elementary math and science. the staar in our future: math and science readiness/supporting...
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ELEMENTARY MATH AND
SCIENCE
Increased Rigor on STAARDistrict Assessments
Questions and Answers
Increased Rigor on STAARDistrict Assessments
Questions and Answers
\
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?
\
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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