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
Notes/Comments on future
PD or support you would like.
email@dallasisd.org
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.
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 burschel@dallasisd.org
Ercleo Esquejo, Division 2 eesquejo@dallasisd.org
Rosa Darkwa, Division 3 rdarkwa@dallasisd.org
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.
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.
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.
Planning for
Interim
Assessments
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?
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?
1. DATA
Identifying High Priorities for Assessment
• Look at your longitudinal data for Algebra 1.
TEKS SE
Unit 2
A1.A
Unit 4
Unit 5
Unit 8
67.19%
72.25%
A1.B
68.39%
71.52%
A1.C
42.16%
67.66%
A1.D
83.09%
32.03%
87.70%
A1.E
62.86%
68.46%
A7.A
74.04%
A7.B
2011 TAKS%
2012 STAAR%
Average
89.92%
89.92%
79.82%
76.91%
76.91%
73.43%
49.04%
49.04%
51.98%
89.77%
88.36%
81.96%
77.15%
56.10%
46.90%
60.77%
40.12%
55.87%
76.35%
82.82%
76.39%
68.11%
72.20%
74.99%
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%
A8.B
58.05%
79.28%
50.44%
A8.C
74.75%
56.95%
64.88%
77.87%
52.30%
51.38%
58.29%
64.88%
65.37%
• What areas have been problematic for TAKS/STAAR in past?
Circle these SEs
Identifying High Priorities for Assessment
• Highlight Readiness Standards in Pink
• Highlight Supporting Standards in Green
1. Functional Relationships
Reporting Category
STAAR
8
STAAR
Modified
6
Readiness Standards
Supporting Standards
A1.A Describe independent and dependent
quantities in functional relationships.
A1.D Represent relationships among quantities
A1.B Gather and record data and use data sets to
using concrete models, Tables, graphs, diagrams,
determine functional relationships among
verbal descriptions, equations, and inequalities
quantities
A1. E Interpret and make decisions, predictions,
A1.C Describe functional relationships for given
and critical judgments from functional relationships, problem situations and write equations or
inequalities to answer questions arising from the
situations,
TEKS SE
Unit 2
A1.A
Unit 4
Unit 5
Unit 8
67.19%
72.25%
A1.B
68.39%
71.52%
A1.C
42.16%
67.66%
A1.D
83.09%
32.03%
87.70%
A1.E
62.86%
68.46%
A7.A
74.04%
A7.B
2011 TAKS%
2012 STAAR%
Average
89.92%
89.92%
79.82%
76.91%
76.91%
73.43%
49.04%
49.04%
51.98%
89.77%
88.36%
81.96%
77.15%
56.10%
46.90%
60.77%
40.12%
55.87%
76.35%
82.82%
76.39%
68.11%
72.20%
74.99%
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%
A8.B
58.05%
79.28%
50.44%
A8.C
74.75%
56.95%
64.88%
77.87%
52.30%
51.38%
58.29%
64.88%
65.37%
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
ASSESSMENT BLUEPRINT TEMPLATE
.
.
SE
Readiness/
Supporting
R/S
R/S
R/S
SE Content Specificity
Number of
Items
Needed
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
• 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
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?
Algebra 1
Strand
Student Expectations
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.
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
ASSESSMENT BLUEPRINT TEMPLATE
.
.
SE
Readiness/
Supporting
R/S
R/S
R/S
SE Content Specificity
Number of
Items
Needed
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?