Nancy Crouch

nancy@lead4ward.com

www.lead4ward.com

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A Time to Reflect

This activity really squared with my thinking

about:

After participating in this activity, I saw this from

a new angle:

This activity really stretched my thinking about:

I was thrown for a curve today when:

One of today’s activities helped complete my

circle of knowledge about:

With this new knowledge, I will take a new

direction/action by:

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STAAR Word Wall

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STAAR Grade 3 Mathematics Blueprint

Underlying Processes and Mathematical Tools is not a separate reporting category. These skills will be incorporated

into at least 75% of the test questions from reporting categories 1–5 and will be identified along with the content

standards.

Reporting Categories Number of Standards Number of Questions

Reporting Category 1:

Numbers, Operations, and Quantitative

Reasoning

Readiness Standards 4

15Supporting Standards 7

Total 11

Reporting Category 2:

Patterns, Relationships, and Algebraic

Reasoning

Readiness Standards 1

8Supporting Standards 4

Total 5

Reporting Category 3:

Geometry and Spatial Reasoning

Readiness Standards 2

9Supporting Standards 2

Total 4

Reporting Category 4:

Measurement

Readiness Standards 1

8Supporting Standards 4

Total 5

Reporting Category 5:

Probability and Statistics

Readiness Standards 1

6Supporting Standards 2

Total 3

Readiness Standards Total Number of Standards 9 60%–65% 28–30

Supporting Standards Total Number of Standards 19 35%–40% 16–18

Total Number of Questions on Test 43 Multiple Choice

3 Griddable

46 Total

Texas Education AgencyStudent Assessment Division

Fall 2010 5

STAAR Grade 4 Mathematics Blueprint

Underlying Processes and Mathematical Tools is not a separate reporting category. These skills will be incorporated

into at least 75% of the test questions from reporting categories 1–5 and will be identified along with the content

standards.

Reporting Categories Number of Standards Number of Questions

Reporting Category 1:

Numbers, Operations, and Quantitative

Reasoning

Readiness Standards 4

17Supporting Standards 11

Total 15

Reporting Category 2:

Patterns, Relationships, and Algebraic

Reasoning

Readiness Standards 1

6Supporting Standards 2

Total 3

Reporting Category 3:

Geometry and Spatial Reasoning

Readiness Standards 3

12Supporting Standards 3

Total 6

Reporting Category 4:

Measurement

Readiness Standards 1

8Supporting Standards 6

Total 7

Reporting Category 5:

Probability and Statistics

Readiness Standards 1

5Supporting Standards 1

Total 2

Readiness Standards Total Number of Standards 10 60%–65% 29–31

Supporting Standards Total Number of Standards 23 35%–40% 17–19

Total Number of Questions on Test 45 Multiple Choice

3 Griddable

48 Total

Texas Education AgencyStudent Assessment Division

Fall 2010 6

STAAR Grade 5 Mathematics Blueprint

Underlying Processes and Mathematical Tools is not a separate reporting category. These skills will be incorporated

into at least 75% of the test questions from reporting categories 1–5 and will be identified along with the content

standards.

Reporting Categories Number of Standards Number of Questions

Reporting Category 1:

Numbers, Operations, and Quantitative

Reasoning

Readiness Standards 5

18Supporting Standards 7

Total 12

Reporting Category 2:

Patterns, Relationships, and Algebraic

Reasoning

Readiness Standards 1

6Supporting Standards 2

Total 3

Reporting Category 3:

Geometry and Spatial Reasoning

Readiness Standards 1

7Supporting Standards 3

Total 4

Reporting Category 4:

Measurement

Readiness Standards 1

8Supporting Standards 4

Total 5

Reporting Category 5:

Probability and Statistics

Readiness Standards 2

11Supporting Standards 4

Total 6

Readiness Standards Total Number of Standards 10 60%–65% 30–33

Supporting Standards Total Number of Standards 20 35%–40% 17–20

Total Number of Questions on Test 47 Multiple Choice

3 Griddable

50 Total

Texas Education AgencyStudent Assessment Division

Fall 2010 7

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TEXAS ASSESSMENT OF KNOWLEDGE AND SKILLS (TAKS)

BLUEPRINT FOR GRADES 3-8 MATHEMATICS

Objectives Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Objective 1—Numbers, operations, and quantitative reasoning

10 11 11 10 10 10

Objective 2—Patterns, relationships, and algebraic reasoning

6 7 7 9 10 10

Objective 3—Geometry and spatial reasoning

6 6 7 7 7 7

Objective 4—Measurement

6 6 7 5 5 5

Objective 5—Probability and statistics

4 4 4 6 7 8

Objective 6—Mathematical processes and tools

8 8 8 9 9 10

Total number of items 40 42 44 46 48 50 At all grade levels, items are primarily multiple choice, although a small number of griddable items will be included on a test form. Curriculum Rationale Overall, TAKS mathematics items are of greater complexity and require a more in-depth level of critical thinking than TAAS. Based on this, the average length of time needed to complete a TAKS test will likely increase. In elementary and middle school, Objective 1 (understanding numbers, operations, and quantitative reasoning) receives more emphasis because the included TEKS provide the foundation for mathematics necessary to build students’ fluency with numbers so that they can succeed with higher-level mathematics. This objective includes place value, comparison of numbers, addition, subtraction, multiplication, division, and estimation. The progression from grade to grade increases from whole numbers to fractions to decimals to integers, and within these groups, from smaller, simple forms of the numbers to larger, more complex forms. In the middle grades, Objective 2 (understanding patterns, relationships, and algebraic reasoning) increases in emphasis as students prepare for Algebra I. In addition, the items increase in complexity as students move from Grade 3 to Grade 8. For example, third grade students must be able to identify number and geometric patterns. In contrast, at Grades 4 and 5, students must be able to use patterns to solve problems, interpret data, and make generalizations. Then at Grades 6, 7, and 8, students must be able to generate formulas and formulate equations and inequalities. In elementary and middle school, the emphasis on Objective 3 (understanding geometry and spatial reasoning) remains the same. This objective includes formal geometric vocabulary, congruence, symmetry, angles, parallel and perpendicular lines, transformations, circle relationships, and location of points, first on a number line and then on a coordinate grid.

Curriculum, Assessment, and Technology September 2002

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Double Bubble: Compare and Contrast

STAAR TAKS

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The State of Texas Assessments of Academic Readiness (STAAR) A New Assessment Model

The state assessments will continue to be based on the Texas Essential Knowledge and Skills (TEKS), the standards designed to prepare students to succeed in college and careers and to compete globally. However, consistent with a growing national consensus regarding the need to provide a more clearly articulated K–16 education program that focuses on fewer skills and addresses those skills in a deeper manner, the Texas Education Agency (TEA) is implementing a new assessment model for the STAAR tests for elementary, middle, and high school. The majority of the new STAAR assessments will test content students studied that year, as opposed to testing content studied over multiple years. Doing so will strengthen the alignment between what is taught and what is tested for a given course of study. While STAAR mathematics, reading, writing, and social studies assessments in grades 3–8 will continue to address only those TEKS taught in the given subject and grade, the content of other STAAR assessments will change in the following ways.

• Although the new science assessments for grades 5 and 8 will continue to address TEKS from multiple grade levels, these tests will focus on the science TEKS for those respective grades. The science assessments at these two grades will emphasize the 5th and 8th grade curriculum standards that best prepare students for the next grade or course; in addition, these assessments will include curriculum standards from two lower grades (i.e., grades 3 and 4 or grades 6 and 7) that support students’ success on future science assessments. In contrast, the current Texas Assessment of Knowledge and Skills (TAKS) assessments uniformly address TEKS from multiple grade levels without any specific emphasis.

• The new end-of-course assessments will address only the TEKS for a given course, as opposed to the high school level TAKS assessments, which address TEKS from multiple courses.

By focusing on the TEKS that are most critical to assess, STAAR will better measure the academic performance of students as they progress from elementary to middle to high school. Based on educator committee recommendations, TEA has identified for each grade or course a set of knowledge and skills drawn from the TEKS eligible to be assessed and emphasized this set of knowledge and skills, called readiness standards, on the assessments. The remaining knowledge and skills are considered supporting standards and will be assessed, though not emphasized. Readiness standards have the following characteristics.

• They are essential for success in the current grade or course. • They are important for preparedness for the next grade or course. • They support college and career readiness. • They necessitate in-depth instruction. • They address broad and deep ideas.

Supporting standards have the following characteristics.

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

• Although reinforced in the current grade or course, they may be emphasized in a previous year.

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• They play a role in preparing students for the next grade or course but not a central role. • They address more narrowly defined ideas. Example

30%

70%

Eligible Content Standards From TEKS

Readiness StandardsSupporting Standards

65%

35%

Assessment Blueprint

Readiness StandardsSupporting Standards

TEA is also implementing a number of changes that should serve to test knowledge and skills in a deeper way.

• 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.

• In reading, greater emphasis will be given to critical analysis than to literal understanding.

• In writing, students will be required to write two essays rather than one. • In social studies, science, and mathematics, process skills will be assessed in context,

not in isolation, which will allow for a more integrated and authentic assessment of these content areas.

• In science and mathematics, the number of open-ended (griddable) items will increase to allow students more opportunity to derive an answer independently.

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The Assessed Curriculum – Readiness and Supporting Standards

READINESS STANDARDS SUPPORTING STANDARDS They are essential for success in the current grade or course. They are important for preparedness for the next grade or course. They support college and career readiness. They necessitate in-depth instruction. They address broad and deep ideas.

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

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

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

They address more narrowly defined ideas. SOURCE: Texas Education Agency Student Assessment Division September 2010 self check:

3rd Grade Math SE # Student Expectation Type Rationale 3.4A learn and apply multiplication facts through 12 by 12 using

concrete models and objects

3.2C use fraction names and symbols to describe fractional parts of whole objects or sets of objects

3.11F use concrete models that approximate cubic units to determine the volume of a given container or other three-dimensional geometric figure

4th Grade Math

SE # Student Expectation Type Rationale 4.11B perform simple conversions between

different units of length, between different units of capacity, and between different units of weight within the customary measurement system

4.4D use multiplication to solve problems (no more than two digits times two digits without technology)

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

5th Grade Math SE # Student Expectation Type Rationale 5.2B generate a mixed number equivalent to a given improper

fraction or generate an improper fraction equivalent to a given mixed number

5.13B describe characteristics of data presented in tables and graphs including median, mode, and range

5.14D Use tools such as real objects, manipulatives, and technology to solve problems.

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.

8.1A Compare and order rational numbers in various forms including integers, percents, and positive and negative fractions and decimals

Readiness Standards

.

7.1A Compare and order integers and positive rational numbers.

.

6.1A Compare and order non-negative rational numbers.

.

5.1B Use place value to read, write, compare, and order decimals through the thousandths place.

.

4.1B Use place value to read, write, compare, and order decimals involving tenths and hundredths, including money

.

3.1B Use place value to compare and order whole numbers through 9,999.

.

2.1C Use place value to compare and order whole numbers to 999 and record the comparisons using numbers and symbols (<, =, >).

1.1A Compare and order whole numbers up to 99 (less than, greater than, or equal to) using sets of concrete objects and pictorial models.

.

K.1B Use one-to-one correspondence and language such as more than, same number as, or two less than to describe relative sizes of sets of concrete objects.

Learning – A

Supporting Standards 16

Looking at the Year Grade/Course___________ Content Area_________________

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FIRST SEMESTER First Six Weeks

Second Six Weeks

Third Six Weeks

SECOND SEMESTER

Fourth Six Weeks

Fifth Six Weeks

Sixth Six Weeks

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Assessing the Assessed Curriculum

Grade Level/Course: Content Area:

Grading Period

Instructional Days

Number of Readiness Standards

Number of Supporting Standards

Hot Spot

1

2

3

4

5

6

Summer/ Other

Think Like A Leader Are there assessed standards introduced AFTER STAAR is given? Are there hard to teach standards late in the year? Is pacing a potential issue? Are there grading periods that provide greater concern? Is the first grading period spent in review or new instruction? How many days of actual instruction are planned for each grading period?

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Data Heat Map Grade/Course

Content Area

Readiness Standards Supporting Standards Process Standards SE Data SE Data SE Data

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Get READY! Unpacking the Readiness Standards

Readiness Standard

Readiness Criteria

essential for success in the current grade or course

Why?

important for preparedness for the next grade or course

Why?

support college and career readiness

How?

necessitate in-depth instruction

How much?

address broad and deep ideas

Like what?

Content Builder

Academic Vocabulary Rigor Implications (verb/level of Bloom’s)

Level of Difficulty

Distracter Factor

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Example of 3rd Grade Mathematics Process TEKS

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Example of 3rd Grade Mathematics Process TEKS

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Example of 4th Grade Mathematics Process TEKS

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Example of 4th Grade Mathematics Process TEKS

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Example of 5th Grade Mathematics Process TEKS

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Example of 5th Grade Mathematics Process TEKS

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Revised Bloom’s Taxonomy

Remember Understand Apply Analyze Evaluate Create

Ver

bs

for

Ob

ject

ives

choose describe define identify label list locate match memorize name omit recite recognize select state

classify defend demonstrate distinguish explain extend give example illustrate indicate interrelate interpret infer judge match paraphrase represent restate rewrite show summarize

apply choose dramatize explain generalize judge organize paint prepare produce select show sketch solve use

analyze categorize classify compare differentiate distinguish identify infer point out select subdivide survey

appraise judge criticize defend compare

choose combine compose construct create design develop do formulate hypothesize invent make make up originate organize plan produce role play tell

Inst

ruct

ion

al S

trat

egie

s

Highlighting Rehearsal Memorizing Mnemonics

Key examples Emphasize connections Elaborate concepts Summarize Paraphrase STUDENTS explain STUDENTS state the rule “Why does this example. . .?” visual representations (concept maps, outlines, flow charts organizers, analogies, pro/con grids)

Modeling Cognitive apprenticeships Part and whole sequencing Authentic situations “Coached” practice Case studies Simulations Algorithms

Models of thinking Challenging assumptions Retrospective analysis Reflection through journaling Debates Discussions and other collaborating learning activities Decision-making situations

Challenging assumptions Journaling Debates Discussions and other collaborating learning activities Decision-making situations

Modeling Challenging assumptions Reflection through journaling Debates Discussions and other collaborating learning activities Design Decision-making situations

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Remember Understand Apply Analyze Evaluate Create M

od

el Q

ues

tio

ns

Who? Where? Which One? What? How? What is the best one? Why? How much? When? What does It mean?

State in your own words. Which are facts? What does this mean? Is this the same as… Give an example. Select the best definition. Condense this paragraph. What would happen if … State in one word … Explain what is happening. What part doesn't fit? Explain what is meant. What expectations are there? Read the graph (table). What are they saying? This represents… What seems to be …? Is it valid that . . .? What seems likely? Show in a graph, table.

Predict what would happen if Choose the best statements that apply Judge the effects What would result Tell what would happen Tell how, when, where, why Tell how much change there would be Identify the results of

What is the function of…? What's fact? Opinion? What assumptions…? What statement is relevant? What motive is there? Related to, extraneous to, not applicable. What conclusions? What does the author believe? What does the author assume? Make a distinction. State the point of view of… What is the premise? What ideas apply? What ideas justify the conclusion? What's the relationship between? What's the main idea? What persuasive technique?

What fallacies, consistencies, inconsistencies appear? Which is more important, moral, better, logical, valid, appropriate? Find the errors.

How would you test..? Propose an alternative. Solve the following. How else would you…? State a rule.

SOURCE: Bloom (1956) revised by Anderson & Krathwohl (2001)

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