Nancy Crouch nancy@lead4ward.com www.lead4ward.com S  T  A  A  R Elementary Mathematics 8:30 Music: Madonna’s Luck STAAR (US Remix Version) Nancy Crouch nancy@lead4ward.com www.lead4ward.com

Top Ten Signs Your School is Too Focused on the State Test 8:30

1. Administrators send teachers to every professional development session with the title “STAAR” in it (even in the summer)! 8:30

Nancy Crouch nancy@lead4ward.com www.lead4ward.com S  T  A  A  R Elementary Mathematics 8:30 Nancy Crouch nancy@lead4ward.com www.lead4ward.com

8:40 Page 2

8:40-8:45 Page 3

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 8:40-8:45

Everything’s Bigger in Texas Question #1 As we move from TAKS to STAAR, the same standards will be assessed but at a different level of rigor. Everything’s Bigger in Texas R 8:45

Elementary Mathematics Curriculum Grade Level Total Number of Student Expectations Assessed on TAKS Assessed on STAAR 3rd Grade 43 32 36 4th Grade 42 35 41 5th Grade 38 34 8:50 3rd Grade: Multiplication w/concrete objects (3.4A); 4th Grade: Volume (3.11C/D), Elapsed Time (4.12B), Weight/Mass (3.11E); 5th Grade: sketching transformations (5.8A)

3rd Grade TEKS Added to the Assessed Curriculum 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 8:50

Ineligible 3rd Grade Standards 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 8:50

4th Grade TEKS Added to the Assessed Curriculum 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 8:50

Ineligible 4th Grade Standards 4.9A demonstrate translations, reflections, and rotations using concrete models 8:55

5th Grade TEKS Added to the Assessed Curriculum 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 8:55

Ineligible 5th Grade Standards 8:55

Elementary Mathematics Curriculum Grade Level Total Number of Student Expectations Assessed on TAKS Assessed on STAAR 3rd Grade 43 32 36 4th Grade 42 34 41 5th Grade 38 8:50 3rd Grade: Multiplication w/concrete objects (3.4A); 4th Grade: Volume (3.11C/D), Elapsed Time (4.12B), Weight/Mass (3.11E); 5th Grade: sketching transformations (5.8A)

Aligning the Written, Tested, and Taught Curriculum Written Curriculum: TEKS Taught Curriculum: Instruction Tested Curriculum: TAKS/STAAR 9:00

Aligning the Written, Tested, and Taught Curriculum Written Curriculum: TEKS Tested Curriculum: TAKS/STAAR Taught Curriculum: Instruction 9:00

Written Curriculum Tested Curriculum Taught Curriculum 9:00

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. Music Clip – Theme from Star Wars – John Williams;

Question #2 In order to prepare for STAAR, we will have to rewrite all of our lessons and common assessments. 9:05 Page 3

Analysis of TAKS to STAAR 9:05

TAKS to STAAR Released Items—Comparisons (example) Elementary Math TAKS to STAAR Released Items—Comparisons (example) 3.6A Identify and extend whole-number and geometric patterns to make predictions and solve problems 9:10 TAKS 2009 Items Released STAAR Item Your Play Book Continue Practicing Add to Play Book 18 5 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 9:15 Pages 6-12

Written Curriculum Tested Curriculum Taught Curriculum 9:35-9:40

2012 STAAR Rigormortis Process Standards Readiness Standards Cognitive Complexity 65 %, 35%, 75% 2012 Process Standards Readiness Standards STAAR Reporting Categories 9:40 Music: You Spin Me Round “Dead or Alive” Supporting Standards

2012 STAAR Rigormortis Process Standards Readiness Standards Cognitive Complexity 65 %, 35%, 75% 2012 Process Standards Readiness Standards STAAR Reporting Categories 9:40 Supporting Standards

Question #3 TAKS is to a relay race as STAAR is to the 100-yard dash. 9:45 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. 9:45

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. 9:45

Vertical Dialogue Needed 9:50

Page 13 9:50-9:55

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. 9:45

Question #3 TAKS is to a relay race as STAAR is to the 100-yard dash. 10:10 Page 3

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. 10:10-10:40

Activity #3 Activity #6 Activity #4 Activity #1 Activity #2 10:40-10:45 Activity #2 Activity #5

Written Curriculum Tested Taught Curriculum Curriculum When creating your playbook, how often do you look at the skills players learned last year vs. those they will practice next year? 11:10-11:15

10:50 Pages 15-21

Written Curriculum Tested Taught Curriculum Curriculum What were your “Ah-Ha” discoveries when looking back and ahead a grade level? 11:10-11:15

Social Studies STAAR Vertical Alignment Today’s Journey… Jodi Denton 11:15 Music Clip: Dierks Bentley’s Free and Easy Vertical Alignment Jodi Denton jodi@lead4ward.com

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. 11:15 Page 3

30% 70% Focus Clarity Depth 11:20 Pages 15-21

65% 35% 2-5 questions 0-2 questions 11:25 Pages 15-21

65% 35% Less = More? 2-5 questions 0-2 questions 11:25 Pages 15-21

11:10 http://www.youtube.com/watch?v=Dby03Oczjps

Multiple Ways of Teaching and Assessing 11:25

Alignment of Cognitive and Content Today’s Journey… Social Studies STAAR Vertical Alignment 12:50 Music: Willie Nelson’s On the Road Again Alignment of Cognitive and Content Jodi Denton jodi@lead4ward.com

Is this a trick question? 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. 12:50 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. 12:50

Definition of Cognitive vs. Content 12:55 Video: http://www.youtube.com/watch?v=ss2hULhXf04

Defining “Cognitive” vs “Content” Cognitive: Verb in the TEKS/SE Content: Noun in the TEKS/SE 12:55

Math: SE 4.8A Identify and describe right, acute, and obtuse angles. 12:55

Math: SE 4.8A Identify and describe right, acute, and obtuse angles. 12:55

Math: SE 4.8A Identify and describe right, acute, and obtuse angles. 12:55

Describe Compare Classify Measure 1:00

Written Taught 1:05 Tested Page 22

Multiple Ways of Teaching and Assessing 1:10

3.10A locate and name points on a number line using whole numbers and fractions, including halves and fourths 1:10

3.10A locate and name points on a number line using whole numbers and fractions, including halves and fourths locate name 1:10

locate name whole numbers fractions 3.10A locate and name points on a number line using whole numbers and fractions, including halves and fourths locate whole numbers fractions name 1:10

locate name whole numbers fractions halves fourths 3.10A locate and name points on a number line using whole numbers and fractions, including halves and fourths locate whole numbers fractions halves fourths name 1:10

1:15 Page 23

1:20-1:25 Pages 25-30

1:30 Page 31

Written Curriculum Tested Taught Curriculum Curriculum When creating your play book, how are you breaking down the rules to ensure that every skill is being practiced? 1:30-1:35

Alignment of Cognitive and Content Today’s Journey… Vertical Alignment Social Studies STAAR Alignment of Cognitive and Content 2:20 Music Clip: Beatles’ Long and Winding Road Varying the Context Jodi Denton jodi@lead4ward.com

Varying the Context of the Problem (RAH)² (AH)³ + [ROMA (1+MA)] + (GA)² + (OOH)(LA)² 1:40 Music: Lady Gaga’s Bad Romance

Varying the Context of the Problem Using the number line, skip count by fives. Using the number line, start at the number 45 and skip count backwards. Using the number line, skip count by fives starting at the number three. High five four friends in the room, counting how many fingers you touched. 1:45 Using a handful of nickels, count the value of the coins. Calculate the number of sides on three pentagons.

Given two lengths, determine the perimeter Elementary Math Varying the Context of the Content (example) 3.11B Use standard units to find the perimeter of a shape If the perimeter of the rectangular sand box is 46 feet, what is the length of the missing side? 16 inches What is the perimeter for the given rectangle? 18 feet Given the perimeter and one length, determine the missing side Given two lengths, determine the perimeter 2 inches Mrs. Green wants to tile around her swimming pool. How many feet of tile will she need to complete the project? Utilizing your ruler, measure the perimeter of the given polygon to the nearest inch. 1:45-1:50 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 Page 33

Combining shapes to determine the perimeter Elementary Math Varying the Context of the Content (example) 3.11B Use standard units to find the perimeter of a shape 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? 3 in. 3 in. 5 in. 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? Combining shapes to determine the perimeter Combining the concept of area with perimeter 2 6 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? 1:45-1:50 2 2 10 7 7 5 2 2 4 6 5 Creating different polygons with same perimeter Analyzing the perimeter when different variables are changed Page 34 All of the following polygons have the same perimeter. Draw picture of another polygon that would also have the same perimeter as those above.

Varying the Context of the Content Elementary Math Varying the Context of the Content 3.2C Use fraction names and symbols to describe fractional parts of whole objects or sets of objects 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? 1:50-2 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 Tested Taught Curriculum Curriculum When creating your play book, how do you ensure that your players are practicing a skill a variety of different ways? 2:05-2:10

Alignment of Cognitive and Content Vertical Alignment Today’s Journey… Alignment of Cognitive and Content Social Studies STAAR Varying the Context 3:45 Music Clip: Ray Charles’ Hit the Road Jack Varying the Process Jodi Denton jodi@lead4ward.com

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. 2:20

Content Standards 65% 35% 2:25 Process Standards 75% Pages 15-21

2:40

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. 2:30

Vertical Dialogue Needed 2:30

2:50 Pages 15-21

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. 2:35

How do you teach process skills? 2:30 How do you teach process skills? Pages 15-21

2:50-3:00 Pages 41-42

2:40

ALL D E B 2:50-3:00 X Pages 41-42 F C A

x8 2:40 Page 31

2:40

Written Curriculum Tested Taught Curriculum Curriculum When creating your play book, how do you ensure that students think through the same play many different ways? 3:45

3:00

What are the common characteristics of process skill question? 3:00-3:10 Pages 43-48

Common Characteristics of “Process” Questions Extensive reading Analytical/interpretative Application/real world problems Multiple step problems Questioning student’s thinking process not necessarily looking for “an answer” Application to multiple math concepts (i.e. geometry to measurement) 3:10

Sample Release Item 3rd Grade 3:15

Sample Release Item 4th Grade 3:15

Sample Release Item 5th Grade 3:15

3:15 Video: http://www.youtube.com/watch?v=FlhV1YDDs8c

Scaffolding the Process for Learning 3:20

3:25 Page 49

3:30 Page 50

3:35 Page 51

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? 3:40

Alignment of Cognitive and Content Vertical Alignment Today’s Journey… Alignment of Cognitive and Content Social Studies STAAR Varying the Context leads your students to the road of success! 3:45 Music Clip: Ray Charles’ Hit the Road Jack Varying the Process Jodi Denton jodi@lead4ward.com

3:45