Metrics, Rubrics, and Tracking

Updated 8/24/17

Keeping track of relevant student progress and providing meaningful, consistent feedback on that data is a matter of equity that all of our students deserve. Specifically for our Mathissippi team, we define student academic progress through three metrics…

MeasuresExplained

Quick Links

Detailed Data Expectations

Below you will find information on the metrics required for our teachers at each grade level. All of the following data should be tracked with our Mississippi Math Tracker. Any questions? Leave a comment or email Ethan directly.

NOTE: All grades and math contents have the following goal (also trackable in the online trackers): An average of 4 out of 5 on the EOY Student Survey.

5th-8th Grade Mathematics

  • Required Ongoing Data:
    1. Content Mastery
      • What: A content mastery tracker aligned to the Mississippi College and Career Readiness Standards (MCCRS). The tracker should demonstrate student proficiency for each completed MCCRS content standard.
      • Why: All Mississippi students in grades 5-8 will be assessed on MCCRS content standards in the state MAAP (Mississippi Academic Assessment Program) assessment designed by QUESTAR in Q4. Since this assessment is based on MCCRS, students deserve to know their progress relative to these standards (as opposed to just generalized mastery of teacher-created assessments). This information is also paramount for teachers to adequately respond to data for their students and in our yearlong sequence of professional development.
    2. Performance Tasks
      • What: A PT tracker with student results rated based on the QUASAR (or other approved) rubric.
      • Why: Performance Tasks aligned to the Standards of Mathematical Practice are an integral part of the MAAP assessment. PTs are also an integral part of all modern, internationally benchmarked standards and require a depth of design and student feedback around mathematical thinking that sets them apart from simple content mastery.
  • Summative Expectations:
    • Summative Assessment: Because MAAP data is not available to the teacher or student by the end of the school year (and even later it can be difficult to attain), teachers must have a plan for how they will predict student achievement and growth aligned to the grade-level standards. This often takes the form of a final MAAP-aligned practice test that students will take in Q3 or Q4. Because this varies year to year and school to school, teachers must be proactive in discussing this with their schools and sharing this information with their coach. If the school is not conducting a test that aligns to the entirety of MAAP, then teachers must plan to conduct their own summative. We recommend using a QUESTAR practice test or an MDE testlet in these situations.
    • Goal Expectations: Illuminating the brilliance of our Mississippi students requires us to achieve rigorous and feasible goals with them. To this end, we expect our students to demonstrate an average of 1.5 years of learning over the course of a school year. We define this by using MDE accountability measures applied to our federal Supporting Effective Educator Development (SEED) grant growth definitions. The general expectation is to achieve 15% greater proficiency for students than demonstrated on last year’s MAAP assessment, and 74 points of growth (as defined by MDE). Exceeding either of these goals can offset shortages from the other aspect. These years of learning are automatically calculated when you input data in your data tracker.

Algebra I

  • Required Ongoing Data:
    1. Content Mastery
      • What: A content mastery tracker aligned to the Mississippi College and Career Readiness Standards (MCCRS). Tracker should demonstrate student proficiency for each completed MCCRS content standard.
      • Why: All Mississippi students in Algebra I will be assessed on MCCRS content standards with the state MAAP (Mississippi Academic Assessment Program) assessment designed by QUESTAR in Q4. Since this assessment is based on MCCRS, students deserve to know their progress relative to these standards (as opposed to just generalized mastery of teacher-created assessments). This information is also paramount for teachers to adequately respond to data for their students and in our yearlong sequence of professional development.
    2. Performance Tasks
      • What: A PT tracker with student results rated based on the QUASAR (or other approved) rubric.
      • Why: Performance Tasks aligned to the Standards of Mathematical Practice are an integral part of the MAAP assessment. PTs are also an integral part of all modern, internationally benchmarked standards and require a depth of design and student feedback around mathematical thinking that sets them apart from simple content mastery.
  • Summative Expectations:
      • Summative Assessment: Because MAAP data is not available to the teacher or student by the end of the school year (and even later it can be difficult to attain), teachers must have a plan for how they will predict student achievement and growth aligned to the grade-level standards. This often takes the form of a final MAAP-aligned practice test that students will take in Q3 or Q4. Because this varies year to year and school to school, teachers must be proactive in discussing this with their schools and sharing this information with their coach. If the school is not conducting a test that aligns to the entirety of MAAP, then teachers must plan to conduct their own summative. We recommend using a QUESTAR practice test or an MDE testlet in these situations.
      • Goal Expectations: Illuminating the brilliance of our Mississippi students requires us to achieve rigorous and feasible goals with them. To this end, we expect our students to demonstrate an average of 1.5 years of learning over the course of a school year. We define this by using MDE accountability measures applied to our federal Supporting Effective Educator Development (SEED) grant growth definitions. The general expectation is to achieve 15% greater proficiency for students than demonstrated on last year’s MAAP assessment, and 74 points of growth (as defined by MDE). Exceeding either of these goals can offset shortages from the other aspect. These years of learning are automatically calculated when you input data in your data tracker.

Algebra II

  • Required Ongoing Data (preferred Common Core alignment):
    1. Content Mastery
      • What: A content mastery tracker aligned to the Mississippi College and Career Readiness Standards (MCCRS). Tracker should demonstrate student proficiency for each completed MCCRS content standard.
      • Why: Mississippi is in the process of designing an Algebra II standardized assessment, but currently falls behind much of the country in requiring this content to be assessed in a consistent manner. However, regardless of the baseline state expectations, we will ensure that our students receive equitable and consistent feedback on their progress with the intended content standards of this course. Since instruction (and the state guidelines for this course) is still based on MCCRS, students deserve to know their progress relative to these standards (as opposed to just generalized mastery of teacher-created assessments). This information is also paramount for teachers to adequately respond to data for their students and in our yearlong sequence of professional development.
    2. Performance Tasks
      • What: A PT tracker with student results rated based on the QUASAR (or other approved) rubric.
      • Why: Performance Tasks are integral to assessing student understanding of the Common Core Math Practice Standards. PTs are also an integral part of all modern, internationally benchmarked standards and require a depth of design and student feedback around mathematical thinking that sets them apart from simple content mastery. Finally, our students must be prepared to problem-solve through open-ended tasks in higher education and/or their careers and lives, so we will ensure that they leave our classrooms having engaged with and received quality feedback on rigorous, open-ended questions.
  • Summative Expectations (for preferred Common Core alignment):
    • Summative Assessment: The regional Algebra II CCSSM-aligned summative will be administered by all teachers EOY. This is often used as the Q4 “nine weeks test” that teachers are required to give at most schools. Teachers are also permitted to assess using a New York Algebra II Regents exam or other benchmarkable assessments (if approved by your coach and Ethan).
    • Goal Expectations: 80% mastery on the regional Algebra II Summative.
  • Less Preferred Data and Goals: Because Mississippi is still in the process of designing an assessment for this content, Algebra II teachers may also choose to use ACT growth as a metric (in addition to MSCCRS goals). For this option, see “ACT Option” below and ensure that you inquire further about this option with Ethan and your coach early in the school year.

Geometry

  • Required Ongoing Data (preferred Common Core alignment):
    1. Content Mastery
      • What: A content mastery tracker aligned to the Mississippi College and Career Readiness Standards (MCCRS). This tracker should demonstrate student proficiency for each completed MCCRS content standard.
      • Why: Although Mississippi has opted out of a statewide assessment (previously with PARCC and now with QUESTAR),  Geometry Common Core standards are still the benchmark for most high-performing classrooms across the country. Since instruction (and the state guidelines for this course) is still based on MCCRS, students deserve to know their progress relative to these standards (as opposed to just generalized mastery of teacher-created assessments). This information is also paramount for teachers to adequately respond to data for their students and in our yearlong sequence of professional development.
    2. Performance Tasks
      • What: A PT tracker with student results rated based on the QUASAR (or other approved) rubric.
      • Why: Performance Tasks are integral to assessing student understanding of the Common Core Math Practice Standards. PTs are also an integral part of all modern, internationally benchmarked standards and require a depth of design and student feedback around mathematical thinking that sets them apart from simple content mastery. Finally, our students must be prepared to problem-solve through open-ended tasks in higher education and/or their careers and lives, so we will ensure that they leave our classrooms having engaged with and received quality feedback on rigorous, open-ended questions.
  • Summative Expectations (for preferred Common Core alignment):
    • Summative Assessment: The regional Geometry CCSSM-aligned summative will be administered by all teachers EOY. This is often used as the Q4 “nine weeks test” that teachers are required to give at most schools. Teachers are also permitted to assess using a New York Geometry Regents exam or other benchmarkable assessments (if approved by your coach and Ethan).
    • Goal Expectations: 80% mastery on the regional Geometry Summative.
  • Less Preferred Data and Goals: Because Mississippi has opted out of assessing this content in a standardized fashion, Geometry teachers may also choose to use ACT growth as a metric (in addition to MCCRS goals). For this option, see “ACT Option” below.

9th Grade Foundations of Algebra

  • Required Ongoing Data:
    1. Content Mastery
      • What: A content mastery tracker aligned to the Mississippi College and Career Readiness Standards (MCCRS) Tracker should demonstrate student proficiency for each completed MCCRS content standard.
      • Why: All Mississippi students in grades 5-8 and in Algebra I will be assessed on MCCRS content standards in the state MAAP (Mississippi Academic Assessment Program) assessment designed by QUESTAR in Q4. This course is meant to remediate foundational concepts in the middle school standards and prepare students to fully engage with the Algebra I standards. Ensuring that we adhere to these expectations, and do not merely remediate students on broad, basic skills for the entirety of the year, is essential in actually preparing them for Algebra I the following year. This information is also paramount for teachers to adequately respond to data for their students and in our yearlong sequence of professional development.
    2. Performance Tasks
      • What: A PT tracker with student results rated based on the QUASAR (or other approved) rubric.
      • Why: Performance Tasks aligned to the Standards of Mathematical Practice are an integral part of the MAAP assessment. PTs are also an integral part of all modern, internationally benchmarked standards and require a depth of design and student feedback around mathematical thinking that sets them apart from simple content mastery.
  • Summative Expectations:
    • Summative Assessment: A MCCRS-aligned Summative assessment that assesses each MCCRS standard for students’ grade level or for this particular class.  Would you like to collaborate with other teachers in creating a rigorous summative for Foundations of Algebra for our region? Email Ethan!
    • Goal Expectations: 80% mastery on this summative assessment.

Additional Contents

Precalculus: You should use a goal of 80% mastery on our summative assessment. You may also choose to set a goal on the ACT; if you do this, you should aim for at least an average score of 21.0 (college ready). See also Problem Attic for items from other states and tests.

Trigonometry: You should use a goal of 80% mastery on our summative assessment. You may also choose to set a goal on the ACT; if you do this, you should aim for at least an average score of 21.0 (college ready). See also Problem Attic for items from other states and tests.

Calculus: For a non-AP class, you should set a goal of an average score of AT LEAST a 2.3 on a released AP test. We are waiting for national guidance on the high-performing benchmark for AP classes; it will either be an average score of 3.0 or 4.0. See  Problem Attic for items from other states and tests.

Statistics: For a non-AP class, you should set a goal of an average score of AT LEAST a 2.4 on a released AP test. We are waiting for national guidance on the high-performing benchmark for AP classes; it will either be an average score of 3.0 or 4.0. See  Problem Attic for items from other states and tests.

Don’t see your content listed above? Email Ethan or leave a comment below!

ACT Option

The national “high-performing benchmark” for ACT growth within Teach For America is an average growth of 3 points. However, we have seen in Mississippi that students start classes further behind than their national peers, making larger growth both more essential, and more feasible. We suggest you set a goal of 5 points of growth and/or a minimum score of 21 (college ready).

The ACT EXPLORE test is aligned to the ACT, but is recommended for use with 8th and 9th graders. Depending on your students’ diagnostic scores, a goal of 3 points growth is most likely an appropriate goal on this test. You can find released ACT EXPLORE tests here. We are currently researching scoring guidelines.

If you are using an ACT growth goal, you should buy an ACT study guide that contains multiple practice tests. So long as you consistently use tests created by the same publishing companies, we consider these to be valid assessments. If your book does not have a conversion guide for scores, you should use the formula 0.575*(# correct) + 1.5, rounding to the nearest half point.

The full ACT requires 60 minutes to administer, but most classes do not last this long. You can choose your own testing conditions (giving students 30 minutes each over two days, or 40 minutes and then 20 minutes, etc.). Just ensure you use the same testing conditions each time you give the test so your growth data is valid.

You can find released ACT items (useful for planning purposes) here. The ACT has also released extensive guides about connecting the ACT’s “college readiness standards” to your classroom. They have separate guides for the ACTPLAN, and EXPLORE.

 

Advertisements