grade 7 promotion portfolio manual 2010 2011

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Grade 7

Promotion Portfolio Manual

2010‐2011

NYC Department of Education

May 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

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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

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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.

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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

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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.


(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.


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.

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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.

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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

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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

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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

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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.

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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.

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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.

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Fiction Passage #2:

Ms. Lee High Medium Low

Benchmark




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.

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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


Non‐fiction Passage #1:

Machine that Changed High Medium Low

Benchmark




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


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


Non‐fiction Passage #2:

Sammy Sosa High Medium Low

Benchmark




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


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


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


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


Meets benchmark

Low rubric score OR does not show evidence of the


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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.

44


Sample “August Update” 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


Algebra


Geometry


Measurement


Statistics and Probability


grade 7 promotion portfolio manual 2010 2011

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