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The Extra Degree in Secondary Mathematics: PowerPoint Presentation
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The Extra Degree in Secondary Mathematics:

The Extra Degree in Secondary Mathematics:

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The Extra Degree in Secondary Mathematics:

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  1. 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

  2. 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

  3. 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”

  4. 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

  5. TAKS to STAAR Plan for phase-out of TAKS and phase-in of STAAR Texas Education Agency Student Assessment Division

  6. 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

  7. 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.).

  8. 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

  9. 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.

  10. 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?

  11. What’s Tested in 6th Grade Math?

  12. What’s Tested in 7th Grade Math?

  13. What’s Tested in 8th Grade Math?

  14. What’s Tested in Algebra I?

  15. What’s Tested in Geometry?

  16. What’s Tested in Algebra II?

  17. 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.

  18. 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.

  19. 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.

  20. Eligible Content Standards from TEKS • Supporting Readiness STAAR Assessment Blueprint Supporting Readiness

  21. STAAR Assessment Design Texas Education Agency Student Assessment Division

  22. Wouldn’t it be easier to just focus on the Readiness Standards? What to teach?

  23. 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

  24. 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

  25. Big Ideas! Assessment Study ? Algebra Student Expectation

  26. 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)

  27. Grades 3-8 MATH75% dual coded • What might that look like?

  28. 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?

  29. 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?

  30. 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

  31. Preparing the ARRC

  32. 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

  33. An Aligned System Based on the work of Fenwick English

  34. An Aligned System Based on the work of Fenwick English

  35. 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?

  36. 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.

  37. 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

  38. 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

  39. 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

  40. 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

  41. STAAR Resources from ESC Region XIII • ESC Region XIII website: • Home page  Drop down menu for Programs & Services  STAAR • Content areas • Overview & Resources

  42. 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?

  43. 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.

  44. 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

  45. Thank you!Have a school year that is full of STAARs!.....and don’t forget….