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Nancy Crouch nancy@lead4ward.com www.lead4ward.com www.lead4ward.com

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

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1. Administrators send teachers to every professional development session with the title STAAR in it (even in the summer)!

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Nancy Crouch nancy@lead4ward.com www.lead4ward.com www.lead4ward.com

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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

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Question #1 As we move from TAKS to STAAR, the same standards will be assessed but at a different level of rigor. Everythings Bigger in Texas R

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Elementary Mathematics Curriculum Grade Level Total Number of Student Expectations Assessed on TAKS Assessed on STAAR 3 rd Grade433236 4 th Grade423541 5 th Grade383438

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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 3 rd Grade TEKS Added to the Assessed Curriculum

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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

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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 4 th Grade TEKS Added to the Assessed Curriculum

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4.9A demonstrate translations, reflections, and rotations using concrete models Ineligible 4 th Grade Standards

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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 5 th Grade TEKS Added to the Assessed Curriculum

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Ineligible 5 th Grade Standards

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Elementary Mathematics Curriculum Grade Level Total Number of Student Expectations Assessed on TAKS Assessed on STAAR 3 rd Grade433236 4 th Grade423441 5 th Grade383438

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Aligning the Written, Tested, and Taught Curriculum Taught Curriculum: Instruction Written Curriculum: TEKS Tested Curriculum: TAKS/STAAR

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Taught Curriculum: Instruction Written Curriculum: TEKS Tested Curriculum: TAKS/STAAR Aligning the Written, Tested, and Taught Curriculum

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Written Curriculum Tested Curriculum Taught Curriculum

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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.

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Question #2 In order to prepare for STAAR, we will have to rewrite all of our lessons and common assessments. Page 3

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Analysis of TAKS to STAAR

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Elementary Math Identify and extend whole-number and geometric patterns to make predictions and solve problems 3.6A TAKS 2009 Items Released STAAR Item Your Play Book Continue PracticingAdd to Play Book 185 TAKS to STAAR Released ItemsComparisons (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

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Continue Hunting for Hidden Treasures Pages 6-12

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Written Curriculum Tested Curriculum Taught Curriculum

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Rigormortis Cognitive Complexity Reporting Categories Readiness Standards 2012 Process Standards Supporting Standards STAAR 65 %, 35%, 75%

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Rigormortis Cognitive Complexity Reporting Categories Readiness Standards 2012 Process Standards Supporting Standards STAAR 65 %, 35%, 75%

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Question #3 TAKS is to a relay race as STAAR is to the 100-yard dash. Page 3

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ReadinessSupporting 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.

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ReadinessSupporting 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.

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Vertical Dialogue Needed

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ReadinessSupporting 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.

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Question #3 TAKS is to a relay race as STAAR is to the 100-yard dash. Page 3

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Aligning the Curriculum Six activities Complete 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.

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Activity #5 Activity #2 Activity #1 Activity #4 Activity #6 Activity #3

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Written Curriculum Tested Curriculum Taught Curriculum When creating your playbook, how often do you look at the skills players learned last year vs. those they will practice next year?

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Pages 15-21

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Written Curriculum Tested Curriculum Taught Curriculum What were your Ah-Ha discoveries when looking back and ahead a grade level?

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Jodi Denton jodi@lead4ward.com Vertical Alignment Todays Journey…

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Question #4 Readiness 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

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30%70% Focus Clarity Depth Pages 15-21

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65%35% 2-5 questions 0-2 questions Pages 15-21

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

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Multiple Ways of Teaching and Assessing

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Jodi Denton jodi@lead4ward.com Vertical Alignment Alignment of Cognitive and Content Todays Journey…

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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

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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.

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Definition of Cognitive vs. Content

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Cognitive: Verb in the TEKS/SE Content: Noun in the TEKS/SE Defining Cognitive vs Content

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Math: SE 4.8A Identify and describe right, acute, and obtuse angles.

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Math: SE 4.8A Identify and describe right, acute, and obtuse angles.

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Math: SE 4.8A Identify and describe right, acute, and obtuse angles.

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Describe Compare Classify Measure

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Written Taught Tested Page 22

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Multiple Ways of Teaching and Assessing

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3.10A locate and name points on a number line using whole numbers and fractions, including halves and fourths

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locatename

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3.10A locate and name points on a number line using whole numbers and fractions, including halves and fourths locate whole numbers fractions name whole numbers fractions

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3.10A locate and name points on a number line using whole numbers and fractions, including halves and fourths locate whole numbers fractionshalvesfourths name whole numbers fractionshalvesfourths

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Pages 25-30

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Written Curriculum Tested Curriculum Taught Curriculum When creating your play book, how are you breaking down the rules to ensure that every skill is being practiced?

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Jodi Denton jodi@lead4ward.com Vertical Alignment Alignment of Cognitive and Content Varying the Context Todays Journey…

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Varying the Context of the Problem (RAH)² (AH)³ + [ROMA (1+MA)] + (GA)² + (OOH)(LA)²

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Varying the Context of the Problem Using 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.

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Varying the Context of the Content (example) Elementary Math Use standard units to find the perimeter of a shape 3.11B 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 inches 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

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Varying the Context of the Content (example) Elementary Math Use standard units to find the perimeter of a shape 3.11B 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

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Varying the Context of the Content Elementary Math Use fraction names and symbols to describe fractional 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. Garcias first grade bilingual class. If there are 8 boys, what fractional part of the class is girls? There are 20 balls in the coachs 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

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Written Curriculum Tested Curriculum Taught Curriculum When creating your play book, how do you ensure that your players are practicing a skill a variety of different ways?

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Jodi Denton jodi@lead4ward.com Todays Journey… Varying the Context Varying the Process Alignment of Cognitive and Content Vertical Alignment

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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.

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Content Standards Process Standards Pages 15-21 65%35% 75%

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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.

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Vertical Dialogue Needed

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Pages 15-21

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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.

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Pages 15-21 How do you teach process skills?

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Pages 41-42

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ALL D E B F C A X

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Page 31 x8

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Written Curriculum Tested Curriculum Taught Curriculum When creating your play book, how do you ensure that students think through the same play many different ways?

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Pages 43-48 What are the common characteristics of process skill question?

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Extensive reading Analytical/interpretative Application/real world problems Multiple step problems Questioning students thinking process not necessarily looking for an answer Application to multiple math concepts (i.e. geometry to measurement) Common Characteristics of Process Questions

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Sample Release Item 3 rd Grade

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Sample Release Item 4 th Grade

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Sample Release Item 5 th Grade

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Scaffolding the Process for Learning

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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?

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Jodi Denton jodi@lead4ward.com Todays Journey… Varying the Context Varying the Process Alignment of Cognitive and Content Vertical Alignment leads your students to the road of success!

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