d. 1.082 x 108
Question 2: Students must draw a rectangle, with an exact area of 18 square units and must correctly
label vertices of the rectangle with A, B, C, and D. They must also identify each of the vertices with the
correct (x,y) value of the coordinates.
Answers may vary. Accept any correct rectangle containing 18 square units. Points must be
labeled on the coordinate grid and must be identified with their correct (x,y) value, based upon
their location on the coordinate grid.
Question 3: Students must answer the question correctly. Work must be shown.
Answer: 3 half‐gallon containers. (192 fluid ounces of chocolate milk are needed. There are 64 fluid ounces in ½ gallon. Therefore, 3 half‐gallon containers would be needed to hold 192 fluid ounces.)
Question 4: Students must answer at least two of the three parts of the question correctly.
a. x * x + 1 = 10 or x2 + 1 = 10 b. 3x – 2 = 7 c. 4x + 7 = 35
Question 5: Students must be able to draw the Venn diagram correctly and answer at least 2 of the 3
additional questions correctly.
a.
b. 7 c. 12 d. 5
Baseball Soccer
5 7
8 12
Tamara’s Class
41
Mathematics Promotion Portfolio: Class Work
Mathematics Promotion Portfolio: Mathematics Class Work
Directions
Please include one piece of student work produced in the mathematics classroom and given a score by
the teacher. This work sample should be aligned with an appropriate grade level task or problem within
one of the appropriate strands for the grade.
Components: The work must include four elements to be considered when evaluating a student for
promotion:
1. The assigned task
2. Evidence of the process used to produce answer (drawing, writing, explanation, computations,
diagrams or a combination of such evidence)
3. The correct answer
4. Tool (rubric, checklist, etc.) used to score this piece of mathematical work or teacher evaluation
based on specific criteria
All four of these mathematics class work elements must be included in promotion portfolios submitted to
the principal and community superintendent.
The student’s mathematical thinking and problem solving abilities should be clearly evidenced in the
piece of work that is chosen.
Workbook pages, ditto sheets, etc. and other pieces of class work that do not require the
student to show mathematical thinking and/or problem solving abilities should not be
submitted as a piece of student work.
Based on the scoring guide below, teachers should record the performance level on the student’s
“Promotion Portfolio Summary Sheet.”
Scoring Guide
To demonstrate performance comparable to Level 2, students must achieve a Medium on the
mathematics class work submitted for their promotion portfolio. The table below outlines the student
performance levels for this component of the mathematics promotion portfolio:
School Rubric Score Class Work Performance Level
(for promotion portfolio)
Exceeds school’s Level 2 standard* High/Exceeds benchmark
Meets school’s Level 2 standard* Medium/Meets benchmark
Below school’s Level 2 standard* Class work that does not meet school’s Level 2
standard should not be submitted as evidence for
the promotion portfolio.
*School’s Level 2 standard is evidenced by the scoring tool submitted along with the mathematics class
work.
42
Examples of High Level 2 Designations
Examples of High Level 2 Designations
For High Level 2 Designation in ELA
To perform comparable to a High Level 2 in ELA, a student must:
at least meet benchmarks on the Leveled Text and Independent Writing components
AND
exceed benchmarks on the Standard Reading Passage and ELA Class Work components
For High Level 2 Designation in Mathematics
To perform comparable to High Level 2 in mathematics, a student must:
at least meet benchmarks on the Mathematical Inventory and the Standard Math Problems
components and exceed the benchmark on at least one of these two components
AND
exceed benchmark on the Mathematics Class Work component
Sample High Level 2 Performance – ELA Promotion Portfolio
Component/Results Performance Level
Leveled text: 90% accuracy on Level U book Meets benchmark
Standard Reading Passage: Received one Medium and two Highs on fiction
passage questions and two Mediums and one High for the non‐fiction
passage questions.
Exceeds benchmark
Independent Writing Activity: Medium AND showed evidence of the writing
process
Meets benchmark
Class Work: Demonstrates Level 3 on school’s scoring system (high) Exceeds benchmark
This student met the benchmarks on all selected ELA components and exceeded the benchmarks
for the Standard Reading Passage and ELA Class Work.
Sample High Level 2 Performance – Mathematics Promotion Portfolio
Component/Results Performance Level
Mathematical Inventory: Mastered 17 out of 20 skills Exceeds benchmark
Standard Math Problems: Answered 4 out of 5 problems correctly Meets benchmark
Class Work: Demonstrates Level 3 on school’s scoring system (high) Exceeds benchmark
This student at least met the benchmarks for all math components and exceeded the benchmarks
for the Mathematical Inventory and Math Class Work.
43
August Update: Grade 7 Promotion Review Summary Sheet
August Update: Grade 7 Promotion Review Summary Sheet
Overview
Summer school teachers should include an update about each student’s performance in summer school
using the “August Update: Grade 7 Promotion Review Summary Sheet.” This sheet is found on the last
page of this manual and should be duplicated for each summer school student who was administered a
promotion portfolio in June.
The “August Update” sheet should include observations about the student’s performance in:
ELA: reading accuracy, reading comprehension, and independent writing for ELA
Mathematics: grade‐level, standards‐based performance in mathematics strands. (While the
Mathematics portfolio provides specific problems to assess skills in these mathematics strands,
teachers may use evidence from the classroom to assess students’ performance in these strands
for the August update.)
Teachers should also include only one piece of evidence per portfolio component or mathematics strand
outlined above (up to three pieces of evidence for ELA and five for math) to demonstrate student
performance comparable to Level 2. This evidence should be student work (as outlined in the Class
Work components of the promotion portfolio) or assessments; ditto sheets and work books should not
be submitted. Please see the next page for a sample completed “August Update” sheet.
August Update: Grade 7 Promotion Review Summary Sheet
45
Student Name: Student ID:
Borough: District: School: Summer Teacher: Principal:
Subject(s) to be assessed: ELA Math Date: __________________
Promotion Portfolio Scores: August Update
ELA Promotion Portfolio
Score: August
Student is performing comparable to Level 2 in ELA.
Student is performing comparable to Level 1 in ELA.
Mathematics Promotion
Portfolio Score: August
Student is performing comparable to Level 2 in mathematics.
Student is performing comparable to Level 1 in mathematics.
Principal: __________________________________________ Date: _______
Community superintendent: Date:
Types of Evidence Is student performance
comparable to Level 2?
Comments (Description of evidence submitted,
notes about performance, etc.)
ELA Summer Class W
ork
Reading Accuracy
Yes – Level 2 No – below Level 2
Reading Comprehension Yes – Level 2 No – below Level 2
Independent Writing Yes – Level 2 No – below Level 2
Math Summer Class W
ork
Number sense &
operations
Yes – Level 2 No – below Level 2
Algebra
Yes – Level 2 No – below Level 2
Geometry
Yes – Level 2 No – below Level 2
Measurement
Yes – Level 2 No – below Level 2
Statistics and Probability
Yes – Level 2 No – below Level 2
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