Embed Size (px)
DESCRIPTION
This tool is designed to support teachers in instructional planning, by providing a means to process the sampling of assessed standards on the released STAAR items. Using this process, educators will: • review historical assessment data; • read and solve sample STAAR items; • analyze assessment prompts in order to consider the multiple steps required to generate a response; • anticipate varying approaches and steps students might take; and • reflect on his or her current classroom instruction. The goal of this tool is to guide effective planning, including probing questions, and monitoring of student progress, which support student success. The Instructional Planning Tool is organized by the learning standards assessed on STAAR. Each standard is labeled as Readiness, Supporting, or Process.
Citation preview
Mathematics A L G E B R A I I
INSTRUCTIONAL PLANNING TOOL
STAAR™
Copyright©2011 Education Service Center Region XIII3
Instructional Planning Tool User Guide
Overview This tool is designed to support teachers in instructional planning, by providing a means to process the sampling of assessed standards on the released STAAR items. Using this process, educators will:
review historical assessment data; read and solve sample STAAR items; analyze assessment prompts in order to consider the multiple steps required to generate a response; anticipate varying approaches and steps students might take; and reflect on his or her current classroom instruction.
The goal of this tool is to guide effective planning, including probing questions, and monitoring of student progress, which support student success. The Instructional Planning Tool is organized by the learning standards assessed on STAAR. Each standard is labeled as Readiness, Supporting, or Process.
As you work through the tool, keep in mind that the intent is to help think through the instructional implications of each standard. This tool provides an option to work through this thought process and can be customized to fit the needs of each campus.
Contents Each booklet contains:
all learning standards assessed on STAAR for a grade and content area; table to insert state, region, district, and grade TAKS performance data; sample STAAR items; example solution steps; reflection questions to assist educators in increasing the rigor of classroom instruction.
In addition to the booklet, this tool contains a CD with modifiable files so campuses may modify the documents to meet their needs.
READINESS STANDARDS: SUPPORTING STANDARDS: PROCESS STANDARDS: are essential for success in the
current grade or course; are important for preparedness for
the next grade or course; support college and career
readiness; necessitate in‐depth instruction; address broad and deep ideas.
may be emphasized in a subsequent year (although introduced in the current grade or course);
may be emphasized in a previous year (although introduced in the current grade or course);
play a role in preparing students for the next grade or course but not a central role;
address more narrowly defined ideas.
will be assessed in context, not in isolation in the content areas of Social Studies, Science, and Math;
will allow for a more integrated and authentic assessment.
Instructional Planning Tool – COMPLETED SAMPLE Algebra II Math
Copyright©2011 Education Service Center Region XIII
Read: Student Expectation (SE): Highlight the verb(s) and concept(s).
2A.2A: The student is expected to use tools including factoring and properties of exponents to simplify expressions and to transform and solve equations. [Supporting Standard; Reporting Category 2]
Read:
Think/Analyze:
State* Region* District* Grade* 70% 69% 73% 72% *Reminder: Use previous year’s spring administration data.
What is the question?
Solve the given expression for y.
What part of the standard is being assessed? Use properties of exponents to solve an equation.
How else might this SE be assessed? Students might have to factor in order to simplify or solve. They might also have to use properties of exponents to simplify instead of solve. There may be other tools of algebraic manipulation on explicitly mentioned in the TEKS statement that a student would need to use to simplify an expression or solve an equation. SAMPLE
Copyright©2011 Education Service Center Region XIII
Apply: Possible Solution Steps:
Square both sides of the equation given and solve for y as shown.
�� � 16� � 16�� � �
16 Instructional Considerations: What prior knowledge is being built upon? In Algebra I, students learned the properties of exponents and factoring. Students began solving equations and simplifying expressions in middle school and worked on these skills extensively in Algebra I. How do I currently teach this SE concept/content?
Currently, I teach…
How do I need to adjust my instruction based on this analysis? Use a variety of phrases to describe solving (e.g., “solve for y”, “represent y in terms of x”, etc…). Give students practice with solving literal equations (equations with multiple quantities represented with letters), rather than always solving equations in one variable. What formative assessment will I use to be sure it’s working? Embed spiraled review of transforming expressions and solving equations throughout my units. Have students solve several equations in partners – one solve for x, one solve for y. Then have them confirm that the two equations are inverses of each other. What are some probing questions to use with students?
What is x in terms of y? What type of function is represented by this equation? How do you know? What are the domain and range of the original equation? How would this impact its
graph? Does the equation, when solved for y, have a different domain and range? Should it?
Extension‐Write another question on a separate sheet of paper that addresses a different part (different content) of the standard.
Correct Answer
C
SAMPLE
Copyright©2011 Education Service Center Region XIII 6
Instructional Planning Tool Algebra II Math
Copyright©2011 Education Service Center Region XIII
Read: Student Expectation (SE): Highlight the verb(s) and concept(s).
2A.2A: The student is expected to use tools including factoring and properties of exponents to simplify expressions and to transform and solve equations. [Supporting Standard; Reporting Category 2]
Read:
Think/Analyze:
State* Region* District* Grade* *Reminder: Use previous year’s spring administration data.
What is the question?
What part of the standard is being assessed?
How else might this SE be assessed?
Copyright©2011 Education Service Center Region XIII7
Copyright©2011 Education Service Center Region XIII
Apply: Possible Solution Steps:
Instructional Considerations: What prior knowledge is being built upon?
How do I currently teach this SE concept/content?
How do I need to adjust my instruction based on this analysis?
What formative assessment will I use to be sure it’s working?
What are some probing questions to use with students?
Extension‐Write another question on a separate sheet of paper that addresses a different part (different content) of the standard.
Correct Answer
