ipt- math_grade7
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.TRANSCRIPT
Mathematics G R A D E 7
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 Grade 7 Math
Copyright©2011 Education Service Center Region XIII
Read: Student Expectation (SE): Highlight the verb(s) and concept(s).
7.1B: The student is expected to convert between fractions, decimals, whole numbers and percentages mentally, on paper or with a calculator. [Readiness Standard; Reporting Category 1]
Read:
Think/Analyze:
State* Region* District* Grade* 69% 70% 70% 70% *Reminder: Use previous year’s spring administration data.
What is the question?
What does percent mean? How do I change these fractions to percents? Which of those percents are above 85�? What part of the standard is being assessed? 7.1B Convert between fractions and percents mentally, on paper, or with a
calculator.
How else might this SE be assessed? This SE might also be assessed through problems involving converting between decimals and fractions (terminating or repeating) or decimals and percents. SAMPLE
Copyright©2011 Education Service Center Region XIII
Apply: Possible Solution Steps:
1. Since a percent is out of 100, you need to first multiply these fractions by one, in the form of �� in order to find equivalent fractions with denominators of 100.
2. Make a table: Student Score Out of 100 Gretchen
2125
84100
Hector 2325
92100
Isabella 2225
88100
Jocelyn 1925
76100
Katy 2025
80100
3. This table now shows us that both Hector and Isabella had scores that were over 85%.
Instructional Considerations: What prior knowledge is being built upon?
6.1A Compare and order non−negative rational numbers. 6.1B Generate equivalent forms of rational numbers including whole numbers, fractions,
and decimals.
How do I currently teach this SE concept/content? Currently I…. How do I need to adjust my instruction based on this analysis? Examples: * Find a new resource from which to pull lessons that fully cover the expectations of this SE. * Find and teach lessons that require students to order and convert between fractions, decimals, and percents. * Incorporate spiral review in order to emphasize the expectations listed in this standard. What formative assessment will I use to be sure it’s working? Examples: Group and individual observations, anecdotal notes, written performance. What are some probing questions to use with students?
What does “percent” mean? What form of the number one should we multiply these fractions by in order to
convert them into fractions with denominators of 100? Now that we have common denominators, how do we compare the resulting fractions?
Extension‐Write another question on a separate sheet of paper that addresses a different part (different content) of the standard.
Correct Answer
B
SAMPLE
Copyright©2011 Education Service Center Region XIII 6
Instructional Planning Tool Grade 7 Math
Copyright©2011 Education Service Center Region XIII
Read: Student Expectation (SE): Highlight the verb(s) and concept(s).
7.1B: The student is expected to convert between fractions, decimals, whole numbers and percentages mentally, on paper or with a calculator. [Readiness Standard; Reporting Category 1]
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:
1. Since a percent is out of 100, you need to first multiply these fractions by one, in the form of �� in order to find equivalent fractions with denominators of 100.
2. Make a table:
Student Score Out of 100 Gretchen
2125
84100
Hector
2325
92100
Isabella 2225
88100
Jocelyn 1925
76100
Katy
2025
80100
3. This table now shows us that both Hector and Isabella had scores that were over 85%.
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
B