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Quantiles

Quantiles. What are they and why should I care?. Workshop Objectives:. What is the Quantile Framework? What does a Quantile measure mean? How can it be used in the classroom? Free suite of online tools at Quantiles.com. Bringing Meaning to Measurement. What is the Quantile Framework?.

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Quantiles

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  1. Quantiles What are they and why should I care?

  2. Workshop Objectives: • What is the Quantile Framework? • What does a Quantile measure mean? • How can it be used in the classroom? • Free suite of online tools at Quantiles.com

  3. Bringing Meaning to Measurement

  4. What is the Quantile Framework?

  5. The Quantile Framework is NOT: • An indicator of mastery or a test score • A list of mathematics skills • A curriculum for mathematics or a math • program • Grade equivalent

  6. Quantile Framework for Mathematics • Uses a common, developmental scale to measure student mathematical achievement, the difficulty of mathematical skills and concepts, and the materials for teaching mathematics. • Predict readiness. • Match students to appropriate materials at their • level. • Forecast student performance on the end of year test.

  7. The QuantileFramework Is like a “gauge” or “yardstick”---it’s way to measure the development of: • Students’ mathematical knowledge, and • Difficulty of math skills and topics

  8. Quantile Framework Taxonomy • What is a Q-Taxon? • Mathematical skill or concept. • Where does the list of Q-Taxons come from? • National Council of Teachers of Mathematics (NCTM) • TIMSS • State curriculums • How are the strands determined? • Content Strands from NCTM and other states

  9. The QuantileFramework The Measure of a Skill or Concept in Mathematics

  10. Solve problems involving elapsed time. Use a coordinate grid to solve problems. Describe the path between given points on the plane. Divide using single-digit divisors, with and without remainders. The Value of Skill Demand • What does each skill mean? • In which grade is the skill introduced? • Which content strand does each skill come from?

  11. Solve problems involving elapsed time. Use a coordinate grid to solve problems. Describe the path between given points on the plane. Divide using single-digit divisors, with and without remainders. The Value of Skill Demand • Which skill is most difficult?

  12. Solve problems involving elapsed time. 450Q Use a coordinate grid to solve problems. Describe the path between given points on the plane.480Q Divide using single-digit divisors, with and without remainders. 450Q The Value of Skill Demand • Which skill is most difficult?

  13. The QuantileFramework The Student Measure for Mathematics

  14. Using the Quantile Framework Determines readiness Informs instruction Forecasts performance on high stakes tests

  15. A Single Measure The content strands are so intertwined that only one measure is necessary.

  16. Kindergarten – Third Grade Teachers • Quickly and easily does math at his/her grade level. • Does math at his/her grade level fairly well, but must work hard on some topics. • Struggles with math at his/her grade level.

  17. “Quantile measures have confirmed what educators have known for some time now: the range of mathematics ability is large within each classroom. In order for teachers to provide effective instruction for diverse classroom populations, instruction must be assessment driven and differentiated.”

  18. http://www.quantiles.com

  19. Let’s Give It a Try! • Select one of the student cards. • Use the Quantile website to answer the questions on the card to help guide classroom instruction.

  20. Workshop Objectives: • What is the Quantile Framework? • What does a Quantile measure mean? • How can it be used in the classroom? • Free suite of online tools at Quantiles.com

  21. Contact Information Title I Directors' Conference - March 10, 2009 John Ford, Coordinator Title I, Mathematics jford@access.k12.wv.us Lynn Baker, Coordinator Office of Instruction lhbaker@access.k12.wv.us

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