The STAAR In OUR FUTURE:

ELEMENTARY MATH AND

SCIENCE

Increased Rigor on STAARDistrict Assessments

Questions and Answers

Increased Rigor on STAARDistrict Assessments

Questions and Answers

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More rigorous than TAKS

More emphasis on Processes: Underlying Processes and Mathematical

Tools (Formerly Math Objective 6) Scientific Investigation and Reasoning

(Formerly Science Objective 1)

More emphasis on “Advanced Academic Performance”

STAAR – Replacing TAKS next year: Will we be ready?

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READINESS standards

SUPPORTING standards

A few standards are neither – because they are not eligible for testing

NEW: STAAR defines two designations for TEKS/SEs that are

eligible for testing:

Supporting

Supporting

Readiness

Eligible Content Standards From TEKS

STAAR Assessment

Blueprint Readiness

FEWERFEWER

DEEPERDEEPER

To me, supporting means _____________.

To me, readiness means _____________.

To me, supporting means _____________. While introduced, may be emphasized in a following year While reinforced, may be emphasized in a previous year Prepare students Narrowly defined ideas

To me, readiness means _____________. Essential for success in current year Prepares for next year Supports college and career readiness Needed for in-depth instruction Broad and deep ideas

(TEA, 2010)

Curriculum ActivityExploring Readiness Standards: Grade 5

• What TEKS/SEs within Grades 3, 4, and 5 support the assigned readiness standard?

Grade 5 Science (or Math)Readiness Standard

TEKS/SE: ______________________

Grade 3 Grade 4 Grade 5

•Grade 3 SE•Grade 3 SE•Grade 3 SE•Grade 3 SE

•Grade 4 SE•Grade 4 SE•Grade 4 SE•Grade 4 SE

•Grade 5 SE•Grade 5 SE•Grade 5 SE•Grade 5 SE

Gallery Walk

How will the notion of readiness/supporting standards impact what is happening in the classroom?

Curriculum Reflection: Rotating Trios

How do we ensure that supporting standards and non-tested standards receive appropriate emphasis in the classroom?

4.4DUse Multiplication

To SolveProblems

FactorsProducts

Arrays

Pictures, Numbers,Words

Area Models

Basic Facts12 x 12

Algebraic Expressions

Scatterplot TrendsInterpreting

Graphs

Constructing Line Graphs

Understanding Verbal

expressions

8.4Multiple

Representations

CreatingScatterplots

5 5

3 3

5

666 6

7 7 7 7 7

8 88

3rd GRADE MATH STAAR

Third graders will now bubble their answers on the separate answer document.

GRIDDABLE ITEMS3 Griddable items on Math STAAR, Grades 3, 4,

and 5Still 1 Griddable for Science STAAR, Grade 5No change to format of Grids

Assessing content and skills at a greater depth and higher level of cognitive complexity

Dual-coding - reflects this increased rigor

18

Length of

STAAR

Dual-Coding(Content TEKS + Process TEKS)

Math6 more problem

s

At least 75% of items

(vs. about 30% on TAKS)

Science

4 more problem

sAbout 40% of items

TAKS Coding

STAAR Dual-

CodingOriginally Content TEKS/SE Coding Only:

4.6A 4.6A, 4.14B

Originally Process TEKS/SE

Coding Only:

4.14B 4.3C, 4.14B

Compare the student thinking . . .

How are the two items similar and different?

What are the implications for classroom instruction?

Science Examples:

TEKS:5.9D Identify the significance of the

carbon dioxide-oxygen cycle tothe survival of plants and animals

5.2G Construct appropriate simple graphs,tables, maps, and charts…to organize,examine, and evaluate information.

2003TAKS #19 2006 TAKS #24

Mathematics Examples:

TEKS:5.6A Select from and use . . . equations such as y = 5 + 3 to

represent meaningful problems.5.15B Relate informal language to mathematical language and

symbols.

2009 TAKS #24 2006 TAKS #24

IN THE ARRC! Required Lessons Recommended Lessons and

Learning Experiences Instructional Resources

Replacing “Released TAKS”

District-Created “STAAR-Ready” Assessments

Grade 5: Math - Feb. 13 – 17 Science – Feb. 21 – 27

Grades 3 & 4 Math - Feb. 27 – Mar. 2

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