STAAR Handout_Fall_2011_REV_OTAs_REV2 by Shannon Edwards

FALL 2011 STAAR Schoolhouse

Leading the Content Areas

NAME: CAMPUS:

www.lead4ward.com

STAAR Schoolhouse Teachers:

Ervin Knezek (ervin@lead4ward.com) John Fessenden (john@lead4ward.com) Class Schedule First Period

Advisory

Recess Second Period

Math

Third Period

Social Studies

Lunch Fourth Period

Language Arts

Fifth Period

Science

Break Sixth Period

Science Lab

Seventh Period

Planning

3:30 p.m.

School Bell

Class Materials: Password:

www.lead4ward.com/STAAR-Schoolhouse STAAR-Ready

Additional Resources:

www.lead4ward.com/resources School Administrators

Martha Blanton Director of Professional Development martha@lead4ward.com

ÂŠ lead4ward, LLC 2011

Kim Lehman Business Manager kim@lead4ward.com

page 1

STAAR Word Wall TEA Definition

Term Assessed Curriculum

The Texas Essential Knowledge and Skills (TEKS) that are eligible to be assessed (i.e. can be tested in a multiple choice, griddable, or open-ended response manner)

Standard Readiness Standard

Supporting Standard

Notes:

Texas Education Agency Student Assessment Division September 2010

TEKS and Corresponding Student Expectations 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 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 readiness 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 Process standards are noted in the area] TEKS as: In social studies, science, and mathematics, process skills will • Underlying Processes and Mathematical Tools be assessed in context, not in isolation, which will allow for a more integrated and authentic assessment of these content • Scientific Investigation and Reasoning Skills areas. • 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 common concept, topic, or context

page 2

page 3

8.1A

7.1A

6.1A

4.1B 3.1B 2.1C

Readiness Standards

Supporting Standards

1.1A

K.1B

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

Compare and order whole numbers up to 99 (less than, greater than, or equal to) using sets of concrete objects and pictorial models

Use place value to compare and order whole numbers to 999 and record the comparisons using numbers and symbols (<, =, >)

Use place value to compare and order whole numbers through 9,999

Use place value to read, write, compare, and order decimals involving tenths and hundredths, including money

Use place value to read, write, compare, and order decimals through the thousandths place

A Vertical System - Mathematics

5.1B

Compare and order non‐negative rational numbers

Compare and order integers and positive rational numbers

Compare and order rational numbers in various forms including integers, percents, and positive and negative fractions and decimals

STAAR

STAAR Chart: The Answer’s in the STAARs Topic Testing Requirements

EOC Scores and Course Grades

STAAR EOC Test Administrations

Test Time Limit

SSI

STAAR Modified

Dyslexia Accommodations

Summary

Considerations

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 th First‐year 9 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 A student’s score on a STAAR EOC must count as 15% of the student’s final grade in the course 1. 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 STAAR EOCs will be offered 3 times per year: st 1. End of 1 semester (not applicable in 2011‐12) nd 2. End of 2 semester 3. Summer 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 No SSI requirements in 2011‐12 th th 1. Districts will make promotion/retention decisions for 5 and 8 graders based on the same academic information used to make decisions in non‐SSI grades 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 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

 Accountability decisions regarding the use of test scores have not been made  STAAR offers the opportunity to align assessment with instruction

 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  Impact on credit recovery models

 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?

 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

page 4

STAAR Chart: The Answer’s in the STAARs Topic STAAR for ELLs

Accommodations for Students with Disabilities

Summary

Considerations

ALL ELLs will participate in STAAR – no exemptions 1. 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 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 Type 1 Optional Test Administration Procedures and Type 2 Materials (OTAP&M) (available to any student routinely and effectively Type using them in instruction 3 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

 Need for rigorous instruction at the cognitive complexity of the TEKS for ELLs  Proposed rules for LPAC test decision‐ making expected Fall 2011

 Accommodations resources still being finalized by TEA  Optional Test Administration Procedures and Materials (OTAP&Ms) are NOT considered accommodations  Examples of OTAP&Ms o Individual administration o Small‐group administration o Reading test aloud to self o Preferential seating  Examples of Type 1 Accommodations o Projection Devices o Amplification Devices  Examples of Type 2 Accommodations o Calculation Devices o Dictionary o Oral/Signed Administration o Supplemental Aids o Manipulating Test Materials  Examples of Type 3 Accommodations 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

TEA Website: http://www.tea.state.tx.us/student.assessment/accommodations/

page 5

TEKS Snapshot - Kindergarten Math Ready for STAAR Readiness Standards

Supporting Standards

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.5 identify, extend, and create patterns of sounds, physical movement, and concrete objects* K.6.B count by ones to 100

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*

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)*

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 K.12.A construct graphs using real objects or pictures in order to answer questions*

5 Probability Statistics

4 Measurement

3 Geometry and Spatial Reasoning

Reporting Category 2 Patterns, 1 Relationships, Numbers, Operations, and Algebraic Quantitative Reasoning Reasoning

K.12.B use information from a graph of real objects or pictures in order to answer questions*

K.6.A use patterns to predict what comes next, including cause-‐and-‐ effect relationships

Underlying Processes and Mathematical Tools

Process Standards 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.

* 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

page 6

Curriculum Heat Map: Grade 8 ‐ Social Studies Readiness Standards

Supporting Standards

Social Studies Skills

2010

2011

2010

2011

2010

8.1.A

8.1.B

8.29.A

8.2.A

8.1.C

8.29.B

8.3.A

8.2.B

8.29.C

8.4.A

8.3.B

8.29.D

8.4.C

8.3.C

8.29.E

8.4.E

8.4.B

8.29.H

8.5.C

8.4.D

8.29.J

8.5.E

8.5.A

8.30.A

8.6.A

8.5.B

8.6.B

8.5.D

8.6.D

8.5.F

8.6.E

8.5.G

8.7.B

8.6.C

8.8.B

8.7.A

8.9.C

8.7.C

8.10.B

8.7.D

8.10.C

8.8.A

8.12.B

8.8.C

8.13.B

8.9.A

8.15.A

8.9.B

8.15.C

8.9.D

8.15.D

8.10.A

8.16.A

8.11.A

8.16.B

8.11.B

8.17.A

8.11.C

2011

NOTE: Student Expectation (SE) analysis may be limited by the number of items sampled per year.

8.17.B

8.12.A

8.18.A

8.12.C

8.19.A

8.12.D

Moderate

% correct ≤

8.19.B

8.13.A

High

% correct ≤

8.23.A

8.14.A

8.24.A

8.14.B

8.25.C

8.15.B

8.27.A

8.18.B

8.27.B

8.18.C

8.19.D

8.19.E

8.20.A

8.20.B

8.20.C

8.21.A

8.21.B

8.21.C

8.22.A

8.22.B

8.23.B

8.23.C

8.23.D

8.23.E

8.24.B

8.25.A

8.25.B

8.26.A

8.26.C

8.27.C

8.27.D

8.28.A

8.28.B

KEY Level of Concern

page 7

page 8

American Revolution

Writing the Constitution

More Perfect Union

Early Republic

Age of Jackson

Celebrate Freedom Week

Exploration and Colonization

Days

Name

Unit

First Semester

Social Studies Skills

8.4A 66 68 8.4A 66 68 8.17A NT NT 8.15C 57 59 8.5C 68 75

8.1A 87 85 8.1A 87 85 8.15C 57 59 8.1A 87 85 8.1A 87 85

2011 2010 2011 2010

2011 2010

8.17B

8.19A NT NT

8.15C 57 59

2011 2010

8.1A 87 85

8.2A NT NT 8.12B 67 65

2011 2010

8.29C 70 69

8.29D 85 86

8.4E NT NT 8.25C NT NT

8.15C 57 59

8.7B 62 61

8.5E NT NT

8.15D 8.16A 73 NT 79 NT

8.4C NT NT 8.19B 85 88

8.4C NT NT

8.3A 67 65 8.23A NT NT

Readiness Standards

8.29B NT NT

8.1A 87 85 8.10C 88 92

Year

2011 2010

8.29A 74 77

8.18A NT NT

8.15A 53 54

8.19A NT NT

8.10B 64 65

8.29E NT NT

8.1B 77 80

8.1B 77 80 8.22B 79 76

8.1B 77 80

8.1B 77 80 8.11C NT NT

8.29H NT NT

Social Studies Skills

8.5B NT NT

8.1C NT NT

8.5A NT NT

8.1C NT NT

8.5F 46 46

8.5A NT NT

8.18B NT NT

8.4D NT NT

8.4B NT NT

8.5G NT NT

8.5B NT NT

8.22A NT NT

8.15B 69 71

8.20C NT NT

8.7C NT NT

8.5D 72 72

8.21B 56 56

8.21A NT NT

8.3C NT NT 8.23C NT NT

8.7D NT NT

8.20B NT NT

8.21C NT NT

8.22B 79 76

8.7C NT NT 8.23E 69 66

Supporting Standards

8.30A NT NT

8.1C 8.2B 8.3B NT 68 70 NT 64 71 8.12A 8.12D 8.20A NT NT NT NT NT NT

8.29J NT NT

Unit Heat Maps: Grade 8 Social Studies

8.18B NT NT

8.21A NT NT

8.25A NT NT

8.10A 52 49 8.25A NT NT

8.21A NT NT

8.22A NT NT

8.11A 82 83

8.29B 8.29E 8.30A

8.29A 8.29B 8.29D

8.29B

8.29B 8.29C 8.29E

8.29B 8.29D 8.29E

8.29A 8.29B 8.29J

Skills

8.29I 8.30B 8.30D

8.26B 8.29I 8.30C 8.30D

8.29I 8.30D

8.26B 8.30C

8.26B

8.30D

8.30B 8.30D 8.31B

Not Assessed

page 9

Industrialism: N & S Economies Develop

Reform and Change

Sectionalism and Civil War

Reconstruction

Rights and Responisibilities

Manifest Destiny

Days

Name

Unit

Second Semester

Social Studies Skills

8.6A 56 58 8.12B 67 65

8.1A 87 85 8.1A 87 85

2011 2010

8.15D 8.19A 73 NT 79 NT

8.9C NT NT

2011 2010

8.1A 87 85

8.7B 62 61

8.1A 87 85

2011 2010

8.24A 67 68

8.1A 87 85

2011 2010

8.29C 70 69

8.29D 85 86

8.19B 85 88

8.16B 70 72

8.8B 65 65

8.13B NT NT

8.6B NT NT

8.17B 68 68

8.27A 86 86

8.6D 89 91

Readiness Standards

8.29B NT NT

2011 2010

Year

2011 2010

8.29A 74 77

8.27B 82 81

8.6E 51 47

8.29E NT NT

8.19D NT NT

8.1B 77 80

8.1B 77 80 8.18C 50 53

8.1B 77 80

8.1B 77 80 8.14B NT NT

8.1B 77 80

8.29H NT NT

Social Studies Skills

8.19E NT NT

8.9A NT NT

8.1C NT NT 8.21A NT NT

8.22B 79 76

8.5D 72 72 8.23B NT NT

8.1C NT NT

8.29J NT NT

8.9B NT NT

8.7A 68 67 8.21C NT NT

8.23E 69 66

8.11B NT NT 8.27C 73 73

8.6C NT NT

8.11A 8.23D 82 75 83 75

8.9D NT NT

8.7C NT NT 8.22A NT NT

8.24B NT NT

8.21C NT NT

8.7D NT NT 8.22B 79 76

8.25B NT NT

8.8A NT NT

8.26A NT NT

8.8C 55 55

8.26C NT NT

8.12A 8.12C 8.12D 8.13A NT NT NT NT NT NT NT NT 8.27D 8.28A 8.28B 69 NT 84 67 NT 85

8.10A 52 49

Supporting Standards

8.30A NT NT

Unit Heat Maps: Grade 8 Social Studies

8.12A NT NT

8.14A NT NT

8.30A

8.29A 8.29B 8.29C 8.29E 8.29J 8.30A

8.29B

8.29A 8.29B 8.29E 8.29H 8.30A

8.30A

8.29CDE

8.29AB

Skills

8.19C 8.19F 8.30BD

8.30B 8.30C 8.30D

8.26B 8.29I 8.30CD

8.30B 8.30C 8.30D

8.26B 8.29I 8.30BCD

Not Assessed

Cognitive Complexity: The Verbs of the TEKS ENGLISH

MATH

SCIENCE

SOCIAL STUDIES

Analyze

Compare

Describe

Develop

Infer

Make

Understand

Use

Apply

Construct

Evaluate

Explain

Express

Identify

Interpret

Organize

Predict

Recognize

Relate

Organize

Summarize Write

Relate Summarize

Write

Determine

Determine Differentiate

Distinguish

Plan

Color Key

ÂŠ lead4ward, LLC 2011

Categorize

Contrast

Differentiate Formulate

Summarize

Write and name Categorize

Contrast

Predict

Formulate Generate

Generate

Investigate

Know

Know Plan

Used in all 4 content areas Used in 3 content areas Used in 2 content areas

page 10

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 Source A. Costa

page 11

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

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

• Synthesize -‐ the combination of parts or elements into a whole

Science

What is a gene? What is a chromosome?

Compare and contrast genes and chromosomes.

Math

Evaluate this expression: 3x2 if x=4.

When, if ever, can x2 =2x.

Social Studies

Which amendment in the Constitution gives citizens the right to bear arms?

English Language Arts

In the book The Giver, what did Jonas’ mom do for a living?

Compare and contrast societal conditions in the US that impacted the inclusion of the second amendment in the US Constitution with conditions today. Use examples from the book to elaborate on the theme of balancing freedom and security.

Use what you know about genes and chromosomes to predict a trait in a child. Prove whether or not the operation y, is commutative, given that ayb=a2-‐b If there were a constitutional amendment that prohibited ownership of weapons by citizens, how might American society be affected? 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

Source A. Costa

page 12

Ready for STAAR

Hard to Teach – Hard to Reach Student Expectations Readiness Standards

What makes this student expectation complex to teach and for students to learn?

When is it taught?

Supporting Standards with Sufficient Stuff

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

page 13

Highlighted changes for STAAR

Math

Supply List

Implications for Planning

lead4ward  STAAR Snapshot (combines assessed curriculum, blueprints)  STAAR Teacher Field Guides  Math Data Heat Maps  K‐2 TEKS Snapshots

Implications for Instruction

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

STAAR Modified  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

English Language Learners  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)

page 14

STAAR Sample Items

Math

page 15

STAAR Standards Snapshot - Grade 8 Math

3 2 Geometry and Patterns, Relationships, Spatial Reasoning Algebraic Reasoning

1 Numbers, Operations, and Quantitative Reasoning

Rptg Cat

STAAR

STAAR Modified

Readiness Standards 8.1.A

compare and order rational numbers in various forms including integers, percents, and positive and negative fractions and decimals use appropriate operations to solve problems involving rational numbers in problem situations

8.2.B

4 Measurement

8.1.B 8.1.C 8.1.D

8.2.A 8.2.C 8.2.D

8.3.B

estimate and find solutions to application problems involving percents and other proportional relationships such as similarity and rates generate a different representation of data given another representation of data (such as a table, graph, equation, or verbal description) predict, find, and justify solutions to application problems using appropriate tables, graphs, and algebraic equations generate similar figures using dilations including enlargements and reductions

8.4.A

8.5.A

8.6.A

8.3.A 8.5.B

8.6.B 8.7.A 8.7.B 8.7.C 8.7.D

8.9A

10 8.9.B

8.11.A 8.13.B

estimate measurements and use formulas to solve application problems involving lateral and total surface area and volume use the Pythagorean Theorem to solve real‐life problems use proportional relationships in similar two‐ dimensional figures or similar three‐dimensional figures to find missing measurements

8.8.A

find the probabilities of dependent and independent events recognize misuses of graphical or numerical information and evaluate predictions and conclusions based on data analysis

8.11.B

8.8.B 8.10.A 8.10.B

8.12.A

8.12.B

8.12.C

8.13.A STAAR STAAR Modified

56 (4 Grid)

45 (1 Grid)

select and use appropriate forms of rational numbers to solve real‐ life problems including those involving proportional relationships approximate (mentally and with calculators) the value of irrational numbers as they arise from problem situations (such as , √2) express numbers in scientific notation, including negative exponents, in appropriate problem situations select appropriate operations to solve problems involving rational numbers and justify the selections evaluate a solution for reasonableness use multiplication by a given constant factor (including unit rate) to represent and solve problems involving proportional relationships including conversions between measurement systems compare and contrast proportional and non‐proportional linear relationships find and evaluate an algebraic expression to determine any term in an arithmetic sequence (with a constant rate of change)

8.8.C

5 Probability and Statistics

Supporting Standards

graph dilations, reflections, and translations on a coordinate plane draw three‐dimensional figures from different perspectives use geometric concepts and properties to solve problems in fields such as art and architecture use pictures or models to demonstrate the Pythagorean Theorem locate and name points on a coordinate plane using ordered pairs of rational numbers find lateral and total surface area of prisms, pyramids, and cylinders using concrete models and nets (two‐dimensional models) connect models of prisms, cylinders, pyramids, spheres, and cones to formulas for volume of these objects describe the resulting effects on perimeter and area when dimensions of a shape are changed proportionally describe the resulting effect on volume when dimensions of a solid are changed proportionally use theoretical probabilities and experimental results to make predictions and decisions 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 draw conclusions and make predictions by analyzing trends in scatterplots 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 evaluate methods of sampling to determine validity of an inference made from a set of data

34‐36 questions from Readiness Standards

20‐22 questions from Supporting Standards

27‐29 questions from Readiness Standards

16‐18 questions from Supporting Standards

Process Standards (Underlying Processes and Mathematical Tools) STAAR

STAAR Modified

≥ 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

8.14.A 8.14.B 8.14.C 8.14.D 8.15.A 8.16.A 8.16.B

identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics use a problem‐solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness 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 select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models make conjectures from patterns or sets of examples and nonexamples validate his/her conclusions using mathematical properties and relationships

Source: Texas Education Agency STAAR Resources © lead4ward, LLC 2011

REV Sep 2011 page 16

Assessment – Instruction – STAAR [STAAR Sample Items]

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 Classification Expectation         

Readiness Supporting Process Readiness Supporting Process Readiness Supporting Process

Data

 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 Classification Expectation         

Readiness Supporting Process Readiness Supporting Process Readiness Supporting Process

Data

 Matches cognitive complexity level  Requires multiple steps, concepts, levels  Distractors are plausible 4

Macaleh compared the prices of four different brands of coffee.

Student Classification Expectation         

Which brand of coffee offers a proportional relationship between its weight and its price? A

Brand I

Brand II

Brand III

Brand IV

Readiness Supporting Process Readiness Supporting Process Readiness Supporting Process

Data

 Matches cognitive complexity level  Requires multiple steps, concepts, levels  Distractors are plausible

page 17

page 18

use a problem-‐solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness

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

select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems

communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models

make conjectures from patterns or sets of examples and nonexamples

validate his/her conclusions using mathematical properties and relationships

8.14.A

8.14.B

8.14.C

8.14.D

8.15.A

8.16.A

8.16.B

Unit: Geometric Transformations in the Coordinate Plane and Perspective 8.3B 8.6A 8.2D 8.6B 8.7A 8.7B 8.7D

identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics

Process Placemats - Math

Highlighted changes for STAAR

Social Studies

Supply List

Implications for Planning

lead4ward  STAAR Snapshots (combines assessed curriculum, blueprints)  STAAR Teacher Field Guides  Social Studies Data Heat Maps

Implications for Instruction

TEA     

Process Skills Examples Clarification of Assessed TEKS New TEKS STAAR Sample Items Allowable accommodations

STAAR Modified  General subject area modifications  Replace archaic language with simplified text (e.g. quotations)  Shorten historical excerpts

English Language Learners  STAAR L for eligible students  STAAR with linguistic accommodations ‐ Bilingual dictionary ‐ Extra time/same day

District    

Curriculum Documents Local Assessment Data Aligned/vetted Resources Expository writing framework

Hard to Teach – Hard to Reach Readiness Standards SE

Data

Perception

# Teachers

page 19

STAAR Sample Items

Social Studies

page 20

8th Grade Social Studies: Analyzing the TEKS

New TEKS 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

Match

Change

Old TEKS

28 (D) explain how technological innovations led to rapid industrialization

9 (D) identify the effects of legislative acts such as the Homestead Act, the Dawes Act, and the Morrill Act

18 (B) describe historical conflicts arising over the issue of states’ rights, including the Nullification Crisis and the Civil War

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

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

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

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

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

17 (B) explain constitutional issues arising over the issue of states’ rights, including the Nullification Crisis and the Civil War

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

Change Key I = Increase in Cognitive Complexity N = New © lead4ward, LLC 2011

D = Decrease in Cognitive Complexity R = Removed

U = Unchanged C = Expanded Content/Specificity page 21

STAAR Standards Snapshot - Grade 8 Social Studies

Rptg Cat

STAAR

STAAR Modified

Readiness Standards 8.1.A

8.2.A 8.3.A 8.4.A

8.4.C

1 History

8.4.E 8.5.A

8.5.C

16 8.5.E

8.6.A 8.6.B 8.6.D 8.7.C 8.8.B

8.9.C

Supporting Standards

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 identify reasons for European exploration and colonization of North America explain the reasons for the growth of representative government and institutions during the colonial period 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 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 analyze the arguments for and against ratification 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 explain the origin and development of American political parties identify the foreign policies of presidents Washington through Monroe and explain the impact of Washington's Farewell Address and the Monroe Doctrine explain how the Northwest Ordinance established principles and procedures for orderly expansion of the United States explain the political, economic, and social roots of Manifest Destiny explain the causes and effects of the U.S.‐Mexican War and their impact on the United States analyze the impact of slavery on different sections of the United States 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 explain the economic, political, and social problems during Reconstruction and evaluate their impact on different groups

8.1.B 8.1.C

8.2.B 8.3.B

8.3.C 8.4.B

8.4.D 8.5.B 8.5.D 8.5.F 8.5.G

8.6.C 8.6.E 8.7.A 8.7.B 8.7.D

8.8.A

8.8.C

8.9.A 8.9.B 8.9.D

8.10.B 8.10.C

2 Geography and Culture

8.11.A

8.23.A

8.24.B

10 8.25.C

compare places and regions of the United States in terms of physical and human characteristics analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States 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 identify selected racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration 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 analyze the impact of the First Amendment guarantees of religious freedom on the American way of life

8.10.A 8.11.B 8.11.C

8.23.B 8.23.C 8.23.D 8.23.E 8.24.A 8.25.A 8.25.B

8.26.A

8.26.B 8.26.C

apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods 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 compare political, economic, religious, and social reasons for the establishment of the 13 English colonies analyze the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government describe how religion and virtue contributed to the growth of representative government in the American colonies 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 analyze the issues of the Constitutional Convention of 1787, including the Great Compromise and the Three‐Fifths Compromise summarize arguments regarding protective tariffs, taxation, and the banking system explain the causes, important events, and effects of the War of 1812 explain the impact of the election of Andrew Jackson, including expanded suffrage 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 analyze the relationship between the concept of Manifest Destiny and the westward growth of the nation identify areas that were acquired to form the United States, including the Louisiana Purchase analyze the impact of tariff policies on sections of the United States before the Civil War compare the effects of political, economic, and social factors on slaves and free blacks 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 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 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 evaluate legislative reform programs of the Radical Reconstruction Congress and reconstructed state governments evaluate the impact of the election of Hiram Rhodes Revels identify the effects of legislative acts such as the Homestead Act, the Dawes Act, and the Morrill Act locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries describe the positive and negative consequences of human modification of the physical environment of the United States describe how different immigrant groups interacted with the environment in the United States during the 17th, 18th, and 19th centuries explain the relationship between urbanization and conflicts resulting from differences in religion, social class, and political beliefs identify ways conflicts between people from various racial, ethnic, and religious groups were resolved analyze the contributions of people of various racial, ethnic, and religious groups to our national identity identify the political, social, and economic contributions of women to American society describe the historical development of the abolitionist movement trace the development of religious freedom in the United States describe religious motivation for immigration and influence on social movements, including the impact of the first and second Great Awakenings 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 identify examples of American art, music, and literature that reflect society in different eras analyze the relationship between fine arts and continuity and change in the American way of life

page 22 REVISED: Sep 2011

STAAR Standards Snapshot - Grade 8 Social Studies

Rptg Cat

STAAR

STAAR Modified

Readiness Standards 8.15.A

8.15.C

3 Government and Citizenship g

8.15.D

8.16.A 8.16.B

10 8.17.A

8.17.B 8.18.A 8.19.A 8.19.B

Supporting Standards

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 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 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 summarize the purposes for and process of amending the U.S. Constitution describe the impact of 19th‐century amendments, including the 13th, 14th, and 15th amendments, on life in the United States analyze the arguments of the Federalists and Anti‐ Federalists, including those of Alexander Hamilton, Patrick Henry, James Madison, and George Mason explain constitutional issues arising over the issue of states' rights, including the Nullification Crisis and the Civil War identify the origin of judicial review and analyze examples of congressional and presidential responses define and give examples of unalienable rights summarize rights guaranteed in the Bill of Rights

8.15.B 8.18.B

8.18.C 8.19.D 8.19.E 8.20.A

8.20.B 8.20.C

8.21.A 8.21.B 8.21.C 8.22.A

8.22.B

explain reasons for the development of the plantation system, the transatlantic slave trade, and the spread of slavery analyze the causes and effects of economic differences among different regions of the United States at selected times in U.S. history identify the economic factors that brought about rapid industrialization and urbanization explain the effects of technological and scientific innovations such as the steamboat, the cotton gin, and interchangeable parts analyze the impact of transportation and communication systems on the growth, development, and urbanization of the United States

8.12.A 8.12.C 8.13.A 8.14.A

identify economic differences among different regions of the United States explain the reasons for the increase in factories and urbanization analyze the War of 1812 as a cause of economic changes in the nation explain why a free enterprise system of economics developed in the new nation, including minimal government intrusion, taxation, and property rights describe the characteristics and the benefits of the U.S. free enterprise system during the 18th and 19th centuries analyze how technological innovations changed the way goods were manufactured and marketed, nationally and internationally 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 compare the effects of scientific discoveries and technological innovations that have influenced daily life in different periods in U.S. history identify examples of how industrialization changed life in the United States

4 Economics, Science, Technology and Society

8.12.B

summarize the strengths and weaknesses of the Articles of Confederation summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden evaluate the impact of selected landmark Supreme Court decisions, including Dred Scott v. Sandford, on life in the United States identify examples of responsible citizenship, including obeying rules and laws, staying informed on public issues, voting, and serving on juries summarize the criteria and explain the process for becoming a naturalized citizen of the United States 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 evaluate the contributions of the Founding Fathers as models of civic virtue 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 identify different points of view of political parties and interest groups on important historical and contemporary issues describe the importance of free speech and press in a constitutional republic summarize a historical event in which compromise resulted in a peaceful resolution analyze the leadership qualities of elected and appointed leaders of the United States such as George Washington, John Marshall, and Abraham Lincoln 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

STAAR

31‐34 questions from Readiness Standards

18‐21 questions from Supporting Standards

STAAR Modified

25‐27 questions from Readiness Standards

15‐17 questions from Supporting Standards

8.12.D

8.13.B

8.27.A

8.27.B

8.14.B 8.27.C 8.27.D

8.28.A

8.28.B

Process Standards (Social Studies Skills) STAAR

STAAR Modified

≥ 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

8.29.A 8.29.B 8.29.C 8.29.D 8.29.E 8.29.H 8.29.J 8.30.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 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 organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants support a point of view on a social studies issue or event use appropriate mathematical skills to interpret social studies information such as maps and graphs pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases use social studies terminology correctly

page 23 REVISED: Sep 2011

page 24

More Perfect Union

8.1A 87 85

8.29C 70 69

8.29D 85 86

8.5A NT NT

8.29H NT NT

8.18B NT NT

major domestic problems faced by the leaders of the new republic colonial grievances listed in Dec. of Indep

identify

8.22A NT NT

describe

US Constitution purposes for/process of amending US Constitution origin of judicial review

analyze

summarize

identify

8.15D

8.16A

absolute and relative chronology issues, decisions, and significance of landmark Supreme Court cases leadership qualities of elected and appointed leaders of the US

apply

summarize

analyze

8.1B

8.18B

8.22A

examples of congressional and presidential responses

analyze

8.18A

how those grievances were addressed in US Constitution

explain

8.15C

2nd Nine Weeks

Supporting Standards

8.30A NT NT

Content

8.1B 77 80

8.29J NT NT

8.5A

8.15D 8.16A 8.18A 73 NT NT 79 NT NT

8.29E NT NT

major eras and events in US history through 1877

8.15C 57 59

Readiness Standards

8.29B NT NT

Cognitive Complexity

2011 2010

Year

8.29A 74 77

Grading Period

Identify

Days

2011 2010

Grade 8 Social Studies

8.1A

Name

Unit

Social Studies Skills

Subject

Unit Planning Tool for Instructional Leaders

Challenges

8.29B

SS Skills

8.29I 8.30D

Not Assessed

Highlighted changes for STAAR

English Language Arts Supply List

Implications for Planning

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

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

District    

Data

Perception

# Teachers

Curriculum Documents Local Assessment Data Aligned/vetted Resources Expository writing framework

Reporting Categories (relative distribution of items – Reading Grade 3 through English III)

page 25

STAAR Sample Items

English Language Arts

page 26

STAAR Sample Items

English Language Arts

page 27

STAAR Sample Items

English Language Arts

page 28

STAAR Sample Items

English Language Arts

page 29

STAAR Sample Items

English Language Arts

page 30

STAAR Sample Items

English Language Arts

page 31

STAAR Sample Items

English Language Arts

page 32

STAAR Sample Items

English Language Arts

page 33

STAAR Standards Snapshot - Grade 8 Reading

Rptg Cat

STAAR

STAAR Modified

Readiness Standards

Supporting Standards

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 8.3.B

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

8.10.A

8.10.B

8.9.A 8.11.A

analyze literary works that share similar themes across cultures 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) analyze works written on the same topic and compare how the authors achieved similar or different purposes 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

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 Understanding and Analysis of Informational Texts

2 Understanding and Analysis of Literary Texts

1 Understanding and Analysis Across Genres

8.2.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)

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

31‐36 questions from Readiness Standards

16‐21 questions from Supporting Standards

STAAR Modified

25‐29 questions from Readiness Standards

13‐17 questions from Supporting Standards

Genres Assessed Literary Informational

Fiction Embedded: Media Literacy

Literary Nonfiction | Poetry | Drama Embedded: Media Literacy

Expository Embedded: Procedural | Media Literacy

Persuasive Embedded: Procedural | Media Literacy

* Only vocabulary is assessed in Reporting Category 1 on STAAR Modified. Questions requiring students to make connections across texts (crossover questions for paired selections) are not assessed on STAAR Modified. Therefore, the number of standards assessed in Reporting Category 1 on STAAR Modified is different from the number assessed on the comparable STAAR tests.

Source: Texas Education Agency STAAR Resources © lead4ward, LLC 2011

REV Oct 2011 page 34

 * * 44 3‐4 1 3100 8 1 1 800

 * * 40 4‐5 2700 8 1 700

Drama

Media Literacy (embedded)

Expository

Persuasive

Procedural (embedded)

Media Literacy (embedded)

Multiple Choice items

Short Answer Items

Number of Single Selections

Number of Paired Selections

Total Reading Load (# words)

Multiple Choice items

Short Answer Items

Number of Single Selections

Number of Paired Selections

Total Reading Load

Poetry

Literary Nonfiction

* Embedded in other passages ^ Field test will be a single selection OR paired selection

   

  

Fiction

Gr. 4

Gr. 3

Reading Blueprints

Genres Assessed

Test Length

Literary

Informational

Base Test

Field Test

   

Gr. 5

800

3300

3‐4

 

page 35

900

3700

3‐5

900

3900

4‐5

 

   

     

Gr. 7

Gr. 6

900

4400

4‐5

 

   

1200

TBD

3100

2‐3

 

   

Gr. 8 Eng. I

1200

TBD

3300

2‐3

 

   

1200

TBD

3500

2‐3

 

   

Eng. II Eng. III

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 q q q

State a clear thesis Organize the writing Develop the writing Choose words carefully (precise and concise)

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Highlighted changes for STAAR

Science

Supply List

Implications for Planning

lead4ward  STAAR Snapshot (combines assessed curriculum, blueprints)  STAAR Teacher Field Guides  Science Data Heat Maps  Science Inquiry Framework

Implications for Instruction

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

STAAR Modified

 STAAR L for eligible students  Reduce # of steps and/or operations  Provide formula and/or conversion (from  STAAR with linguistic accommodations Reference Materials) in a text box within ‐ Bilingual dictionary the item ‐ Extra time/same day  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

Hard to Teach – Hard to Reach Readiness Standards SE

English Language Learners

Data

Perception

# Teachers

page 38

STAAR Sample Items

Science

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STAAR Standards Snapshot - Grade 8 Science

Rptg Cat

STAAR

STAAR Modified

Readiness Standards 8.5.A

1 Matter and Energy

8.5.B

8.5.C 14

8.5.D

8.5.E

2 Force, Motion and Energy

8.6.A

8.6.C 12

Supporting Standards

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 identify that protons determine an element’s identity and valence electrons determine its chemical properties, including reactivity interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify elements recognize that chemical formulas are used to identify substances and determine the number of atoms of each element in chemical formulas containing subscripts investigate how evidence of chemical reactions indicate that new substances with different properties are formed demonstrate and calculate how unbalanced forces change the speed or direction of an object’s motion 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

8.7.A

8.7.B

3 Earth and Space

8.8.A

8.9.B 8.9.C 14

model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves around the Sun causing changes in seasons demonstrate and predict the sequence of events in the lunar cycle describe components of the universe, including stars, nebulae, and galaxies, and use models such as the Hertzsprung‐Russell diagram for classification relate plate tectonics to the formation of crustal features interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering

8.5.F

7.5.C 7.6.A

7.6.B 6.5.C 6.6.A 6.6.B

8.6.B 7.7.A

recognize whether a chemical equation containing coefficients is balanced or not and how that relates to the law of conservation of mass diagram the flow of energy through living systems, including food chains, food webs, and energy pyramids identify that organic compounds contain carbon and other elements such as hydrogen, oxygen, phosphorus, nitrogen, or sulfur distinguish between physical and chemical changes in matter in the digestive system differentiate between elements and compounds on the most basic level compare metals, nonmetals, and metalloids using physical properties such as luster, conductivity, or malleability calculate density to identify an unknown substance

differentiate between speed, velocity, and acceleration 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 6.8.C 6.8.D 6.9.C

compare and contrast potential and kinetic energy calculate average speed using distance and time measurements measure and graph changes in motion demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy 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

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STAAR Standards Snapshot - Grade 8 Science Rptg Cat

STAAR

STAAR Modified

Readiness Standards 8.11.A

8.11.B

8.11.C

Supporting Standards

describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems 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 explore how short‐and long‐term environmental changes affect organisms and traits in subsequent populations

4 Organisms and Environments

STAAR STAAR Modified

54 (4 Grid)

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

32‐35 questions from Readiness Standards

19‐22 questions from Supporting Standards

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 8.1.B 8.2.A 8.2.B 8.2.C

≥ 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

8.2.D 8.2.E 8.3.A

8.3.B 8.3.C 8.3.D 8.4.A

8.4.B

demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials plan and implement comparative and descriptive investigations by making observations, asking well‐defined questions, and using appropriate equipment and technology design and implement comparative and experimental investigations by making observations, asking well‐defined questions, formulating testable hypotheses, and using appropriate equipment and technology collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers construct tables and graphs, using repeated trials and means, to organize data and identify patterns analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends 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 use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic feature identify advantages and limitations of models such as size, scale, properties, and materials relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content 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 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

page 41 REV Sep 2011

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

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Teaching for Inquiry

Engage

Explore

Explain

Elaborate

Evaluate

TEACHING that is consistent with the 5E Instructional Model § 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 § 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 § 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 § 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 § 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

TEACHING that is inconsistent with the 5E Instructional Model § § § § §

Introduces vocabulary Explains concepts Provides definitions and answers Provides closure Discourages students’ ideas and questions

§ 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 § 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

§ 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

§ § § §

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

page 43

Reporting Category

# of Items

Readiness Standards

1 Matter and Energy

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

Supporting Standards 5.5.B 5.5.C 5.5.D

identify the boiling and freezing/melting points of water on the Celsius scale demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and sand 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

SE: 5.5(D) Cognitive Complexity: Understand Learned

SE: 5.5(A) Cognitive Complexity: Analyze Taught

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?

SE: 5.5(C) Cognitive Complexity: Apply Learned

SE: 5.5(A) Cognitive Complexity: Analyze Learned

6 degrees

32 degrees

36 degrees

degrees

SE: 5.5(B), 5 .2(D) (collect info) Cognitive Complexity: Remember Learned

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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?

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Supporting the Readiness Standards (Supporting Standards only)

Content Builder (Readiness Standards only)

Read each analysis page.

Action Steps

Course/Grade Level Content Area Grading Period/Unit

Guiding Questions & Notes

Supporting Standards

Readiness Standards

What stands out? How many of the standards are a “Challenging” level of difficulty? How many of the standards are a high level of rigor (above apply on Bloom’s Taxonomy)? What other connections could you add to this section? Write them on your analysis pages! This content important for students’ future learning. How will you assess retention? How can you use this information as you plan lessons? Do the supporting standards match with the readiness standards in your unit bundle? If not, arrange them according to your curriculum. Address the questions again “Which Readiness Standards does it support? How does it support the Readiness Standard(s)?”

Curriculum – STAAR Planning Worksheet

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Reflection

Use the Distractor Factor

Vocabulary

Action Steps

Guiding Questions & Notes

What strategies will you use to ensure mastery of the vocabulary for each standard in this unit? What is your plan if students do not master the vocabulary? How can you address the information in the Distractor Factor section? From your teaching experience, is there anything you would add to this? Write it on your analysis pages! How have you taught this content in the past? How will you teach it differently this year? How will you utilize the readiness and supporting standards for formative and summative assessment?

Curriculum – STAAR Planning Worksheet

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English Language Arts Grade 8

8.6B Readiness

h p://www.lead4ward.com

• Central character • Theme

Academic Vocabulary • Conflict • Resolu on

To what degree will this learning impact learning two years down the road? This standard supports English I Readiness Standard EI.5B as students examine how authors develop complex characters and English II Suppor ng Standard EII.5B as students examine the moral dilemmas of characters across diﬀerent countries and cultures.

Connec ons In previous grades, students examined characters’ traits, mo va ons, feelings, and changes they experienced. They also examined the roles and func ons of characters and how characters were revealed through external and internal responses. In this standard, students use prior knowledge of characteriza on to analyze the central character’s quali es and determine how these quali es aﬀect the theme.

What do the students need to know? Content The central character is the character a readers follows throughout the story and is usually the main character. Characters bring the theme and plot to life through their words, ac ons, thoughts, and feelings. The internal and external responses demonstrated by characters provide the reader insight by revealing characters’ background, goals, emo onal needs, flaws, strengths, mo va ons and struggles.

Content Builder

Reading for analysis is diﬀerent than reading for pleasure. When reading for analysis, students should first read to get an overview of the meaning and reread in order to analyze.

Distractor Factor

Instruc onal Implica ons Analyzing how a character’s quali es influence theme requires several steps. In order to understand a character’s quali es (e.g, needs, feelings, mo vaons, flaws, strengths, morals, and values), internal and external responses must be analyzed. Once a character and the development of the theme are clearly understood, students analyze the plot development, its rela onship to the theme, and the character’s role in advancing the conflict and resoluon. Making connec ons among the character’s responses, the development of plot, and the development of theme provides students the informa on needed to determine how the character’s quali es influenced the theme. Crea ng scenarios with themes to complete a T-Chart to brainstorm possible character quali es helps students conceptualize this standard. The importance of this analysis is for students to make connec ons to their own lives and those around them.

Level of Bloom’s Taxonomy • Analyzing

Verb • Analyze

Rigor Implica ons

(B) analyze how the central characters’ quali es influence the theme of a fic onal work and resolu on of the central conflict;

(8.6) Comprehension of Literary Text/Fic on. Students understand, make inferences and draw conclusions about the structure and elements of fic on and provide evidence from text to support their understanding. Students are expected to

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English Language Arts Grade 8

8.3C Suppor ng

h p://www.lead4ward.com

• Value • Belief • Se ng

Academic Vocabulary • Historical • Cultural

May be adjusted according to local curriculum.

How does it support the Readiness Standard(s)? This standard supports Readiness Standard TEKS 8.6B as students analyze how characters’ quali es influence theme, conflict, and resolu on. This standard supports the understanding of characteriza on which can be applied to other aspects of character influence.

What Readiness Standard(s) or concepts from the Readiness Standards does it support? • This standard supports Readiness Standard TEKS 8.6B as it relates to character quali es. • In previous grades, students compared and contrasted the historical and cultural se ngs and analyzed how me and place influence theme. This standard builds on prior knowledge as students examine characters to determine how their values and beliefs are aﬀected by the historical and cultural se ng. • This standard supports English I and English II Suppor ng Standard EI.2C and EII.2C as students con nue to analyze the influence of historical and cultural se ng as it relates to figura ve language.

Suppor ng the Readiness Standards

Instruc onal Implica ons Students may struggle with understanding the significance of history and culture. It is necessary for students to have a clear understanding of the cultural and historical se ng before they can truly understand the connec ons among culture, history, and character quali es. The study of history and culture should be explored through context in order to support deeper connec ons and clearer understandings.

Level of Bloom’s Taxonomy • Understanding

Verb • Explain

Rigor Implica ons

(C) explain how the values and beliefs of par cular characters are aﬀected by the historical and cultural se ng of the literary work.

(8.3) Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in diﬀerent cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to

Intervention Areas Grade 8 Math

Grade 8 Science

1st Semester

First Six Weeks

Unit 01: Numerical Understanding: Rational Numbers (10 days) 8.1ADE; 8.14ACD; 8.15AB; 8.16AB

Unit 01: Science Safety and Procedures (3 days) 8.1A; 8.4B

Unit 02: Numerical Operations: Rational Numbers (15 days) 8.1B; 8.2ABC; 8.5A; 8.14ABC

Unit 02: Atoms (8 days) 8.2C; 8.3BD; 8.5AB Unit 03: Periodic Table (9 days) 8.2E; 8.5BC

Second Six Weeks

Unit 03: Proportionality: Representations and Applications (17 days) 8.1B; 8.2BD; 8.3AB; 8.7B; 8.9B; 8.14ABCD; 8.15A; 8.16AB

Unit 04: Chemical Formulas, Equations, and Reactions (15 days) 8.2CE; 8.3BC; 8.5DEF Unit 05: Force and Motion (8 days) 8.1A; 8.2BCDE; 8.4A; 8.6AB

Unit 04: Geometry: Transformations in the Coordinate Plane and Perspectives (8 days) 8.2D; 8.3B; 8.6AB; 8.7ABD; 8.14AD; 8.15AB; 8.16AB Third Six Weeks

Third Six Weeks

Unit 05: Algebraic Representations and Applications (13 days) 8.2AB; 8.3A; 8.4; 8.5AB, 8.7D; 8.14ABCD; 8.15AB; 8.16AB

Unit 06: Newton’s Laws (10 days) 8.2CE; 8.3BCD; 8.4A; 8.6C

Unit 06: Irrational Numbers and Pythagorean Theorem (7 days) 8.1CE; 8.2B; 8.7BC; 8.9A; 8.14ABCD; 8.15A; 8.16AB

Unit 07: Forces that Change the Earth (15 days) 8.2E; 8.3ABCD; 8.9ABC

2nd Semester

Fourth Six Weeks

Unit 07: Measurement: Two- and Three-Dimensional (19 days) 8.2BCD; 8.7AB; 8.8ABC; 8.9B; 8.10AB; 8.14ABCD; 8.15A

Unit 08: Climatic Interactions (10 days) 8.2CE; 8.3D; 8.10ABC

Unit 08: Probability (6 days) 8.2B; 8.11ABC; 8.14ACD; 8.15A; 8.16AB

Unit 09: Earth Cycles (10 days) 8.2E; 8.3BC; 8.7ABC Unit 10: Light Years and Theories (5 days) 8.2C; 8.3ABCD; 8.8DE

Fifth Six Weeks

Unit 09: Statistical Representations and Analysis (15 days) 8.2B; 8.4; 8.12ABC; 8.13AB; 8.14ACD; 8.15AB; 8.16AB

Unit 11: Characteristics of the Universe (13 days) 8.2E; 8.3ABCD; 8.8ABC

Unit 10: Making Connections (10 days) 8.1C; 8.2B; 8.3B; 8.4; 8.6A; 8.8C; 8.9AB; 8.10AB; 8.11A; 8.13B; 8.14ABCD; 8.15AB; 8.16AB

Unit 12: Interdependence Among Living Systems (12 days) 8.1B; 8.2AE; 8.11ABCD

Sixth Six Weeks

Unit 11: Graphing Calculator Investigations (20 days) 8.1DE; 8.2AD; 8.3A; 8.4; 8.5AB; 8.7D; 8.12ABC; 8.14D

Unit 13: Experimental Design (20 days) 8.1A; 8.2ABCDE; 8.4AB

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Rptg Cat #1

Rptg Cat #2

Numbers, Operations, and Quantitative Reasoning

Readiness Standards

Name

Where are my strengths? What actions do I need to take?

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

Readiness Standards

Where are my strengths? Where can I improve? What actions do I need to take?

8.1.A compare and order rational numbers in various forms including integers, percents, and positive and negative fractions and decimals.1.B convert between fractions, decimals, whole numbers, and percents mentally, on paper, or with a calculator 8.2.B use appropriate operations to solve problems involving rational numbers in problem situations

Patterns, Relationships, Algebraic Reasoning

page 51

Test 1

My Goal

Test 1

My Goal

 1

Test 2

Test 3

 2

 4th

8.5.B find and evaluate an algebra ic expression to determine any term in an arithmetic sequence (with a constant rate of change)

Where can I improve?

My Goal

Test 1

8.3.A compare and contrast proportional and non‐proportional linear relationships

Supporting Standards

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

8.1.C approximate (mentally and with calculators) the value of irrational numbers as they arise from problem situa ons (such as π,√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

Test 1

 5th

My Goal

8.1.B select and use appropriate forms of rational numbers to solve real‐life problems including those involving proportional relationships

Supporting Standards

 3rd

Six Week Period

Student Report – Grade 8 Math

Test 2

Page 1

Test 3

 6th

Rptg Cat #3

Rptg Cat #4

Readiness Standards

Where are my strengths? Where can I improve?

8.9.B use proportional relationships in similar two‐ dimensional figures or similar three‐dimensional figures to find missing measurements

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

Readiness Standards

Where are my strengths? Where can I improve? What actions do I need to take?

8.6.A generate similar figures using dilations including enlargements and reductions

Geometry and Spatial Reasoning

Measurement

page 52

Test 1

My Goal

Test 2

Test 3

What actions do I need to take?

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

Supporting Standards

My Goal

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

My Goal

8.7.A draw three‐dimensional figures from different perspectives

8.6.B graph dilations, reflections, and translations on a coordinate plane

Supporting Standards

Student Report – Grade 8 Math

Test 1

Test 2

Page 2

Test 3

Rptg Cat #5

8.13.B recognize misuses of graphical or numerical information and evaluate predictions and conclusions based on data analysis

Test 1

Test 2

Test 3 Supporting Standards

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

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

Where are my strengths? Where can I improve? What actions do I need to take

8.16.B validate his/her conclusions using mathematical properties and relationships

8.16.A make conjectures from patterns or sets of examples and nonexamples

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

My Goal

Process Standards (Underlying Processes and Mathematical Tools)

Where are my strengths? Where can I improve? What actions do I need to take?

My Goal

8.11.A find the probabilities of dependent and independent events

Readiness Standards

Student Report – Grade 8 Math

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

Probability and Statistics

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Test 1

Test 2

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Test 3

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Vertical Alignment Documents Unit Planners • Specificity • Concepts • Key Understandings

The TEKS • Readiness • Supporting • Process • [ineligible]

How will we respond when they already know it?

when they don’t learn? Graduate them!!!!

Unit organizers • Performance Indicators Common Assessments Curriculum Based Assessments (local) Unit Organizers • Academic Vocabulary • Distractor Factor Supplemental Lessons Differentiated Lessons Unit organizers • Distractor Factor Differentiated Lessons

Curriculum

STAAR

Performance Categories How will we know Level III – Advanced when they have Level II – Satisfactory learned? Level I – Unsatisfactory SSI How will we respond EOC Retest

What is it we expect our students to learn?

Area

Connecting the Systems STAAR – Curriculum – PLC Process Notes:

Make sure the way they got it is consistent over time Extend

Content Context Cognitive Level Hard to Teach – Hard to Reach Benchmarks SE Analysis Unit assessments Formative assessment § Observation § CBA Plan Distractor Factor Formative assessment § Observation § CBA Differentiation

The PLC Process

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 q q q q q q

Use academic vocabulary Teach more on Less (err… fewer) – more novel ways to show learning Evaluate instructional materials to ensure they are at the level of the TEKS Teach/use processes in context Define my questioning strategy Teaching for my course in a way that prepares students for the next two courses District Resources

Assessment q q q q

Test what I teach Test what students are supposed to learn Know my own data and know where to get it District Resources

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Building on Strengths – Learning New Strategies Things I Might Want To Reconsider

Opportunities To Learn

Successful Practices

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STAAR in the Content Areas (my teachers really want to know . . . ):

STAAR Schoolhouse STAAR Logistics (no matter how hard I try, I just can’t seem to get my colleagues to understand . . .):

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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.

Readiness Standards represent about 65% of the TEKS for a gradelevel subject or course.

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.

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.

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.

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). 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.

First year 9th graders in 2011-12 will be the only students who will be required to take STAAR EOC assessments.

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.

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.

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