CAHSEE California High School Exit Examination - PowerPoint PPT Presentation

1 / 28
About This Presentation
Title:

CAHSEE California High School Exit Examination

Description:

CAHSEE. California High School Exit Examination. Lincoln Complex. Local District 5. Facilitators ... Lincoln D. Moriuchi/D. Torres. Roosevelt G. Miyata/M. Black ... – PowerPoint PPT presentation

Number of Views:78
Avg rating:3.0/5.0
Slides: 29
Provided by: lau2
Category:

less

Transcript and Presenter's Notes

Title: CAHSEE California High School Exit Examination


1
CAHSEECalifornia High School Exit Examination
  • Lincoln Complex
  • Local District 5

2
Facilitators
  • HS Complex
  • Garfield E. Garcia/N. Cantu
  • Jefferson E. Bernal/B. Fox
  • Lincoln D. Moriuchi/D. Torres
  • Roosevelt G. Miyata/M. Black
  • Wilson A. Amundsen/G. Brown/C.Mata

3
Objective
  • To understand and have a sense of ownership of
    the Algebra and Functions Standards that support
    the CAHSEE.

4
Guiding Inquires
  • What kind of teaching are we trying to achieve in
    mathematics?
  • What kind of school environments support rigorous
    teaching and learning in mathematics?
  • Organized for an Effort-Based Concept of
    Intelligence and Education
  • Coherence in the Instructional program
  • Culture of Direct Observation, Critical Analysis
    and Two-Way Accountability
  • Continuous Professional Development focused on
    improving practice and performance.
  • What do we need to learn to achieve this?
  • What do we need to do to achieve this?

5
PLANNING FOR LEARNING(Standards-Based
Instruction)
6
Released Exam Questions
  • Remove the CAHSEE Algebra and Functions questions
    42 67 from your packet.
  • DIRECTIONS Working by yourself, complete
    questions 43, 44, 46, 48, 49, 51, 53, 54, 57, and
    60.
  • (Work quietly for 10 minutes.)

7
Answers
  • Question Number Answer Standard
  • 43 D Gr. 7, AF 1.1
  • 44 B Gr. 7, AF 1.1
  • 46 C Gr. 7, AF 1.2
  • 48 B Gr. 7, AF 1.5
  • 49 C Gr. 7, AF 1.5
  • 51 C Gr. 7, AF 1.5
  • 53 D Gr. 7, AF 2.1
  • 54 D Gr. 7, AF 2.2
  • 57 A Gr. 7, AF 3.1
  • 60 B Gr. 7, AF 3.3

8
What Is The CAHSEE?
  • The CAHSEE is a criterion referenced assessment
    given in two parts.
  • It is composed of English-Language Arts questions
    from the state content standards through grade
    10.
  • The Mathematics section includes state content
    standards from the 6th, 7th, and 8th grades
    (including Algebra 1).

9
Who Takes the CAHSEE?
  • Tenth graders must take the exam in the first or
    second semester.
  • Beginning in the 2005-2006 academic year,
    students must pass the CAHSEE in order to earn a
    high school diploma and graduate.
  • High school students graduating before the
    2005-2006 school year are exempt from the CAHSEE.

10
What Is On the Math Portion?
  • The exam is multiple-choice and includes the
    following 6 strands of the state standards.
  • Statistics Data Analysis and Probability
  • Number Sense Measurement and Geometry
  • Math Reasoning Algebra (includes Functions)
  • Students are required to demonstrate a strong
    foundation in computation and arithmetic,
    including decimals, fractions, and percentages.

11
English-Only Version
  • The CAHSEE is given only in English, and all
    students must pass the exam in English in order
    to receive a high school diploma.
  • ELLs (English Language Learners) are required to
    take the CAHSEE in grade 10 with all students.
  • The law states that during their first 24 months
    in a California school, they are to receive six
    months of special instruction in reading,
    writing, and comprehension in English.

12
Score Reports
  • School districts receive score reports two months
    after the exam.
  • Exams are administered in February, March, and
    November 16th and 17th (make-up).
  • Scores range from 250 450.
  • A passing score is 350 or higher.

13
If a Student Does Not Pass
  • Students may bank passing scores, and will
    re-take only the non-passed section.
  • They may re-take the test in their junior and
    senior years.

14
How Many Questions Are On the CAHSEE?
  • The mathematics portion consists of 80 multiple
    choice questions.
  • STRAND OF QUESTIONS
  • Number Sense 14
  • Statistics and Probability 12
  • Algebra and Functions 17
  • Measurement and Geometry 17
  • Mathematical Reasoning 8
  • Algebra 1 12

15
A Student With Special Needs
  • If a student has an IEP (Individualized Education
    Program) or a Section 504 Plan, it should
    describe any special arrangements the student is
    entitled to while taking the exam.
  • Students using accommodations receive a score
    just like other students.
  • However, students using modifications will
    receive invalidated scores.

16
CAHSEE DataLincoln Complex
17
CST DataLincoln Complex
18
What Do The CAHSEE Scores Indicate?
  • Students are usually performing below benchmark
    in Algebra 1, Algebra and Functions, and Geometry
    and Measurement.
  • What does this data tell you?
  • Look at the data from your high school complex.
    Turn to the person next to you and discuss the
    scores. (5 minutes)

19
Middle School Math Standards
  • The majority of math state content standards are
    from the 6th and 7th grades.
  • Students must have a strong foundation in middle
    school standards in order to pass the CAHSEE.
  • The Algebra 1 standards on the CAHSEE are 2.0,
    3.0, 4.0, 5.0, 6.0, 7.0, 8.0, 9.0, 10.0, and
    15.0.
  • There are a total of 25 Algebra 1 standards, but
    less than 50 are tested on the CAHSEE.

20
Standards Mapping
  • Backwards map the Algebra and Functions standards
    from Grade 7 to Pre-Kindergarten (DLM Express).
  • Discuss the connections from one grade level to
    the next.
  • Begin mapping in the 6th Grade from one strand
    which makes a connection to AF 4.0. For
    example, Grade 6 AF 1.1 connects because
    students are solving linear equations. You may
    use other connections from other strands in Grade
    6 as well.
  • Write your results on the green graphic organizer
    provided in your packet.
  • Justify your reasoning.

21
Transition to the Article
  • To understand the connection between the
    backwards mapping and the reading, keep the
    following points in mind
  • It may not initially appear connected because the
    standards are written at a lower cognitive level
    and the article is advocating for higher
    conceptual understanding.
  • Yet scores on the CAHSEE and the CST suggest that
    our students are not learning at a deep level of
    understanding.

22
Introducing The Critical Features of Classrooms
  • Read Chapter 1 from
  • Making Sense Teaching and Learning Mathematics
    With Understanding
  • by James Hiebert, T. Carpenter, et. al.
  • Heineman Press, 2000.
  • See the handout on Text-Based Seminar Guidelines

23
Text-Based Seminar Guidelines
  • Purpose Enlargement of understanding of a text,
    not the achievement of some particular
    understanding.
  • Ground Rules
  • Listen actively.
  • Build on what others say.
  • Dont step on others talk.
  • Silences and pauses are OK.
  • Converse directly there is no need to go
    through facilitator.
  • Let the conversation flow as much as possible
    without raising hands or using a speakers list.
  • Expose/suspend your assumptions.
  • Emphasize clarification, amplification,
    implications of ideas.
  • Refer to the text challenge others to go to the
    text.
  • Watch your air time- both in terms of how often
    you speak, and in terms of how much time you say
    when you speak.

24
Summary of Ideas
  • Students understanding occurs when skills and
    concept development are balanced.
  • Students learn when there is mathematical value
    in the lesson.
  • Teachers should establish a culture of learning.
  • Teaching is effective when tasks are accessible.
  • Every student contributes
  • Every student contributes.

25
Review of Todays Topics
  • Participants backwards mapped in order to
    understand the Algebra and Function standards.
  • Participants studied the CAHSEE and CST data and
    discussed implications for instruction.
  • Participants read an article on improving student
    learning through teaching for understanding.

26
Planning Time
  • What are the implications for teaching and
    learning?
  • How can our schools prepare students to master
    Algebra in order to pass the CAHSEE?
  • Make three commitments to support your students
    passing of the CAHSEE.
  • Chart your commitments and share out.

27
CAHSEE Website Information
  • For released test items that appeared in CAHSEE
    test forms in 2001 and 2002 with new questions
    from 2003, go to the California State Department
    of Education website at
  • http//www.cde.ca.gov/statetests/cahsee/

28
Evaluations
  • Please complete the evaluations.
  • Thank you for your participation.
Write a Comment
User Comments (0)
About PowerShow.com