Are Children Learning

Try out new 2015 ISTEP practice questions

PHOTO: Alan Petersime

(UPDATE: New practice questions for the 2016 ISTEP test are now available. Go here to try them. These questions are also still good practice for the 2016 test as well. So when you’re done with these try out the new questions!)

Children across Indiana will take a new, and very different, ISTEP in less than six months but teachers have only recently gotten to look at sample questions to guide them in preparing their students.

The upcoming spring ISTEP tests have been a major concerns for Indiana educators as the state rolls out its new Hoosier-specific academic standards this year.

That’s because until recently, no one had any idea how the test would be different.

The new tests, which are still being written and refined, reflect Indiana’s new standards, which in essence are a list of expectations for what students should know at every grade level. The new expectations are considered tougher than the state’s prior standards. For example, students to delve more deeply into subjects and justify answers with evidence rather than just citing their personal experience or background knowledge.

In the simplest sense, the standards and the tests based on them want students to show what they were thinking, not just that they happened to get the right answer. The tests are designed to capture student thinking by requiring them to show their work in a variety of new ways that go beyond multiple-choice options.

(MORE: See what new “technology-enhanced” ISTEP questions will expect students to be able to do.)

To help teachers and administrators better adjust to the new standards, the Department of Education is holding 10 training sessions across the state for teachers, administrators and community members. The sessions let teachers ask questions, work through lesson-planning exercises and discuss strategies for incorporating the new standards in their teaching.

Teachers also got to see sample ISTEP questions for math and English at Tuesday’s session at the Indianapolis Children’s Museum. The sample questions were written with help from teachers and were considered, but not chosen, for the actual ISTEP test.

The last training session will be held from 9 a.m. to 1 p.m. Wednesday at the Sheet Metal Workers union hall at 2828 E. 45th St, in Indianapolis.

Listed below are sample ISTEP questions for K-8 students. Some are short-answer, and some are long-answer. To check your answers, scroll to the bottom of the story. View other ISTEP sample questions from third-grade, sixth-grade and eighth-grade English, as well as third-grade, sixth-grade and eighth-grade writing questions.

(Let us know what you think in the comments: Are the questions too difficult? Too easy? Just right? If you’re feeling brave, you can even tell us how you scored.)

1. Third-grade math

Given information: (A clock is pictured that shows the time 3:30 p.m.) The clock shows the time at which students arrive at a park one afternoon to play a game.

Part A: After the students arrive, they have 30 minutes to practice before the first game begins. What time does the first game begin?

Part B: It took 40 minutes to play the first game and 50 minutes to play the second game. How long, in minutes, did they spend in all playing the two games? Show all work.

Part C: The students want to play a third game, but the park closes at 5:45 p.m. On the lines below, explain whether or not the teams are LIKELY to have enough time to play a third game before the park closes. Include the time the second game ends in your answer.

Scroll to the bottom for the answer

The standard: In this question, students have to show they can tell and write time to the nearest minute from analog clocks using a.m. and p.m., and measure time intervals in minutes. The problem also asks them to solve real-world problems with addition and subtraction of time intervals in minutes.

2. Fourth-grade math

Given information: 1 kilogram = 1,000 grams

Part A: John’s pumpkin has a mass of 2 kilograms. The mass of Greg’s pumpkin is 500 grams less than John’s pumpkin. What is the mass, in grams, of Greg’s pumpkin? Show all work.

Part B: John thinks the mass of the two pumpkins, in grams, is greater than 3,000 grams. Use words, numbers, and/or symbols to explain if John is correct.

Scroll to the bottom for the answer

The standard: This problem is designed to get students to show that they can add, subtract, multiply or divide to solve real-world problems that include distance, time, volume, mass or money. Such problems might also ask students to use simple fractions and problems that ask them to translate measurement from a larger unit to a smaller unit.

3. Sixth-grade math

Given information: Lynn is baking 20 cakes. She needs blueberries, strawberries, and some other ingredients for her recipe. She needs 22 pounds of blueberries. She needs twice as many pounds of blueberries as she does strawberries.

Part A: Write an equation that can be used to determine the number of pounds of strawberries Lynn needs. Be sure to define the variable in your equation.

Part B: Lynn buys the blueberries for $3 per pound and the strawberries for $2 per pound. What is the total cost of the blueberries and strawberries? Show all work.

Part C: In addition to the cost of the berries, Lynn spends $52 on the other ingredients needed to make the 20 cakes. Lynn wants to make $5 for each cake she sells, taking into account the amount she spends on ALL ingredients. For how much should Lynn sell each cake in order to make $5 per cake? Use words, numbers, and/or symbols to justify your answer.

Scroll to the bottom for the answer

The standard: Students must show they can solve simple equations using addition, subtraction, multiplication and division for non-negative numbers that don’t have repeating decimals. They have to represent real-world problems with equations and solve them.

4. Seventh-grade math

Given information: A student claims that 8x – 2(4 + 3x) is equivalent to 3x. The student’s steps are shown.

  • Expression: 8x – 2(4 + 3x)
  • Step 1: 8x – 8 + 3x
  • Step 2: 8x + 3x – 8
  • Step 3: 11x – 8
  • Step 4: 3x

Part A: Describe ALL errors in the student’s work.

Part B: If the errors in the student’s work are corrected, what will be the final expression? Show all work.

Scroll to the bottom for the answer

The standard: Students must show they can apply properties of operations to create equivalent linear expressions, including situations that require factoring. They must also show they can justify each step in that process.


 

Answers (in the order the questions were listed)

1. Third-grade math

Answer Part A: Students must answer 4:00

Answer Part B: Students must show that 40 + 50 = 90 and include an answer of 90 minutes.

Answer Part C: Students must say the second game ended at 5:30 p.m. They must also explain that the team will likely not have enough time to play a third game because the park closes in 15 minutes, and each of the other two games took at least 40 minutes.

2. Fourth-grade math

Answer Part A: Students must show 2,000 – 500 = 1,500 or another valid way to get arrive at the same answer, plus the correct answer of 1,500 grams.

Answer Part B: Students must explain either of the following.

  • Yes, the mass of the two pumpkins is 3,500 grams, which is greater than 3,000 grams.
  • 2,000 grams + 1,500 grams = 3,500 grams. 3,500 > 3,000
  • Another valid response

3. Sixth-grade math

Answer Part A: Showing that p represents the number of pounds of strawberries Lynn needs and that 2p = 22 or another representation of the equation and the variable.

Answer Part B: Showing that 2p = 22, p = 22/2 and p = 11. Then showing that 22 x $3 = $66, 11 x $2 = $22, and $66 + $22 = $88. They must also list the right answer as $88.

Answer Part C: Showing that $88 + $52 = $140, $140/20 = $7 per cake, $7 + $5 = $12 or another valid process. They must also include that Lynn should sell each cake for $12.

4. Seventh-grade math

Answer Part A: Students must explain that in step 1, the student did not apply the distributive property correctly. The student forgot to multiple -2 and 3x. In step 4, the student should not have subtracted 8 from 11x because they are not like terms. Another valid description of the errors is acceptable, too.

Answer Part B: The process must show 8x – 2(4 + 3x), 8x – 8 – 6x, 2x – 8. The final expression 2x – 8 must also be listed.

 

Detroit Story Booth

Why one woman thinks special education reform can’t happen in isolation

PHOTO: Colin Maloney
Sharon Kelso, student advocate from Detroit

When Sharon Kelso’s kids and grandkids were still in school, they’d come home and hear the same question from her almost every day: “How was your day in school?” One day, a little over a decade ago, Kelso’s grandson gave a troubling answer. He felt violated when security guards at his school conducted a mass search of students’ personal belongings.

Kelso, a Cass Tech grad, felt compelled to act. Eventually, she became the plaintiff in two cases which outlawed unreasonable mass searches of students in Detroit’s main district.

Fast forward to August, when her three great-nephews lost both their mother and father in the space of a week and Kelso became their guardian. Today, she asks them the same question she has asked two generations of Detroit students: “How was your day in school?”

The answers she receives still deeply inform her advocacy work.

Watch the full video here:

– Colin Maloney

First Person

Why the phrase ‘with fidelity’ is an affront to good teaching

PHOTO: Alan Petersime

“With fidelity” are some of the most damaging words in education.

Districts spend a ton of money paying people to pick out massively expensive, packaged curriculums, as if every one of a thousand classrooms needs the exact same things. Then officials say, over and over again, that they must be implemented “with fidelity.” What they mean is that teachers better not do anything that would serve their students’ specific needs.

When that curriculum does nothing to increase student achievement, it is not blamed. The district person who found it and purchased it is never blamed. Nope. They say, “Well, the teachers must not have been implementing it with fidelity.”

It keeps happening because admitting that schools are messy and students are human and teaching is both creative and artistic would also mean you have to trust teachers and let them have some power. Also, there are some really crappy teachers out there, and programs for everyone are often meant to push that worst-case-scenario line a little higher.

And if everyone’s doing just what they’re supposed to, we’ll get such good, clean numbers, and isn’t that worth a few thousand more dollars?

I was talking with a friend recently, a teacher at an urban school on the East Coast. He had been called to task by his principal for splitting his kids into groups to offer differentiated math instruction based on students’ needs. “But,” the principal said, “did the pacing guide say to differentiate? You need to trust the system.”

I understand the desire to find out if a curriculum “works.” But I don’t trust anyone who can say “trust the system” without vomiting. Not when the system is so much worse than anything teachers would put together.

Last year, my old district implemented Reading Plus, an online reading program that forces students to read at a pace determined by their scores. The trainers promised, literally promised us, that there wasn’t a single reading selection anywhere in the program that could be considered offensive to anyone. God knows I never learned anything from a book that made me feel uncomfortable!

Oh, and students were supposed to use this program — forced-paced reading of benign material followed by multiple-choice questions and more forced-pace reading — for 90 minutes a week. We heard a lot about fidelity when the program did almost nothing for students (and, I believe quite strongly, did far worse than encouraging independent reading of high-interest books for 90 minutes a week would have done).

At the end of that year, I was handed copies of next year’s great adventure in fidelity. I’m not in that district any longer, but the whole district was all switching over to SpringBoard, another curriculum, in language arts classes. On came the emails about implementing with fidelity and getting everyone on the same page. We were promised flexibility, you know, so long as we also stuck to the pacing guide of the workbook.

I gave it a look, I did, because only idiots turn down potential tools. But man, it seemed custom-built to keep thinking — especially any creative, critical thought from either students or teachers — to a bare minimum.

I just got an email from two students from last year. They said hi, told me they missed creative writing class, and said they hated SpringBoard, the “evil twin of Reading Plus.”

That district ran out of money and had to cut teachers (including me) at the end of the year. But if they hadn’t, I don’t think I would have lasted long if forced to teach from a pacing guide. I’m a good teacher. Good teachers love to be challenged and supported. They take feedback well, but man do we hate mandates for stuff we know isn’t best for the kids in our room.

Because, from inside a classroom full of dynamic, chaotic brilliance;

from a classroom where that kid just shared that thing that broke all of our hearts;

from a classroom where that other kid figured out that idea they’ve been working on for weeks;

from that classroom where that other kid, who doesn’t know enough of the language, hides how hard he works to keep up and still misses things;

and from that classroom where one kid isn’t sure if they trust you yet, and that other kid trusts you too much, too easily, because their bar had been set too low after years of teachers that didn’t care enough;

from inside that classroom, it’s impossible to trust that anyone else has a better idea than I do about what my students need to do for our next 50 minutes.

Tom Rademacher is a teacher living in Minneapolis who was named Minnesota’s Teacher of the Year in 2014. His book, “It Won’t Be Easy: An Exceedingly Honest (and Slightly Unprofessional) Love Letter to Teaching,” was published in April. He can be found on Twitter @mrtomrad and writes on misterrad.tumblr.com, where this post first appeared.