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

1. S T A A  R Nancy Crouch nancy@lead4ward.comwww.lead4ward.com Elementary Mathematics

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

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

4. S T A A  R Nancy Crouch nancy@lead4ward.comwww.lead4ward.com Elementary Mathematics

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7. 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 x6questions = 3minutes to complete this test

8. 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

9. Elementary Mathematics Curriculum

10. 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

11. 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 • 3.11Eidentify concrete models that approximate standard units for capacity and use them to measure capacity • 3.11Fuse concrete models that approximate cubic units to determine the volume of a given container or other three-dimensional geometric figures

12. 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

13. Ineligible 4th Grade Standards • 4.9Ademonstrate translations, reflections, and rotations using concrete models

14. 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

15. Ineligible 5th Grade Standards

16. Elementary Mathematics Curriculum

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

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

19. Written Curriculum Tested Curriculum Taught Curriculum

20. 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.

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

22. Analysis of TAKS to STAAR

23. 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 Page 5 • Ask students to determine the number of data pieces in the “nth” stage • Extend growing/additive patterns both vertically and horizontally • Continue having students build and extend growing/additive patterns • Continue varying the representation of the growing/additive patterns

24. Continue Hunting for Hidden Treasures Pages 6-12

25. Written Curriculum Tested Curriculum Taught Curriculum

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

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

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

31. Vertical Dialogue Needed

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

35. 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.

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

37. 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?

38. Pages 15-21

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

40. Today’s Journey… Social Studies STAAR Vertical Alignment Jodi Denton jodi@lead4ward.com

41. 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

42. 30% 70% Pages 15-21 Focus Clarity Depth

43. 65% 35% Pages 15-21 2-5 questions 0-2 questions

44. 65% 35% Less = More? Pages 15-21 2-5 questions 0-2 questions

46. Multiple Ways of Teaching and Assessing

47. Today’s Journey… Social Studies STAAR Vertical Alignment Alignment of Cognitive and Content Jodi Denton jodi@lead4ward.com

48. Question #5 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. Page 3

49. 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.

50. Definition of Cognitive vs. Content