Algebra I 2015 STAAR Analysis Study Guide
Instructions for use of this study guide:
This study guide is best used as a discussion tool within a professional learning community or
team or department meeting. One person should act as the facilitator of the session, framing the
question and making sure that all members give input. In many cases, several unique answers
may be correct.
Bring you curriculum, a copy of the 2015 Released STAAR/EOC, and any local assessments you
use. Reflect on the questions about the released test first, and then utilize your resources to
assist you in the follow-up questions.
1. The Mathematical Process Standards adopted in 2012 describe ways in which students are
expected to engage with the mathematical content, and A1.D expects students to
“communicate mathematical ideas, reasoning, and their implications using multiple
representations, including symbols, diagrams, graphs, and language as appropriate.” Items 3,
15, 16, 17, 34, 41, 46, and 54 in the 2015 Released Algebra I STAAR/EOC assessment involve
knowledge and understanding of formal mathematics vocabulary (dependent quantity,
independent quantity, axis of symmetry, intercepts, maximum point, minimum point, reflection,
zero, domain, range, solution, as well as mapping and set notation).
Examine your local assessments. Which items require acquisition and application of formal
mathematics vocabulary? How many items did you find? What thinking skills are involved?
(Remember, Understand, Apply?) In each item you found, list the formal mathematics
vocabulary that students must know/understand to successfully answer the question.
How are content words (ex. axis of symmetry) and instructional words (ex. compare) identified
for each planned unit/lesson for instruction? What strategies (cooperative groups, restating
information) are being implemented during daily instruction to allow student communication of
mathematical ideas with language as appropriate?
How can graphic organizers such as a Frayer model be utilized for formal mathematics
vocabulary attainment?
How does multiple representation support formal mathematics vocabulary?
How could vocabulary attainment become a journaling activity in the classroom?
Algebra I 2015 STAAR Analysis Study Guide
2. Marzano’s research indicates a good way to demonstrate mastery of a concept is by producing
or recognizing examples and non-examples. Look at items 7, 16, 29, 38, 46, 49, 51. Each of
these asks concept attainment questions through example/non-example. Concentrate on the
stems (Question Stems are available on the Question Stems 2015, 2014, 2013 Algebra I STAAR
EOC document). How are they the same? How are they different? What specific vocabulary is
used? What is the connection between assessed concept and each graphic provided as an
answer choice?
How will the Mathematical Process Standard A1.E (The student is expected to create and use
representations to organize, record, and communicate mathematical ideas.) guide instruction as
we ask students to reach Level II: Satisfactory Academic Performance (Interpret and draw
conclusions from functional relationships)? As student draw conclusions, are they able to
determine what is or what isn’t an appropriate representation of the concept?
How can you plan for concept attainment with emphasis on formal mathematics language in
your daily instruction? Find at least five places in your curriculum to place questions such as
these. Design a cooperative group, graphing calculator, or manipulatives activity that would
emphasize examples and non-examples of a mathematics concept (A.1C The student is expected
to select tools, including real objects, manipulatives, paper and pencil, and technology as
appropriate, and techniques, including mental math, estimations, and number sense as
appropriate, to solve problems.)
Algebra I 2015 STAAR Analysis Study Guide
3.
The Algebra I STAAR Performance Level Descriptors for students achieving Level II: Satisfactory
requires students to “generate representations of linear and quadratic functions.”
The Mathematical Process Standards adopted in 2012 describe ways in which students are
expected to engage with the mathematical content (A.1D).
Several different examples of converting data from one representation to another are used
throughout the assessment. Examine items 5, 7, 11, 21, 23, 24, 31, 45, 49. How are students
asked to communicate mathematical ideas, reasoning, and their implications using multiple
representations, including symbols, diagrams, table, graphs, and language? What thinking skills
are they asked to use? (Understand, Apply, Analyze?)
Each team member should write another question that requires students to demonstrate
understanding of a concept through multiple representations, using the thinking skills that were
found in the released items.
What other types of activities with multiple representations do you use in your classroom that
would utilize the same thinking skills? Find at least 5 examples in your assessments and
curriculum where these occur.
By allowing multiple representation to communicate understanding of a concept, various entry
points to learning are available. How can you utilize this scaffolding process with your
curriculum to guide students in problem solving with multiple representations? Design a
manipulative or graphing calculator activity with scaffolding that includes multiple
representation discovered while researching the question above. Be sure to note the alignment
in your curriculum.
Algebra I 2015 STAAR Analysis Study Guide
4. Several questions related to interpreting data represented in a graph are found in the
assessment, including items 1, 3, 9, 13, 20, 22, 33, 44, 47, and 53. What do these questions have
in common? What thinking skills are required? (Understand, Apply, Analyze). How can analyzing
graphical data support instruction that will allow students to reach Level III: Advanced Academic
Performance by making predictions and critical judgments from functional relationships?
Interpretation of graphical data requires communicating mathematical ideas with language as
appropriate (as stated in Mathematical Process Standard A1.D). How do you purposefully plan
instruction to include interpretation and communication of mathematical data found in graphs?
Find the questions in your local assessments that require students to interpret data from a
graph. Do those questions require the same thinking level and are they presented in the same
ways? Again, scaffolding from the concrete to the visual and then to the abstract is critical.
How can you use journaling to assist in this process? Discuss an activity from your curriculum
and develop a journaling activity to accompany the lesson.
Algebra I 2015 STAAR Analysis Study Guide
5.
There are several assessment questions related to interpreting data represented in a table
including items 36, 39, 51. What do these questions have in common related to how they are
presented? What thinking skills are required? (Understand, Apply, Analyze).
How can instruction lead students from interpretation of data represented in a table to success
on Mathematical Process Standard A1.E: The student is expected to create and use
representations to organize, record, and communicate mathematical ideas?
Find the questions in your local assessments that require students to interpret data from a
table. Are they at the same level of complexity as the 2015 Algebra I EOC items?
How can students use tables to organize data? Discuss an activity from your curriculum. How
do you guide students to gather data, and then organize data as an integral part of problem
solving? Would a table be the organizational tool in each activity?
Algebra I 2015 STAAR Analysis Study Guide
6. Items that include set notation, inequalities, and other symbolic representations are included in
the 2015 Algebra I STAAR (Items and regional data: 2 with 50% success, 16 with 56% success, 40
with 44% success, 48 with 52% success, 49 with 54% success)
How are students asked to represent situations and solutions in varied symbolic form in your
instructional units/lessons?
How can instruction be planned to support Mathematical Process Standard A1.D: The student is
expected to communicate mathematical ideas, reasoning, and their implications using multiple
representations, including symbols, diagrams, graphs, and language as appropriate?
What symbolic representation is applied when students are finding relationships and making
conjectures? How is this representation supported in units/lessons/local assessments?
What scaffolding occurs in your classroom to support students who are struggling with algebraic
representation of situations? How are students asked to move from one symbolic
representation to another (vertex form, standard form; coordinate form, set notation; set
notation, interval notation, and function form)?
Algebra I 2015 STAAR Analysis Study Guide
7.
Some of the items in the assessment may be considered problem solving using mathematical
properties and relationships, such as items 8, 12, 19, 25, and 37. What relationship(s) are
evidenced in item 8? Which properties/laws are evidenced in item 12? What properties are
evident when finding a solution for item 19? Which of the other items require understanding of
mathematical properties and relationships?
How can an understanding mathematical properties be included in units/lessons to lead to
student success with Mathematical Process Standard A1.C: The student is expected to select
tools, including real objects, manipulatives, paper and pencil, and technology as appropriate,
and techniques, including mental math, estimation, and number sense as appropriate, to solve
problems?
Which of the other items did you choose? Which properties are applied in the problem
solving?
How are properties and relationships addressed in lessons and activities? Examine your local
assessments. Are questions available that require students to understand and apply
mathematical properties and relationships?
Algebra I 2015 STAAR Analysis Study Guide
8. Items 3, 5, 7, 17, 19, 21, 22, 25, 27, 30, 32, 37, 44, 48, and 50 relate to non-linear relationships.
Compare the content requirements of the items. What vocabulary will students need to master
in order to be successful on these items?
Awareness of the Algebra I EOC blueprint for the May 2016 administration should guide
planning for instruction.
The 2015-2016 STAAR Algebra I Blueprint, effective May 2016, indicates eleven (11)
questions will assess Quadratic Functions and Equations (Reporting Category 4).
The 2015-2016 STAAR Algebra I Blueprint, effective May 2016, indicates six (6) questions
will assess Exponential Functions and Equations (Reporting Category 5).
Which activities/lessons provide support for reaching Level II: Satisfactory Performance as
students analyze the effects of parameter changes on linear and quadratic functional
relationships?
With your group, create journaling activities that will support students in concept attainment for
quadratic and exponential relationships.
Algebra I 2015 STAAR Analysis Study Guide
9. What is your overall impression of this released test? Write 4-5 observations that could serve as
characteristics of an Algebra I STAAR/EOC. (Both linear and quadratic functions are assessed,
tables and graphs on many items, inequalities, systems of equations, etc.) As you examine the
released items, how can those items be a guide for instruction with newly adopted student
expectations?
What do you need to change or increase in your
a)
b)
c)
d)
e)
Questioning strategies
Vocabulary attainment strategies
Inclusion of Mathematical Process Standards
Local assessments
You approach to concept attainment
Write your simple plan here.