APPENDIX J
STAAR QUICK REFERENCE SHEET AND BLUEPRINT
Reporting Category 1: Numbers, Operations and Quantitative Reasoning (16)
6.1A SS Compare and order non-negative rational numbers
6.1B RS Generate equivalent forms of rational numbers including whole numbers, fractions, and decimals
6.1C SS Use integers to represent real-life situations 6.1D SS Write prime factorizations using exponents
6.1E SS Identify factors of a positive integer, common factors, and the greatest common factor of a set of positive integers
6.1F SS Identify multiples of a positive integer and common multiples and the least common multiple of a set of positive integers
6.2A SS Model addition and subtraction situations involving fractions with [objects,] pictures, words, and numbers
6.2B RS Use addition and subtraction to solve problems involving fractions and decimals
6.2C RS Use multiplication and division of whole numbers to solve problems including situations involving equivalent ratios and rates
6.2D SS Estimate and round to approximate reasonable results and to solve problems where exact answers are not required
6.2E RS Use order of operations to simplify whole number expressions (without exponents) in problem solving situations
Reporting Category 2: Patterns, Relationships, and Algebraic Reasoning (12)
6.3A SS Use ratios to describe proportional situations
6.3B SS Represent ratios and percents with [concrete] models, fractions, and decimals 6.3C RS Use ratios to make predictions in proportional situations
6.4A RS Use tables and symbols to represent and describe proportional and other relationships such as those involving conversions, arithmetic sequences (with a constant rate of change), perimeter and area
6.4B SS Use tables of data to generate formulas representing relationships involving perimeter, area, volume of a rectangular prism, etc.
6.5A RS Formulate equations from problem situations described by linear relationships
Adapted from: Education Service Center 20. (2012). STAAR Quick Reference Guides. Retrieved November 17, 2012, from Education Service Center, Region 20:
http://portal.esc20.net/portal/page/portal/esc20public/Curriculum%20Forum/STAAR%20Quick% 20Reference%20Guide
APPENDIX K CFA BLUEPRINT BASED ON WEBB’S DOK LEVELS
Cognitive Demand
Content
Concepts
Level 1 Level 2 Level 3Total
Items
Total Items
Level 1: recall, procedures, one-step problems, computations, unit conversions, evaluating, retrieving information from a table or a graph
Level 2: multiple step problems, retrieving then using information from a table or a graph Level 3: non routine problems, solving a problem in more than one way
Level 1
Level 3 Level 2
APPENDIX L
TAMU HUMAN SUBJECTS CONSENT FORM
Project Title: Common formative assessments developed through professional learning communities (PLCs): A case study to analyze the alignment of objectives, instruction and assessment in a math PLC at a Title I middle school in the Southern United States.
You are invited to take part in a research study being conducted by Tory Hill, a researcher from Texas A&M University. The information in this form is provided to help you decide whether or not to take part. If you decide to take part in the study, you will be asked to sign this consent form. If you decide you do not want to participate, there will be no penalty to you, and you will not lose any benefits you normally would have.
Why Is This Study Being Done?
The purpose of this study is to analyze campus-based practices used by PLCs to build formative common assessments prior to instruction and the impact of the existing assessment development processes on lesson planning. This field-based research will also explore the influence of collaborative conversations and job-embedded professional learning on curriculum, assessment, and instructional alignment at MCJH. Why Am I Being Asked To Be In This Study?
Characteristics that make the four sixth grade math teachers ideal for the study are: 10. Sixth grade math is a STAAR tested grade level and content,
11. The sixth grade math PLC has had a consistency of members within the PLC for two years, 12. The sixth grade math PLC consistently collaborates to design lesson, assessments and
interventions,
13. The sixth grade math PLC has a trusting partnership with the content-specific instructional coach, and
14. The sixth grade math PLC has implemented the campus instructional framework, which includes CFAs, with fidelity.
How Many People Will Be Asked To Be In This Study? Four sixth grade math teachers
What Are the Alternatives to being in this study? The alternative to being in the study is not to participate. What Will I Be Asked To Do In This Study?
You will be asked to engage in assessment development with the PLC twice (approximately 120-150 minutes), submit two eJournal lesson reflections (approximately 30 minutes), and participate in one focus group interview (approximately 60-90 minutes). Your participation in this study will last up to 3 months. Will Photos, Video or Audio Recordings Be Made Of Me during the Study?
Language for Optional recordings:
The researchers will make an audio recording during the study so that the data from interviews and PLC assessment development meeting may be accurately transcribed for data analysis only if you give your permission to do so. Indicate your decision below by initialing in the space provided.
________ I give my permission for audio recordings to be made of me during my participation in this research study.
________ I do not give my permission for audio recordings to be made of me during my participation in this research study.
Are There Any Risks To Me?
The things that you will be doing are no more risks than you would come across in everyday life. The following measures will be taken to protect participants:
3. Meet with all participants prior to the start of the data collection to inform them of all aspects of the research project and the ethical considerations of the study (e.g., informed consent,
confidentiality, and protection of participants’ anonymity). Participants will be informed that all responses will remain anonymous and all data gathering, including audio recordings, transcripts, and eJournal entries will remain confidential. Information presented in the findings will also protect the name of all participants from having their identity exposed.
4. Thoroughly explain the consent form to ensure that participants understand the rights, risks and benefits of participating. Throughout the study participants will be frequently reminded of their right to refuse to participate and/or withdraw from the study.
5. Share my personal bias regarding the importance of designing formative assessments prior to instruction, the value of collaboration between PLC members and the significance of effective systems to help align curriculum, assessment, and instruction.
6. Delineate the strict separation between the research study and teacher annual evaluations by outlining that I will not conduct, participate in, or contribute to any portion of the teachers’ Professional Development and Appraisal System (PDAS) evaluation nor will any information gathered during the study be used for PDAS domains.
7. Elicit the assistance of the instructional coach to collect all data during the study. The
instructional coach is trusted by the teachers, accepted as a member of the PLC and will ensure confidentiality and anonymity of teachers involved in the study.
Are There Any Benefits To Me?
The direct benefit to you by being in this study is to contribute to a field-based study that will include an analysis of the current campus-based protocols that assist teachers in the development of meaningful common assessments as tools to guide math instructional planning. You will also gain access to literature to guide their reflection on current PLC practices regarding the alignment of curriculum, assessments and first-time instruction.
Will There Be Any Costs To Me?
Aside from your time, there are no costs for taking part in the study. Will I Be Paid To Be In This Study?
You will not be paid for being in this study.
Will Information From This Study Be Kept Private?
The records of this study will be kept private. Pseudonyms will be used in any published reports in order to prevent identifiers that link you, the school or the district to this study. Research records will be stored securely and only the principal investigators and co-investigators will have access to the records. Information about you will be stored in locked file cabinet and computer files will be protected with a password. This consent form will be filed securely in an official area.
People who have access to your information include the Principal Investigator and research study personnel. Representatives of regulatory agencies such as the Office of Human Research Protections (OHRP) and entities such as the Texas A&M University Human Subjects Protection Program may access your records to make sure the study is being run correctly and that information is collected properly. We may be legally obligated to disclose information under the Texas Public Information Act. Information about you and related to this study will be kept confidential to the extent permitted or required by law. The Texas Public Information Act provides a mechanism for the public to request public information in Texas A&M University’s possession, which may include information about you and/or information related to this study. If Texas A&M University receives a request for public information relating to this study, the university will seek to withhold information about you and/or this study to the extent such information may be considered confidential by law and to the extent legally permitted and authorized by the Texas Attorney General’s Office to do so.
Who may I Contact for More Information?
You may contact the Principal Investigator, Dr. Valerie Hill-Jackson or Dr. Lynn Walters, to tell either about a concern or complaint about this research at 979-845-8384, [email protected], or lynne- [email protected]. You may also contact the Protocol Director, Tory C. Hill at 281-726-1878 or [email protected].
For questions about your rights as a research participant; or if you have questions, complaints, or concerns about the research, you may call the Texas A&M University Human Subjects Protection Program office at (979) 458-4067 or [email protected].
What if I Change My Mind About Participating?
This research is voluntary and you have the choice whether or not to be in this research study. You may decide to not begin or to stop participating at any time. If you choose not to be in this study or stop being in the study, there will be no effect on your employment or teacher evaluation. Any new information discovered about the research will be provided to you. This information could affect your willingness to continue your participation. STATEMENT OF CONSENT
I agree to be in this study and know that I am not giving up any legal rights by signing this form. The procedures, risks, and benefits have been explained to me, and my questions have been answered. I know that new information about this research study will be provided to me as it becomes available and that the researcher will tell me if I must be removed from the study. I can ask more questions if I want. A copy of this entire consent form will be given to me.
___________________________________ ____________________________________
Participant’s Signature Date
___________________________________ ___________________________________
Printed Name Date
INVESTIGATOR'S AFFIDAVIT:
Either I have or my agent has carefully explained to the participant the nature of the above project. I hereby certify that to the best of my knowledge the person who signed this consent form was informed of the nature, demands, benefits, and risks involved in his/her participation.
___________________________________ ___________________________________
Signature of Presenter Date