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This tool is designed to support teachers in instructional planning, by providing a means to process the sampling of assessed standards on the released STAAR items. Using this process, educators will: • review historical assessment data; • read and solve sample STAAR items; • analyze assessment prompts in order to consider the multiple steps required to generate a response; • anticipate varying approaches and steps students might take; and • reflect on his or her current classroom instruction. The goal of this tool is to guide effective planning, including probing questions, and monitoring of student progress, which support student success. The Instructional Planning Tool is organized by the learning standards assessed on STAAR. Each standard is labeled as Readiness, Supporting, or Process.
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Mathematics G R A D E 4
INSTRUCTIONAL PLANNING TOOL
STAAR™
Copyright©2011 Education Service Center Region XIII3
Instructional Planning Tool User Guide
OverviewThis tool is designed to support teachers in instructional planning, by providing a means to process the sampling ofassessed standards on the released STAAR items. Using this process, educators will:
review historical assessment data;read and solve sample STAAR items;analyze assessment prompts in order to consider the multiple steps required to generate a response;anticipate varying approaches and steps students might take; andreflect on his or her current classroom instruction.
The goal of this tool is to guide effective planning, including probing questions, and monitoring of student progress,which support student success.
The Instructional Planning Tool is organized by the learning standards assessed on STAAR. Each standard is labeled asReadiness, Supporting, or Process.
As you work through the tool, keep in mind that the intent is to help think through the instructional implications ofeach standard. This tool provides an option to work through this thought process and can be customized to fit theneeds of each campus.
ContentsEach booklet contains:
all learning standards assessed on STAAR for a grade and content area;table to insert state, region, district, and grade TAKS performance data;sample STAAR items;example solution steps;reflection questions to assist educators in increasing the rigor of classroom instruction.
In addition to the booklet, this tool contains a CD with modifiable files so campuses may modify the documents tomeet their needs.
READINESS STANDARDS: SUPPORTING STANDARDS: PROCESS STANDARDS:are essential for success in thecurrent grade or course;are important for preparedness forthe next grade or course;support college and careerreadiness;necessitate in depth instruction;address broad and deep ideas.
may be emphasized in a subsequentyear (although introduced in thecurrent grade or course);may be emphasized in a previousyear (although introduced in thecurrent grade or course);play a role in preparing students forthe next grade or course but not acentral role;address more narrowly definedideas.
will be assessed in context, not inisolation in the content areas ofSocial Studies, Science, and Math;will allow for a more integrated andauthentic assessment.
Copyright©2011 Education Service Center Region XIII 4
Instructional Planning Tool – COMPLETED SAMPLE Grade 4 Math
Copyright©2011 Education Service Center Region XIII
Read: SStudent Expectation (SE): Highlight the verb(s) and concept(s).
4.4D: The student is expected to use multiplication to solve problems (no more than two digits times two digits without technology). [Readiness Standard; Reporting Category 1]
4.14B: The student is expected to solve problems that incorporate understanding the problem, making a
plan, carrying out the plan, and evaluating the solution for reasonableness. [Processing Standard; Reporting Category 1]
Read:
Think/Analyze:
State* Region* District* Grade* 74% 73% 70% 70% *Reminder: Use previous year’s spring administration data.
What is the question?
What operation/s will I use to find the number of points Sarah’s team
scored? How will I find the number of points Daniel’s team scored? Using this
information, what is the final score?
What part of the standard is being assessed? Use multiplication to solve problems (no more than two digits times two
digits without technology). Solve problems that incorporate understanding the
problem, making a plan, carrying out the plan, and evaluating the solution for
reasonableness.
How else might this SE be assessed? This question could also be written to require only one step. (ie. If Sam does
25 jumping jacks each day, how many will he do in 1 week?)
The question may be multi faceted requiring evaluation of the problem,
understanding the question, and determination of a solution path.
SAMPLEwo digits timo digits
g the problem, making a g the problem, makingness. ess. [Processing [Processing
yze:
LLELELELELLE70%
LELLELEe question? question?
at operation/s will I use to findtion/s will I use to find the numthe nu
scored? How will I find the number of pwill I find the number of
information, what is the final score?information, what is the final score?
What part of the standard is beingpart of the standardUse multiplication to somultiplication to solve pv
digits without technology)digits without technology
problem, making a planproblem, making a
reasonableness.ss.SAow else mighow else mig
questSPPPPPPPLPLPLPLPLPLPLPLPLPLPLPLLLLLLLLLLLLPPPPPPPPPPLPLPLPLPLPLPLPLPLPLPLPLLLLLLLLLLLPPPPPPPPPPLPLPLPLPLPLPLPLPLPLPLPLPLLLLL
MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMAMMMMMM
Copyright©2011 Education Service Center Region XIII5
Copyright©2011 Education Service Center Region XIII
Apply: Possible Solution Steps:
1. Find the total score for Sarah’s team.
11 x 2 = 22 22 + 3 = 25 points 3 x 1 = 3
2. Find the total score for Daniel’s team. 8 x 2 = 16 16 + 10 = 26 points 10 x 1 = 10
3. Determine the final score for the game.
Sarah = 25 points Daniel = 26 points
4. Answer B Instructional Considerations: What prior knowledge is being built upon?
Look at the K 3 standards that align with 4.4D to see what prior knowledge is being built
upon. List here.
How do I currently teach this SE concept/content?
Currently I use…�
How do I need to adjust my instruction based on this analysis?
Example/s:
Change my current resource/s to _____ so that my instruction aligns better with the
expectations of the standard.
Implement multi step problem solving involving more than one operation into group work
and follow with class discussion.
What formative assessment will I use to be sure it’s working?
Example/s:
Observation of group discussions, Individual conferencing, Anecdotal notes
What are some probing questions to use with students?
What information are you given? What does the problem ask you to find? How did you determine the operation/s needed to solve the problem? How do you know to multiply, then add? What multiplication problem/s could be written to find the number of points Sarah’s team scored? Daniel’s team? How is multiplication like addition? How is it different?
Extension Write another question on a separate sheet of paper that addresses a different part
(different content) of the standard.
Correct Answer
B
SAMPLEPLPLPLPLgn with 4.4D to see what prior knowledgn with 4.4D to see what
MPMP/content?
AMAMmy instruction based on this analysis?
current resource/s to current resource/s to _____ so that mso that
tions of the standard. ns of the stan
ement multimulti step problem solving involstep problem solving inv
nd follow with class discussion.ith class discussion.
SASAWhat formative assessment will I use to
SExample/s: Examp
Observation of group discuvation of groupSSAWW ShhSaaSAttSAaaSArSAeSAsSAoSAmmSAeeSAppSArSAoSAbSAiiAnnAggA
E
What informanforHow did yow did yto multito multiWhatWhate
LELErec
Answe
Copyright©2011 Education Service Center Region XIII 6
Instructional Planning Tool Grade 4 Math
Read: SStudent Expectation (SE): Highlight the verb(s) and concept(s).
4.1B: The student is expected to place value to read, write, compare and order decimals involving tenths and hundredths, including money, using concrete objects and pictorial models. [Readiness Standard; Reporting Category 1]
4.14A: The student is expected to identify the mathematics in everyday situations. [Processing Standard;
Reporting Category 1]
Read:
Think/Analyze:
State* Region* District* Grade* *Reminder: Use previous year’s spring administration data.
What is the question?
What part of the standard is being assessed?
How else might this SE be assessed?
Copyright©2011 Education Service Center Region XIII7
Apply: Possible Solution Steps:
1. Determine the amount of money represented by each answer choice.
A. $3.36 B. $5.34 C. $4.32 D. $5.17
2. The hundredths place represents the pennies (100 pennies in a dollar).
Locate the hundredths place in each amount.
3. Which one represents four-hundredth 100
4
4 pennies or 4 cents? 4. Answer is B.
Instructional Considerations: What prior knowledge is being built upon?
How do I currently teach this SE concept/content?
How do I need to adjust my instruction based on this analysis?
What formative assessment will I use to be sure it’s working?
What are some probing questions to use with students?
Extension Write another question on a separate sheet of paper that addresses a different part
(different content) of the standard.
Correct Answer
B
