Change: Let Us Be Aware of the Treasures

It Can Bring

Emma Ames

Mary Jo Messenger1

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Student Success Is Our Treasure

It depends not only on teaching students skills, but also making them true learners who can read, solve problems, and work with each other and their teachers in a positive learning environment where they can develop confidence in their abilities.

HSA Scores are one important way that we measure success for our algebra students.

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What Needs to

Change?

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Success Depends on Many People and Many Things

Community Support

Classroom and Curricular Essentials

School Essentials

Teacher Qualities and Behaviors

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Community Support

Feeder Middle Schools Need to Prepare Students Well

Students should come with a good work ethic

Teachers have prepared them with a good foundation

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Community Support

Students Are Motivated to Learn Well-behaved committed students

Students need to feel connect to a community of learners

It’s all about heart

Gifted Hands

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Classroom and Curriculum Essentials

Students need to take the course that is the right level of mathematics.

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Classroom and Curriculum Essentials

The “Algebra Seminar” course is available for students who need extra support in their study of algebra.

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Classroom and Curriculum Essentials

Teachers need to cover the curriculum in a timely fashion.

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Classroom and Curriculum Essentials

Reading and writing must be emphasized.

Are Calculators Being Used By All Algebra Teachers?

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Classroom and Curriculum Essentials

Calculators must be available for daily use in math classes.

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Classroom and Curriculum Essentials

Make extra help available to assist students who need review and tutoring.

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Classroom and Curriculum Essentials

Teachers should make extensive use of HSA review materials.

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Classroom and Curriculum Essentials

Quiz and test questions must mirror the format of the HSA.

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School Essentials

Administrators should handle discipline in effective, timely ways.

Administrators need to be attentive to the special scheduling needs of students who need extra support in preparing for the HSA.

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School Essentials

Small class sizes (about 20 students) are ideal for meeting the needs of students who need extra support.

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School Essentials

Special education/ESOL teachers or assistants should assist in classes where needed.

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School Essentials

Administrators work to hire teachers with the right qualifications and characteristics.

Extra support is provided for teachers in their classroom.

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School Essentials

Teachers need to feel they are part of a team of highly qualified, competent, and dedicated educators.

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Teacher Qualities and Behaviors

Diagnostic tests should be administered by teachers at the beginning of the year to make sure that students are properly placed.

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Teacher Qualities and Behaviors

Teachers administer and review results of county assessments.

Geometry and Geometry GTApril 2002

83

73 73

69

7778

80

0

10

20

30

40

50

60

70

80

90

100

Teacher A1 Teacher P1 Teacher P3 Teacher P4 Teacher R4 Teacher D1GT Teacher A2

Teacher(period)

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Teacher Qualities and Behaviors

Teachers need to work together as an algebra team to plan for instruction, write assessments, and coordinate pacing throughout the year. They should share labs, projects, tests, reviews, etc.

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“Students learn most effectively if they’re invited from the beginning to think in a sophisticated way about

the underlying concepts.”

Teaching is Extremely Complex

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“The best kind of teaching takes its cue from the understanding that people are active learners. In such a classroom, students are constantly making decisions, becoming participants in their own education. Each is part of a community of learners, coming to understand ideas from the inside out with one another’s help. They still acquire facts and skills, but in a context and for a purpose. Their questions drive the curriculum.”

Alfie Kohn, The Washington Post 10/10/99

Teaching is Extremely Complex

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One Change That Can Bring Big Treasures:

A Systematic Approach to HSA Preparation

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Six years of data can help guide our preparation for the HSA. What should we expect?

How many student selected responses?

How many student produced responses?

How many brief constructed responses?

How many extended constructed responses?

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Examining Each Indicator

Expect to understand how the indicator is assessed in terms of both item type and number of items.

Expect to see which of the indicators are linked together for the ECRs.

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1.1.1 The student will recognize, describe, and/or extend patterns and functional relationships that are expressed numerically, algebraically, and/or geometrically.

Year SR SPR BCR ECR

2000 2 1 0 1

2001 2 1 0 1

2002 2 0 0 1

2003 2 1 0 1

2004 2 1 0 1

2005 2 1 0 1

Expect

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1.1.2 The student will represent patterns and/or functional relationships in a table, as a graph, and/or by mathematical expression..

Year SR SPR BCR ECR

2000 3 0 0 1

2001 3 0 0 1

2002 2 0 0 1

2003 2 0 0 1

2004 2 0 0 1

2005 2 0 0 1

Expect

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1.1.3 The student will apply addition, subtraction, multiplication, and/or division of algebraic expressions to mathematical and real-world problems.

Year SR SPR BCR ECR

2000 2 0 0 0

2001 2 0 0 0

2002 2 0 0 0

2003 2 0 0 0

2004 2 0 0 0

2005 2 0 0 0

Expect

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1.1.4 The student will describe the graph of a non-linear function and discuss its appearance in terms of the basic concepts of maxima and minima, zeros (roots), rate of change, domain and range, and continuity.

Year SR SPR BCR ECR

2000 2 1 0 1

2001 2 1 0 1

2002 2 0 0 1

2003 2 0 0 1

2004 2 0 0 1

2005 2 0 0 1

Expect

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1.2.1 The student will determine the equation for a line, solve linear equations, and/or describe the solutions using numbers, symbols, and/or graphs.

Year SR SPR BCR ECR

2000 3 1 0 1

2001 3 1 0 1

2002 3 1 0 1

2003 2 1 0 1

2004 2 1 0 1

2005 2 1 0 1

Expect

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1.2.2 The student will solve linear inequalities and describe the solutions using numbers, symbols, and/or graphs.

Year SR SPR BCR ECR

2000 3 1 0 0

2001 3 1 0 0

2002 2 0 0 0

2003 2 1 0 0

2004 2 1 0 1

2005 2 1 0 1

Expect

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1.2.3 The student will solve and describe using numbers, symbols, and/or graphs if and where two straight lines intersect.

Year SR SPR BCR ECR

2000 3 1 0 1

2001 3 1 0 1

2002 2 1 0 1

2003 2 1 0 1

2004 2 1 0 1

2005 2 1 0 1

Expect

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1.2.4 The student will describe how the graphical model of a non-linear function represents a given problem and will estimate the solution.

Year SR SPR BCR ECR

2000 2 1 0 0

2001 2 1 0 0

2002 2 0 0 0

2003 2 0 0 0

2004 2 0 0 0

2005 2 0 0 0

Expect

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1.2.5 The student will apply formulas and/or use matrices (arrays of numbers) to solve real-world problems.

Year SR SPR BCR ECR

2000 3 1 0 0

2001 3 1 0 0

2002 2 1 0 0

2003 2 1 0 0

2004 2 1 0 0

2005 2 1 0 0

Expect

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3.1.1 The student will design and/or conduct an investigation that uses statistical methods to analyze data and communicate results.

Year SR SPR BCR ECR

2000 0 0 1 0

2001 0 0 1 0

2002 0 0 1 0

2003 1 0 1 0

2004 0 0 0 0

2005 1 0 1 0

Expect

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3.1.2 The student will use the measures of central tendency and/or variability to make informed conclusions.

Year SR SPR BCR ECR

2000 4 0 1 0

2001 4 0 1 0

2002 2 0 1 0

2003 2 0 1 0

2004 2 0 1 0

2005 2 0 1 0

Expect

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3.1.3 The student will calculate theoretical probability or use simulations or statistical inference from data to estimate the probability of an event.

Year SR SPR BCR ECR

2000 3 1 0 0

2001 3 1 0 0

2002 2 2 0 0

2003 1 2 0 0

2004 1 2 0 0

2005 1 2 0 0

Expect

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3.2.1 The student will make informed decisions and predictions based upon the results of simulations and data from research.

Year SR SPR BCR ECR

2000 3 0 0 1

2001 3 0 0 1

2002 2 0 0 0

2003 2 0 0 1

2004 2 0 0 1

2005 2 0 0 1

Expect

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3.2.2 The student will interpret data and/or make predictions by finding and using a line of best fit and by using a given curve of best fit.

Year SR SPR BCR ECR

2000 1 0 2 0

2001 1 0 2 0

2002 1 0 1 1

2003 1 0 1 0

2004 1 0 1 0

2005 1 0 1 0

Expect

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3.2.3 The student will communicate the use and misuse of statistics.

Year SR SPR BCR ECR

2000 1 0 0 1

2001 1 0 0 1

2002 1 0 0 1

2003 1 0 0 1

2004 1 0 0 1

2005 1 0 0 1

Expect

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SPRs - The Indicators Used for Assessment

Year 1.1.1

1.1.4 1.2.1 1.2.3 1.2.4 1.2.5 3.1.3

2000 1 1 1 1 1 1 1

2001 1 1 1 1 1 1 1

2002 0 0 2 1 0 1 2

2003 1 0 1 1 0 1 2

2004 1 0 1 1 0 1 2

2005 1 0 1 1 0 1 2

Expect

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BCRs - The Indicators Used for Assessment

Year 1.2.3

3.1.1 3.1.2 3.2.2

2000 1 1 1 2

2001 1 1 1 2

2002 0 1 1 1

2003 0 1 1 1

2004 0 0 1 1

2005 0 1 1 1

Expect

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ECRs - The Indicators Used for Assessment

Year 1.1.1 &

1.1.2

1.2.1 &

1.2.3

1.2.1 &

1.2.2

3.2.1 &

3.2.3

3.2.2 &

3.2.3

2000 1 1 0 1 0

2001 1 1 0 1 0

2002 1 1 0 0 1

2003 1 1 0 1 0

2004 1 0 1 1 0

2005 1 0 1 1 0

Expect

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Preparing Students for the HSA

Administer a practice HSA in April so that you can identify at-risk students and identify indicators that need to be emphasized.

Use the results of this practice test to create individual plans for at-risk students.

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In Pursuit of Success

The elevator to success is out of order. You'll have to use the stairs... one step at a time. Joe Girard

The first requisite for success is the ability to apply your physical and mental energies to one problem incessantly without growing weary. Thomas A. Edison

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A Final Thought…

Change is a door that can only be opened from the inside.

Terry Neil

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HSA Prep Resources

messengerconnection.com

Look under teacher resources.