ipt- math_grade8
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 8
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 8 Math
Copyright©2011 Education Service Center Region XIII
Read: Student Expectation (SE): Highlight the verb(s) and concept(s).
8.1A: The student is expected to compare and order rational numbers in various forms including integers, percentages and positive and negative fractions and decimals. [Readiness Standard; Reporting Category 1]
Read:
Think/Analyze:
State* Region* District* Grade* 70% 70% 69% 68% *Reminder: Use previous year’s spring administration data.
What is the question?
How do we correctly order the fractional parts of these mixed numbers from largest to smallest?
What part of the standard is being assessed? 8.1A: The student is expected to compare and order rational numbers in various forms, including fractions.
How else might this SE be assessed? This SE may also be assessed through problems which require students to order and compare positive or negative fractions, decimals, or percents, or other Rational numbers, including square roots. Other quantifying or comparing language might also be included in these problems. SAMPLE
Copyright©2011 Education Service Center Region XIII
Apply: Possible Solution Steps:
1. The whole number of each percent is 2, so we only need to look at the fractions.
Which fraction(s) is/are less than 21
?
2.83
is the only given fraction that is less than 21
(since half of 8 is 4 and therefore84
= 21
).
3. Knowing this, the only possible correct answer is D, since it has 83
listed as the smallest value
and 21
listed as the second smallest.
What are some probing questions to use with students?
Why can we focus on just the fractional parts of these numbers and not also the whole number? Which of these fractions are larger than ��? Which are smaller than ��?
Do we have to continue the problem once we have found the smallest and the largest value?
Extension‐Write another question on a separate sheet of paper that addresses a different part
(different content) of the standard.
Instructional Considerations: What prior knowledge is being built upon? 7.1A Compare and order integers and positive rational numbers. Relationship to benchmarks of 0, �� , and 1.
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 positive or negative fractions, decimals, or percents, or other rational numbers, including square roots; Incorporate spiral review in order to emphasize the expectations listed in this standard. Include review of benchmark values. What formative assessment will I use to be sure it’s working? Examples: Group and individual observations, anecdotal notes, written performance.
Correct Answer
D
SAMPLE
Copyright©2011 Education Service Center Region XIII 6
Instructional Planning Tool Grade 8 Math
Copyright©2011 Education Service Center Region XIII
Read: Student Expectation (SE): Highlight the verb(s) and concept(s).
8.1A: The student is expected to compare and order rational numbers in various forms including integers, percentages and positive and negative fractions and decimals. [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. The whole number of each percent is 2, so we only need to look at the fractions.
Which fraction(s) is/are less than 21
?
2.83
is the only given fraction that is less than 21
(since half of 8 is 4 and therefore84
= 21
).
3. Knowing this, the only possible correct answer is D, since it has 83
listed as the smallest value
and 21
listed as the second smallest.
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.
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?
Correct Answer
D