Créer une présentation
Télécharger la présentation

Télécharger la présentation
## The Extra Degree in Secondary Mathematics:

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -

**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… • 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…**1980-1985Texas 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**Plan for phase-out of TAKS and phase-in of STAAR Texas Education Agency Student Assessment Division**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**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.).**What do we know about STAAR?**• Middle school students enrolled in EOC-tested subjects will be required to take both the STAAR EOC and the grade level STAAR exam • 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? • What about griddables?**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.**Eligible Content Standards from TEKS**• Supporting Readiness STAAR Assessment Blueprint Supporting Readiness**STAAR Assessment Design**Texas Education Agency Student Assessment Division**Wouldn’t it be easier to just focus on the Readiness**Standards? What to teach?**Readiness**TEKS Supporting TEKS Understanding Verbal expressions Algebraic Expressions Creating Scatterplots 8.4A Generate Multiple Representations Of data Scatterplot Trends Interpreting Graphs Constructing Line Graphs**Supporting TEKS**Readiness TEKS Generate multiple representations of data A.1D represent relationships among quantities using concrete models, tables, graphs, diagrams, verbal descriptions, equations, and inequalities; Independent/dependent quantities Scatterplot trends Describe functional relationships Writing algebraic expressions Constructing Graphs**Big Ideas!**Assessment Study ? Algebra Student Expectation**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)**Grades 3-8 MATH75% dual coded**• What might that look like?**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?**Assessment Implications**• 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?**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**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**Based on the work of Fenwick English**An Aligned System**Based on the work of Fenwick English**Curriculum Reflection:**How will the notion of readiness/supporting standards impact what is happening in the classroom? • 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**STAAR Resources from TEA**• 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 ESC Region XIII**• ESC Region XIII website: • Home page Drop down menu for Programs & Services STAAR • Content areas • Overview & Resources**Common Assessments in the Classroom**How do teachers answer these questions? • Are you testing what you teach? OR • Are you testing what students are supposed to learn?**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! • On TAKS, how many Algebra II questions are there on the exit-level Math test (for RHSP/DAP)? • 0 • 10 • 20 • 30 2. On STAAR/EOC, how many Algebra II questions are there on the exit-level Math test (for RHSP/DAP)? • 30 • 40 • 45 • 50**Thank you!Have a school year that is full of**STAARs!.....and don’t forget….