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High School Math February 15, 2013 Ellie Gearhart
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STAAR Results Standards for 2013 and What’s Ahead Benchmark Data Formative Assessments in Our Classrooms Planning for Success
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May 2012 Released STAAR results in January Phase In System Two Phases Prior to Final First Phase in 2012 and 2013 Second Phase in 2014 and 2015* Final 2016 * *Current information
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Level I = Failed the assessment Minimum- Failed assessment. Score will count for cumulative. Level II = Met the standard Level III = Advanced Academics
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Phase IPhase IIFinalAdv Algebra I37506378 Geometry35466077 Algebra II38486076
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TestedPhase In Level II Panel Rec Level II Level III Kennedy 28254%11%1% Memorial 26847%3%0% EISD 55051%7%0%
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EdgewoodState Phase In State Economically Disadvantaged 51%83%76%
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TestedPhase In Level II Panel Rec Level II Level III Kennedy 6292%42%12% Memorial 5292%60%12% EISD 11792%50%12%
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EdgewoodState Phase In State Economically Disadvantaged 92%98%96%
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Phase IPhase IIFinalAdv Algebra I37506378 Geometry35466077 Algebra II38486076 2012 2013 2014 2015 2016
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# CriticalUnsatSatisfactAdvanTotal Met Kennedy30971%27%2% Memorial27573%24%3% Alternative1275%25% District59672%25%3%
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# CriticalUnsatSatisfactAdvanTotal Met Kennedy29262%26%12% Memorial29956%29%12%2%14% Alternative333% District59459%28%12%1%13%
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FORMATIVEFORMATIVE
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Write the word that is the main concept of the lesson as an acrostic Give students three minutes to write terms that they think of for the word Go forward with the lesson At the end of the lesson write the word again Students write terms again to clarify the concept word Classroom Strategy
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By Bill McBride
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Check UpAutopsy
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Curriculum AssessmentInstruction
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Instruction: Classroom ◦ Are my teaching strategies working? ◦ What concepts do the students need assistance? ◦ What do students understand and what can they apply?
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Instruction: Individual Diagnosis ◦ What does the student need help with? ◦ What are the strengths of the student? ◦ What misconceptions does this student have?
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1D3A6A6G Kennedy34471820 Memorial28312529
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What questions do you ask when you examine the TEKS analysis? What types of comparisons can be made? How can these reports be a learning experience?
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Student Engaging TeacherStudentTraditional StudentTeacherPossibilities
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Attention Notice taken of someone or something; the regarding of someone or something as interesting or important. Engagement Cognitive -consists of beliefs and values: rigor through higher level experiences and relevance through meaningful work Emotional - consists of motivation and feelings: establishing relationships, classroom environment Behavioral - consists of habits and skills: procedures, transitions, expectations VS
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ends up doing most of the learning.
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Geometry—Congruence 10B #13 Geometry—Congruence 10B #14 Geometry—Congruence 10B #15 62*16139 3340*1612 2361853*
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Geometry—Congruence 10B #13 Geometry—Congruence 10B #14 Geometry—Congruence 10B #15 62*16139 3340*1612 2361853* Cluster Response Even Distribution Split Response
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What additional questions do we have when we examine the item analysis information? What conclusions can we draw based upon the TEKS information presented in the item analysis?
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Private ◦ Write your own conclusions on a post it. Peer ◦ Share your conclusions with a shoulder partner. Public ◦ Share at your table Classroom Strategy
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Use of Information ◦ Identify TEKS for Whole Group Instruction Concepts not taught Concepts misunderstood Concepts needing a depth of understanding Small Group Instruction Students need specific concepts Specific needs
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Kuder-Richardson Reliability How reliable is the assessment? ◦ A.60 to a.80 is a reliable assessment. Tests rated above.80 are considered very reliable. The measure is not reliable on a small sampling.
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The Algebra Benchmark Kuder-Richardson reliability value for this exam with these student selections is.86. The Geometry Benchmark Kuder-Richardson reliability value for this exam with these student selections is.76. (7
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A large positive point-biserial value indicates that students with high scores on the overall test are also getting the item right (which we would expect) and students with low scores on the overall test are getting the item wrong (which we would also expect).
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Geometry Congruence 10B #13 0.37*-0.14-0.18-0.21 0.120.14*-0.16-0.20 -0.310.22-0.140.49* What does this mean?
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All students have the three cups stacked on their desk with the green showing. When the material becomes difficult or he student is having difficulty understanding they change to yellow cup. ◦ Teacher/Green cup student clarifies ◦ Call on this student When student is lost they change the cup to red ◦ Call on a Green cup student to clarify and explain Classroom Strategy
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Terms/Concepts/Vocabulary is posted on the board Partner students and have them stand One student faces the board and the other student faces away to the partner The student facing the board talks to give clues When the partner names all the terms the team sits Classroom Strategy
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Let’s Try It!!! Item Analysis Formative Assessment Kuder Richardson Point-Biserial STAAR Level II Phase In One Phase In Two Minimum Score Advanced Score
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How might you use this in the classroom? Item Analysis Formative Assessment Kuder Richardson Point-Biserial STAAR Level II Phase In One Phase In Two Advanced Score
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A generalization of the concept is asked of students as their ticket out the door. ◦ May also address a content need or process. Students respond in sentences. ◦ Can be written on an index card. ◦ Can be written on a one week sheet. On the way out the door students give the ticket to the teacher. The teacher collects, and responds in writing in a different color. Teacher returns the cards the next day. The students share their original writing and comment with partner. Classroom Strategy
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Individual White Boards Think Pair Share or Elbow Partners Admit Slips and Exit Slips Response logs for reflective thinking Graphic Organizers & Mind Maps Post-it Note responses Active Votes/”Clickers” Foldables Illustrations Yes/No, True/False, Green/Yellow/Red Cards Interactive Note Booking Popsicle stick questioning
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Students each have IPR cards ◦ Individual Pupil Response ◦ ABCD ◦ Students display their response ◦ Partner with a student with a differing card ◦ Use evidence to “convince” the partner that their thinking is correct ◦ Allow a convincing student to share with the class Classroom Strategy
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FORMATIVEFORMATIVE
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FORMATIVEFORMATIVE How might this be used in class?
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Tasks for the Afternoon ◦ Plan CSCOPE lessons for Math ◦ Submit feedback for the unit assessments
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Plan CSCOPE lessons for the Main Block ◦ Use the IFD ◦ Use the Performance Indicators ◦ Analyze the Standard Does every aspect of the lesson address the understanding of the standard? Do students have multiple opportunities to demonstrate mastery of the standard? Are students provided opportunities to demonstrate the learning in a new way? ◦ How will you build clarification of misconceptions ◦ How will you use formative assessments in the lessons? Submit a copy
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Submit feedback for the unit assessments ◦ Review the assessment ◦ Indicate items to keep ◦ Indicate items to omit ◦ Submit prior to leaving
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Write them Commit to them Post your plan
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Have your students write their goals Have them write their plan to reach their goals Post the plans
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Anna Nieto – Executive Officer CIA Ellie Gearhart – Accountability Coordinator
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