Nancy Crouch [email protected] .

Nancy [email protected]

www.lead4ward.com

http://www.lead4ward.com/

Top Ten Signs Your School is Too Focused on the State Test

1. Administrators send teachers to every professional development

session with the title “STAAR” in it (even in the summer)!

Nancy [email protected]

www.lead4ward.com

http://www.lead4ward.com/

Timed Test 4 hours = 240 minutes 240 minutes/58 questions per test ≈ 4 minutes per question Adults can process things twice as fast as students 4 /2 = 2 minutes per question Teachers are twice as educated as their students 2/2 = 1 minute per question True/False vs. Multiple Choice 1/2 = .5 of a minute per question .5 minute x 6 questions = 3 minutes to complete this test

Question #1As we move from TAKS to STAAR, the same standards

will be assessed but at a different level of rigor.

Everything’s Bigger in

TexasR

Elementary Mathematics Curriculum

Grade LevelTotal Number

of Student Expectations

Assessed on TAKS

Assessed on STAAR

3rd Grade 43 32 36

4th Grade 42 35 41

5th Grade 38 34 38

3.4A learn and apply multiplication facts through 12 by 12 using concrete models and objects 3.14D use tools such as real objects, manipulatives, and technology to solve problems 3.15A explain and record using objects, words, pictures, numbers and technology 3.16B justify why an answer is reasonable and explain the solution process

3rd Grade TEKS Added to the Assessed Curriculum

3.2A construct concrete models of fractions 3.2B compare fractional parts of whole objects or sets of objects in a problem situation using concrete models 3.2D construct concrete models of equivalent fractions for fractional parts of whole objects 3.9B create two-dimensional figures with lines of symmetry using concrete models and technology 3.11D identify concrete models that approximate standard units of weight/mass and use them to measure weight/mass 3.11E identify concrete models that approximate standard units for capacity and use them to measure capacity 3.11F use concrete models that approximate cubic units to determine the volume of a given container or other three-dimensional geometric figures

Ineligible 3rd Grade Standards

4.11D estimate volume in cubic units 4.11E explain the difference between weight and mass 4.12B use tools such as clock with gears or a stopwatch to solve problems involving elapsed time 4.14D use tools such as real objects, manipulatives, and technology to solve problems 4.15A explain and record using objects, words, pictures, numbers and technology 4.16B justify why an answer is reasonable and explain the solution process

4th Grade TEKS Added to the Assessed Curriculum

4.9A demonstrate translations, reflections, and rotations using concrete models

Ineligible 4th Grade Standards

5.8A sketch the results of translations, rotations, and reflections on a Quadrant I coordinate grid 5.14D use tools such as real objects, manipulatives, and technology to solve

problems 5.15A explain and record using objects, words, pictures, numbers and technology 5.16B justify why an answer is reasonable and explain the solution process

5th Grade TEKS Added to the Assessed Curriculum

Ineligible 5th Grade Standards

Elementary Mathematics Curriculum

Grade LevelTotal Number

of Student Expectations

Assessed on TAKS

Assessed on STAAR

3rd Grade 43 32 36

4th Grade 42 34 41

5th Grade 38 34 38

Aligning the Written, Tested, and Taught Curriculum

Taught Curriculum: Instruction

Written Curriculum:

TEKS

Tested Curriculum:TAKS/STAAR

Taught Curriculum: Instruction

Written Curriculum:

TEKS

Tested Curriculum:TAKS/STAAR

Aligning the Written, Tested, and Taught Curriculum

Written Curriculum

TestedCurriculum

TaughtCurriculum

Episode V – The Birth of STAAR

After nearly 30 years of state testing,

Texas announces the “Next Generation” of tests.

Beginning in 2011-12 TAKS

(the descendant of TABS, TEAMS and TAAS)

will be replaced with STAAR

(the State of Texas Assessment of Academic Readiness).

STAAR will be significantly more

rigorous than TAKS.

The change comes just as Texas approaches the 2014

deadline under AYP

to reach 100% proficiency.

Question #2

In order to prepare for STAAR, we will have to rewrite all of our lessons and common assessments.

Page 3

Analysis of TAKS to STAAR

Elementary Math

Identify and extend whole-number and geometric patterns to make predictions and solve problems3.6A

TAKS 2009Items

Released STAAR Item

Your Play Book

Continue Practicing Add to Play Book

18 5

TAKS to STAAR Released Items—Comparisons (example)

• Continue having students build and extend growing/additive patterns

• Continue varying the representation of the growing/additive patterns

• Ask students to determine the number of data pieces in the “nth” stage

• Extend growing/additive patterns both vertically and horizontally

Page 5

Continue Hunting for Hidden Treasures

Pages 6-12

Written Curriculum

TestedCurriculum

TaughtCurriculum

Rigormortis Cognitive Complexity

Reporting Categories

Readiness Standards

2012Pr

oces

s St

anda

rds

Supporting Standards

STAAR

65 %, 35%, 75%

Question #3

TAKS is to a relay race as STAAR is to the 100-yard dash.

Page 3

Readiness Supporting

Essential for success in current grade level or course.

Although introduced at current grade level or course, they may be emphasized in a subsequent year.

They are important to preparedness for next grade level or course.

Although reinforced in current grade level or course, they may be emphasized in previous year.

They support college and career readiness.

They play a role in preparing students for the next grade level or course but not central role.

They address broad and deep ideas.

They address narrowly defined ideas.

Vertical Dialogue Needed

Readiness Supporting

Essential for success in current grade level or course.

Although introduced at current grade level or course, they may be emphasized in a subsequent year.

They are important to preparedness for next grade level or course.

Although reinforced in current grade level or course, they may be emphasized in previous year.

They support college and career readiness.

They play a role in preparing students for the next grade level or course but not central role.

They address broad and deep ideas.

They address narrowly defined ideas.

Question #3

TAKS is to a relay race as STAAR is to the 100-yard dash.

Page 3

Aligning the Curriculum

Six activitiesComplete one activity at a time. Do no move to the next

activity until prompted to do so.READ each instructional piece very carefully.PERFORM each activity as if you were an elementary

student.RECORD your answers on a separate piece of paper not

on the laminated copies.

Activity #5

Activity #2

Activity #1

Activity #4

Activity #6

Activity #3

Written Curriculum

TestedCurriculum

TaughtCurriculum

When creating your playbook, how often do you look at the

skills players learned last year vs. those they will practice next year?

Pages 15-21

Written Curriculum

TestedCurriculum

TaughtCurriculum

What were your “Ah-Ha” discoveries when looking back

and ahead a grade level?

Jodi [email protected]

Vertical Alignment

Today’s Journey…

Question #4Readiness standards account for 65% of the written

curriculum as these standards are essential for success in current grade level/course, important for preparedness for the next grade level/course, support college and career readiness, and address broad and deep ideas.

Page 3

30% 70%FocusClarityDepth Pages

15-21

65% 35%2-5 questions 0-2 questions

Pages 15-21

Pages 15-21

Less = More?65% 35%2-5 questions 0-2 questions

Multiple Ways of Teaching and Assessing


Vertical Alignment

Alignment of Cognitive and

Content


Question #5

STAAR test items will contain a greater number of items that have a higher cognitive complexity and will be developed to more closely match the cognitive complexity level evident in the TEKS; therefore, it is crucial that teachers focus more closely on the content of their grade level/course.

Is this a trick

question?

Page 3

TEA Quote

Tests will contain a greater number of items that have a higher cognitive complexity level.

Items will be developed to more closely match the cognitive complexity level evident in the TEKS.

Definition of Cognitive vs. Content

Cognitive: Verb in the TEKS/SE

Content: Noun in the TEKS/SE

Defining “Cognitive” vs “Content”

Math: SE 4.8A Identify and describe right, acute,

and obtuse angles.

• Describe• Compare• Classify• Measure

Written

Taught

Tested Page 22

Multiple Ways of Teaching and Assessing

Pages 25-30

Written Curriculum

TestedCurriculum

TaughtCurriculum

When creating your play book, how are you breaking down the rules to ensure that every skill

is being practiced?


Vertical Alignment


Content

Varying the Context


Varying the Context of the Problem

(RAH)² (AH)³ + [ROMA (1+MA)] + (GA)² + (OOH)(LA)²

Varying the Context of the ProblemUsing the number line, skip count by fives.

High five four friends in the room, counting how many fingers you touched.

Using a handful of nickels, count the value of the coins.

Using the number line, skip count by fives starting at the number three.

Using the number line, start at the number 45 and skip count backwards.

Calculate the number of sides on three pentagons.

Varying the Context of the Content (example)

Elementary Math

Use standard units to find the perimeter of a shape3.11B

Mrs. Green wants to tile around her swimming pool. How many feet of tile will

she need to complete the project?

What is the perimeter for the given rectangle?

Utilizing your ruler, measure the perimeter of the given polygon to the nearest inch.

16 in

ches

2 inches

If the perimeter of the rectangular sand box is 46 feet, what is the length of the missing side?

18 feet

Page 33

Given two lengths, determine the perimeter

Given the perimeter and one length, determine the missing

side

Given an irregular shape with not all of the sides, determine the perimeter

Use a measuring tool to determine the perimeter of

an irregular shape

Varying the Context of the Content (example)

Elementary Math

Use standard units to find the perimeter of a shape3.11B

All of the following polygons have the same perimeter. Draw picture of another polygon that would also have

the same perimeter as those above.

If the side length of 20 ft. of the garden were doubled, what would be the difference in the perimeter of the

original garden and new garden?

Mr. London sold half of his 16 square unit cotton field. How many units of fencing would Mr. London have to buy in order to secure his portion of the cotton field?

Miss Albertson is making a cake in the shape of a house. She has baked an 8 inch by 3 inch rectangular cake and a 3 inch equilateral cake. If she arranges the two cakes to form a house, what would be the perimeter of the cake?

3 in. 5 in.

3 in

.

6

2

2 6

2

2 10 5

5

7 7

2

4

Page 34

Combining shapes to determine the perimeter

Combining the concept of area with perimeter

Creating different polygons with same perimeter

Analyzing the perimeter when different variables are changed

Varying the Context of the Content Elementary Math

Use fraction names and symbols to describefractional parts of whole objects or sets of objects

3.2C

Set and whole given

Set given but not the whole

The whole given but not the parts

Varying the Whole

There are 12 students in Mr. Garcia’s first grade bilingual class. If there are 8 boys, what fractional part of the class is girls?

There are 20 balls in the coach’s bag. There are 7 orange basketballs, 5 black basketballs, 5 brown footballs, and 3 blue footballs. What fractional part of the set of basketballs are orange?

Pages 35-40

Written Curriculum

TestedCurriculum

TaughtCurriculum

When creating your play book, how do you ensure that your players are practicing a skill a

variety of different ways?



Varying the Context

Varying the Process


Content

Vertical Alignment

Question #6

As process standards will be dual coded with 75% of the STAAR test items, it will be essential for teachers to introduce these new skills early in the school year as they will be the key to success on STAAR.

Content Standards

Process StandardsPages 15-21

65% 35%

75%

Question #6


Vertical Dialogue Needed

Pages 15-21

Question #6


Pages 15-21

How do you teach process skills?

Pages 41-42

Pages 41-42

ALL D E B

F C AX

Written Curriculum

TestedCurriculum

TaughtCurriculum

When creating your play book, how do you ensure that students

think through the same play many different ways?

Pages 43-48

What are the common characteristics of process skill question?

Extensive readingAnalytical/interpretativeApplication/real world problemsMultiple step problemsQuestioning student’s thinking process not

necessarily looking for “an answer”Application to multiple math concepts (i.e. geometry

to measurement)

Common Characteristics of “Process” Questions

Sample Release Item3rd Grade

Sample Release Item4th Grade

Sample Release Item5th Grade

Scaffolding the Process for Learning

Card Match

Mr. Cantu will put 1 flag on each table in the cafeteria for a school event. The front of the cafeteria has 15 rows with 5 tables in each row. The back of the cafeteria has 12 rows with 4 tables in each row. Mr. Cantu already has 94 flags. If each flag costs $2, how much will he have to spend to purchase enough additional flags for each table?



Varying the Context

Varying the Process


Content

Vertical Alignment

leads your students

to the road of success!

Nancy Crouch [email protected] .

Documents

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