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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 E O M E T R Y
INSTRUCTIONAL PLANNING TOOL
STAAR™
Copyright©2011 Education Service Center Region XIII3
Instructional Planning Tool User Guide
Overview 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.
As you work through the tool, keep in mind that the intent is to help think through the instructional implications of each standard. This tool provides an option to work through this thought process and can be customized to fit the needs of each campus.
Contents Each 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 to meet their needs.
READINESS STANDARDS: SUPPORTING STANDARDS: PROCESS STANDARDS: are essential for success in the
current grade or course; are important for preparedness for
the next grade or course; support college and career
readiness; necessitate in‐depth instruction; address broad and deep ideas.
may be emphasized in a subsequent year (although introduced in the current grade or course);
may be emphasized in a previous year (although introduced in the current grade or course);
play a role in preparing students for the next grade or course but not a central role;
address more narrowly defined ideas.
will be assessed in context, not in isolation in the content areas of Social Studies, Science, and Math;
will allow for a more integrated and authentic assessment.
Instructional Planning Tool – COMPLETED SAMPLE Geometry Math
Copyright©2011 Education Service Center Region XIII
Read: Student Expectation (SE): Highlight the verb(s) and concept(s).
G.2B: The student is expected to make conjectures about angles, lines, polygons, circles, and three-dimensional figures and determine the validity of the conjectures, choosing from a variety of approaches such as coordinate, transformational or axiomatic. [Readiness Standard; Reporting Category 1]
Read:
Think/Analyze:
State* Region* District* Grade* 65% 70% 71% 70% *Reminder: Use previous year’s spring administration data.
What is the question?
What is a true statement that can be made from the given figure and the fact that X, Y, and Z must be non−collinear? What part of the standard is being assessed? Determine the validity of conjectures made about lines using an axiomatic approach.
How else might this SE be assessed? Students might be asked to make or validate conjectures about angles, polygons, circles, or three−dimensional figures. The situation might also lend itself to using a coordinate or transformational approach.
SAMPLE
Copyright©2011 Education Service Center Region XIII
Apply: Possible Solution Steps:
Recall that non− collinear means that points X, Y, and Z do NOT fall on the same line. Since this is the case, we know two facts:
XZ must be larger than either XY or YZ, since Y is not on the line XZ. This invalidates options A and B.
XZ must be shorter than the 2 times XY, since XZ represents the shortest distance between points X and Z. This invalidates choice C.
Therefore, the correct answer must be D. Instructional Considerations: What prior knowledge is being built upon? In middle school, students were introduced to the concepts of congruence and similarity. They primarily focused on angles, circles, and three−dimensional figures in coordinate and transformational settings. How do I currently teach this SE concept/content?
Currently, I use…
How do I need to adjust my instruction based on this analysis? Encourage to make their own conjectures and evaluate the validity of the conjectures of others, providing evidence for their conclusion. What formative assessment will I use to be sure it’s working? Provide students with this figure, or another like it, and ask them to make two true conjectures and one false statement that might fool another student. Then have them trade and identify the false statement. What are some probing questions to use with students?
What type of triangle is ΔXYZ? Are any of the given statements sometimes true? Can you make another
statement about this figure that would sometimes be true? Draw the three situations in which the incorrect answer choices would be
true. What conditions from the original statement had to change?
Extension‐Write another question on a separate sheet of paper that addresses a different part (different content) of the standard.
Correct Answer
D
SAMPLE
Copyright©2011 Education Service Center Region XIII 6
Instructional Planning Tool Geometry Math
Copyright©2011 Education Service Center Region XIII
Read: Student Expectation (SE): Highlight the verb(s) and concept(s).
G.2B: The student is expected to make conjectures about angles, lines, polygons, circles, and three-dimensional figures and determine the validity of the conjectures, choosing from a variety of approaches such as coordinate, transformational or axiomatic. [Readiness 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
Copyright©2011 Education Service Center Region XIII
Apply: Possible Solution Steps:
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
