Algebra Exit Exam Glancing Back, Looking Forward August 19, 2015
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Algebra Exit ExamGlancing Back, Looking Forward
August 19, 2015
Breakfast/MathStimulate your brain with Problem of the Month Through the Grapevine Level D as you enjoy breakfast.
8:30 - 9:00
Agenda8:30 – 9:00 Breakfast/Math9:00 – 9:10 Welcome & Celebration
9:10 – 10:00 Exit Exam - Multiple Choice10:00 – 10:10 Break10:10 – 11:20 Exit Exam - Constructed Response11:20 – 11:35 Implications for Instruction11:35 – 11:40 School Level Data11:40 – 11:50 Updates for SY15-1611:50 – 12:00 Exit Slips
Welcome & Celebration
School Year
Schools Taking
Exit Exam
Students Taking
Exit Exam
Students Passing
Exit Exam
Students Passing
Exit Exam
High Pass
High Pass %
PassPass
%
2009 - 2010 158 3639 1918 52.71% 564 15.50% 1354 37.21%
2010 - 2011 168 4122 2201 53.40% 653 15.84% 1548 37.55%
2011 - 2012 195 4867 2753 56.56% 768 15.78% 1985 40.78%
2012 - 2013 208 5474 3064 55.97% 1174 21.45% 1890 34.53%
2013 - 2014 201 5720 3177 55.54% 1199 20.96% 1978 34.58%
Welcome & Celebration
School Year
Schools Taking
Exit Exam
Students Taking
Exit Exam
Students Passing
Exit Exam
Students Passing Exit
Exam
High Pass
High Pass
%Pass
Pass %
2014 - 2015 199 5783 3297 57.01% 1520 26.28% 1777 30.73%
Common Core
Created in - house
Algebra Initiative GoalsProvide access to a high quality, coherent, rigorous middle grades algebra course to a greater number of well-prepared students.
Provide the opportunity for these students to enroll in advanced mathematics courses as freshmen so they will be on the pathway to enroll in AP mathematics courses in high school.
Ensure that coherent policies and procedures are in place so that students are on the path to advanced courses in mathematics.
Ensure that every child has access to high quality teaching and learning in alignment with the Common Core Standards in Mathematics (CCSSM).
Exit Exam: Multiple Choice
85.8%
Exit Exam: Multiple Choice
Exit Exam: MC Process1. Do the math and consider popular choices for
distractors. 2. As a group, begin to discuss anticipated distractors. 3. Examine distractor data, and as a group, focus on 2
assigned MC items to discuss. • Why would students select specific distractors?• What does the distractor data potentially reveal
about students’ understanding?
10 minutes
Exit Exam: Constructed Response (CR)
Exit Exam: Constructed Response -Analyzing Solution Strategies
1. Do the math and also consider a range of alternate solution strategies.
2. Be prepared to share alternate strategies.
Exit Exam: Constructed Response -Looking at Student Work
1. Review the work silently.
2. Describe: What do you notice about the student work?
3. Interpret: What do students understand?
4. Question: What questions do you have about the work?
5. Consider: What might you do next to address misconceptions or build on student thinking?
Exit Exam: Constructed Response -Looking at Student Work
• What can we learn through this process?
• How might you use this process next year?
Implications for Instruction• Reflect on what you’ve written in your
notecatcher and other ideas that are surfacing in your group.• How might you adjust your instruction next year
based on these reflections?• Be ready to share one takeaway/idea
from your group.
Updates: School Level Data
Updates: SY15-16
• LWA for SY15-16
• Instructional Supports - Math Instructional Units
Updates: Math Instructional Unit (MIU)
Exit Slip1. Wows, Wonders, and Wishes
2. How can the Department of Math best support your Algebra instruction in SY1516?
3. How can LWA best support your Algebra instruction in SY1516?
4. Anything else you’d like to share?
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