Warm-Up On the front of an index card, write your first and last
name, the names of your campus and your email address. First Name
Last Name Campus [email protected] Throughout this session, make
note on the back of the index card, any comments of future PD or
support you might need/like from your Academic Facilitators. You
will turn in your index card at the end of this session as an exit
slip. Notes/Comments on future PD or support you would like. Slide
2 From Blueprint to Construction: High School Math Assessments
Instructional Coach Conference August 8 & 9, 2013 Presented by
your High School Math Academic Facilitators: Betsy Urschel,
Division 4 [email protected]@dallasisd.org Ercleo
Esquejo, Division 2 [email protected]@dallasisd.org
Rosa Darkwa, Division 3 [email protected]@dallasisd.org
Slide 3 Outcomes: o Campus Instructional Coaches will come away
with a common understanding of how to examine and analyze
longitudinal data. o Campus Instructional Coaches will understand
how to effectively utilize the Assessment Blueprint Template. o
Campus Instructional Coaches will articulate the importance of
using data and unpacking standards to determine the content and
cognitive levels in the assessment development process. Slide 4
Dallas ISD Core Beliefs 1.Our main purpose is to improve student
academic achievement. 2.Effective Instruction makes the most
difference in student academic performance. 3.There is no excuse
for poor quality instruction. 4.With our help at risk students will
achieve at the same rate as non-at risk students. 5.Staff members
must have a commitment to children and a commitment to the pursuit
of excellence. Slide 5 We assess students not merely to evaluate
them, but to improve the entire process of teaching and learning. -
Douglas B. Reeves, Making Standards Work Which core belief(s) does
the quote reflect? Be prepared to explain why and share. Slide 6
Planning for Interim Assessme nts Slide 7 Step Process for Creating
Quality Assessments 1.DATA: A Look at the Data 2.CONTENT:
Identifying Know and Do 3.PROCESSES: Identifying Processes and
Skills 4.REVIEW EXAMPLES: What are we looking for in an item?
5.ITEM AND TEST LEVELING: Are items written at the appropriate
cognitive level based on the TEKS? 6.ITEM DESIGN: Do test items
follow best practices in item design? Slide 8 Step Process for
Creating Quality Assessments 1.DATA: A Look at the Data 2.CONTENT:
Identifying Know and Do 3.PROCESSES: Identifying Processes and
Skills 4.REVIEW EXAMPLES: What are we looking for in an item?
5.ITEM AND TEST LEVELING: Are items written at the appropriate
cognitive level based on the TEKS? 6.ITEM DESIGN: Do test items
follow best practices in item design? Slide 9 1. DATA Identifying
High Priorities for Assessment Look at your longitudinal data for
Algebra 1. What areas have been problematic for TAKS/STAAR in past?
Circle these SEs TEKS SEUnit 2Unit 4Unit 5Unit 82011 TAKS%2012
STAAR%Average A1.A67.19% 72.25%89.92% 79.82% A1.B68.39%
71.52%76.91% 73.43% A1.C42.16%67.66% 49.04% 51.98%
A1.D83.09%32.03%87.70%89.77%88.36%81.96%77.15%
A1.E62.86%68.46%56.10%46.90%60.77%40.12%55.87%
A7.A74.04%76.35%82.82%76.39%68.11%72.20%74.99%
A7.B72.00%78.03%76.48%81.48%73.36%77.37%76.45%
A7.C84.83%88.47%75.15%75.45%60.90%68.09%75.48% A8.A72.14%
69.34%92.14% 77.87% A8.B58.05% 79.28%50.44%52.30%51.38%58.29%
A8.C74.75% 56.95%64.88% 65.37% Slide 10 Identifying High Priorities
for Assessment Highlight Readiness Standards in Pink Highlight
Supporting Standards in Green Reporting CategorySTAAR STAAR
ModifiedReadiness StandardsSupporting Standards 1. Functional
Relationships 86 A1.D Represent relationships among quantities
using concrete models, Tables, graphs, diagrams, verbal
descriptions, equations, and inequalities A1. E Interpret and make
decisions, predictions, and critical judgments from functional
relationships, A1.A Describe independent and dependent quantities
in functional relationships. A1.B Gather and record data and use
data sets to determine functional relationships among quantities
A1.C Describe functional relationships for given problem situations
and write equations or inequalities to answer questions arising
from the situations, Slide 11 TEKS SEUnit 2Unit 4Unit 5Unit 82011
TAKS%2012 STAAR%Average A1.A 67.19% 72.25%89.92% 79.82% A1.B 68.39%
71.52%76.91% 73.43% A1.C 42.16%67.66% 49.04% 51.98% A1.D
83.09%32.03%87.70%89.77%88.36%81.96%77.15% A1.E
62.86%68.46%56.10%46.90%60.77%40.12%55.87% A7.A
74.04%76.35%82.82%76.39%68.11%72.20%74.99% A7.B
72.00%78.03%76.48%81.48%73.36%77.37%76.45% A7.C
84.83%88.47%75.15%75.45%60.90%68.09%75.48% A8.A 72.14% 69.34%92.14%
77.87% A8.B 58.05% 79.28%50.44%52.30%51.38%58.29% A8.C 74.75%
56.95%64.88% 65.37% Slide 12 Your Turn: Your Turn: Creating an
Assessment Blueprint List the TEKS that will be assessed on the
blueprint Identify whether they are Readiness or Supporting
standards Circle any SE that in High Priority SE Readiness/
Supporting SE Content Specificity Number of Items Needed R/S
ASSESSMENT BLUEPRINT TEMPLATE.. Slide 13 2. CONTENT TEKS and
Assessment: Things to Remember The wording of the standard tells us
WHAT CONTENT will be assessed on STAAR The wording tells us at WHAT
LEVEL the standard will be assessed on STAAR Slide 14 Content The
content items for which students must demonstrate understanding at
the appropriate cognitive level in order to adequately meet the
standard. Cognitive The level at which students are expected to
perform in order to adequately meet the standard. Determined by the
verbs used in both the Knowledge and Skills statements and the
Student Expectations Content & Cognitive Exectations Slide 15
What Should Students KNOW? Background knowledge they will need to
have in order to ensure understanding and application of the
standards? What vocabulary must the student know and be able to use
to have success? What should they understand at end of lesson?
Slide 16 Algebra 1 5.Linear Functions. The student understands that
linear functions can be represented in different ways and
translates among their various representations. The student is
expected to: (A) Determine whether or not given situations can be
represented by linear functions. (B) Determine the domain and range
for linear functions in given situations; and (C) Use, translate,
and make connections among algebraic, tabular, graphical, or verbal
descriptions of linear functions. Knowledge & Skills Statement
Student Expectations Strand Slide 17 Your Turn: Your Turn: Refer to
your TEKS Look at the at the TEKS listed on your handout Identify
what the students need to KNOW and DO based on the TEKS Decide how
many items would be needed to test this material SE Readiness/
Supporting SE Content Specificity Number of Items Needed R/S
ASSESSMENT BLUEPRINT TEMPLATE.. Slide 18 Planning for Interim
Assessments: 1.DATA: Identify and assess high priority TEKS
2.CONTENT: Identify what students need to Know and Do What will be
assessed and how? Identify the content and concepts that will be
assessed. Final Reflection: How will you implement the information
presented in this session as a Campus Instructional Coach (CIC) to
increase student achievement?