Teacher s Guide to Understanding the PARCC Diagnostic Tools

Transcription

1 Teacher s Guide to Understanding the PARCC Diagnostic Tools

2 Table of Contents A. Overview.. 1 B. Teaching and assessing reading comprehension using the PARCC-provided reading comprehension diagnostic tool C. Teaching and assessing vocabulary using PARCC-provided vocabulary diagnostic tool 6 D. Teaching and assessing reading fluency using the PARCC-provided fluency materials...9 E. Teaching and assessing decoding using the PARCC-provided decoding diagnostic tool 21 F. Using PARCC-provided reader motivation surveys G. Teaching and assessing mathematics comprehension using the PARCC-provided comprehension materials H. Teaching and assessing mathematics fluency using the PARCC-provided fluency materials...29

3 Diagnostic Tools: A. Overview: PARCC has developed a set of Diagnostic tools to support instructional decision-making in both English Language Arts and in Mathematics. I. English Language Arts (ELA) Diagnostic Assessments: The PARCC ELA Diagnostic Assessments consists of five subtests: Reading Comprehension, Reading Vocabulary, Reading Fluency, Decoding, and a Reader Motivation Survey. The purpose of these tools is to provide educators with instructionally useful information related to how students demonstrate strengths and needs with each grade s Common Core State Standards. The subtests have been designed to maximize instructional time and minimize testing time. After administering a subtest, educators will receive immediate feedback which can then be used to make daily instructional choices. The assessments are meant to be flexible, such that teachers choose the subtests and time to administer them based on the needs of their students. Teachers can also choose to administer a subtest to one student, a group of students, or their entire class. Click here to access a professional learning module which provides an overview of the PARCC Diagnostic Assessments. ELA Diagnostic Assessments Grade Levels Reading Comprehension 2 9 Reading Vocabulary 2 8 Reading Fluency 2 8 Decoding any Reader Motivation Survey 2 12 II. Mathematics Diagnostic Assessments: The PARCC Mathematics Diagnostic Assessments consist of two subtests: Mathematics Comprehension and Mathematics Fluency. Both subtests are computer-based and intended to provide information about student strengths and areas of improvement which can then be used to inform instructional decisions. The subtests are also meant to be flexible, such that teachers choose the assessment and time to administer them based on their needs and the needs of their students. Teachers can also choose to administer a subtest to one student, a group of students, or their entire class. Click here to access a professional learning module which provides an overview of the PARCC Diagnostic Assessments. 1

4 B. Teaching and assessing reading comprehension using the PARCCprovided reading comprehension diagnostic tool: I. Background: The full PARCC Assessment System is designed to measure the knowledge, skills, and understandings essential to achieving college and career readiness, including reading comprehension. This includes an emphasis on close, analytic reading and comprehension of a range of grade-level complex texts. Classroom instruction should similarly focus on the close, sustained analysis of complex text ( PARCC Model Content Frameworks: ELA/Literacy ). As the frameworks note, close, analytic reading stresses engaging with a text of sufficient complexity directly and examining its meaning thoroughly and methodically, encouraging students to read and reread deliberately. Directing student attention on the text itself empowers students to understand the central ideas and key supporting details, as well as the development of ideas over the course of the text. PARCC has developed diagnostic reading comprehension assessments that focus on Reading Standards RL1-3 and RI 1-3 for grades 2-9. The assessments are designed to measure student accuracy of comprehension and the ability to find and cite evidence from the text to support comprehended ideas. Each form contains approximately 20 items with authentic passages of varying complexity levels. Each form is approximately equal in difficulty with other forms at that grade level. A small number of vertically-linked items are included (e.g. grade 3 items on the grade 4 test) to allow teachers to see strengths and needs for students with the prior grade level material. The reading comprehension items are similar in appearance and rigor to the selected response item types students will encounter on the PARCC Summative Assessment. II. Procedure for assessing reading comprehension: The directions for technical administration of the reading comprehension assessment are included elsewhere in this guide. There are two types of questions on the Reading Comprehension Assessments: one part selected response and two part, evidence-based selected response items. Other important things to note: Once students answer a question and select next after answering that question, they will not be able to go back to any previous question. Students can adjust the image on their computer screen by holding the control key down and pressing the plus sign button (+) to increase the size of the image or the minus sign button (-) to decrease the size of the image. Assist students as needed. Each form of the test includes a small number of linking items items aligned to the grade below the grade being assessed. These items will be included in the student score report and give the teacher information about strengths and needs linked to the previous grade s standards. 2

5 The student directions for this assessment are as follows: Student Directions for Reading Comprehension Read each passage and question carefully. Then, choose the best answer for each question. You may look back at the passage as often as needed. You may need to scroll down to see the whole passage. Select your answer from the answer choices listed. Some of the questions have two parts, "Part A," and "Part B." Be sure to answer both parts. You cannot go back once you answer a question. Do your best to answer all questions. III. Using reading comprehension assessment data to inform instruction: The reading comprehension assessments are meant to provide information about student strengths and areas of improvement with regard to how well students comprehend informational and literary texts. The score reports provide raw data that teachers can use to inform instructional decisions. To develop guidelines for use of the data, PARCC brought together expert teachers in panels to discuss how these teachers would use the information from the assessments. The panelists reviewed all of the forms at each grade level. Based on this review and panelist input, Parcc Inc. provides the following guidelines for use of the reading comprehension assessment data: Information Available: Score Descriptions: For students showing needs with Informational Texts: For students showing needs with Literary Texts: Number of possible points linked to accuracy (both for on grade level and one grade below) Points earned for accuracy (both for on grade level and one grade below) 75% correct or higher indicates students are likely to be progressing towards grade level accuracy for reading standards 2 and 3. Consider providing additional instruction and practice in grade appropriate tasks which may include: Using fix-up strategies to make meaning from a text Visualizing text meaning Recounting or summarizing the text Determining the central or main idea(s) in a text Consider providing additional instruction and practice in grade appropriate tasks which may include: Using fix-up strategies to make meaning from a text Visualizing text meaning Recounting or summarizing the text Determining the central message, lesson, moral, 3

6 Percent correct for accuracy (both for on grade level and one grade below) Number of possible points linked to finding evidence (both for on grade level and one grade below) Points earned for finding evidence (both for on grade level and one grade below) Percent correct for finding evidence (both for on grade level and one grade below) Overall number of possible points Overall Earned points Percent Correct of Overall Earned Points 75% correct or higher indicates students are likely to be progressing towards grade level mastery of standard RL or RI 1. A 25% increase in the percent correct of overall earned points from one test administration to another likely indicates the Determining the key details in a text Explaining how the key details in a text connect to the central or main idea(s) in a text Determining the relationships that exist between ideas and events presented in a text and explaining and/or analyzing these relationships and/or theme of a text Identifying key details that support the central message, lesson, moral, or theme in a text and how these details support the overall ideas presented in a text Close reading of words, phrases, and paragraphs Connecting details from a text to the overall understanding derived from a text Locating details in a text that support overall understanding derived from a text Determining which details are most important in helping others understand derived meaning from a text Expressing a connection between words and phrases that a student has identified as ones that support derived meaning from a text Once students demonstrate 75% percent for on grade level skills and 80% of below grade level skills, additional administrations of the Diagnostic assessment for reading comprehension may be unnecessary. 4

7 student has made progress in the measured skills. 1 Additional ways to use information from the reading comprehension tools to support increased learning: If a teacher determines an area of need for a student, it may help to have that student describe their thinking and talk through sample items while answering those types of items. A teacher may use PARCC s released sample selected response items for this purpose or may have students retake a form of the Diagnostic assessment, with the teacher available to discuss items as the student is taking the assessment. To keep on-going reports clear, teachers should not provide students taking the on-line form of the assessment with correct responses, but should listen only to a student think aloud as the student makes his/her response choices. Since students may be unfamiliar with how to think aloud, teachers will likely want to first model the process for think aloud with a sample question. The act of listening in to students as they think aloud responses is a great means to help teachers and students uncover any conceptual misunderstandings and provide insight into the nature of erroneous thinking. Teachers may find it useful to share sample items for accuracy or finding evidence or both for informational texts with those who teach contents other than English Language Arts and to share how content area teachers can support specified students who require additional instruction and practice for identified skill gaps. Teachers in a professional learning community (whether formal or informal communities) may find it helpful to share ideas on how to support students who are struggling with either accuracy or finding evidence items at a given grade level. Teachers may focus specifically on how the local curriculum allows for embedding additional supports needed within upcoming lessons, thereby allowing for supports to be provided as part of daily core general instruction. 1 Note, Parcc recommends students receive at least four weeks of instruction between test administrations of reading comprehension forms. 5

8 C. Teaching and assessing vocabulary using the PARCC-provided vocabulary diagnostic tool: I. Background: The full PARCC Assessment System is designed to measure the knowledge, skills, and understandings essential to achieving college and career readiness, including students abilities to use the context to determine the meaning of words and phrases in grade level informational and literary texts (vocabulary). Classroom instruction should focus on multiple exposures to targeted vocabulary in authentic contexts to retain an understanding of the words meaning (s) and use words effectively ( PARCC Model Content Frameworks: ELA/Literacy ). As the frameworks note, by focusing on academic vocabulary, students will be more prepared to access a wide range of complex texts. PARCC has developed diagnostic vocabulary assessments that focus on Reading Standards RL4 and RI 4, as well as Language standards L4, L5, and L6 for grades 2-8. The assessments are designed to measure student accuracy and the ability to find and cite evidence from the text to support use of vocabulary to make meaning of texts. Each form contains approximately 24 items with passages of varying complexity levels. Each form is approximately equal in difficulty with other forms at that grade level. A small number of vertically-linked items are included (e.g. grade 3 items on the grade 4 test) to allow teachers to see strengths and needs for students with the prior grade level material. The vocabulary items are similar in appearance and rigor to the selected response item types students will encounter on the PARCC Summative Assessment. II. Procedure for assessing vocabulary: There are two types of questions on the Vocabulary Assessments: one part selected response and two part, evidence-based selected response items. Other important things to note: Once students answer a question and select next after answering that question, they will not be able to go back to any previous question. Students can adjust the image on their computer screen by holding the control key down and pressing the plus sign button (+) to increase the size of the image or the minus sign button (-) to decrease the size of the image. Assist students as needed. Each form of the test includes a small number of linking items items aligned to the grade below the grade being assessed. These items will be included in the student score report and give the teacher information about strengths and needs linked to the previous grade s standards. The student directions for this assessment are as follows: 6

9 Student Directions for Vocabulary Read each passage and question carefully. Then, choose the best answer for each question. You may look back at the passage as often as needed. You may need to scroll down to see the whole passage. Select your answer from the answer choices listed. Some of the questions have two parts, "Part A," and "Part B." Be sure to answer both parts. You cannot go back once you answer a question. Do your best to answer all questions. III. Using vocabulary assessment data to inform instruction: The vocabulary assessments are meant to provide information about student strengths and areas of improvement with regard to how well students use context to make meaning of words and phrases when reading informational and literary texts. The score reports provide raw data that teachers can use to inform instructional decisions. The assessments are suited for use with students whose reading comprehension skills seem to require additional supports as a means to determine whether reading comprehension needs are in part a result of an inability to use vocabulary effectively to make meaning of texts. This need may have been demonstrated either through classroom performances or through performance on other assessments such as the PARCC Summative assessment or PARCC Reading Comprehension Diagnostic Sub-Test. To develop guidelines for use of the data, PARCC brought together expert teachers in panels to discuss how these teachers would use the information from the assessments. The panelists reviewed all of the forms at each grade level. Based on this review and panelist input, Parcc Inc. provides the following guidelines for use of the reading comprehension assessment data: Information Available: Score Descriptions: For students showing needs with Informational Texts: For students showing needs with Literary Texts: Number of possible points linked to accuracy (both for on grade level and one grade below) Points earned for accuracy (both for on 75% correct indicates students are likely to be progressing towards grade level accuracy for reading standards 2 and 3. Consider providing additional instruction and practice in grade appropriate tasks which may include: Consider providing additional instruction and practice in grade appropriate tasks which may include: Using fix-up strategies such as beeping an unknown word and reading on, rereading the text while focusing on creating a visual image of the meaning conveyed, using pictures and illustrations provided to determine meaning, and using the syntax or organizational structure of where a word or phrase is situated to make meaning 7

10 grade level and one grade below) Percent correct for accuracy (both for on grade level and one grade below) Number of possible points linked to finding evidence (both for on grade level and one grade below) Points earned for finding evidence (both for on grade level and one grade below) Percent correct for finding evidence (both for on grade level and one grade below) Overall number of possible points Overall Earned points Percent Correct of Overall Earned Points 75% correct or higher indicates students are likely to be progressing towards grade level mastery of standard RL or RI 1. A 25% increase in the percent correct of overall earned points from one test administration to another likely indicates the student has made progress in Building student word knowledge including but not limited to the study of prefixes, suffixes, and Greek and Latin roots Increased focus on building academic vocabulary Supporting vocabulary acquisition through research proven strategies such as word sorts, word walls, visualizing of new terms, multiple exposures to new vocabulary Ensuring students have sufficient time to read independently, to build effective vocabularies Close reading of words, phrases, and paragraphs Connecting details surrounding a word or phrase in the text to find synonyms for the unknown word or phrase Considering how known words in the passage or how pictures or illustrations provided convey the tone or mood of a text and how this can help one support conjectures of the meaning of unknown words or phrases Locating details in a text that support overall understanding derived from a text Expressing a connection between words and phrases that a student has identified as ones that support derived meaning from a text Once students demonstrate 75% percent for on grade level skills and 80% of below grade level skills, additional administrations of the Diagnostic assessment for vocabulary may be unnecessary. 8

11 the measured skills. 2 Additional ways to use information from the vocabulary tools to support increased learning: If a teacher determines an area of need for a student, it may help to have that student describe their thinking and talk through sample items while answering those types of items. A teacher may use PARCC s released sample selected response items for this purpose or may have students retake a form of the Diagnostic assessment, with the teacher available to discuss items as the student is taking the assessment. To keep on-going reports clear, teachers should not provide students taking the on-line form of the assessment with correct responses, but should listen only to a student think aloud as the student makes his/her response choices. Since students may be unfamiliar with how to think aloud, teachers will likely want to first model the process for think aloud with a sample question. The act of listening in to students as they think aloud responses is a great means to help teachers and students uncover any conceptual misunderstandings and provide insight into the nature of erroneous thinking. Teachers may find it useful to share sample items for accuracy or finding evidence or both for informational texts with those who teach contents other than English Language Arts and to share how content area teachers can support specified students who require additional instruction and practice for identified skill gaps. Teachers in a professional learning community (whether formal or informal communities) may find it helpful to share ideas on how to support students who are struggling with either accuracy or finding evidence items at a given grade level. Teachers may focus specifically on how the local curriculum allows for embedding additional supports needed within upcoming lessons, thereby allowing for supports to be provided as part of daily core general instruction. D. Teaching and assessing reading fluency using the PARCC-provided fluency materials: I. Background: PARCC has developed informational and literary passages for the teaching and assessment of reading fluency in grades The passages were developed to be equivalent in both length (approximately 250 words per passage) and in complexity. 2 Note, Parcc recommends students receive at least four weeks of instruction between test administrations of vocabulary forms. 3 The grade 8 passages may be used with students in grades 9-12 if those students did not work with those passages when enrolled in middle school. 9

12 Table 1: PARCC-provided Fluency Passages Grade # of equivalent informational passages # of equivalent literary passages The CCSS standards for foundational reading for grades K through 5 include clear and direct language that address the need for students to be taught and to acquire reading fluency, one of the essential skills recognized as most critical for reading development by the National Panel Reading Report. 4 The relevant standards are displayed in Table 2: CCSS Fluency Standards. Table 2: CCSS Fluency Standards Grade Fluency Standards: K Read emergent-reader texts with purpose and understanding Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. 4 National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. 10

13 4 5 Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. In developing materials for a set of ELA Diagnostic tools for grades 2-8, PARCC commissioned the development of informational and literary passages that could be used in these grades for the assessment of fluency. PARCC envisioned that as part of its core instructional program, most educators would assess oral reading fluency using PARCC-provided passages no more than quarterly in grades 2-5 and not at all for students enrolled in grades 6-8. The number of passages developed at each grade level reflect these assumptions, with only a small number of passages developed in grades 6-8 to support potential quarterly assessment of fluency for use by interventionists working with middle grade students enrolled in research-based fluency instructional programs. The additional passages developed in grades 2-5 are provided to support teachers who wish to model oral reading fluency for repeated reading fluency activities using passages equivalent to those used for assessment. II. Modeling oral reading fluency with the provided passages: It should be noted that PARCC recognizes that the best means to build reading fluency is through ongoing engaged reading of authentic, high quality texts (as expressed in PARCC s Model Content Frameworks 5 ). Students who read and engage with well-crafted informational and literary texts daily, through read aloud/think aloud, read along, and read independently activities have the best opportunities to develop not only fluency, but all skills needed for literacy development. Repeated reading and direct modeling of oral reading fluency supports development of reading fluency in emerging readers. Teachers can and should use authentic, high quality texts for this modeling, but limited use of the PARCC-provided passages, and others like them, can also support teachers as they model oral reading fluency. 5 The PARCC ELA Model Content Frameworks are located at 11

14 As students read the same passage repeatedly, they imprint sight words and phonetic patterns to support increased automaticity in letter and word recognition, symbol-sound correspondences, and common syntactic structures. This automaticity leads to increased abilities to chunk texts when breaking the code, and therefore to greater retention of ideas presented in print text (i.e. essential components for prosody, expression, and ultimately reading comprehension). To strengthen fluency, students will need to rehearse the same text multiple times. Repeated reading/rehearsed reading of a text can take many forms, but three common and easy to implement forms are described below: Echo Reading: In echo reading, a fluent reader reads aloud one line or section of a text, and the student(s) repeat, like echoes, the same line or section of the text. Listen to the passage Garbage Pizza as a teacher and a student engage in echo reading of the passage. To model echo reading with a student or group of students, the teacher should provide a visual of the passage (may be a clearly projected visual or individual student copies of the passage). Choral Reading: In choral reading, the fluent reader modeling the passage reads aloud one line or section of a print text, as students listen to that reader carefully. Then, students chorally read together the next line or section. The fluent reader and student readers take turns reading sections of the text, until the end of the text is reached. As the fluent reader and student readers repeat the choral reading of a text for a second, third, or additional time, the fluent reader may choose to read lines or sections originally read by the students and vice versa. To prepare one of the PARCC-provided passages for oral reading, the teacher can denote the sections to be read by drawing sectional lines on the passage and then providing the visual of the passage (which again may be a clearly projected visual or individual student copies of the passage). For example, see the passage below which has been prepared for choral reading. 12

15 Listen to the passage Garbage Pizza as it is read chorally. Reader s Theatre: In reader s theatre, the lines of the passage are first divided into sections, with each section denoted clearly with the character or voice expected for reading of that section. Individual students can take turns reading the lines or sections for a specific character or using the designated voice, or the teacher can have groups of students chorally read designated lines or sections together as a specified character or voice. Ideally, prior to the students repeatedly reading a passage using a reader s theatre approach, as with other forms of direct fluency instruction, the teacher, as a fluent reader, will model the reading of the passages using different character voices. For older students, the teacher can mark up the passage and assign roles. For younger students, the teacher may choose to retype the passage to make the roles more clearly designated (for example, see the two versions of Garbage Pizza below). 13

16 Listen to the passage Garbage Pizza as it is read using Reader s Theatre. 14

17 III. Procedure for assessing reading fluency using the PARCCprovided fluency passages: What to measure: When measuring individual oral reading fluency, teachers will likely want to collect the following information: 1. Number of Words Read in One Minute: (WRM) To derive Count the number of words read in the first minute. 2. Total Number of Uncorrected Errors: (E) To derive Count the number of errors the student made while reading during the first minute. If a student corrects himself/herself within 2 seconds, do not count the misreading as an error. 3. Words Correct Per Minute: (WCPM) To derive Subtract (E) from (WRM). 15

18 4. Accuracy Rate: %(A) To derive divide (WCPM) by (WRM) + (E). This will provide a % score. 5. Expression Score (ES) To derive use professional judgment to determine which performance descriptor on the provided rubric best matches the student s performance. NOTE Parcc has provided a sample individual student fluency recording sheet and a class fluency recording spreadsheet. These documents can be found here: Teachers may also choose to collect qualitative data: Information on the types of errors a student makes when reading the passage aloud (e.g. if the student skips or omits a word, substitutes a word with a synonym, mispronounces a word, or repeats a word). The degree to which a student can meet standard RL or RI 2 (the ability to convey main idea and details) Procedure for measuring oral reading fluency: 1. Prior to beginning the assessment process, obtain a stopwatch or other device that allows for the measurement of the amount of time in minutes. 2. Provide the student with a copy of the passage and allow the student time to read the passage independently and repeatedly up to three times. The teacher should also have a copy of the passage available to follow along with when the student reads the passage aloud Provide the student with a copy of the expression rubric and remind the student of the importance of reading using his or her typical voice volume, pace, and expression of ideas. 4. When both the teacher and student are ready to begin the assessment process, the teacher should direct the student to begin reading the passage aloud. Simultaneously, the teacher should begin the stopwatch or other time measurement device. 5. As the student reads the passage aloud, the teacher should record the number of student errors. An error includes: An omission of a word (O) A substitution of a word with its synonym (S) A mispronunciation of a word (M) Repetition of a word (R) If a student self-corrects in 1-2 seconds, the teacher should not count the error. Note: Teachers may find it helpful to write directly on the teacher copy of the passage the coded letters and/or other notes to characterize the types of errors made (e.g. noting that a student substituted the 6 Some teachers may have the physical dexterity and keyboarding skills to use a digital copy of the text and a laptop or tablet to take notes on the student performances, but most will likely find it easiest to use a print copy of the passage to follow along as the student reads and as the teacher takes notes on student reading. 16

19 word house for home [S] or that a student omitted the word house altogether [O]), as review of these patterns can provide important diagnostic data to inform next steps in instruction. This process, often described as performance of a running record, 7 is a well-documented means for supporting teachers in learning more about students learning foundational reading skills. 6. When the stopwatch shows that the student has read for a minute, the teacher should circle the last word read. If the teacher is going to collect qualitative data (specifically the student s ability to apply standard RI/RL 2), then the teacher should allow the student to continue reading the entire passage. 7. The teacher should then use the descriptors in the Expression Rubric provided and presented in Table 3: Expression Rubric to determine an expression score (ES) for the student. As with all holistic rubrics, the teacher should consider the entirety of the student s response and match the student s performance with the descriptor that best matches the student s overall response. Table 3: Expression Rubric Scale Descriptors for Oral Reading Fluency- Expressiveness Rubric Definition Oral Reading Fluency- Expressiveness: Smooth, rapid reading evidenced by ease of decoding and appropriate use of phrasing, pausing, and expression to convey meaning. Extrinsic Score Modifications When in doubt between two scores, give the LOWER one. ZERO is used for only for SILENCE or IRRELEVANT or totally UNINTELLIGIBLE material. Oral Reading Fluency- Expressiveness Rating Scale The Reading Fluency- Expressiveness score is based on a four-point rubric developed by the U.S. Department of Education, National Assessment of Educational Progress (NAEP). 4 Reads primarily in larger, meaningful phrase groups. Although some regressions, repetitions, and deviations from text may be present, these do not appear to detract from the overall structure of the story. Preservation of the author s syntax is consistent. Some or most of the story is read with expressive interpretation. 3 Reads primarily in three- or four-word phrase groups. Some smaller groupings may be present. However, the majority of phrasing seems appropriate and preserves the syntax of the author. Little or no expressive interpretation is present. 7 For more information about the value and use of running records, refer to Running Records for Classroom Teachers by Marie M. Clay. 17

20 2 Reads primarily in two-word phrases with some three-or four-word groupings. Some word-by-word reading may be present. Word groupings may seem awkward and unrelated to larger context of sentence or passage. 1 Reads primarily word-by-word. Occasional two-word or three-word phrases may occur but these are infrequent and/or they do not preserve meaningful syntax. 0 Silence or irrelevant or completely unintelligible material. Source: U.S. Department of Education, National Center for Education Statistics. Listening to Children Read Aloud, 15. Washington, DC: If the teacher wishes to collect information on how well the student met RI 2 or RL 2, after the student has completed reading the entire passage, the teacher should ask a grade appropriate question to elicit the student s ability to meet these standards (see Table 4: Assessing RI/RL 2). Collecting this information allows a teacher an opportunity to determine if a student has truly understood critical ideas conveyed in the text read, or has simply acquired the skills necessary to be a strong word caller. Since ultimately fluency strengths are a foundational skill means to build towards the true end, reading comprehension, it is important for teachers to determine whether students are generally comprehending or just acquiring word calling skills. Consequently, while measuring standard RI or RL 2 is not essential for every assessment administration of oral reading fluency, teachers should consider measurement of this standard as part of the oral reading fluency assessment process. Table 4: Assessing RI/RL 2 Grade RI 2 Question RL 2 Question 2 What is the main topic of the passage? What happened in the story? 3 What are the key details in this passage? 4 and How would you summarize the beyond passage? What happened in the story? How would you summarize this text? 9. When recording whether a student has demonstrated RI/RL 2, for the purposes of fluency assessment, the teacher may use the following rubric: YES The student has been able to communicate understanding of the main ideas and key details of the text read. NO The student has been unable to communicate understanding of the main ideas and/or key details of the text read. 18

21 Note, the purpose of assessing student understanding of the text as related to RI2/RL 2 is not to determine whether the student is meeting these reading standards in relation to reading comprehension expectations, but is merely meant to assist the teacher in determining if the student is word calling or retaining critical information when reading a text aloud. 10. At this point in the process, the remainder of the data to be recorded and then analyzed can be completed independent of teacher-student interactions, so both the teacher and student can return to other work. The remaining steps in the procedure are completed by the teacher when teaching and/or monitoring of students is not requisite. 11. Teachers should determine and record the number of words read in one minute (WRM) by counting the number of words read from the start of the passage to the circled word. 12. Teachers should record the total number of uncorrected errors (E). Remember, if a student corrected himself/herself within 2 seconds, the teacher will not count the misreading as an error. 13. Teachers should determine and record the words correct per minute (WCPM) by subtracting the total number of errors (E) from the words read in one minute (WRM). 14. Finally, teachers should determine and record the accuracy rate as a percentage (A) by dividing the words correct per minute (WCPM) by the sum of the words read in one minute (WRM) and the number of errors (E). IV. Using fluency assessment data gathered from student oral reading fluency checks using PARCC-provided passages to inform instruction: Teachers should be cautious in using a student s performance on a single oral reading fluency assessment done in a single setting to make significant decisions about providing tiered interventions in addition to core literacy instruction. If a teacher checks a student s oral reading fluency once, and the student s performance indicates the student may need additional support in meeting fluency standards, the teacher should administer another oral fluency assessment using a different passage and/or collect other information before administering a decoding assessment or before adding an intervention on top of the planned core instruction for that student. Using Accuracy (A) data to inform instruction: Typically readers who read with 95% accuracy are likely to comprehend what they are reading and to feel confident in their reading skills. As student accuracy percentages fall, the likelihood of comprehension falls, and the likelihood of student frustration when reading increases. If students are demonstrating accuracy levels that indicate comprehension is unlikely and/or frustration when reading is likely, the addition of an appropriately tiered intervention for fluency, on top of core literacy instruction, may be merited. 19

22 Before starting a fluency intervention, it is important of ensure that the reason for student inaccuracy is not due to a student s lack of decoding skill development (the most typical reason for low accuracy rates). Students with low accuracy scores should be given the PARCC Diagnostic Decoding assessment. If the student s decoding skills require additional supports, it may be unnecessary to begin a fluency intervention. Instead, the student should first strengthen the decoding skills, and when those are clearly in place, then oral reading fluency should be rechecked. Using Words Correct Per Minute (WCPM) data to inform instruction: Several researchers have published norms for words correct per minute, including Jan Hasbrouck and Tim Razinski. 8 Using these studies, teachers can determine the range of WCPM expected at the beginning, middle, and end of the year. Students who score significantly lower than the expected WCPM may require an appropriately tiered intervention for fluency, in addition to core literacy instruction. As noted above, before starting a fluency intervention, it is important of ensure that the reason for student inaccuracy is not due to a student s lack of decoding skill development (the most typical reason for low accuracy rates). Students with low accuracy scores should be given the PARCC Diagnostic Decoding assessment. If the student s decoding skills require additional supports, it may be unnecessary to begin a fluency intervention. Instead, the student should first strengthen the decoding skills, and when those are clearly in place, then oral reading fluency should be rechecked. Using Patterns of Error data to inform instruction: Patterns of error can provide important information to teachers in determining student needs in developing foundational skills. For example, students who regularly mispronounce words are likely to require additional supports in acquiring phonemic awareness and phonics skills (and may benefit from assessment with the PARCC Diagnostic Decoding tool). Students who regularly substitute words with appropriate synonyms may be excellent readers who simply read so efficiently for comprehension, that oral reading slows down their intuitive reading processes. Since oral reading fluency is a means to the comprehension end, these students likely require no intervention and may benefit from reduced emphasis on oral reading fluency development and more opportunities to build fluency through independent silent reading. Teachers interested in learning more about how to use patterns of error to inform instruction may wish to read Running Records for Classroom Teachers by Marie M. Clay and/or 8 For example, see aluable_assessment_tool_for_reading_teachers/links/ b0cf2bf1f1f28307a.pdf and and 20

23 Effective Literacy Coaching: Building Expertise and Culture of Literacy by Shari Frost, Roberta Buhle, and Camille Blachowitz. Using RI/RL 2 comprehension data to inform instruction: Student readers who are accurate readers (both strong accuracy and words correct per minute) but who are unable to meet standards RI/RL 2 using PARCC-provided passages may have achieved the most basic foundational skills, but cannot be said to be on track for college and career readiness. Word calling is a means to an end, but comprehension is the end that is essential for true attainment of requisite literacy success. Students strong in word calling but not in comprehension may have need for support in long term memory development, may require additional vocabulary development skills, or may need development of reading comprehension strategies such as visualizing or other metacognitive skills. Often the diagnosis of which of these needs is present requires additional assessment and/or support from a trained reading specialist. Classroom teachers should seek support as needed to determine best next steps if data from oral reading fluency assessments using the PARCC-provided passages indicates a student may have word calling, but not on track comprehension skills. E. Teaching and assessing decoding using the PARCC-provided decoding diagnostic tool: I. Background: The full PARCC Assessment System is designed to measure the knowledge, skills, and understandings essential to achieving college and career readiness, including students abilities to meet foundational skills for phonemic awareness, phonics, and word study. PARCC has developed an adaptive diagnostic decoding assessment that measures student skills and needs for all decoding skills noted in the Common Core State Standards. The assessment is designed to measure the likelihood of mastery of these skills in six categories: CVC, blends and digraphs, complex vowels, complex consonants, word recognition/inflectional endings, and affixes/syllabication. More information about the decoding categories can be found here. The adaptive assessment allows for the test to be efficient and quick, so within minutes, teachers can determine for which skills students will need additional instruction and practice and which skills are likely mastered. II. Procedure for assessing decoding: All items on the assessment are one part selected response items with three answer choices. Other important things to note: 21

24 Once students answer a question and select next after answering that question, they will not be able to go back to any previous question. Students can adjust the image on their computer screen by holding the control key down and pressing the plus sign button (+) to increase the size of the image or the minus sign button (-) to decrease the size of the image. Assist students as needed. The student directions for this assessment are as follows: Student Directions for Decoding: Read each question carefully. Then, choose the best answer for each question. Select your answer from the answer choices listed. You cannot go back once you answer a question. Do your best to answer all questions. III. Using decoding assessment data to inform instruction: The decoding assessment is meant to provide information about student strengths and areas of improvement with regard to foundational skills in phonemic awareness and phonics. The score reports provide raw data that teachers can use to inform instructional decisions. The assessments are suited for use with students whose reading comprehension skills seem to require additional supports as a means to determine whether reading comprehension needs are in part a result of an inability to decode effectively to make meaning of texts. This need may have been demonstrated either through classroom performances or through performance on other assessments such as the PARCC Summative assessment or PARCC Reading Comprehension Diagnostic Sub-Test. Students who demonstrate need for supports in reading fluency may also be tested with the decoding assessment to determine the extent to which needs in decoding are impacting oral reading fluency skills. Parcc Inc. provides the following guidelines for use of the decoding assessment data: Information Available: Score Descriptions: For students showing need for additional instruction and practice: 22

25 Degree of likelihood that the skills in a category have been mastered Presented as a decimal. Scores above.6 indicate a student has likely mastered the skills in the specified category. Scores below.6 indicate a student likely needs additional instruction and practice with the skills in the specified category. If the student is not expected to have mastered the skills yet, continue to provide core instruction using a structured and sequential decoding instructional curriculum. Teachers may choose to monitor student progress over time (with the goal of getting students to.6 or above in each category). If the student is expected to have mastered the specified skills, consider beginning tiered instructional interventions using a research-based/evidencebased intervention program. Teachers can monitor student progress by repeating administrations of the decoding assessment, looking for increased mastery (decimal scores moving closer to.6 minimum for likely mastery). Using fix-up strategies such as beeping an unknown word and reading on, rereading the text while focusing on creating a visual image of the meaning conveyed, and using pictures and illustrations provided to determine meaning. Building student word knowledge including but not limited to the study of prefixes, suffixes, and Greek and Latin roots Supporting word acquisition through research proven strategies such as word sorts, word walls, visualizing of new terms, multiple exposures to new vocabulary and word parts Ensuring students have sufficient time to read independently, to build effective word knowledge Additional ways to use information from the decoding tool to support increased learning: 23

26 If a teacher determines an area of need for a student, it may help to have that student describe their thinking and talk through sample items while answering those types of items. A teacher may have students retake a form of the Diagnostic assessment, with the teacher available to discuss items as the student is taking the assessment. To keep on-going reports clear, teachers should not provide students taking the on-line form of the assessment with correct responses, but should listen only to a student think aloud as the student makes his/her response choices. Since students may be unfamiliar with how to think aloud, teachers will likely want to first model the process for think aloud with a sample question. The act of listening in to students as they think aloud responses is a great means to help teachers and students uncover any conceptual misunderstandings and provide insight into the nature of erroneous thinking. On-going strengthening of newly acquired decoding skills happens when students read independently connected texts and write/spell using their knowledge of phonemes and word parts. To ensure newly acquired decoding skills lead to fluent reading and reading comprehension, as well as to strong writing and language skills, on-going independent reading and time on task writing are essential. Teachers can share ideas across the contents to support increased time on task for both independent reading and writing to reinforce student foundational skill development. F. Using the PARCC-provided reader motivation surveys: I. Background: The full PARCC Assessment System is designed to measure the knowledge, skills, and understandings essential to achieving college and career readiness, including students abilities to read and comprehend complex informational and literary texts. In Appendix A to the Common Core State Standards, three aspects of texts are discussed as important in helping determine text complexity: The Standards model of text complexity consists of three equally important parts. (1) Qualitative dimensions of text complexity. In the Standards, qualitative dimensions and qualitative factors refer to those aspects of text complexity best measured or only measurable by an attentive human reader, such as levels of meaning or purpose; structure; language conventionality and clarity; and knowledge demands. (2) Quantitative dimensions of text complexity. The terms quantitative dimensions and quantitative factors refer to those aspects of text complexity, such as word length or frequency, sentence length, and text cohesion, that are difficult if not impossible for a human reader to evaluate efficiently, especially in long texts, and are thus today typically measured by computer software. (3) Reader and task considerations. While the prior two elements of the model focus on the inherent complexity of text, variables specific to particular readers (such as motivation, knowledge, and experiences) and to particular tasks (such as purpose and the complexity of the task assigned and the questions posed) must also be considered when determining whether a text is 24

27 appropriate for a given student. Such assessments are best made by teachers employing their professional judgment, experience, and knowledge of their students and the subject. 9 PARCC s Passage Selection guidelines and text complexity worksheets 10 provide teachers with tools tied to the first two aspects of text complexity (quantitative and qualitative measures). PARCC s reader motivation surveys provide teachers with a tool to support the third feature: reader-task considerations. II. Procedure for administering the reader motivation survey: The directions for technical administration of the reader motivation survey are included elsewhere in this guide. There are three surveys, one for students in grades 2-3, one for students in grades 4-5, and one for students in grades 6-12, with questions in each survey tied to likely interests and student approaches to reading in the designated grade band. Other important things to note: Once students answer a question and select next after answering that question, they will not be able to go back to any previous question. Students can adjust the image on their computer screen by holding the control key down and pressing the plus sign button (+) to increase the size of the image or the minus sign button (-) to decrease the size of the image. Assist students as needed. III. Using information from the surveys to inform instruction: Parcc Inc. provides the following guidelines for use of the survey data: Information Available: Student responses to questions in three overall categories: Perception, Preference, and Motivation. Score Descriptions: Raw data on student responses to survey questions. Ideas for using information from the surveys to support increased learning:

28 Consider how student perceptions, preferences, and motivation, based on answers to individual survey questions may impact choice of texts both for instruction and for materials to be provided in classroom libraries. Collaborate with the school library media specialist to use the data from the survey to support students as they select independent reading materials and independent research projects. Consider how survey results from across students in the school may impact future purchasing decisions of classroom and library resources. Review survey results to determine which fix-up strategies students are identifying as ones they use and which ones are not yet used by students. Teach fix-up strategies that are not yet used since they may support additional student increases in reading achievement Since research demonstrates that students with a growth mindset achieve more than those with a limited mindset, use the results of the survey to determine which students may need additional help in seeing themselves as confident and capable readers. Share with parents the genres and types of reading that students indicate are of interest, to help parents support student time on task for independent reading of texts of interest outside of school. Share other information from the survey that can help parents partner in growing students to become lifelong readers. G. Teaching and assessing mathematics comprehension using the PARCCprovided comprehension materials: I. Background: PARCC has developed mathematics comprehension assessments which consist of cluster tests that focus mostly on the major content in grades 2 8 as defined in the PARCC Model Content Frameworks. There is a minimum of 2 unique test forms per cluster. A panel of PARCC state educators reviewed the forms at each grade level to ensure similarity in terms of content and rigor. Thus, educators can gain information about a student s strengths and needs with regards to content in the given clusters from a single administration of the test. A teacher can also gauge within-year student shifts in strengths and needs if a student takes any form of the same cluster assessment in a pre/post-test manner. The table below shows the different mathematics comprehension cluster tests, highlighted to show progressions across grades. Grade K K.CC.A-C 2.OA.A 3.OA.A 4.OA.A 5.NBT.A 6.NS.A 7.NS.A1 8.EE.A K1.OA.A 2.OA.C 3.OA.B 4.NBT.A 5.NBT.B 6.NS.C1 7.NS.A2 8.EE.B 1.OA.B-C 2.NBT.A 3.OA.D 4.NBT.B 5.MD.C 6.NS.C2 7.RP.A 8.EE.C* Cluster 1.OA.C-D 2.NBT.B 3.MD.A 4.NF.A 5.NF.A 6.RP.A1 7.EE.A 8.F.A Test K1.NBT.A-B 2.MD.A 3.MD.C 4.NF.B 5.NF.B1 6.RP.A2 7.EE.B 8.F.B* 1.NBT.C 2.MD.B 3.NF.A 4.NF.C 5.NF.B2 6.EE.A 5.G.A 6.EE.B 6.EE.C 26

29 * Cluster tests 8.EE.C and 8.F.B contain some questions that align to Algebra I standards. This information may help you determine if students are excelling in these areas. PARCC will also use this information to help create computer-adaptive tests in future years. An excel file which contains a more comprehensive summary of the Mathematics Comprehension Assessments can be accessed in the Library section on the PRC. II. Focus and Mathematics Comprehension: The full PARCC Assessment System is designed to measure the knowledge, skills, and understandings essential to achieving college and career readiness. This includes a careful balance of conceptual understanding, procedural skill and fluency, and modeling and problem solving as defined by the standards. Classroom instruction should follow this model, adhering to the balance in the teaching of mathematics. By the end of an academic course of study, students should have mastered all standards, as each plays an important part in the development of students mathematics learning. Yet, it s also important for classroom instruction to emphasize the major content of the grade, and this emphasis is expressed in the design of the mathematics comprehension tests. As referenced in the PARCC Model Content Frameworks, Focus is critical to ensure that students learn the most important content completely, rather than succumb to an overly broad survey of content. And, Focus is also a way to allow time for the kinds of rich classroom discussion and interaction that support the Standards for Mathematical Practice. III. Other notes on using the PARCC mathematics comprehension assessments: There are two types of questions on the Mathematics Comprehension Assessments: multiple-choice and multiple-select. The multiple-choice questions have only one correct answer. The multiple-select questions have one or more correct answers. For multiple-select questions, students must select all of the correct answers and none of the incorrect answers to get the question right. Other important things to note: Once students answer a question and select next after answering that question, they will not be able to go back to any previous question. Students can use scratch paper to work out the problems, but must enter their answers on their computer device. Students can adjust the image on their computer screen by holding the control key down and pressing the plus sign button (+) to increase the size of the image or the minus sign button (-) to decrease the size of the image. Most of the cluster tests include a small number of linking items items aligned to the grade above and below the grade being assessed. These items will not be included in the student score report; however, it s necessary for PARCC to gather data on these linking items in order to develop computer-adaptive tests for future administration. Please encourage students to try their best on every question. 27

30 Calculator Information: In Grades 2-5, calculators are not allowed unless specified in a student s IEP, 504 plan, or EL plan. However, note that there are two Grade 5 cluster tests that have Grade 6 linking items, which allow students to use a calculator (see table below). In these cases, the test contains two parts; part one which does not allow calculator use and part two which does allow calculator use. In Grades 6-8, some of the cluster tests allow calculator use, some do not allow calculator use, and others have two parts; part one which does not allow calculator use and part two which does allow calculator use. The table below indicates the cluster tests that have calculator parts. There is no online calculator provided, so students should use their own calculator or one that you provide on the parts of the test that allow calculator use. Students in Grades 5-7 should use a four-function calculator with square root and percentage functions; however, a simple fourfunction calculator is sufficient. Students in Grade 8 should either use a scientific calculator or a four-function calculator with square root and percentage functions. The table below identifies the cluster tests that have calculator parts. Grade Cluster Tests with Calculator Parts Type of Calculator 5 5.G.A, 5.MD.C 4-function calculator with square root and percentage functions 6 6.EE.A, 6.EE.B, 6.EE.C, 6.RP.A1, 6.RP.A2 7 7.EE.A, 7.EE.B, 7.NS.A1, 7.RP.A 8 All Gr.8 cluster tests have calculator parts The student directions for cluster tests are as follows: Student Directions for Mathematics Comprehension Scientific calculator or 4-function calculator with square root and percentage functions The directions below are what students will see when taking a mathematics comprehension cluster test. These directions are noted here as a reference for you. Today you will be taking a mathematics test. Read each question carefully and choose the best answer for each question. You may work out the problems on scratch paper, but be sure to enter your answers on your computer device. There are two types of questions on this test: multiple-choice and multiple-select. The multiple-choice questions have only one correct answer. The multiple-select questions have one or more correct answers. For multiple-select questions, you must select all of the correct answers and none of the incorrect answers to get the question right. Be sure to select your answer or answers before you go on to the next question. Please note that once you go on to the next question, you will NOT be able to go back to any previous question. [Depending on the cluster test being taken, there will be directions which indicate whether calculators are allowed or not.] Just relax and do your best. Good luck! Select the GO ON button below to begin the test. 28

31 IV. Using mathematics comprehension assessment data to inform instruction: The mathematics comprehension assessments are meant to provide information about student strengths and needs with regard to the content in the given clusters. The score reports will provide raw data at the cluster level and information at the Evidence Statement level as well. This will allow the teacher to more easily pinpoint areas of strength and need, and allow them to scaffold instruction starting with students strengths, as they meet their needs. Other things to consider: It may be helpful to have students work out the problems on scratch paper before entering their response on their computer device. If needed, the teacher and student can then review the worked-out solutions to help determine the cause of misconceptions and errors. If the teacher determines an area of need for a student, it may help to have that student describe their thinking and talk through how they solve certain problems. This should help to uncover any conceptual misunderstandings and provide insight into the nature of the errors. Additional options for addressing student learning needs using the mathematics comprehension assessments: Information Available from Cluster Tests: Number of possible points Points earned Percent correct Score Descriptions: 75% correct or higher on grade level assessment items indicates students are likely to be progressing towards grade level accuracy for the cluster. For students showing needs with content in a given cluster, consider providing additional instruction and practice in grade appropriate tasks which may include: Using concrete manipulatives, such as ten blocks or arrays in earlier grades to address conceptual understanding Engaging in discourse around problem solving approaches Using various contexts to make content more relevant Use smaller, easier numbers where possible to focus on properties of operations or place value when appropriate Breaking down multi-step problems in to fewer steps Providing cluster tests prior in the content progression to find where the student last mastered content to support scaffolding H. Teaching and assessing mathematics fluency using the PARCC-provided fluency materials: 29

32 I. Background: PARCC has developed mathematics fluency assessments in grades 2-6 meant to provide information about students facility with foundational math facts. There are 11 skills for which there are fluency assessments, all of which have multiple unique test forms designed to be similar in terms of difficulty. All of the questions are fill-in-the-blank questions with no context. The focus of these assessments is on speed and accuracy; thus, the reports will provide both an accuracy score as well as the amount of time spent on the assessment. This information can be used to inform instructional decisions. The table below shows the different assessments for Math Fluency. Grade Standard Fluency Skill/Assessment 2.OA.B.2 Add/Subtract within 20 2 Add within NBT.B.5 Subtract within OA.C.7 Multiply & Divide within NBT.A.2 Add & Subtract within 1, NBT.B.4 Add & Subtract within 1,000, NBT.B.5 Multiply Multi-Digit Whole Numbers Add/Subtract with Multi-Digit Decimal Numbers 6 6.NS.B.3 Multiply with Multi-Digit Decimal Numbers Divide with Multi-Digit Decimal Numbers 6.NS.B.2 Division of Multi-Digit Whole Numbers An excel file which contains a more comprehensive summary of the Mathematics Fluency Assessments can be accessed in the Library section on the PRC. II. Rigor and mathematics fluency: The full PARCC Assessment System is designed to measure the knowledge, skills, and understandings essential to achieving college and career readiness. This includes a careful balance of conceptual understanding, procedural skill and fluency, and modeling and problem solving as defined by the standards. Classroom instruction should follow this model, adhering to this balance in the teaching of mathematics. As referenced in the PARCC Model Content Frameworks, Fluency is not meant to come at the expense of understanding but is an outcome of a progression of learning and sufficient thoughtful practice. It is important to provide the conceptual building blocks that develop understanding in tandem with skill along the way to fluency; the roots of this conceptual understanding often extend one or more grades earlier in the standards than the grade when fluency is finally expected. 30

33 III. Other important notes about using the PARCC mathematics fluency assessments: The focus of the math fluency assessments is on speed and accuracy; thus, students should work as quickly as possible as they will be scored on correct answers and on speed. Other important things to note: Use of calculators and other calculation devices does not allow for valid measures of mathematics fluency. Once students answer a question and select next after answering that question, they will not be able to go back to any previous question. Students can use scratch paper to work out the problems, but must enter their answers on their computer device. Students can adjust the image on their computer screen by holding the control key down and pressing the plus sign button (+) to increase the size of the image or the minus sign button (-) to decrease the size of the image. The table below indicates the computer keys students can use to enter a response when taking a mathematics fluency test. Grades Acceptable Keys 2-3 Only the numbers 0 9 are acceptable. 4-5 Only the numbers 0 9 and the comma key are acceptable. 6 6 For tests measuring division of whole numbers, only the numbers 0 9 and the comma key are acceptable. For tests measuring operations with decimals, only the numbers 0 9, the comma key, and the decimal point are acceptable. Students will receive an error message if they select any keys that are not accepted by the testing system. The error message will read, This is not a valid answer. If this occurs, students should delete the invalid part of the response. In the example below, a decimal point was entered for a 5 th grade test which is not an accepted key in Grade 5 mathematics fluency tests. The student would need to delete the decimal point as all invalid responses will not receive credit. The Grade 6 mathematics fluency assessments that measure division of multi-digit whole numbers contain some problems that include a remainder as part of the answer. For these problems, students must enter the remainder in the second box that follows the r. See the example below. 31