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STAAR Teach Like a STAAR!
TCTA Spring 2012 Ervin Knezek, Ed.D.
ervin@lead4ward.com
STAAR Word Wall
Term TEA DefinitionTexas Education Agency Student Assessment Division September 2010
Notes:
Assessed Curriculum
The Texas Essential Knowledge and Skills (TEKS) that are eli-gible to be assessed (i.e. can be tested in a multiple choice, griddable, or open-ended response manner)
Standard TEKS and Corresponding Student Expectations
Readiness Standard
Readiness standards have the following characteristics:• They are essential for success in the current grade or
course. • They are important for preparedness for the next grade or
course. • They support college and career readiness. • They necessitate in-depth instruction. • They address broad and deep ideas.
Supporting Standard
Supporting standards have the following characteristics:• Although introduced in the current grade or course, they
may be emphasized in a subsequent year. • Although reinforced in the current grade or course, they
may be emphasized in a previous year.• They play a role in preparing students for the next grade
or course but not a central role. • They address more narrowly defined ideas.
Supporting standards:• Support a current readiness stan-
dard• Serve as a foundation for a readi-
ness standard in another grade level
• Are important but not critical to the grade level
Process Standard
[Student expectations that relate to the skills of the content area]In social studies, science, and mathematics, process skills will be assessed in context, not in isolation, which will allow for a more integrated and authentic assessment of these content areas.
Process standards are noted in the TEKS as:• Underlying Processes and Math-
ematical Tools• Scientific Investigation and Rea-
soning Skills • Social Studies Skills
Ineligible Standard
TEKS for a grade level/course which cannot be assessed in a traditional format
Reporting Category
The assessed curriculum documents show the reporting categories (referred to as objectives on TAKS)
Standards bundled around a com-mon concept, topic, or context
© lead4ward, LLC 2011 page 2
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© lead4ward, LLC 2011 page 3
STAAR Chart: The Answer’s in the STAARs
Topic Summary Considerations
Testing Requirements
Students in Grades 3‐8 who are enrolled in a high school course for which there is a STAAR EOC:1. MUST take the STAAR EOC for the course 2. Whether the student also takes the grade level subject STAAR test is a local district decision 3. Accountability decisions (regarding the use of test results) have not been made 4. HB 2135 amended §39.053 of the TEC to require that the performance of a grade 3‐8
student on a STAAR EOC must, at a minimum, be included with results relating to other students enrolled at the same grade level
Students in Grades 3‐8 who are being instructed above grade level in a particular subject area: 1. MUST take the STAAR assessment above grade level for the subject in which they are
receiving such instruction if the content covers the entire curriculum for that subject at the higher grade level
First‐year 9
th graders in 2011‐12 who earned credit for high school courses prior to the Spring of
2012 are not required to take STAAR EOCs for those courses 1. But MAY choose to take STAAR EOC in that course beginning in the Spring of 2012 and then
have the option to use the score as part of the cumulative score requirement
Accountability decisions regarding the use of test scores have not been made
STAAR offers the opportunity to align assessment with instruction
EOC Scores and Course Grades
A student’s score on a STAAR EOC must count as 15% of the student’s final grade in the course1. In English I, II, and III, districts will have flexibility on how to use the separate Reading and
Writing scores or the composite score 2. 15% requirement does not apply to
a. STAAR Modified or STAAR Alternate
Districts must develop policies for “translating” a scale score into a number that can be used as 15% of the student’s course grade
Offers flexibility to districts
Supporting student performance at the highest levels
STAAR EOC Test Administrations
STAAR EOCs will be offered 3 times per year:1. End of 1
st semester (not applicable in 2011‐12)
2. End of 2nd semester
3. Summer
Impact on credit recovery models
Test Time Limit 4‐hour time limit for all tests in STAAR 1. Begins when students start first question 2. Breaks (other than lunch) will be included in 4‐hour time limit 3. Accommodations for extended time (extra time or extra day) will be available for students
who meet eligibility criteria
Adjusting instruction to prepare students for a timed test
Students who arrive late to school on test day?
Multiple test administrations in single school day?
SSI No SSI requirements in 2011‐12 1. Districts will make promotion/retention decisions for 5
th and 8
th graders based on the same
academic information used to make decisions in non‐SSI grades
STAAR Modified Design of STAAR Modified 1. Based on same content as STAAR (will reflect increased rigor and focus) 2. More items than TAKS‐M (80% of the length of STAAR) 3. Performance standards will be linked across grades in a specific subject 4. Will include embedded field test items 5. Students will be required to respond to writing tasks focused on different purposes –
including personal narrative, literary, expository, persuasive, and analytical writing STAAR Modified participation requirements (student must meet all 3 and specific evidence must be stated in IEP) 1. Based on the PLAAFPs does the ARDC conclude that the student is multiple years behind
grade‐level or course expectations and will not progress at the same rate and level of rigor as his/her non‐disabled peers?
2. Does student’s IEP contain TEKS‐based goals indicating the modified content the student requires in order to access the grade‐level or course curriculum?
3. Does student require direct and intensive instruction in order to acquire, maintain, and transfer skills to other contexts?
Impact on graduation must be addressed (even at elementary and middle school) High school students taking STAAR Modified must be enrolled in a course with a PEIMS number indicating that the coursework is modified STAAR Modified EOCs in Spring 2012: English I, Algebra I, World Geography, Biology
Focus, clarity and depth apply to STAAR Modified as well as STAAR
Need for rigorous instruction at the cognitive complexity of the TEKS for students with disabilities
More formal structure for ARDC to determine that a student meets STAAR Modified participation requirements – need for multiple sources of measurable, objective evidence
Impact on future graduation options for student
Dyslexia Accommodations
Two accommodations will be available for students with dyslexia and other reading disabilities on STAAR reading assessments in grades 3 through high school 1. Oral reading of item stems/answer options 2. Extended testing time, if needed Accommodations will not need to be bundled – will be based on individual student needs
© lead4ward, LLC 2011 page 4
STAAR Chart: The Answer’s in the STAARs
Topic Summary Considerations
STAAR for ELLs ALL ELLs will participate in STAAR – no exemptions1. Spanish STAAR (Grades 3‐5) 2. STAAR L
a. Design i. STAAR English version with linguistic accommodations
a) Clarification of unfamiliar English b) Reading aloud of text
ii. Accommodations to be computer based in 2013 (provided by test administrator in 2012)
iii. Same passing standard as STAAR b. Available for Grades 3‐8 and EOCs c. Subjects: Math, Science, Social Studies (not ELAR) d. Eligibility (TBD based on final rules)
i. Recent immigrant ELLs not at Advanced High on TELPAS) 3. STAAR
a. Linguistic accommodations i. Math, Science, Social Studies
1. Bilingual Dictionary 2. Extra Time (same day)
ii. ELAR 1. Bilingual Dictionary 2. Extra Time (same day) 3. Clarification in English of words in writing prompt and open‐ended reading
questions b. Considerations for eligible ELLs in English I and II (TBD based on final rules)
i. Score not included in cumulative score requirements ii. Retesting not required for scores below minimum iii. Score not included as 15% of final grade
Need for rigorous instruction at the cognitive complexity of the TEKS for ELLs
Proposed rules for LPAC test decision‐making expected Fall 2011
Accommodations for Students with Disabilities
Applicable to STAAR, STAAR Modified, STAAR L and TELPAS for:1. A student with an identified disability who receives special education services 2. A student with an identified disability who receives Section 504 services 3. A student with a disabling condition who does not receive special education or Section 504
services but who meets established eligibility criteria for certain accommodations Accommodations Triangle
TEA Website: http://www.tea.state.tx.us/student.assessment/accommodations/
Accommodations resources still being finalized by TEA
Related Testing Procedures (RTPs) are NOT considered accommodations
Examples of RTPs o Individual administration o Small‐group administration o Reading test aloud to self o Preferential seating
Examples of Type 1 o Projection Devices o Amplification Devices
Examples of Type 2 o Calculation Devices o Dictionary o Oral/Signed Administration o Supplemental Aids o Manipulating Test Materials
Examples of Type 3 o Photocopy o Extra Day o Other
Responsibility of educators to o Provide effective accommodations o collect data to determine if an
accommodation is effective o make adjustments to
accommodations based on student need
Type 1
Type 2
Type 3
Related Testing Procedures
(available to any student routinely using them in instruction and testing)
Accommodations Triangle (No longer 4 categories of accommodations) 1. Type 1 (no ARF)
a. Specific need and b. One eligibility criterion:
routinely, independently (if applicable) and effectively uses for instruction and testing
2. Type 2 (no ARF) a. Specific need and b. Two or more eligibility criteria
3. Type 3 (ARF required) a. Must meet all eligibility criteria
© lead4ward, LLC 2011 page 5
* Aligned with STAAR Assessed Curriculum NOTE: The classification of standards on this snapshot represent the reviewed and synthesized input of a sample Texas Kindergarten – Grade 2 teachers. This snapshot DOES NOT represent a publication of the Texas Education Agency. District curriculum may reflect other classifications. Revised September 2011
TEKS Snapshot - Kindergarten Math Ready for STAAR
Reporting Category Readiness Standards Supporting Standards
1 Num
bers, O
peratio
ns, and
Qua
ntita
tive Re
ason
ing
K.1.A use one-‐to-‐one correspondence and language such as more than, same number as, or two less than to describe relative sizes of sets of concrete objects;
K.1.C use numbers to describe how many objects are in a set (through 20) using verbal and symbolic descriptions.
K.1.B use sets of concrete objects to represent quantities given in verbal or written form (through 20)
K.3.B explain why a given part is half of the whole* K.4 model and create addition and subtraction problems
in real situations with concrete objects
K.2.A use language such as before or after to describe relative position in a sequence of events or objects; and
K.2.B name the ordinal positions in a sequence such as first, second, third, etc.
K.3.A share a whole by separating it into two equal parts*
2 Pa
tterns,
Relatio
nships,
Algebraic
Reason
ing K.5 identify, extend, and create patterns of sounds,
physical movement, and concrete objects* K.6.B count by ones to 100
K.6.A use patterns to predict what comes next, including cause-‐and-‐effect relationships
3 Geo
metry and
Spa
tial R
easoning
K.8.B compare two objects based on their attributes K.8.C sort a variety of objects including two-‐ and three-‐
dimensional geometric figures according to their attributes and describe how the objects are sorted
K.7.A describe one object in relation to another using informal language such as over, under, above, and below; and
K.7.B place an object in a specified position. K.8.A describe and identify an object by its attributes using informal
language; K.9.A describe and compare the attributes of real-‐life objects such as
balls, boxes, cans, and cones or models of three-‐dimensional geometric figures*
K.9.B recognize shapes in real-‐life three-‐dimensional geometric figures or models of three-‐dimensional geometric figures*
K.9.C describe, identify, and compare circles, triangles, rectangles, and squares (a special type of rectangle)*
4 Measuremen
t
K.10.A compare and order two or three concrete objects according to length (longer/shorter than, or the same)*
K.10.B compare the areas of two flat surfaces of two-‐dimensional figures (covers more, covers less, or covers the same);
K.10.C compare two containers according to capacity (holds more, holds less, or holds the same);
K.10.D compare two objects according to weight/mass (heavier than, lighter than or equal to); and
K.10.E compare situations or objects according to relative temperature (hotter/colder than, or the same as).
K.11.A compare events according to duration such as more time than or less time than;
K.11.B sequence events (up to three); and K.11.C read a calendar using days, weeks, and months
5 Prob
ability
Statistic
s K.12.B use information from a graph of real objects or pictures in order to answer questions*
K.12.A construct graphs using real objects or pictures in order to answer questions*
Process Standards
Und
erlying Processes a
nd
Mathe
matical Too
ls K.13.A identify mathematics in everyday situations;
K.13.B solve problems with guidance that incorporates the processes of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness
K.13.C select or develop an appropriate problem-‐solving strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem; and
K.13.D use tools such as real objects, manipulatives, and technology to solve problems. K.14.A communicate mathematical ideas using objects, words, pictures, numbers, and technology; and K.14.B relate everyday language to mathematical language and symbols. K.15 justify his or her thinking using objects, words, pictures, numbers, and technology.
© lead4ward, LLC 2011 page 6
SE 2010 2011 SE 2010 2011 SE 2010 2011
8.1.A 85 87 8.1.B 80 77 8.29.A 77 74
8.2.A NT NT 8.1.C NT NT 8.29.B NT NT
8.3.A 65 67 8.2.B 64 68 8.29.C 69 70
8.4.A 68 66 8.3.B 71 70 8.29.D 86 85
8.4.C NT NT 8.3.C NT NT 8.29.E NT NT
8.4.E NT NT 8.4.B NT NT 8.29.H NT NT
8.5.C 75 68 8.4.D NT NT 8.29.J NT NT
8.5.E NT NT 8.5.A NT NT 8.30.A NT NT
8.6.A 58 56 8.5.B NT NT
8.6.B NT NT 8.5.D 72 72
8.6.D 91 89 8.5.F 46 46
8.6.E 47 51 8.5.G NT NT
8.7.B 61 62 8.6.C NT NT
8.8.B 65 65 8.7.A 67 68
8.9.C NT NT 8.7.C NT NT
8.10.B 65 64 8.7.D NT NT
8.10.C 92 88 8.8.A NT NT
8.12.B 65 67 8.8.C 55 55
8.13.B NT NT 8.9.A NT NT
8.15.A 54 53 8.9.B NT NT
8.15.C 59 57 8.9.D NT NT
8.15.D 79 73 8.10.A 49 52
8.16.A NT NT 8.11.A 83 82
8.16.B 72 70 8.11.B NT NT
8.17.A NT NT 8.11.C NT NT
8.17.B 68 68 8.12.A NT NT
8.18.A NT NT 8.12.C NT NT
8.19.A NT NT 8.12.D NT NT Moderate % correct ≤ 80
8.19.B 88 85 8.13.A NT NT High % correct ≤ 70
8.23.A NT NT 8.14.A NT NT
8.24.A 68 67 8.14.B NT NT
8.25.C NT NT 8.15.B 71 69
8.27.A 86 86 8.18.B NT NT
8.27.B 81 82 8.18.C 53 50
8.19.D NT NT
8.19.E NT NT
8.20.A NT NT
8.20.B NT NT
8.20.C NT NT
8.21.A NT NT
8.21.B 56 56
8.21.C NT NT
8.22.A NT NT
8.22.B 76 79
8.23.B NT NT
8.23.C NT NT
8.23.D 75 75
8.23.E 66 69
8.24.B NT NT
8.25.A NT NT
8.25.B NT NT
8.26.A NT NT
8.26.C NT NT
8.27.C 73 73
8.27.D 67 69
8.28.A NT NT
8.28.B 85 84
KEY Level of Concern
NOTE: Student Expectation (SE) analysis
may be limited by the number of items
sampled per year.
Curriculum Heat Map: Grade 8 ‐ Social Studies
Readiness Standards Supporting Standards Social Studies Skills
© lead4ward, LLC 2011
© lead4ward, LLC 2011 page 7
No
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20
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20
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8.1
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8.1
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8.2
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57
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77
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59
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69
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20
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54
80
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71
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8.2
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8.1
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8.1
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8.1
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8.2
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20
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57
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85
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20
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88
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8.1
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20
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79
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80
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8.5
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8.2
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20
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77
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NT
72
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NT
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8.2
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80
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© lead4ward, LLC 2011 page 8
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A8
.12
C8
.12
D8
.13
A8
.14
A8
.29
A8
.30
B
20
11
87
67
NT
86
82
77
72
NT
NT
NT
NT
NT
NT
8.2
9B
8.3
0C
20
10
85
65
NT
86
81
80
72
NT
NT
NT
NT
NT
NT
8.2
9E
8.3
0D
8.1
4B
8.2
3B
8.2
7C
8.2
7D
8.2
8A
8.2
8B
8.2
9H
20
11
NT
NT
73
69
NT
84
8.3
0A
20
10
NT
NT
73
67
NT
85
8.1
A8
.24
A8
.1B
8.2
2B
8.2
3E
8.2
4B
8.2
5B
8.2
6A
8.2
6C
8.2
9B
8.2
6B
20
11
87
67
77
79
69
NT
NT
NT
NT
8.2
9I
20
10
85
68
80
76
66
NT
NT
NT
NT
8.3
0C
D
8.1
A8
.7B
8.8
B8
.17
B8
.1B
8.1
C8
.7A
8.7
C8
.7D
8.8
A8
.8C
8.1
2A
20
11
87
62
65
68
77
NT
68
NT
NT
NT
55
NT
20
10
85
61
65
68
80
NT
67
NT
NT
NT
55
NT
8.1
8C
8.2
1A
8.2
1C
8.2
2A
8.2
2B
20
11
50
NT
NT
NT
79
20
10
53
NT
NT
NT
76
8.1
A8
.9C
8.1
6B
8.1
B8
.9A
8.9
B8
.9D
8.2
1C
8.2
9A
8.3
0B
20
11
87
NT
70
77
NT
NT
NT
NT
8.2
9B
8.3
0C
20
10
85
NT
72
80
NT
NT
NT
NT
8.2
9C
8.3
0D
8.2
9E
20
11
8.2
9J
20
10
8.3
0A
8.1
5D
8.1
9A
8.1
9B
8.1
9D
8.1
9E
8.3
0A
8.1
9C
20
11
73
NT
85
NT
NT
8.1
9F
20
10
79
NT
88
NT
NT
8.3
0B
D
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© lead4ward, LLC 2011 page 9
Cognitive Complexity: The Verbs of the TEKS
ENGLISH MATH SCIENCE SOCIAL STUDIES
Analyze Analyze Analyze Analyze
Compare Compare Compare Compare
Describe Describe Describe Describe
Develop Develop Develop Develop
Infer Infer Infer Infer
Make Make Make Make
Understand Understand Understand Understand
Use Use Use Use
Apply Apply Apply
Construct Construct Construct
Evaluate Evaluate Evaluate
Explain Explain Explain
Express Express Express
Identify Identify Identify
Interpret Interpret Interpret
Organize Organize Organize
Predict Predict Predict
Recognize Recognize Recognize
Relate Relate Relate
Summarize Summarize Summarize
Write Write Write and name
Categorize Categorize
Contrast Contrast
Determine Determine
Differentiate Differentiate
Distinguish Distinguish
Formulate Formulate
Generate Generate
Investigate Investigate
Know Know
Plan Plan
Used in 3 content areasUsed in 2 content areas
Used in all 4 content areasColor Key
© lead4ward, LLC 2011 page 10
Source A. Costa
Asking and Answering Questions
Level 1 The answer can be found in the information given (either directly or indirectly). This type of question is very concrete and pertains only to the information given. Level One questions ask for facts about what has been heard or read. Information is recalled in the exact manner/form it was explained. These types of questions help determine if students have accessed the material and understand what has been heard/read. Level One questions cause students to recall information. This level of question causes students to input the data into short-‐term memory, but if they don’t use it in some meaningful way, they may soon forget.
• Define -‐ to set forth the meaning of • Describe -‐ to represent or give an account in words • Identify -‐ to establish the identity of • List -‐ a simple series of words or numbers • Name -‐ to mention or identify by name • Observe -‐ to see or sense through careful attention • Recite -‐ to repeat verbatim • Scan -‐ to examine closely
Level 2 The answer can be inferred from the information given (text, discourse, research). This type of question, although more abstract than a Level 1 questions, deals only with the information given. Information can be broken down in parts. Involves examination, analysis, causes of details. Level Two questions enable students to process information and expect students to make sense of information they have gathered and retrieved from long- and short-term memory.
• Analyze -‐ to make an analysis of, an examination of a thing to know its parts • Compare -‐ to examine for likenesses and differences • Contrast -‐ to show differences when compared • Group -‐ to cluster • Infer -‐ to derive as a conclusion from facts or premises • Sequence -‐ chronological order of events • Synthesize -‐ the combination of parts or elements into a whole
Level 3 Answer goes beyond the information given. This type of question is abstract, and may not pertain to the information given. These questions ask that judgments be made from information. They also give opinions about issues, judge the validity of the ideas or other products and justify opinions and ideas.
• Apply -‐ to put to practical use • Evaluate -‐ appraise, value • Hypothesize -‐ to adopt as an hypothesis/assumption • Imagine -‐ to form a mental picture of something not present; guess • Judge -‐ to form an estimate or evaluation about something. deduce • Predict -‐ to declare in advance • Speculate -‐ to think or wonder about a subject
© lead4ward, LLC 2011 page 11
Source A. Costa
.
Level 1 • Define -‐ to set forth the meaning of • Describe -‐ to represent or give an
account in words • Identify -‐ to establish the identity of • List -‐ a simple series of words or
numbers • Name -‐ to mention or identify by
name • Observe -‐ to see or sense esp.
through careful attention • Recite -‐ to repeat verbatim • Scan -‐ to examine closely
Level 2 • Analyze -‐ to make an analysis of ,
an examination of a thing to know its parts
• Compare -‐ to examine for likenesses and differences
• Contrast -‐ to show differences when compared
• Group -‐ to cluster • Infer -‐ to derive as a conclusion
from facts or premises • Sequence -‐ chronological order of
events • Synthesize -‐ the combination of
parts or elements into a whole
Level 3 • Apply -‐ to put to practical use • Evaluate -‐ appraise, value • Hypothesize -‐ to adopt as an hypothesis/assumption
• Imagine -‐ to form a mental picture of something not present; guess
• Judge -‐ to form an estimate or evaluation about something. deduce
• Predict -‐ to declare in advance • Speculate -‐ to think or wonder about a subject
Science
What is a gene? What is a chromosome?
Compare and contrast genes and chromosomes.
Use what you know about genes and chromosomes to predict a trait in a child.
Math Evaluate this expression: 3x2 if x=4.
When, if ever, can x2 =2x.
Prove whether or not the operation y, is commutative, given that ayb=a2-‐b
Social Studies
Which amendment in the Constitution gives citizens the right to bear arms?
Compare and contrast societal conditions in the US that impacted the inclusion of the second amendment in the US Constitution with conditions today.
If there were a constitutional amendment that prohibited ownership of weapons by citizens, how might American society be affected?
English Language Arts
In the book The Giver, what did Jonas’ mom do for a living?
Use examples from the book to elaborate on the theme of balancing freedom and security.
Speculate as to how your community would change if some of the societal controls embraced by the members of Jonas’ community in the book The Giver, were embraced within your community.
We answer questions by…
• being taught • studying • experience • creative thought
Teachers ask as many as 50,000 questions a year and students ask as few as 10 each. “Questioning in Mathematics Classrooms” Arithmetic Teacher Edited by Nancy Nesbitt Vace October 1993
© lead4ward, LLC 2011 page 12
Ready for STAAR Hard to Teach – Hard to Reach Student Expectations Readiness Standards
SE What makes this student expectation complex to teach and for students to learn?
When is it taught?
Supporting Standards with Sufficient Stuff
SE Have lots of stuff How much time?
Q & A Questions and Actions
The questioning strategy I use… The success… The struggle…. Next steps for me
© lead4ward, LLC 2011 page 13
Math
Highlighted changes for STAAR
Supply List lead4ward STAAR Snapshot (combines
assessed curriculum, blueprints) STAAR Teacher Field Guides Math Data Heat Maps K‐2 TEKS Snapshots
TEA Griddable item Format Process Skills Examples Reference Materials Graph Paper TMSDS Calculator Usage Guidelines STAAR Sample Items
District Curriculum Documents Local Assessment Data Aligned/vetted Resources Expository writing framework
Implications for Planning
Implications for Instruction
STAAR Modified English Language Learners Reduce # of steps and/or operations Provide formula and/or conversion
(from Reference Materials) in a text box within the item
Provide explicit directions to explain a process (e.g., measuring)
Provide practice grids and a directive practice statement within griddable items
See TEA Modification Guidelines for additional modifications
STAAR L for eligible students STAAR with linguistic
accommodations ‐ Bilingual dictionary ‐ Extra time/same day
Hard to Teach – Hard to Reach Readiness Standards
SE Data Perception # Teachers
Reporting Categories (relative distribution of items – Math Grades 3 through 8)
© lead4ward, LLC 2011 page 14
STAAR Sample Items Math
© lead4ward, LLC 2011 page 15
Source: Texas Education Agency STAAR Resources REV Sep 2011
STAAR Standards Snapshot - Grade 8 Math
Rptg Cat
STAAR STAAR Modified Readiness Standards Supporting Standards
1
Nu
mb
ers
, Op
era
tio
ns, a
nd
Qu
anti
tati
ve R
eas
on
ing
11 10
8.1.A compare and order rational numbers in various forms including integers, percents, and positive and negative fractions and decimals
8.2.B use appropriate operations to solve problems involving rational numbers in problem situations
8.1.B select and use appropriate forms of rational numbers to solve real‐life problems including those involving proportional relationships
8.1.C approximate (mentally and with calculators) the value of irrational
numbers as they arise from problem situations (such as , √2) 8.1.D express numbers in scientific notation, including negative
exponents, in appropriate problem situations 8.2.A select appropriate operations to solve problems involving rational
numbers and justify the selections 8.2.C evaluate a solution for reasonableness 8.2.D use multiplication by a given constant factor (including unit rate) to
represent and solve problems involving proportional relationships including conversions between measurement systems
2
Pat
tern
s, R
ela
tio
nsh
ips,
Alg
eb
raic R
eas
on
ing
14 11
8.3.B estimate and find solutions to application problems involving percents and other proportional relationships such as similarity and rates
8.4.A generate a different representation of data given another representation of data (such as a table, graph, equation, or verbal description)
8.5.A predict, find, and justify solutions to application problems using appropriate tables, graphs, and algebraic equations
8.3.A compare and contrast proportional and non‐proportional linear relationships
8.5.B find and evaluate an algebraic expression to determine any term in an arithmetic sequence (with a constant rate of change)
3
Ge
om
etr
y a
nd
Spat
ial R
eas
on
ing
8 6
8.6.A generate similar figures using dilations including enlargements and reductions
8.6.B graph dilations, reflections, and translations on a coordinate plane8.7.A draw three‐dimensional figures from different perspectives 8.7.B use geometric concepts and properties to solve problems in fields
such as art and architecture 8.7.C use pictures or models to demonstrate the Pythagorean Theorem 8.7.D locate and name points on a coordinate plane using ordered pairs
of rational numbers
4
Me
asu
rem
en
t
13 10
8.8.C estimate measurements and use formulas to solve application problems involving lateral and total surface area and volume
8.9A use the Pythagorean Theorem to solve real‐life problems
8.9.B use proportional relationships in similar two‐dimensional figures or similar three‐dimensional figures to find missing measurements
8.8.A find lateral and total surface area of prisms, pyramids, and cylinders using concrete models and nets (two‐dimensional models)
8.8.B connect models of prisms, cylinders, pyramids, spheres, and cones to formulas for volume of these objects
8.10.A describe the resulting effects on perimeter and area when dimensions of a shape are changed proportionally
8.10.B describe the resulting effect on volume when dimensions of a solid are changed proportionally
5
Pro
bab
ility a
nd S
tati
stic
s
10 8
8.11.A find the probabilities of dependent and independent events
8.13.B recognize misuses of graphical or numerical information and evaluate predictions and conclusions based on data analysis
8.11.B use theoretical probabilities and experimental results to make predictions and decisions
8.12.A use variability (range, including interquartile range (IQR)) and select the appropriate measure of central tendency to describe a set of data and justify the choice for a particular situation
8.12.B draw conclusions and make predictions by analyzing trends in scatterplots
8.12.C select and use an appropriate representation for presenting and displaying relationships among collected data, including line plots, line graphs, stem and leaf plots, circle graphs, bar graphs, box and whisker plots, histograms, and Venn diagrams, with and without the use of technology
8.13.A evaluate methods of sampling to determine validity of an inference made from a set of data
STAAR 56
(4 Grid) 34‐36 questions from Readiness Standards 20‐22 questions from Supporting Standards
STAAR Modified 45
(1 Grid) 27‐29 questions from Readiness Standards 16‐18 questions from Supporting Standards
Process Standards (Underlying Processes and Mathematical Tools)
STAAR STAAR
Modified 8.14.A identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other
mathematical topics 8.14.B use a problem‐solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution
for reasonableness 8.14.C select or develop an appropriate problem‐solving strategy from a variety of different types, including drawing a picture, looking for a pattern,
systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem 8.14.D select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number
sense to solve problems 8.15.A communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic
mathematical models 8.16.A make conjectures from patterns or sets of examples and nonexamples 8.16.B validate his/her conclusions using mathematical properties and relationships
≥ 75% of Items will
be dual coded
≈ 42 items
will be dual
coded
≥ 60% of Items will be dual coded
≈ 27 items
will be dual
coded
© lead4ward, LLC 2011 page 16
Assessment – Instruction – STAAR [STAAR Sample Items]
10 A 20-foot ladder is leaning against the side of a building. The bottom of the ladder is 4 feet from the wall. How many feet above the ground does the ladder touch the wall?
Student
Expectation Classification Data
Readiness Supporting Process
Readiness Supporting Process
Readiness Supporting Process
Matches cognitive complexity level Requires multiple steps, concepts, levels
Distractors are plausible
2 A recipe that makes 1 ½ dozen cookies requires ¾ cup of sugar. Shanika wants to make 6 dozen cookies. How many cups of sugar will she need?
Student
Expectation Classification Data
Readiness Supporting Process
Readiness Supporting Process
Readiness Supporting Process
Matches cognitive complexity level Requires multiple steps, concepts, levels
Distractors are plausible
4 Macaleh compared the prices of four different brands of coffee.
Which brand of coffee offers a
proportional relationship between its weight and its price?
A Brand I
B Brand II
C Brand III
D Brand IV
Student
Expectation Classification Data
Readiness Supporting Process
Readiness Supporting Process
Readiness Supporting Process
Matches cognitive complexity level Requires multiple steps, concepts, levels
Distractors are plausible
© lead4ward, LLC 2011 page 17
Proc
ess
Plac
emat
s -
Mat
h
Unit: Ge
ometric Transform
ations in th
e Co
ordinate Plane
and
Perspectiv
e 8.3B
8.6A
8.2D
8.6B
8.7A
8.7B
8.7D
8.14
.A
iden
tify an
d ap
ply mathe
matics to everyday
expe
riences, to activ
ities in and
outsid
e of sc
hool,
with
other disc
iplines, and
with
other m
athe
matical
topics
8.14
.B
use a prob
lem-‐solving m
odel th
at incorporates
unde
rstand
ing the prob
lem, m
aking a plan
, carrying
out the
plan, and
evaluating the solutio
n for
reason
ablene
ss
8.14
.C
select or d
evelop
an ap
prop
riate problem
-‐solving
strategy from
a variety of d
ifferen
t types, including
draw
ing a picture, looking for a
pattern, systematic
guessin
g an
d checking, acting it ou
t, making a table,
working a simpler problem
, or w
orking backw
ards to
solve a prob
lem
8.14
.D
select to
ols s
uch as re
al objects, m
anipulatives,
pape
r/pe
ncil, and
techno
logy or techn
ique
s such as
men
tal m
ath, estim
ation, and
num
ber sen
se to
solve
prob
lems
8.15
.A
commun
icate mathe
matical ideas u
sing langua
ge,
efficient to
ols, app
ropriate units, and
graph
ical,
numerical, p
hysic
al, o
r algeb
raic m
athe
matical
mod
els
8.16
.A
make conjectures from patterns o
r sets o
f examples
and no
nexamples
8.16
.B
validate his/he
r con
clusions usin
g mathe
matical
prop
ertie
s and
relatio
nships
© lead4ward, LLC 2011 page 18
Social Studies
Highlighted changes for STAAR
Supply List lead4ward STAAR Snapshots (combines
assessed curriculum, blueprints) STAAR Teacher Field Guides Social Studies Data Heat Maps
TEA Process Skills Examples Clarification of Assessed TEKS New TEKS STAAR Sample Items Allowable accommodations
District Curriculum Documents Local Assessment Data Aligned/vetted Resources Expository writing framework
Implications for Planning
Implications for Instruction
STAAR Modified English Language Learners General subject area
modifications Replace archaic language with
simplified text (e.g. quotations) Shorten historical excerpts
STAAR L for eligible students STAAR with linguistic
accommodations ‐ Bilingual dictionary ‐ Extra time/same day
Hard to Teach – Hard to Reach Readiness Standards
SE Data Perception # Teachers
© lead4ward, LLC 2011 page 19
STAAR Sample Items Social Studies
© lead4ward, LLC 2011 page 20
8th Grade Social Studies: Analyzing the TEKS
New TEKS Match Change Old TEKS
1 15 (D) analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights
A 28 (D) explain how technological innovations led to
rapid industrialization
2 9 (D) identify the effects of legislative acts such as the Homestead Act, the Dawes Act, and the Morrill Act
B 18 (B) describe historical conflicts arising over the issue of states’ rights, including the Nullification Crisis and the Civil War
3 4 (B) explain the roles played by significant individuals during the American Revolution, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin, Bernardo de Gálvez, Crispus Attucks, King George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington
C 3 (B) evaluate the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government
4 3 (B) analyze the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government
D 16 (D) analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights
5 27 (D) explain how technological innovations brought about economic growth such as how the factory system contributed to rapid industrialization and the Transcontinental Railroad led to the opening of the west
E 4 (B) explain the roles played by significant individuals during the American Revolution, including Samuel Adams, Benjamin Franklin, King George III, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington
6 17 (B) explain constitutional issues arising over the issue of states’ rights, including the Nullification Crisis and the Civil War
F
Change Key I = Increase in Cognitive Complexity D = Decrease in Cognitive Complexity U = Unchanged N = New R = Removed C = Expanded Content/Specificity
© lead4ward, LLC 2011 page 21
Source: Texas Education Agency STAAR Resources REVISED: Sep 2011
STAAR Standards Snapshot - Grade 8 Social Studies
Rptg Cat
STAAR STAAR
Modified Readiness Standards Supporting Standards
1
His
tory
20 16
8.1.A identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects
8.2.A identify reasons for European exploration and colonization of North America
8.3.A explain the reasons for the growth of representative government and institutions during the colonial period
8.4.A analyze causes of the American Revolution, including the Proclamation of 1763, the Intolerable Acts, the Stamp Act, mercantilism, lack of representation in Parliament, and British economic policies following the French and Indian War
8.4.C explain the issues surrounding important events of the American Revolution, including declaring independence; writing the Articles of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; enduring the winter at Valley Forge; and signing the Treaty of Paris of 1783
8.4.E analyze the arguments for and against ratification 8.5.A describe major domestic problems faced by the leaders of the
new republic such as maintaining national security, building a military, creating a stable economic system, setting up the court system, and defining the authority of the central government
8.5.C explain the origin and development of American political parties
8.5.E identify the foreign policies of presidents Washington through Monroe and explain the impact of Washington's Farewell Address and the Monroe Doctrine
8.6.A explain how the Northwest Ordinance established principles and procedures for orderly expansion of the United States
8.6.B explain the political, economic, and social roots of Manifest Destiny
8.6.D explain the causes and effects of the U.S.‐Mexican War and their impact on the United States
8.7.C analyze the impact of slavery on different sections of the United States
8.8.B explain the causes of the Civil War, including sectionalism, states' rights, and slavery, and significant events of the Civil War, including the firing on Fort Sumter; the battles of Antietam, Gettysburg, and Vicksburg; the announcement of the Emancipation Proclamation; Lee's surrender at Appomattox Court House; and the assassination of Abraham Lincoln
8.9.C explain the economic, political, and social problems during Reconstruction and evaluate their impact on different groups
8.1.B apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods
8.1.C explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 1861–1865, Civil War
8.2.B compare political, economic, religious, and social reasons for the establishment of the 13 English colonies
8.3.B analyze the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government
8.3.C describe how religion and virtue contributed to the growth of representative government in the American colonies
8.4.B explain the roles played by significant individuals during the American Revolution, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin, Bernardo de Gálvez, Crispus Attucks, King George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington
8.4.D analyze the issues of the Constitutional Convention of 1787, including the Great Compromise and the Three‐Fifths Compromise
8.5.B summarize arguments regarding protective tariffs, taxation, and the banking system
8.5.D explain the causes, important events, and effects of the War of 1812 8.5.F explain the impact of the election of Andrew Jackson, including expanded
suffrage 8.5.G analyze the reasons for the removal and resettlement of Cherokee Indians
during the Jacksonian era, including the Indian Removal Act, Worcester v. Georgia, and the Trail of Tears
8.6.C analyze the relationship between the concept of Manifest Destiny and the westward growth of the nation
8.6.E identify areas that were acquired to form the United States, including the Louisiana Purchase
8.7.A analyze the impact of tariff policies on sections of the United States before the Civil War
8.7.B compare the effects of political, economic, and social factors on slaves and free blacks
8.7.D identify the provisions and compare the effects of congressional conflicts and compromises prior to the Civil War, including the roles of John Quincy Adams, John C. Calhoun, Henry Clay, and Daniel Webster
8.8.A explain the roles played by significant individuals during the Civil War, including Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Abraham Lincoln, and heroes such as congressional Medal of Honor recipients William Carney and Philip Bazaar
8.8.C analyze Abraham Lincoln's ideas about liberty, equality, union, and government as contained in his first and second inaugural addresses and the Gettysburg Address and contrast them with the ideas contained in Jefferson Davis's inaugural address
8.9.A evaluate legislative reform programs of the Radical Reconstruction Congress and reconstructed state governments
8.9.B evaluate the impact of the election of Hiram Rhodes Revels 8.9.D identify the effects of legislative acts such as the Homestead Act, the
Dawes Act, and the Morrill Act
2
Ge
ogr
aph
y an
d C
ult
ure
12 10
8.10.B compare places and regions of the United States in terms of physical and human characteristics
8.10.C analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States
8.11.A analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 17th, 18th, and 19th centuries
8.23.A identify selected racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration
8.24.B evaluate the impact of reform movements, including educational reform, temperance, the women's rights movement, prison reform, abolition, the labor reform movement, and care of the disabled
8.25.C analyze the impact of the First Amendment guarantees of religious freedom on the American way of life
8.10.A locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries
8.11.B describe the positive and negative consequences of human modification of the physical environment of the United States
8.11.C describe how different immigrant groups interacted with the environment in the United States during the 17th, 18th, and 19th centuries
8.23.B explain the relationship between urbanization and conflicts resulting from differences in religion, social class, and political beliefs
8.23.C identify ways conflicts between people from various racial, ethnic, and religious groups were resolved
8.23.D analyze the contributions of people of various racial, ethnic, and religious groups to our national identity
8.23.E identify the political, social, and economic contributions of women to American society
8.24.A describe the historical development of the abolitionist movement 8.25.A trace the development of religious freedom in the United States 8.25.B describe religious motivation for immigration and influence on social
movements, including the impact of the first and second Great Awakenings
8.26.A describe developments in art, music, and literature that are unique to American culture such as the Hudson River School artists, John James Audubon, "Battle Hymn of the Republic," transcendentalism, and other cultural activities in the history of the United States
8.26.B identify examples of American art, music, and literature that reflect society in different eras
8.26.C analyze the relationship between fine arts and continuity and change in the American way of life
© lead4ward, LLC 2011 page 22
Source: Texas Education Agency STAAR Resources REVISED: Sep 2011
STAAR Standards Snapshot - Grade 8 Social Studies
Rptg Cat
STAAR STAAR
Modified Readiness Standards Supporting Standards
3
Go
vern
me
nt
an
d C
itiz
en
ship g
12 10
8.15.A identify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Federalist Papers, and selected Anti‐Federalist writings, on the U.S. system of government
8.15.C identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights
8.15.D analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights
8.16.A summarize the purposes for and process of amending the U.S. Constitution
8.16.B describe the impact of 19th‐century amendments, including the 13th, 14th, and 15th amendments, on life in the United States
8.17.A analyze the arguments of the Federalists and Anti‐Federalists, including those of Alexander Hamilton, Patrick Henry, James Madison, and George Mason
8.17.B explain constitutional issues arising over the issue of states' rights, including the Nullification Crisis and the Civil War
8.18.A identify the origin of judicial review and analyze examples of congressional and presidential responses
8.19.A define and give examples of unalienable rights 8.19.B summarize rights guaranteed in the Bill of Rights
8.15.B summarize the strengths and weaknesses of the Articles of Confederation 8.18.B summarize the issues, decisions, and significance of landmark Supreme
Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden
8.18.C evaluate the impact of selected landmark Supreme Court decisions, including Dred Scott v. Sandford, on life in the United States
8.19.D identify examples of responsible citizenship, including obeying rules and laws, staying informed on public issues, voting, and serving on juries
8.19.E summarize the criteria and explain the process for becoming a naturalized citizen of the United States
8.20.A explain the role of significant individuals such as Thomas Hooker, Charles de Montesquieu, John Locke, William Blackstone, and William Penn in the development of self‐government in colonial America
8.20.B evaluate the contributions of the Founding Fathers as models of civic virtue 8.20.C analyze reasons for and the impact of selected examples of civil
disobedience in U.S. history such as the Boston Tea Party and Henry David Thoreau's refusal to pay a tax
8.21.A identify different points of view of political parties and interest groups on important historical and contemporary issues
8.21.B describe the importance of free speech and press in a constitutional republic
8.21.C summarize a historical event in which compromise resulted in a peaceful resolution
8.22.A analyze the leadership qualities of elected and appointed leaders of the United States such as George Washington, John Marshall, and Abraham Lincoln
8.22.B describe the contributions of significant political, social, and military leaders of the United States such as Frederick Douglass, John Paul Jones, James Monroe, Stonewall Jackson, Susan B. Anthony, and Elizabeth Cady Stanton
4
Eco
no
mic
s, S
cie
nce
, Te
chn
olo
gy a
nd
Soci
ety
8 6
8.12.B explain reasons for the development of the plantation system, the transatlantic slave trade, and the spread of slavery
8.12.D analyze the causes and effects of economic differences among different regions of the United States at selected times in U.S. history
8.13.B identify the economic factors that brought about rapid industrialization and urbanization
8.27.A explain the effects of technological and scientific innovations such as the steamboat, the cotton gin, and interchangeable parts
8.27.B analyze the impact of transportation and communication systems on the growth, development, and urbanization of the United States
8.12.A identify economic differences among different regions of the United States 8.12.C explain the reasons for the increase in factories and urbanization 8.13.A analyze the War of 1812 as a cause of economic changes in the nation 8.14.A explain why a free enterprise system of economics developed in the new
nation, including minimal government intrusion, taxation, and property rights
8.14.B describe the characteristics and the benefits of the U.S. free enterprise system during the 18th and 19th centuries
8.27.C analyze how technological innovations changed the way goods were manufactured and marketed, nationally and internationally
8.27.D explain how technological innovations brought about economic growth such as how the factory system contributed to rapid industrialization and the Transcontinental Railroad led to the opening of the west
8.28.A compare the effects of scientific discoveries and technological innovations that have influenced daily life in different periods in U.S. history
8.28.B identify examples of how industrialization changed life in the United States
STAAR 52 31‐34 questions from Readiness Standards 18‐21 questions from Supporting Standards
STAAR Modified 42 25‐27 questions from Readiness Standards 15‐17 questions from Supporting Standards
Process Standards (Social Studies Skills)
STAAR STAAR
Modified 8.29.A differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States
8.29.B analyze information by sequencing, categorizing, identifying cause‐and‐effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions
8.29.C organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps 8.29.D identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants 8.29.E support a point of view on a social studies issue or event 8.29.H use appropriate mathematical skills to interpret social studies information such as maps and graphs 8.29.J pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases 8.30.A use social studies terminology correctly
≥ 30% of Items will
be dual coded
≈ 16 items
will be dual
coded
≥ 24% of Items will be dual coded
≈ 10 items
will be dual
coded
© lead4ward, LLC 2011 page 23
Un
it P
lan
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g To
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or
Inst
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ion
al L
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8.2
9A
8.2
9B
8.2
9C
8.2
9D
8.2
9E
8.2
9H
8.2
9J
8.3
0A
20
11
74
NT
70
85
NT
NT
NT
NT
20
10
77
NT
69
86
NT
NT
NT
NT
Un
itN
ame
Day
sY
ear
SS S
kills
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t
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8.1
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8.1
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8.1
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8.1
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8.1
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8.1
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B8
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A8
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B8
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I
20
11
87
NT
57
73
NT
NT
77
NT
NT
8.3
0D
20
10
85
NT
59
79
NT
NT
80
NT
NT
SE 8.1
A
8.5
A
8.1
5D
8.1
6A
8.1
B
8.1
8B
8.2
2A
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© lead4ward, LLC 2011 page 24
English Language Arts
Highlighted changes for STAAR
Supply List lead4ward STAAR Snapshots (combines
assessed curriculum, blueprints) STAAR Teacher Field Guides ELAR Data Heat Maps K‐2 TEKS Snapshots Expository Writing Scaffold Reading Blueprints Overview
TEA Reading Text Design Schematics Writing Rubrics (Personal
narrative, literary, expository) Short Answer Rubrics “mini” scoring guides STAAR Sample Items Dictionary Usage Guidelines
District Curriculum Documents Local Assessment Data Aligned/vetted Resources Expository writing framework
Implications for Planning
Implications for Instruction
STAAR Modified English Language Learners General subject area modifications Pre‐reading text ‐ read aloud No paired selections Gr. 4‐8 (no
thematically linked crossover questions) Divide reading and editing selections into
chunks Score writing compositions on 3‐point
rubric See TEA Modification Guidelines for
additional modifications
NO STAAR L STAAR with linguistic
accommodations ‐ Clarification in English of
o Words in Writing prompt o Words in open‐ended
questions (English I, II, III) ‐ Bilingual dictionary ‐ Extra time/same day
Hard to Teach – Hard to Reach Readiness Standards
SE Data Perception # Teachers
Reporting Categories (relative distribution of items – Reading Grade 3 through English III)
© lead4ward, LLC 2011 page 25
STAAR Sample Items English Language Arts
© lead4ward, LLC 2011 page 26
STAAR Sample Items English Language Arts
© lead4ward, LLC 2011 page 27
STAAR Sample Items English Language Arts
© lead4ward, LLC 2011 page 28
STAAR Sample Items English Language Arts
© lead4ward, LLC 2011 page 29
STAAR Sample Items English Language Arts
© lead4ward, LLC 2011 page 30
STAAR Sample Items English Language Arts
© lead4ward, LLC 2011 page 31
STAAR Sample Items English Language Arts
© lead4ward, LLC 2011 page 32
STAAR Sample Items English Language Arts
© lead4ward, LLC 2011 page 33
Source: Texas Education Agency STAAR Resources REV Sep 2011
STAAR Standards Snapshot - Grade 8 Reading
Rptg Cat
STAAR STAAR Modified Readiness Standards Supporting Standards
1
Un
de
rsta
nd
ing
and A
nal
ysis
Acr
oss G
en
res
10 8
8.2.A determine the meaning of grade‐level academic English words derived from Latin, Greek, or other linguistic roots and affixes
8.2.B use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words or words with novel meanings
8.2.E use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words
Fig.19.F make intertextual links among and across texts, including other media (e.g., film, play), and provide textual evidence
8..3.A analyze literary works that share similar themes across cultures8.3.B compare and contrast the similarities and differences in
mythologies from various cultures (e.g., ideas of afterlife, roles and characteristics of deities, purposes of myths)
8.9.A analyze works written on the same topic and compare how the authors achieved similar or different purposes
8.11.A compare and contrast persuasive texts that reached different conclusions about the same issue and explain how the authors reached their conclusions through analyzing the evidence each presents
2
Un
de
rsta
nd
ing
and A
nal
ysis o
f Li
tera
ry T
ext
s
22 18
8.6.A analyze linear plot developments (e.g., conflict, rising action, falling action, resolution, subplots) to determine whether and how conflicts are resolved
8.6.B analyze how the central characters’ qualities influence the theme of a fictional work and resolution of the central conflict
Fig.19.D make complex inferences about text and use textual evidence to support understanding (Fiction)
Fig.19.E summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts (Fiction)
8.3.C explain how the values and beliefs of particular characters are affected by the historical and cultural setting of the literary work
8.4.A compare and contrast the relationship between the purpose and characteristics of different poetic forms (e.g., epic poetry, lyric poetry)
8.5.A analyze how different playwrights characterize their protagonists and antagonists through the dialogue and staging of their plays
8.6.C analyze different forms of point of view, including limited versus omniscient, subjective versus objective
8.7.A analyze passages in well‐known speeches for the author’s use of literary devices and word and phrase choice (e.g., aphorisms, epigraphs) to appeal to the audience
8.8.A explain the effect of similes and extended metaphors in literary text
8.13.A evaluate the role of media in focusing attention on events and informing opinion on issues
8.13.C evaluate various techniques used to create a point of view in media and the impact on audience
Fig.19.D make complex inferences about text and use textual evidence to support understanding (Literary Nonfiction, Poetry, Drama)
Fig.19.E summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts (Literary Nonfiction, Poetry, Drama)
3
Un
de
rsta
nd
ing
and A
nal
ysis o
f
Info
rmat
ion
al T
ext
s
20 16
8.10.A summarize the main ideas, supporting details, and relationships among ideas in text succinctly in ways that maintain meaning and logical order
8.10.C make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns
8.10.D synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres and support those findings with textual evidence
Fig.19.D make complex inferences about text and use textual evidence to support understanding (Expository)
Fig.19.E summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts (Expository)
8.10.B distinguish factual claims from commonplace assertions and opinions and evaluate inferences from their logic in text
8.11.B analyze the use of such rhetorical and logical fallacies as loaded terms, caricatures, leading questions, false assumptions, and incorrect premises in persuasive texts
8.12.B evaluate graphics for their clarity in communicating meaning or achieving a specific purpose
8.13.A evaluate the role of media in focusing attention on events and informing opinion on issues
8.13.C evaluate various techniques used to create a point of view in media and the impact on audience
Fig.19.D make complex inferences about text and use textual evidence to support understanding (Persuasive)
Fig.19.E summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts(Persuasive)
STAAR 52 31‐36 questions from Readiness Standards 16‐21 questions from Supporting Standards
STAAR Modified 42 25‐29 questions from Readiness Standards 13‐17 questions from Supporting Standards
Genres Assessed
Literary Informational
Fiction (Readiness)
Literary Nonfiction (Supporting)
Poetry (Supporting)
Drama (Supporting)
Media Literacy(Embedded)
Expository (Readiness)
Persuasive (Supporting)
Procedural (Embedded)
Media Literacy (Embedded)
© lead4ward, LLC 2011 page 34
Read
ing
Blue
prin
ts
G
r. 3
Gr. 4
Gr. 5
Gr. 6
Gr. 7
Gr. 8
Eng. I
Eng. II
Eng. II
IGenres Assessed
Literary Fi
ctio
n
Lite
rary N
on
fict
ion
Po
etry
Dra
ma
Med
ia L
iter
acy
(em
be
dd
ed)
* *
* *
* *
* *
*
Informational
Exp
osi
tory
Per
suas
ive
Pro
ced
ura
l (e
mb
edd
ed)
* *
* *
* *
* *
*
Med
ia L
iter
acy
(em
be
dd
ed)
* *
* *
* *
* *
*
Test Length
Base Test
Mu
ltip
le C
ho
ice it
ems
40
44
46
48
50
52
38
38
38
Sho
rt A
nsw
er It
em
s
2
2
2
Nu
mb
er o
f Si
ngl
e Se
lect
ion
s 4‐5
3‐4
3‐4
3‐5
4‐5
4‐5
2‐3
2‐3
2‐3
Nu
mb
er o
f P
aire
d S
elec
tio
ns
1
1
1
1
1
1
1
1
Tota
l Rea
din
g Lo
ad (
# w
ord
s)
27
00
31
00
33
00
37
00
39
00
44
00
31
00
33
00
35
00
Field Test
Mu
ltip
le C
ho
ice it
ems
8
8
8
8
8
8
TBD
TBD
TBD
Sho
rt A
nsw
er It
em
s
1
1
1
Nu
mb
er o
f Si
ngl
e Se
lect
ion
s 1
1
1
1
1
1
1^
1^
1^
Nu
mb
er o
f P
aire
d S
elec
tio
ns
1
1
1
1
1
Tota
l Rea
din
g Lo
ad
70
0
80
0
80
0
90
0
90
0
90
0
12
00
12
00
12
00
* Em
bed
ded
in o
ther p
assa
ges
^ Fi
eld t
est
will b
e a
sin
gle
sele
ctio
n O
R p
aire
d s
elec
tio
n
© lead4ward, LLC 2011 page 35
Expository Writing Scaffold Read, Think, Write, Be Sure to −
READ the statement or quotation – note what it means
THINK about another way to say the big idea
WRITE a more focused rewording
Be Sure To -
q State a clear thesis q Organize the writing q Develop the writing q Choose words carefully (precise and concise)
© lead4ward, LLC 2011 page 36
1
2
3
4
5
6
7
8
9
10
11
13
13
14
15
16
17
18
19
20
21
22
23
24
25
26
© lead4ward, LLC 2011 page 37
Science
Highlighted changes for STAAR
Supply List lead4ward STAAR Snapshot (combines
assessed curriculum, blueprints) STAAR Teacher Field Guides Science Data Heat Maps Science Inquiry Framework
TEA Science Reference Materials Griddable Item Format STAAR Sample Items TMSDS Calculator Usage
District Curriculum Documents Local Assessment Data Aligned/vetted Resources Science equipment – TEKS based Expository writing framework
Implications for Planning
Implications for Instruction
STAAR Modified English Language Learners Reduce # of steps and/or operations Provide formula and/or conversion (from
Reference Materials) in a text box within the item
Provide explicit directions to explain a process (e.g., measuring)
Delete griddable items Direct student attention to the periodic
table on Reference Materials Bold defined, non‐tested, subject‐specific
terms in a text box or provide definition in parenthesis after the word in the item
See TEA Modification Guidelines for additional modifications
STAAR L for eligible students STAAR with linguistic
accommodations ‐ Bilingual dictionary ‐ Extra time/same day
Hard to Teach – Hard to Reach Readiness Standards
SE Data Perception # Teachers
© lead4ward, LLC 2011 page 38
STAAR Sample Items Science
© lead4ward, LLC 2011 page 39
Source: Texas Education Agency STAAR Resources REV Sep 2011
STAAR Standards Snapshot - Grade 8 Science
Rptg Cat
STAAR STAAR
Modified Readiness Standards Supporting Standards
1
Mat
ter
an
d
Ene
rgy
14 11
8.5.A describe the structure of atoms, including the masses, electrical charges, and locations, of protons and neutrons in the nucleus and electrons in the electron cloud
8.5.B identify that protons determine an element’s identity and valence electrons determine its chemical properties, including reactivity
8.5.C interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify elements
8.5.D recognize that chemical formulas are used to identify substances and determine the number of atoms of each element in chemical formulas containing subscripts
8.5.E investigate how evidence of chemical reactions indicate that new substances with different properties are formed
8.5.F recognize whether a chemical equation containing coefficients is balanced or not and how that relates to the law of conservation of mass
7.5.C diagram the flow of energy through living systems, including
food chains, food webs, and energy pyramids 7.6.A identify that organic compounds contain carbon and other
elements such as hydrogen, oxygen, phosphorus, nitrogen, or sulfur
7.6.B distinguish between physical and chemical changes in matter in the digestive system
6.5.C differentiate between elements and compounds on the most
basic level 6.6.A compare metals, nonmetals, and metalloids using physical
properties such as luster, conductivity, or malleability 6.6.B calculate density to identify an unknown substance
2
Forc
e, M
oti
on
and E
ne
rgy
12 10
8.6.A demonstrate and calculate how unbalanced forces change the speed or direction of an object’s motion
8.6.C investigate and describe applications of Newton’s law of inertia, law of force and acceleration, and law of action‐reaction such as in vehicle restraints, sports activities, amusement park rides, Earth’s tectonic activities, and rocket launches
8.6.B differentiate between speed, velocity, and acceleration 7.7.A contrast situations where work is done with different amounts
of force to situations where no work is done such as moving a box with a ramp and without a ramp, or standing still
6.8.A compare and contrast potential and kinetic energy 6.8.C calculate average speed using distance and time measurements 6.8.D measure and graph changes in motion 6.9.C demonstrate energy transformations such as energy in a
flashlight battery changes from chemical energy to electrical energy to light energy
3
Eart
h a
nd S
pac
e
14 11
8.7.A model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves around the Sun causing changes in seasons
8.7.B demonstrate and predict the sequence of events in the lunar cycle
8.8.A describe components of the universe, including stars, nebulae, and galaxies, and use models such as the Hertzsprung‐Russell diagram for classification
8.9.B relate plate tectonics to the formation of crustal features
8.9.C interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering
8.7.C relate the position of the Moon and Sun to their effect on ocean tides
8.8.B recognize that the Sun is a medium‐sized star near the edge of a disc‐shaped galaxy of stars and that the Sun is many thousands of times closer to Earth than any other star
8.8.C explore how different wavelengths of the electromagnetic spectrum such as light and radio waves are used to gain information about distances and properties of components in the universe
8.8.D model and describe how light years are used to measure distances and sizes in the universe
8.9.A describe the historical development of evidence that supports plate tectonic theory
8.10.A recognize that the Sun provides the energy that drives convection within the atmosphere and oceans, producing winds and ocean currents
8.10.B identify how global patterns of atmospheric movement influence local weather using weather maps that show high and low pressures and fronts
8.10.C identify the role of the oceans in the formation of weather systems such as hurricanes
7.8.C model the effects of human activity on groundwater and surface
water in a watershed 6.11.B understand that gravity is the force that governs the motion of
our solar system
© lead4ward, LLC 2011 page 40
Source: Texas Education Agency STAAR Resources REV Sep 2011
STAAR Standards Snapshot - Grade 8 Science
Rptg Cat
STAAR STAAR
Modified Readiness Standards Supporting Standards
4
Org
anis
ms
and
Envi
ron
me
nts
14 11
8.11.A describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems
8.11.B investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition
8.11.C explore how short‐and long‐term environmental changes affect organisms and traits in subsequent populations
8.11.D recognize human dependence on ocean systems and explain how human activities such as runoff, artificial reefs, or use of resources have modified these systems
7.10.B describe how biodiversity contributes to the sustainability of an
ecosystem 7.10.C observe, record, and describe the role of ecological succession
such as in a microhabitat of a garden with weeds 7.11.A examine organisms or their structures such as insects or leaves
and use dichotomous keys for identification 7.11.C identify some changes in genetic traits that have occurred over
several generations through natural selection and selective breeding such as the Galapagos Medium Ground Finch (Geospiza fortis) or domestic animals
7.12.B identify the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems
7.12.D differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole
7.12.F recognize that according to cell theory all organisms are composed of cells and cells carry on similar functions such as extracting energy from food to sustain life
7.14.B compare the results of uniform or diverse offspring from sexual reproduction or asexual reproduction
7.14.C recognize that inherited traits of individuals are governed in the genetic material found in the genes within chromosomes in the nucleus
6.12.D identify the basic characteristics of organisms, including
prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction, that further classify them in the currently recognized Kingdoms
STAAR 54
(4 Grid) 32‐35 questions from Readiness Standards 19‐22 questions from Supporting Standards
STAAR Modified 43 26‐28 questions from Readiness Standards 15‐17 questions from Supporting Standards
Process Standards (Scientific Investigation and Reasoning Skills)
STAAR STAAR
Modified 8.1.A demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards 8.1.B practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials 8.2.A plan and implement comparative and descriptive investigations by making observations, asking well‐defined questions, and using
appropriate equipment and technology 8.2.B design and implement comparative and experimental investigations by making observations, asking well‐defined questions,
formulating testable hypotheses, and using appropriate equipment and technology 8.2.C collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and
graphic organizers 8.2.D construct tables and graphs, using repeated trials and means, to organize data and identify patterns 8.2.E analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends 8.3.A in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and
experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student
8.3.B use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic feature 8.3.C identify advantages and limitations of models such as size, scale, properties, and materials 8.3.D relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as
related to the content 8.4.A use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter sticks, graduated
cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators, computers, spectroscopes, timing devices, and other equipment as needed to teach the curriculum
8.4.B use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher
≥ 40% of Items will be dual coded
≈ 22
items will be dual
coded
≥ 32% of Items will be dual coded
≈ 14
items will be dual
coded
© lead4ward, LLC 2011 page 41
Investigations – STAAR Science – Content Through Inquiry Grade
Unit
Descriptive Investigations Kinder Gr. 1 Gr. 2 Gr. 3 Gr. 4 Gr. 5 Gr. 6 Gr. 7 Gr. 8 Biology Chemistry Physics Descriptive investigations involve collecting qualitative and/or quantitative data to draw conclusions about a natural or man‐made system (e.g., rock formation, animal behavior, cloud, bicycle, electrical circuit).
A descriptive investigation includes a question, but no hypothesis
Observations are recorded, but no comparisons are made
No variables are manipulated.
Descriptive Investigations Concepts Investigated Distractor Factor (conceptual)
Comparative Investigations Gr. 5 ^ Gr. 6 Gr. 7 Gr. 8 Biology Chemistry Physics Comparative investigations involve collecting data on different organisms/objects/ features/events, or collecting data under different conditions (e.g., time of year, air temperature, location) to make a comparison.
The hypothesis identifies one independent (manipulated) variable and one dependent (responding) variable.
A fair test (conducted by making sure that only one factor (variable) is changed at a time, while keeping all other conditions the same) can be designed to measure variables so that the relationship between them is determined.
Comparative Investigations Concepts Investigated Distractor Factor (conceptual)
^ Comparative investigations not specified in Grade 5 TEKS Introduction; however, student expectations require comparative investigation.
Experimental Investigations Gr. 5 Gr. 6 Gr. 7 Gr. 8 Biology Chemistry Physics Experimental investigations involve designing a fair test similar to a comparative investigation, but a control is identified. The variables are measured in an effort to gather evidence to support or not support a causal relationship. This is often called a controlled experiment.
All known variables have been identified.
Has a research question, hypothesis, procedures, control, and conclusion
Has independent/manipulated and dependent/response variables
All factors can be held constant except the one manipulated
Experimental Investigations Concepts Investigated Distractor Factor (conceptual)
SOURCE: Adapted from Texas Education Agency, Science Curriculum, August 2010
© lead4ward, LLC 2011 page 42
Teaching for Inquiry
TEACHING that is consistent with the 5E Instructional Model
TEACHING that is inconsistent with the 5E Instructional Model
Engage
§ Piques students’ curiosity and generates interest
§ Determines students’ current understanding (prior knowledge) of a concept or idea
§ Invites students to express what they think § Invites students to raise their own questions
§ Introduces vocabulary § Explains concepts § Provides definitions and answers § Provides closure § Discourages students’ ideas and questions
Explore
§ Encourages student-‐to-‐student interaction § Observes and listens to the students as they
interact § Asks probing questions to help students make
sense of their experiences § Provides time for students to puzzle through
problems
§ Provides answers § Proceeds too rapidly for students to make sense
of their experiences § Provides closure § Tells the students that they are wrong § Gives information and facts that solve the
problem § Leads the students step-‐by-‐step to a solution
Explain
§ Encourages students to use their common experiences and data from the Engage and
§ Explore lessons to develop explanations § Asks questions that help students express
understanding and explanations § Requests justification (evidence) for students’
explanations § Provides time for students to compare their
ideas with those of others and perhaps to revise their thinking
§ Introduces terminology and alternative explanations after students express their ideas
§ Neglects to solicit students’ explanations § Ignores data and information students gathered
from previous lessons § Dismisses students’ ideas § Accepts explanations that are not supported by
evidence § Introduces unrelated concepts or skills
Elaborate
§ Focuses students’ attention on conceptual connections between new and former experiences
§ Encourages students to use what they have learned to explain a new event or idea
§ Reinforces students’ use of scientific terms and descriptions previously introduced
§ Asks questions that help students draw reasonable conclusions from evidence and data
§ Neglects to help students connect new and former experiences
§ Provides definitive answers § Tells the students that they are wrong § Leads students step-‐by-‐step to a solution
Evaluate
§ Observes and records as students demonstrate their understanding of the concepts and performance of skills
§ Provides time for students to compare their ideas with those of others and perhaps to revise their thinking
§ Interviews students as a means of assessing their developing understanding
§ Encourages students to assess their own progress
§ Tests vocabulary words, terms, and isolated facts § Introduces new ideas or concepts § Creates ambiguity § Promotes open-‐ended discussion unrelated to
the concept or skill
Source: BSCS, 2005
© lead4ward, LLC 2011 page 43
Reporting Category
# of Items Readiness Standards Supporting Standards
1 Matter a
nd
Energy
8
5.5.A classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy
5.5.B identify the boiling and freezing/melting points of water on the Celsius scale
5.5.C demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and sand
5.5.D identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving salt in water or adding lemon juice to water
6 Michelle was trying to find the freezing point of water during an experiment. How many degrees will the water have to still cool when she looks at the thermometer above?
F 6 degrees G 32 degrees H 36 degrees J degrees
SE: 5.5(A) Cognitive Complexity: Analyze Taught
SE: 5.5(D) Cognitive Complexity: Understand Learned
SE: 5.5(C) Cognitive Complexity: Apply Learned
SE: 5.5(A) Cognitive Complexity: Analyze Learned
SE: 5.5(B), 5.2(D) (collect info) Cognitive Complexity: Remember Learned
SE: 5.5(B) Cognitive Complexity: Remember Taught
SE: 5.5(A) Cognitive Complexity: Analyze Taught
SE: 5.5(A) Cognitive Complexity: Analyze Learned © lead4ward, LLC 2011 page 44
Professional Learning Community Agenda Grade/Course/Content Area Date
Question Our Resources Our Learning
What is it we expect our students to learn?
How will we know when they have learned?
How will we respond when they don’t learn?
How will we respond when they already know it?
© lead4ward, LLC 2011 page 45
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4w
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0©
20
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lead
4w
ard
Engl
ish
Lan
guag
e A
rts
Gra
de
8
Co
nte
nt
Bu
ilde
r
Wh
at d
o t
he
stu
de
nts
ne
ed
to
kn
ow
?C
on
ten
tTh
e ce
ntr
al c
har
acte
r is
th
e ch
arac
ter
a re
ader
s fo
llow
s th
rou
gho
ut
the
sto
ry
and
is u
sual
ly t
he
mai
n c
har
acte
r. C
har
acte
rs b
rin
g th
e th
eme
and
plo
t to
life
th
rou
gh t
hei
r w
ord
s, a
c o
ns,
th
ou
ghts
, an
d f
eelin
gs. T
he
inte
rnal
an
d e
xter
nal
re
spo
nse
s d
emo
nst
rate
d b
y ch
arac
ters
pro
vid
e th
e re
ader
insi
ght
by
reve
alin
g ch
arac
ters
’ bac
kgro
un
d, g
oal
s, e
mo
on
al n
eed
s, fl
aws,
str
engt
hs,
mo
va
on
s an
d s
tru
ggle
s.
Co
nn
ec
on
sIn
pre
vio
us
grad
es, s
tud
ents
exa
min
ed c
har
acte
rs’ t
rait
s, m
o v
a o
ns,
fee
lings
, an
d c
han
ges
they
exp
erie
nce
d. T
hey
als
o e
xam
ined
th
e ro
les
and
fu
nc
on
s o
f ch
arac
ters
an
d h
ow
ch
arac
ters
wer
e re
veal
ed t
hro
ugh
ext
ern
al a
nd
inte
rnal
re
spo
nse
s. In
th
is s
tan
dar
d, s
tud
ents
use
pri
or
kno
wle
dge
of
char
acte
riza
on
to
an
alyz
e th
e ce
ntr
al c
har
acte
r’s
qu
ali
es
and
det
erm
ine
ho
w t
hes
e q
ual
i e
s aff
ect
th
e th
eme.
To w
hat
de
gre
e w
ill t
his
lear
nin
g im
pac
t le
arn
ing
two
ye
ars
do
wn
th
e r
oad
?Th
is s
tan
dar
d s
up
po
rts
Engl
ish
I R
ead
ines
s St
and
ard
EI.
5B
as
stu
den
ts e
xam
ine
ho
w a
uth
ors
dev
elo
p c
om
ple
x ch
arac
ters
an
d E
ngl
ish
II S
up
po
r n
g St
and
ard
EI
I.5
B a
s st
ud
ents
exa
min
e th
e m
ora
l dile
mm
as o
f ch
arac
ters
acr
oss
diff
ere
nt
cou
ntr
ies
and
cu
ltu
res.
A
cad
em
ic V
oca
bu
lary
• C
entr
al c
har
acte
r•
Them
e•
Co
nfl i
ct•
Res
olu
on
R
igo
r Im
plic
a o
ns
Ve
rb•
An
alyz
e
Leve
l of
Blo
om
’s T
axo
no
my
• A
nal
yzin
g In
stru
c o
nal
Imp
lica
on
sA
nal
yzin
g h
ow
a c
har
acte
r’s
qu
ali
es
infl u
ence
th
eme
req
uir
es s
ever
al s
tep
s.
In o
rder
to
un
der
stan
d a
ch
arac
ter’
s q
ual
i e
s (e
.g, n
eed
s, f
eelin
gs, m
o v
a- o
ns,
fl aw
s, s
tren
gth
s, m
ora
ls, a
nd
val
ues
), in
tern
al a
nd
ext
ern
al r
esp
on
ses
mu
st b
e an
alyz
ed. O
nce
a c
har
acte
r an
d t
he
dev
elo
pm
ent
of
the
them
e ar
e cl
earl
y u
nd
erst
oo
d, s
tud
ents
an
alyz
e th
e p
lot
dev
elo
pm
ent,
its
rela
on
ship
to
th
e th
eme,
an
d t
he
char
acte
r’s
role
in a
dva
nci
ng
the
confl i
ct a
nd
res
olu
- o
n. M
akin
g co
nn
ec o
ns
amo
ng
the
char
acte
r’s
resp
on
ses,
th
e d
evel
op
-m
ent
of
plo
t, a
nd
th
e d
evel
op
men
t o
f th
eme
pro
vid
es s
tud
ents
th
e in
for-
ma
on
nee
ded
to
det
erm
ine
ho
w t
he
char
acte
r’s
qu
ali
es
infl u
ence
d t
he
them
e. C
rea
ng
scen
ario
s w
ith
th
emes
to
co
mp
lete
a T
-Ch
art
to b
rain
sto
rm
po
ssib
le c
har
acte
r q
ual
i e
s h
elp
s st
ud
ents
co
nce
ptu
aliz
e th
is s
tan
dar
d. T
he
imp
ort
ance
of
this
an
alys
is is
fo
r st
ud
ents
to
mak
e co
nn
ec o
ns
to t
hei
r o
wn
liv
es a
nd
th
ose
aro
un
d t
hem
.
D
istr
acto
r Fa
cto
r
Rea
din
g fo
r an
alys
is is
diff
ere
nt
than
rea
din
g fo
r p
leas
ure
. Wh
en r
ead
ing
for
anal
ysis
, stu
den
ts s
ho
uld
fi rs
t re
ad t
o g
et a
n o
verv
iew
of
the
mea
nin
g an
d
rere
ad in
ord
er t
o a
nal
yze.
Le
vel o
f D
iffi
cult
y (b
ase
d o
n lo
cal d
ata)
□ M
od
erat
e
□ C
hal
len
gin
g
(8.6
) C
om
pre
he
nsi
on
of
Lite
rary
Tex
t/Fi
c o
n. S
tud
ents
un
der
stan
d, m
ake
infe
ren
ces
and
dra
w c
on
clu
sio
ns
abo
ut
the
stru
ctu
re a
nd
ele
men
ts o
f fi c
on
an
d p
rovi
de
evid
ence
fro
m t
ext
to s
up
po
rt t
hei
r u
nd
erst
and
ing.
Stu
den
ts a
re e
xpec
ted
to
(B)
anal
yze
ho
w t
he
ce
ntr
al c
har
acte
rs’ q
ual
i e
s infl u
en
ce t
he
th
em
e o
f a fi c
on
al w
ork
an
d r
eso
lu o
n o
f th
e c
en
tral
co
nfl i
ct;
8.6
B R
ead
ine
ss
© lead4ward, LLC 2011 page 48
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4w
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m©
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lead
4w
ard
Engl
ish
Lan
guag
e A
rts
Gra
de
8
8.3
C S
up
po
r n
g
Su
pp
or
ng
the
Re
adin
ess
Sta
nd
ard
s
Wh
at R
ead
ine
ss S
tan
dar
d(s
) o
r co
nce
pts
fro
m t
he
Re
adin
ess
Sta
nd
ard
s d
oe
s it
su
pp
ort
?•
This
sta
nd
ard
su
pp
ort
s R
ead
ines
s St
and
ard
TEK
S 8
.6B
as
it r
elat
es t
o
char
acte
r q
ual
i e
s.•
In p
revi
ou
s gr
ades
, stu
den
ts c
om
par
ed a
nd
co
ntr
aste
d t
he
his
tori
cal a
nd
cu
ltu
ral s
e
ngs
an
d a
nal
yzed
ho
w
me
and
pla
ce infl u
ence
th
eme.
Th
is
stan
dar
d b
uild
s o
n p
rio
r kn
ow
led
ge a
s st
ud
ents
exa
min
e ch
arac
ters
to
d
eter
min
e h
ow
th
eir
valu
es a
nd
bel
iefs
are
aff
ecte
d b
y th
e h
isto
rica
l an
d
cult
ura
l se
n
g.
• Th
is s
tan
dar
d s
up
po
rts
Engl
ish
I an
d E
ngl
ish
II S
up
po
r n
g St
and
ard
EI.
2C
an
d E
II.2
C a
s st
ud
ents
co
n n
ue
to a
nal
yze
the
infl u
ence
of
his
tori
cal a
nd
cu
ltu
ral s
e
ng
as it
rel
ates
to
fi gu
ra v
e la
ngu
age.
Ho
w d
oe
s it
su
pp
ort
th
e R
ead
ine
ss S
tan
dar
d(s
)?Th
is s
tan
dar
d s
up
po
rts
Rea
din
ess
Stan
dar
d T
EKS
8.6
B a
s st
ud
ents
an
alyz
e h
ow
ch
arac
ters
’ qu
ali
es
infl u
ence
th
eme,
co
nfl i
ct, a
nd
res
olu
on
. Th
is s
tan
-d
ard
su
pp
ort
s th
e u
nd
erst
and
ing
of
char
acte
riza
on
wh
ich
can
be
app
lied
to
o
ther
asp
ects
of
char
acte
r infl u
ence
.
Ma
y b
e a
dju
sted
acc
ord
ing
to
loca
l cu
rric
ulu
m.
A
cad
em
ic V
oca
bu
lary
• V
alu
e•
Bel
ief
• Se
n
g
• H
isto
rica
l•
Cu
ltu
ral
R
igo
r Im
plic
a o
ns
Ve
rb•
Exp
lain
Leve
l of
Blo
om
’s T
axo
no
my
• U
nd
erst
and
ing
Inst
ruc
on
al Im
plic
a o
ns
Stu
den
ts m
ay s
tru
ggle
wit
h u
nd
erst
and
ing
the
sign
ifi ca
nce
of
his
tory
an
d c
ult
ure
. It
is n
eces
sary
fo
r st
ud
ents
to
hav
e a
clea
r u
nd
erst
and
ing
of
the
cult
ura
l an
d h
isto
rica
l se
n
g b
efo
re t
hey
can
tru
ly u
nd
erst
and
th
e co
nn
ec o
ns
amo
ng
cult
ure
, his
tory
, an
d c
har
acte
r q
ual
i e
s. T
he
stu
dy
of
his
tory
an
d c
ult
ure
sh
ou
ld b
e ex
plo
red
th
rou
gh c
on
text
in o
rder
to
su
p-
po
rt d
eep
er c
on
nec
on
s an
d c
lear
er u
nd
erst
and
ings
.
(8.3
) C
om
pre
he
nsi
on
of
Lite
rary
Tex
t/Th
em
e a
nd
Ge
nre
. Stu
den
ts a
nal
yze,
mak
e
infe
ren
ces
and
dra
w c
on
clu
sio
ns
abo
ut
them
e an
d g
enre
in d
iff e
ren
t cu
ltu
ral,
his
tori
cal,
and
co
nte
mp
ora
ry c
on
text
s an
d p
rovi
de
evid
ence
fro
m t
he
text
to
su
pp
ort
th
eir
un
der
stan
din
g. S
tud
ents
are
exp
ecte
d t
o
(C)
exp
lain
ho
w t
he
val
ue
s an
d b
elie
fs o
f p
ar c
ula
r ch
arac
ters
are
aff
ect
ed
by
the
his
tori
cal a
nd
cu
ltu
ral s
e
ng
of
the
lite
rary
wo
rk.
© lead4ward, LLC 2011 page 49
Intervention Areas
Grade 8 Math
Grade 8 Science
1st Semester 1st Semester
First Six Weeks First Six Weeks
Unit 01: Numerical Understanding: Rational Numbers (10 days) 8 . 1 AD E ; 8 . 1 4 AC D ; 8 . 1 5 AB ; 8 . 1 6 AB Unit 02: Numerical Operations: Rational Numbers (15 days) 8 . 1 B ; 8 . 2 AB C ; 8 . 5 A ; 8 . 1 4 AB C
Unit 01: Science Safety and Procedures (3 days) 8 . 1 A ; 8 . 4 B Unit 02: Atoms (8 days) 8 . 2 C ; 8 . 3 B D ; 8 . 5 AB Unit 03: Periodic Table (9 days) 8 . 2 E ; 8 . 5 B C
Second Six Weeks Second Six Weeks
Unit 03: Proportionality: Representations and Applications (17 days) 8 . 1 B ; 8 . 2 B D ; 8 . 3 AB ; 8 . 7 B ; 8 . 9 B ; 8 . 1 4 AB C D ; 8 . 1 5 A ; 8 . 1 6 AB Unit 04: Geometry: Transformations in the Coordinate Plane and Perspectives (8 days) 8 . 2 D ; 8 . 3 B ; 8 . 6 AB ; 8 . 7 A B D ; 8 . 1 4 AD ; 8 . 1 5 AB ; 8 . 1 6 A B
Unit 04: Chemical Formulas, Equations, and Reactions (15 days) 8 . 2 C E ; 8 . 3 B C ; 8 . 5 D E F Unit 05: Force and Motion (8 days) 8 . 1 A ; 8 . 2 B C D E ; 8 . 4 A ; 8 . 6 AB
Third Six Weeks Third Six Weeks
Unit 05: Algebraic Representations and Applications (13 days) 8 . 2 AB ; 8 . 3 A ; 8 . 4 ; 8 . 5 AB , 8 . 7 D ; 8 . 1 4 AB C D ; 8 . 1 5 AB ; 8 . 1 6 AB Unit 06: Irrational Numbers and Pythagorean Theorem (7 days) 8 . 1 C E ; 8 . 2 B ; 8 . 7 B C ; 8 . 9 A ; 8 . 1 4 AB C D ; 8 . 1 5 A ; 8 . 1 6 A B
Unit 06: Newton’s Laws (10 days) 8 . 2 C E ; 8 . 3 B C D ; 8 . 4 A ; 8 . 6 C Unit 07: Forces that Change the Earth (15 days) 8 . 2 E ; 8 . 3 AB C D ; 8 . 9 AB C
2nd Semester 2nd Semester
Fourth Six Weeks Fourth Six Weeks
Unit 07: Measurement: Two- and Three-Dimensional (19 days) 8 . 2 B C D ; 8 . 7 AB ; 8 . 8 AB C ; 8 . 9 B ; 8 . 1 0 AB ; 8 . 1 4 AB C D ; 8 . 1 5 A Unit 08: Probability (6 days) 8 . 2 B ; 8 . 1 1 AB C ; 8 . 1 4 AC D ; 8 . 1 5 A ; 8 . 1 6 A B
Unit 08: Climatic Interactions (10 days) 8 . 2 C E ; 8 . 3 D ; 8 . 1 0 AB C Unit 09: Earth Cycles (10 days) 8 . 2 E ; 8 . 3 B C ; 8 . 7 AB C Unit 10: Light Years and Theories (5 days) 8 . 2 C ; 8 . 3 AB C D ; 8 . 8 D E
Fifth Six Weeks Fifth Six Weeks
Unit 09: Statistical Representations and Analysis (15 days) 8 . 2 B ; 8 . 4 ; 8 . 1 2 AB C ; 8 . 1 3 AB ; 8 . 1 4 AC D ; 8 . 1 5 AB ; 8 . 1 6 AB Unit 10: Making Connections (10 days) 8 . 1 C ; 8 . 2 B ; 8 . 3 B ; 8 . 4 ; 8 . 6 A ; 8 . 8 C ; 8 . 9 AB ; 8 . 1 0 A B ; 8 . 1 1 A ; 8 . 1 3 B ; 8 . 1 4 AB C D ; 8 . 1 5 AB ; 8 . 1 6 AB
Unit 11: Characteristics of the Universe (13 days) 8 . 2 E ; 8 . 3 AB C D ; 8 . 8 AB C Unit 12: Interdependence Among Living Systems (12 days) 8 . 1 B ; 8 . 2 AE ; 8 . 1 1 AB C D
Sixth Six Weeks Sixth Six Weeks
Unit 11: Graphing Calculator Investigations (20 days) 8 . 1 D E ; 8 . 2 AD ; 8 . 3 A ; 8 . 4 ; 8 . 5 AB ; 8 . 7 D ; 8 . 1 2 AB C ; 8 . 1 4 D
Unit 13: Experimental Design (20 days) 8 . 1 A ; 8 . 2 AB C D E ; 8 . 4 AB
© lead4ward, LLC 2011 page 50
St
ud
en
t R
ep
ort – G
rad
e 8 M
ath
© le
ad
4w
ard
, LLC 2
01
1
Pa
ge
1
Nam
e
Six
We
ek
Pe
rio
d
1
st
2n
d
3rd
4th
5th
6th
Rp
tg
Cat #
1
Re
adin
ess
Stan
dar
ds
My
Go
al
Test 1
Test 2
Test 3
Sup
po
rtin
g St
and
ard
s M
yG
oal
Test 1
Test 2
Test 3
Numbers, Operations, and
Quantitative Reasoning
8.1
.A c
om
par
e an
d o
rde
r ra
tio
nal n
um
ber
s in v
ario
us
form
s in
clu
din
g in
tege
rs, p
erce
nts
, an
d p
osi
tive a
nd
neg
ativ
e fr
acti
on
s an
d d
eci
mal
s.1
.B c
on
vert b
etw
een
fr
acti
on
s, d
ecim
als, w
ho
le n
um
be
rs, a
nd p
erce
nts
men
tally
, on p
ape
r, o
r w
ith a c
alcu
lato
r
8.1
.B s
elec
t an
d u
se a
pp
rop
riat
e fo
rms
of
rati
on
al
nu
mb
ers
to s
olv
e r
eal‐
life
pro
ble
ms
incl
ud
ing
tho
se in
volv
ing
pro
po
rtio
nal r
elat
ion
ship
s
8.2
.B u
se a
pp
rop
riat
e o
per
atio
ns
to s
olv
e p
rob
lem
s in
volv
ing
rati
on
al n
um
ber
s in p
rob
lem s
itu
atio
ns
8.1
.C a
pp
roxi
mat
e (m
enta
lly a
nd w
ith c
alcu
lato
rs)
the
valu
e o
f ir
rati
on
al n
um
ber
s as t
hey a
rise f
rom
pro
ble
m s
itu
ao
ns
(su
ch a
s π
,√2
)
Wh
ere a
re m
y st
ren
gth
s?
Wh
ere c
an I
imp
rove
? W
hat a
ctio
ns
do I
ne
ed t
o t
ake
?
8.1
.D e
xpre
ss n
um
ber
s in s
cien
tifi
c n
ota
tio
n,
incl
ud
ing
neg
ativ
e ex
po
nen
ts, i
n a
pp
rop
riat
e p
rob
lem s
itu
atio
ns
8.2
.A s
ele
ct a
pp
rop
riat
e o
per
atio
ns
to s
olv
e p
rob
lem
s in
volv
ing
rati
on
al n
um
ber
s an
d ju
stif
y th
e se
lect
ion
s
8.2
.C e
valu
ate
a so
luti
on f
or
reas
on
able
nes
s
8.2
.D u
se m
ult
iplic
atio
n b
y a
give
n c
on
stan
t fa
cto
r (i
ncl
ud
ing
un
it r
ate) t
o r
epre
sen
t an
d s
olv
e p
rob
lem
s in
volv
ing
pro
po
rtio
nal r
elat
ion
ship
s in
clu
din
g co
nve
rsio
ns
bet
we
en m
easu
rem
ent
syst
ems
R
ptg
Cat #
2
Re
adin
ess
Stan
dar
ds
My
Go
al
Test 1
Test 2
Test 3
Sup
po
rtin
g St
and
ard
s M
yG
oal
Test 1
Test 2
Test 3
Patterns, Relationships, Algebraic
Reasoning
8.3
.B e
stim
ate
and f
ind s
olu
tio
ns
to a
pp
licat
ion
pro
ble
ms
invo
lvin
g p
erce
nts a
nd o
ther p
rop
ort
ion
al
rela
tio
nsh
ips
such a
s si
mila
rity a
nd r
ates
8.3
.A c
om
par
e an
d c
on
tras
t p
rop
ort
ion
al a
nd
no
n‐p
rop
ort
ion
al li
nea
r re
lati
on
ship
s
8.4
.A g
en
era
te a d
iffe
ren
t re
pre
sen
tati
on o
f d
ata
give
n
ano
ther r
epre
sen
tati
on o
f d
ata
(su
ch a
s a
tab
le, g
rap
h,
equ
atio
n, o
r ve
rbal d
escr
ipti
on
)
8.5
.B f
ind a
nd e
valu
ate
an a
lgeb
ra i
c ex
pre
ssio
n
to d
eter
min
e a
ny
term
in a
n a
rith
met
ic s
equ
ence
(wit
h a c
on
stan
t ra
te o
f ch
ange
)
8.5
.A p
red
ict, f
ind
, an
d ju
stif
y so
luti
on
s to a
pp
licat
ion
pro
ble
ms
usi
ng
app
rop
riat
e ta
ble
s, g
rap
hs, a
nd
alge
bra
ic e
qu
atio
ns
Wh
ere a
re m
y st
ren
gth
s?
Wh
at a
ctio
ns
do I
ne
ed t
o t
ake
?
Wh
ere c
an I
imp
rove
?
© lead4ward, LLC 2011 page 51
Con
nect
ing
the
Syst
ems
STA
AR
– C
urri
culu
m –
PLC
Pro
cess
Area
STAA
R Cu
rriculum
Th
e PLC Process
Notes:
What is it w
e expe
ct
our stude
nts to
learn?
The TEKS
• Re
adiness
• Supp
ortin
g •
Process
• [in
eligible]
Vertical Alignm
ent
Documen
ts
Unit P
lann
ers
• Specificity
• Co
ncep
ts
• Ke
y Und
erstandings
Conten
t Co
ntext
Cognitive Level
Hard to
Teach – Hard to
Reach
How will we know
whe
n they have
learne
d?
Performance
Categorie
s Level III – Ad
vanced
Level II – Satisfactory
Level I –
Unsatisfactory
Unit o
rganize
rs
• Pe
rformance
Indicators
Common
Assessm
ents
Curriculum
Based
Assessmen
ts (local)
Benchm
arks
SE Analysis
Unit a
ssessm
ents
Form
ative assessmen
t §
Observatio
n §
CBA
How will we respon
d whe
n they don
’t learn?
SSI
EOC Re
test
Unit O
rganize
rs
• Academ
ic
Vocabu
lary
• Distractor Factor
Supp
lemen
tal Lessons
Diffe
rentiated Lesson
s
Plan Distractor Factor
Form
ative assessmen
t §
Observatio
n §
CBA
Diffe
rentiatio
n
How will we respon
d whe
n they alre
ady
know
it?
Graduate th
em!!!!
Unit o
rganize
rs
• Distractor Factor
Diffe
rentiated Lesson
s
Make sure th
e way th
ey
got it is c
onsistent over
time
Extend
© lead4ward, LLC 2011 page 54
Aligning the STAARs CIA Checklist
Stuff
q Know where to get the materials to get ready o http://www.tea.state.tx.us/student.assessment/staar/ o http://lead4ward.com/resources/ o District resources
Curriculum
q Understand the difference between readiness, supporting, and process standards
q Know when the hard-‐to-‐teach/hard-‐to-‐reach standards are taught q Know what parts of my curriculum support success on STAAR q District Resources
Instruction
q Use academic vocabulary q Teach more on Less (err… fewer) – more novel ways to show learning q Evaluate instructional materials to ensure they are at the level of the TEKS q Teach/use processes in context q Define my questioning strategy q Teaching for my course in a way that prepares students for the next two courses q District Resources
Assessment
q Test what I teach q Test what students are supposed to learn q Know my own data and know where to get it q District Resources
© lead4ward, LLC 2011 page 55
We Are . . . Ready for STAAR!
1 STAAR is designed to be a rigorous assessment of all of the TEKS for a particular grade level subject or course.
2 Readiness Standards represent about 65% of the TEKS for a grade-level subject or course.
3 A first-year 9th grader in 2011-12 who earns course credit for Algebra I at the end of the fall semester will not be required to take the STAAR Algebra I test in the Spring of 2012.
4 Process Standards, which were separately assessed in TAKS, will not be assessed in STAAR – since they cannot be assessed in a traditional paper/pencil test.
5 STAAR End-of-Course assessments have a 4-hour time limit for completion; however, subject area STAAR assessments in Grades 3 through 8 will continue to be untimed.
6 A student below grade 9 in 2011-12 who is enrolled in a course for which there is a STAAR EOC assessment is required to take the STAAR EOC assessment for the course - but is not required to take the corresponding subject area STAAR assessment in his/her grade level (unless district policy requires the student to take both assessments).
7 A student who has a passing grade in a course before taking the STAAR EOC, but a failing grade once the STAAR EOC score is averaged in as 15% of his/her final grade cannot be given credit for the course.
8 First year 9th graders in 2011-12 will be the only students who will be required to take STAAR EOC assessments.
9 Since the passing standard for the STAAR 5th and 8th grade assessments will not be set until the Fall of 2012, there are no GPC requirements in Grades 5 and 8 in 2011-12.
10 Supporting Standards are less important than Readiness Standards because they address narrowly defined ideas and only require students to demonstrate learning at the lowest levels of Bloom’s taxonomy.
© lead4ward, LLC 2011 page 58
Acc
om
mo
dat
ion
s fo
r St
ude
nts
wit
h D
isab
ilit
ies
– Q
uic
k L
ook
© le
ad4w
ard,
LLC
*
RIE
= Ro
utin
ely,
Inde
pend
entl
y (i
f ap
plic
able
) an
d Ef
fect
ivel
y U
se d
Inst
ruct
ion
and
Test
ing
pag
e 1
of 2
A
ccom
mod
atio
n
Sp
Ed
50
4
Oth
er D
isab
ility
Te
sts
Ad
dit
ion
al I
nfo
rmat
ion
Type 1
Am
plif
icat
ion
D
evic
es
Yes
Y
es
Yes
STA
AR
STA
AR S
pani
sh
STA
AR L
STA
AR M
odifi
ed
TELP
AS (
2-12
Rdg
)
Des
crip
tio
n:
Red
uces
inte
rfer
ence
of ba
ckgr
ound
noi
se a
nd
dist
ance
for
a s
tude
nt w
ho h
as d
iffic
ulty
hea
ring
or
mai
ntai
ning
fo
cus
Elig
ibil
ity:
Rou
tinel
y an
d ef
fect
ivel
y us
e (i
nstr
uctio
n &
tes
ting)
Ex
amp
les:
Spe
aker
s an
d FM
sys
tem
Pro
ject
ion
Dev
ices
Y
es
Yes
Y
es
STA
AR
STA
AR S
pani
sh
STA
AR L
STA
AR M
odifi
ed
TELP
AS (
2-12
Rdg
)
Des
crip
tio
n:
Enl
argi
ng t
ext,
gra
phic
s, o
r th
e di
spla
y on
a
com
pute
r sc
reen
for
a s
tude
nt w
ho h
as a
n im
pairm
ent
in v
isio
n El
igib
ilit
y: R
outin
ely
and
effe
ctiv
ely
use
(ins
truc
tion
& t
estin
g)
Exam
ple
s: C
CTV
and
doc
umen
t ca
mer
a
Type 2 (Eligibility = Need + RIE* + Accommodation-Specific Criteria)
Bra
ille
Cal
cula
tio
n
Dev
ices
Yes
IF
Yes
IF
No
STA
AR
STA
AR S
pani
sh
STA
AR L
STA
AR M
odifi
ed
Ava
ilab
le in
Mat
h a
nd
Sci
ence
– G
rad
e 8
an
d b
elo
w
ON
LY in
clud
es:
four
-fun
ctio
n ca
lcul
ator
, sc
ient
ific
calc
ulat
or,
grap
hing
cal
cula
tor,
larg
e-ke
y ca
lcul
ator
, ab
acus
or
Cra
nmer
m
odifi
ed a
bacu
s, a
udio
-gra
phin
g ca
lcul
ator
, sp
eech
-out
put
calc
ulat
or
Req
uire
d ca
lcul
ator
s fo
r STA
AR E
OCs
in M
ath
and
Sci
ence
are
not
co
nsid
ered
acc
omm
odat
ions
Fo
r an
y STA
AR E
OC in
Mat
h or
Sci
ence
, a
four
-fun
ctio
n ca
lcul
ator
m
ay b
e pr
ovid
ed a
long
with
the
req
uire
d ca
lcul
ator
to
a st
uden
t re
ceiv
ing
spec
ial e
duca
tion
or S
ectio
n 50
4 se
rvic
es
See
Stu
den
t S
cen
ario
s
Gra
des
3-8
: 1.
has
a p
hysi
cal d
isab
ility
tha
t pr
even
ts
inde
pend
ently
writing
#s
requ
ired
for
com
puta
tions
(a
nd c
anno
t ef
fect
ivel
y us
e ot
her
allo
wab
le m
ater
ials
) o
r 2.
has
an
impa
irm
ent
in v
isio
n th
at p
reve
nts
seei
ng
#s
writt
en d
urin
g co
mpu
tatio
ns (
and
cann
ot
effe
ctiv
ely
use
othe
r al
low
able
mat
eria
ls)
o
r (f
or
Gra
des
5-8
on
ly)
3. h
as a
dis
abili
ty t
hat
affe
cts
mat
h ca
lcul
atio
ns a
nd
even
aft
er in
tens
ive
inst
ruct
ion
& r
emed
iatio
n, t
he
stud
ent
is c
onsi
sten
tly u
nabl
e to
mem
oriz
e ba
sic
addi
tion,
sub
trac
tion,
mul
tiplic
atio
n, o
r di
visi
on fac
ts
or p
erfo
rm t
he s
teps
in a
n al
gori
thm
cor
rect
ly w
hen
solv
ing
prob
lem
s
Dic
tio
nar
y
Yes
IF
Yes
IF
No
STA
AR
STA
AR S
pani
sh
STA
AR M
odifi
ed
Ava
ilab
le O
NLY
in R
ead
ing
– G
rad
es 3
-5
ON
LY in
clud
es:
stan
dard
/gen
eral
dic
tiona
ry in
Eng
lish
(or
Spa
nish
fo
r Spa
nish
-ver
sion
tes
ts),
dic
tion
ary/
thes
auru
s co
mbi
natio
n,
elec
tron
ic d
ictio
nary
(no
Int
erne
t ac
cess
), b
iling
ual d
ictio
nary
, ES
L di
ctio
nary
, pi
ctur
e di
ctio
nary
, si
gn la
ngua
ge d
ictio
nary
See
Stu
den
t S
cen
ario
s
has
a di
sabi
lity
that
affec
ts m
emor
y re
trie
val a
nd/o
r de
codi
ng s
kills
Extr
a Ti
me
Larg
e P
rin
t
Yes
IF
Yes
IF
Yes
IF
STA
AR
STA
AR S
pani
sh
STA
AR L
STA
AR M
odifi
ed
Stu
dent
res
pons
es o
n la
rge-
prin
t te
sts
mus
t be
tra
nscr
ibed
to
an
answ
er d
ocum
ent
(see
bel
ow –
Tra
nscr
ibin
g) o
r el
se s
tude
nt’s
te
st c
anno
t be
sco
red
Tech
nolo
gy-b
ased
acc
omm
odat
ions
for
onl
ine
test
s en
able
mos
t st
uden
ts w
ho r
equi
re la
rge-
prin
t te
st m
ater
ials
to
test
onl
ine
See
Stu
den
t S
cen
ario
s
1. h
as a
n im
pairm
ent
in v
isio
n (e
.g.,
unc
orre
cted
vis
ion,
nys
tagm
us,
qual
ifies
for
sp
ed s
ervi
ces
with
VI)
or
2. h
as a
dis
abili
ty t
hat
affe
cts
accu
racy
in t
rack
ing
lett
er t
o le
tter
, w
ord
to w
ord,
an
d/or
line
to
line
or
3. h
as a
phy
sica
l dis
abili
ty w
hich
nec
essi
tate
s th
e us
e of
larg
e-pr
int
mat
eria
ls
Acc
om
mo
dat
ion
s fo
r St
ude
nts
wit
h D
isab
ilit
ies
– Q
uic
k L
ook
© le
ad4w
ard,
LLC
*
RIE
= Ro
utin
ely,
Inde
pend
entl
y (i
f ap
plic
able
) an
d Ef
fect
ivel
y U
se d
Inst
ruct
ion
and
Test
ing
pag
e 2
of 2
A
ccom
mod
atio
n
Sp
Ed
50
4
Oth
er D
isab
ility
Te
sts
Ad
dit
ion
al I
nfo
rmat
ion
Type 2 (Eligibility = Need + RIE + Accommodation-Specific Criteria)
Man
ipu
lati
ng
Tes
t M
ater
ials
Yes
IF
Yes
IF
Yes
IF
STA
AR
STA
AR S
pani
sh
STA
AR L
STA
AR M
odifi
ed
TELP
AS (
2-12
Rdg
)
May
in
clu
de
but
not
limite
d to
: tu
rnin
g te
st b
ookl
et p
ages
, po
sitio
ning
the
rul
er,
usin
g th
e m
ouse
to
navi
gate
an
onlin
e ad
min
istr
atio
n, o
pera
ting
tech
nolo
gy
has
a di
sabl
ing
cond
ition
tha
t in
terf
eres
with
the
phy
sica
l m
anip
ulat
ion
of t
est
mat
eria
ls
Mat
hem
atic
s M
anip
ula
tive
s
Yes
IF
has
a di
sabi
lity
that
af
fect
s m
emor
y re
trie
val,
focu
s, o
r or
gani
zatio
n
No
N
o
STA
AR
STA
AR S
pani
sh
STA
AR L
STA
AR M
odifi
ed
On
ly a
vaila
ble
in M
ath
O
NLY
incl
udes
: r
eal o
r pl
ay m
oney
, cl
ocks
, ba
se-t
en b
lock
s,
variou
s ty
pes
of c
ount
ers,
alg
ebra
tile
s, fra
ctio
n pi
eces
(N
EVER
to
incl
ude
equi
vale
nces
or
the
cum
ulat
ive
sequ
ence
), g
rade
ap
prop
riat
e ge
omet
ric
figur
es
Ora
l/S
ign
ed
Ad
min
istr
atio
n
Yes
IF
Yes
IF
Yes
IF
iden
tifie
d w
ith
dysl
exia
STA
AR
STA
AR S
pani
sh
STA
AR L
STA
AR M
odifi
ed
Rea
din
g:
Tes
t qu
estio
ns a
nd a
nsw
er c
hoic
es O
NLY
W
riti
ng
: P
rom
pt O
NLY
M
ath
: T
est
ques
tions
and
ans
wer
cho
ices
S
cien
ce:
Te
st q
uest
ions
and
ans
wer
cho
ices
S
oci
al S
tud
ies:
Te
st q
uest
ions
and
ans
wer
cho
ices
iden
tifie
d w
ith d
ysle
xia
or h
as e
vide
nce
of
read
ing
diff
icul
ties
Sp
ellin
g
Ass
ista
nce
Su
pp
lem
enta
l A
ids
Yes
IF
has
a di
sabi
lity
that
af
fect
s m
emor
y re
trie
val,
focu
s, o
r or
gani
zatio
n
No
N
o
STA
AR
STA
AR S
pani
sh
STA
AR L
STA
AR M
odifi
ed
ON
LY in
clu
des
: A
ll S
ub
ject
s: M
nem
onic
Dev
ices
, Bla
nk G
raph
ic O
rgan
izer
s W
riti
ng
: G
ram
mar
and
Mec
hani
cs R
ules
M
ath
: M
ath
Cha
rts,
Gra
phic
s an
d Pi
ctor
ial M
odel
s S
cien
ce:
Gra
phic
s (e
.g.,
sci
entific
con
cept
s, for
mul
a tr
iang
les)
S
oci
al S
tud
ies:
Gra
phic
s (e
.g.,
bla
nk m
aps,
tim
elin
es)
Tran
scri
bin
g b
y Te
st A
dm
inis
trat
or
Type 3
Extr
a D
ay
Ph
oto
cop
y
Oth
er