the extra degree in secondary mathematics:
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The Extra Degree in Secondary Mathematics: Preparing Students for the Rigors of Secondary Math STAAR & STAAR EOC RRISD Superintendent’s Leadership Retreat July 20, 2011. Learning Expectations. Participants will… - PowerPoint PPT PresentationTRANSCRIPT
The Extra Degree in Secondary Mathematics:Preparing Students for the Rigors of Secondary Math STAAR & STAAR EOC
RRISD Superintendent’s Leadership RetreatJuly 20, 2011
Learning Expectations
Participants will…
• Learn about the design of the STAAR/EOC Assessments for middle and/or high school mathematics teachers and learners.
• Study the importance of alignment of curriculum and instruction to student success in coming years.
• Develop an understanding of the relationship between and among Readiness and Supporting Standards
Group Norms• Understand that those who work, learn.• Look for solutions, not blame.• Recognize that everyone has expertise.• Phase questions and comments for the benefit of the
group.• Share talk time.• On “hot button” topics:
– use the rule, “three before me”– Begin with “yes, and” instead of “no, but”
A Look Back…
1980-1985 Texas Assessment of Basic Skills (TABS)
1986-1990 Texas Educational Assessment of
Minimum Skills (TEAMS)
1991-2001 Texas Assessment of Academic Skills (TAAS)
2003-2011 Texas Assessment of Knowledge and Skills
(TAKS)
2012 State of Texas Assessments of Academic
& beyond Readiness (STAAR)• Grades 3-8 STAAR Assessment• Algebra I, Geometry, Algebra II EOC’s
TAKS to STAAR
February 2011 5Texas Education Agency
Student Assessment Division
Plan for phase-out of TAKS and phase-in of STAAR
2010–2011 2011–2012 2012–2013 2013–2014 2014–2015 2015–2016
GR 3–8 TAKS STAAR STAAR STAAR STAAR STAAR
GR 9 TAKS STAAR STAAR STAAR STAAR STAAR
GR 10 TAKS TAKS STAAR STAAR STAAR STAAR
GR 11 TAKS TAKS TAKS STAAR STAAR STAAR
GR 12 &Out-of-School
StudentsTAKS TAKS TAKS TAKS STAAR
or TAKSSTAARor TAKS
What do we know about STAAR?
• STAAR will focus on “fewer, clearer, deeper”
• STAAR assessments will be focused on the TEKS (SEs) that are most critical to assess
• Will be “significantly more rigorous” than TAKS
• Test items will be developed to more closely match cognitive complexity of the TEKS. (verbs)
• Elimination of graphical representations to aid students
6
What do we know about STAAR?
• Will measure student performance AND academic growth
• Possible time limits– EOCs: ½ day– Grades 3-8: School Day
• High School campuses may administer two testing sessions in one day
• Make-up tests will be available for all grades and subjects (includes summer admin.).
7
What do we know about STAAR?
• Middle school students enrolled in EOC-tested subjects will be required take the STAAR EOC and not the grade level STAAR exam. (late update)
• SSI (5th and 8th Grade Reading and Math) in 2011-12– Based on raw scores and classroom performance– STAAR performance standards not set until Fall
2012• Test format
– EOCs: Paper and Online– Grades 3-8: Paper Only
• Field testing– Mostly embedded in operational tests
STAAR/EOC Assessment Design
Readiness Standards….. are essential for success in the current grade level or course.
are important for preparedness for the next grade or course.
necessitate in-depth instruction.
address broad and deep ideas.
support college and career readiness.
TAKS v STAAR, A Comparison
With a partner, compare the blueprints for 6-8 or 9-11 TAKS to the new blueprints for STAAR/EOC.
• Describe 2 or 3 noticeable differences & share with the rest of your table.
• Are there more subtle differences? If so, what did you notice?
• Are there any TEKS missing from the blueprint?
• What about griddables?
What’s Tested in 6th Grade Math?
What’s Tested in 7th Grade Math?
What’s Tested in 8th Grade Math?
What’s Tested in Algebra I?
What’s Tested in Geometry?
What’s Tested in Algebra II?
More Griddables… The correct answer will be a positive
number. The answer grids include a fixed
decimal point Students must enter their answer in the
correct columns with respect to the fixed decimal point.
Students must enter their answer in the boxes and then fill in the corresponding bubbles.
Students do not have to use all the boxes.
Extra zeros may be filled in (either before or after the answer) as long as their placement does not affect the value of the answer.
More Griddables…• The correct answer can be a positive or a
negative number. If the answer is a negative number, students must enter a negative sign. If no sign is marked, the answer will default to a positive number.
• The answer grid includes a floating decimal point. If the answer is a decimal number, students must enter a decimal point.
• Students must enter their answer in the boxes (paper and online) and then fi l in the corresponding bubbles (paper only).
• Students do not have to use all the boxes and can place their answer in any set of consecutive boxes.
• Extra zeros may be filled in (either before or after the answer) as long as their placement does not affect the value of the answer.
Readiness and Supporting Standards
• Take a minute to think to yourself about what “readiness” and “supporting” standards mean to you.
• Now discuss your thoughts with your table partners.
Readiness Standards…are essential for success in the current grade or course.
…are important for preparedness for the next
grade or course.
…necessitate in-depth instruction.
…address broad and deep ideas.
…support college and career readiness.
Supporting Standards
…may be emphasized in a subsequent year.
…are reinforced in the current year but may have been
emphasized in a previous year.
…play a role in preparing students for the next grade or
course....may support or be
components of other standards within the same year.
…address more narrowly defined ideas.
Supporting
Supporting
Readiness
Eligible Content Standards from TEKS
STAAR Assessment Blueprint
Readiness
65%
35%
Assessment Blueprint
Readiness Standards
Supporting Standards
STAAR Assessment Design
February 2011
23Texas Education Agency
Student Assessment Division
30%
70%
Eligible Content Standards From TEKS
Readiness StandardsSupporting Standards
What to teach?Wouldn’t it be easier to just focus on the Readiness Standards?
Algebraic Expressions
Scatterplot TrendsInterpreting
Graphs
Constructing Line Graphs
Understanding Verbal expressions
8.4AGenerate Multiple
RepresentationsOf data
CreatingScatterplots
Readiness TEKS
Supporting TEKS
Describe functional
relationships
Independent/dependent quantities
Writing algebraic expressions
ConstructingGraphs
Generate multiple representations of data A.1D
represent relationships among quantitiesusing concrete models, tables, graphs, diagrams, verbal descriptions, equations, andinequalities;
Scatterplot trends
Readiness TEKS
Supporting TEKS
Assessment Study
Algebra?
Student
ExpectationBig Ideas!
Process Standards• Examples
– Apply mathematics to everyday experiences, – Use a problem-solving model that incorporates understanding the
problem…– Select or develop an appropriate problem-solving strategy– Communicate mathematical ideas using language, efficient tools,
appropriate units,….– Make conjectures from patterns or sets of examples and nonexamples;– Validate conclusions using mathematical properties and relationships
• Tested in isolation and reported as a separate Objective in TAKS:– Objective 6 for middle school– Objective 10 for high school (TEKS from 8th grade for TAKS 9-Exit)
• On STAAR, will be assessed in context WITH a content standard (either Readiness or Supporting) 28
Grades 3-8 MATH75% dual coded
• What might that look like?
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Process Standards Activity
• Solve the problem
• Identify the content standard being assessed– Readiness or Supporting?
• Identify the Process Standard being assessed
• Could the same content be tested using a different process standard?
30
• What was the value of matching the objective 6/10 items to a reporting category? To a standard?
• How does this transfer to the teachers with whom you work?
Assessment Implications
Math Assessments• Middle School assessments 6
problems longer than TAKS• 75% of Math STAAR – Problem
Solving (vs. 30% TAKS)• Some Readiness TEKS will be
repeated up to 5 times on STAAR– Support College & Career Readiness– Necessitate in-depth instruction– Address broad and deep ideas
Preparing the ARRC
ARRC Changes• Moving to Moodle! • Sequencing of units to assure that all assessed
content is taught prior to STAAR/EOC assessment dates.
• Placement of Readiness and Supporting TEKS in the sequence of instruction to provide balance. (unmarked)
• Note: Less than half of standards to be assessed on high school EOC’s have been assessed on TAKS.
• Indication of High stakes TEKS:– Data below 70%– No assessment history
An Aligned System
Taught
Written
Tested
Based on the work of Fenwick English
An Aligned System
Taught
Written
Tested
Based on the work of Fenwick English
How will the notion of readiness/supporting standards impact what is happening in the classroom?
Curriculum Reflection:
How do we ensure that supporting standards receive appropriate emphasis in the classroom?
Benchmark Changes
• Dual-coding of TEKS/SEs
& Process Skills
• Greater number of questions on readiness standards than supporting standards.
• Benchmark assessment printing and testing windows will be extended to give teachers more time to pre-print answer sheets and scan at the end of the window.
STAAR Rollout Plan• Walk-through forms to identify curricular
and instructional practices that lead to rigorous engagement with curriculum
• Principal Professional Development–Lead4ward - Elementary–Dana Center – EOCs - Secondary
STAAR Rollout Plan• Heat Maps to indicate areas of
concern
• Professional Development focused on STAAR Quality rigor
• Collaboration with Bilingual and Special Education Departments for instructional resources for the ARRC
Professional Development on STAAR
Summer PD• MSTAR I and II for middle school teachers• Algebra I, Geometry, and Algebra II EOC Success training• Job Alike:
– STAAR Rollout specific to secondary mathematics with all campus groups– 3-hour just-in-time PD on lessons for beginning-of-year
Ongoing PD throughout the year• Department Chair meetings and PD – book study on effective
questioning in the classroom• Title II Secondary Math Initiative:
– 4 half-day just-in-time trainings for 8th teachers on Algebra readiness– 4 half-day just-in-time trainings for 6th and 7th grade teachers– 4 half-day just-in-time trainings for Algebra I
teachers– 4 half-day just-in-time trainings for Geometry teachers
44
Testing/Accountability (left side link)• STAAR (last link on the right)
Documents• Blueprints
• Reporting Categories Objectives• Number of questions per standard
• Assessed Curriculum• Readiness & Supporting Standards only
STAAR Resources from TEA
STAAR Resources from ESC Region XIII
45
ESC Region XIII website:• Home page Drop down menu for
Programs & Services STAAR• Content areas• Overview & Resources
How do teachers answer these questions?
–Are you testing what you teach? OR
–Are you testing what students are supposed to learn?
46
Common Assessments in the Classroom
Testing Like a STAAR!Check it over…
Does this test assess what I taught?
Does this test assess what the students are supposed to learn?
The items are at the level of rigor (the verb) of the TEKS The distractors (wrong answers) are possible and I know
why.Some items look like examples used in class.Most items require students to apply their learning in
examples different from the ones used in class. The test has items from all the student expectations that
students were supposed to learn in this unit/grading period.Many items require students to use a process (skill) and
demonstrate understanding of content.
TAKS vs. STAAR
Pop Quiz!
48
1. On TAKS, how many Algebra II questions are there on the exit-level Math test (for RHSP/DAP)?
A. 0B. 10C. 20D. 30
2. On STAAR/EOC, how many Algebra II questions are there on the exit-level Math test (for RHSP/DAP)?
A. 30B. 40C. 45D. 50
Thank you!
Have a school year that is full of STAARs!.....and don’t forget….