Created by Shelby Waller and Missy Mayfield

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• Participate actively.

• Professionalism: Refrain from using electronic devices until appropriate, please.

• What is said here stays here, but what you learn here leaves here.

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CSCOPE&

STAAR

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Teachers’ Teachers’ PerspectivPerspectivee

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Best Way to Prepare for STAAR and Eliminate Stress….Know your TEKS…•Inside-out•Upside-down•Backwards & forwards!

We must get our heads We must get our heads “out of the sand” and be “out of the sand” and be honest with how well we honest with how well we

truly understand our truly understand our TEKS. TEKS.

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Picture this….• Mrs. Sims is a teacher who:

• Has GREAT relationships with students!

• Uses Research-based strategies!• Engages students actively!• Teaches students to identify cell

organelles because she knows these concepts are in her TEKS!

However, she did not closely examine However, she did not closely examine the actual TEKSthe actual TEKS::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;

CONTENTCONTENT

COGNITIVE COGNITIVE RIGORRIGOR

CONTENTCONTENT

CONTENTCONTENT

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Mrs. Sims failed to help students

DIFFERENTIATE between STRUCTURE and FUNCTION … and she did not include

anything about plant cells.

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How do you think her students

will perform on the STAAR?

This excellent

teacher missed

the most

important step in

teaching and

learning: close

alignment to the

standards!

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The BEST teachers will be

considered “inadequate” if

they do not UNDERSTAND and TEACH TO the cognitive and content rigor of their standards as they prepare students for

STAAR!

CSCOPE can

CSCOPE can

help us help us

accomplish accomplish

this goal!this goal!

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A New View of Assessment

“More Focus, More Clarity, More Depth”

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More Focus: “Readiness” and “Supporting” TEKS standards are identified.

More Focus: “Readiness” and “Supporting” TEKS standards are identified.

More Clarity: TEA will communicate these differing skills and will communicate the connection between the TEKS and the STAAR.

More Clarity: TEA will communicate these differing skills and will communicate the connection between the TEKS and the STAAR.More Depth:

Inclusion of items measuring higher cognitive complexity to prepare for the next grade and ultimately, college.

More Depth: Inclusion of items measuring higher cognitive complexity to prepare for the next grade and ultimately, college.

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How does TAKS compare to STAAR?

Information adapted from TEA articleA Comparison of Assessment Attributes TAKS to STAAR™

http://www.tea.state.tx.us/student.assessment/staar/

Item development process followed since guidelines

developed in 2001

Tests will increase in length at

most grades

Performance Standards

were approved in

2001

Test difficulty will increase by adding

more rigorous items at a greater depth of cognitive

complexity

Why more Rigor?•Better able to measure growth of high-achieving students•Better alignment to the VERBS in the TEKS SEs

Perf. Measures will be set using empirical data that links perf. year to year

Perf. Standards have remained the same: therefore, students have

“outgrown” the test

Both have Performance

Standards or Measures Perf. Standards

will be reviewed every 3 years &

adjusted if appropriate to

maintain a high standard of rigor

Science & Math = few open-ended

items

Science & Math = more open-ended

items (not multiple choice… derive answer on

your own)

Rigor of Assessment

TAKS STAAREOC

Thinking Maps Double Bubble Map®

Empirical Data = Compare student

perf. with nationally normed-

referenced tests

4th & 7th Writing = 2 writing

tasks instead of 1

4th & 7th Writing = 1 writing task

Possible Writing Tasks:•Personal narrative•Literary•Expository•Persuasive•Analytic

Commended Perf. difficult to

measure because there are too few rigorous items

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Other Indications of STAAR’s Rigor

• Bundling of Standards allows skills to be tested in more integrated and authentic ways

• Assessments will focus on mastery of SE’s essential for the current grade or course, and building blocks for subsequent grades

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Assessments will be back-mapped from the capstone courses.

Exampl

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Tested SEs determined

by Tx. Teachers

Tested SEs determined by educator committees

30 – 60 items on each test:

1 essay in 4th & 7th

SE’s grouped by Objectives

SEs grouped by:

•Readiness•Supporting•Cannot be assessed

Readiness SEs:•Tested every yr•Essential for success in current gr.•Important for next grade•Supports CCRS•Requires in-depth instruction•Broad/deep ideas

9th – 12th EOCs will test ONLY grade level

content5th , 8th Science and

9 – 11 Tests assessed content

from multiple courses

Blueprints Developed

5th Sci – will include some

3rd/4th

8th Sci – will include some

6th/7thTests will be

longer:2 essays in

4th & 7th

Blueprints focused on # of items per

objective

Blueprints will focus on

standards that prepare students

for the next grade/course

Assessed Curriculum

TAKS STAAREOC3rd – 8th

grade test grade level

content only (except 5th & 8th

science)

Thinking Maps Double Bubble Map®

Supporting SEs:•Tested on a rotation•Introduced in current gd. Or…•Reinforced in current gd.•Emphasized in another gd.•Do not play a central role for next gd.•Narrow ideas

Readiness (Core) Knowledge and Skills: Will be stable, static TEKS assessed annually

Supporting (Rotational) Knowledge and Skills: TEKS that will be assessed on a three-year rotational basis.

Example: An initial committee review found about 1/3 of reading TEKS to be considered “core”. These Core TEKS could make up 50-60% of the test

Example: An initial committee review found about 1/3 of reading TEKS to be considered “core”. These Core TEKS could make up 50-60% of the test

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STAAR assessments will STAAR assessments will be closely aligned to the be closely aligned to the TEKS, and the TEKS are TEKS, and the TEKS are the the cornerstonecornerstone of every of every

CSCOPE component. CSCOPE component. Therefore, if teachers Therefore, if teachers utilize CSCOPE as a utilize CSCOPE as a

systemic approach to systemic approach to teaching and learning, teaching and learning, they will be preparing they will be preparing

students for STAAR and students for STAAR and EOC. EOC.

How will How will CSCOPE CSCOPE

address the address the new STAAR new STAAR

requirements?requirements?

TEKS Student TEKS Student Expectations will be Expectations will be

bundled in a way that bundled in a way that students may students may

encounter several skills encounter several skills assessed within one assessed within one

test question.test question.

CSCOPE Unit Assessments bundle Student Expectations for each unit of study. CSCOPE IFDs bundle Student Expectations into units of study.

The table below reflects how CSCOPE is currently in line with The table below reflects how CSCOPE is currently in line with STAAR elements:STAAR elements:

Test Test questions questions will align will align

to the to the content content

AND AND cognitive cognitive

rigor of the rigor of the TEKS.TEKS.

CSCOPE Unit Assessment questions are aligned to the CONTENT and COGNITIVE RIGOR of the TEKS. CSCOPE IFDs bundle Student Expectations into specific units of study, focusing on the CONTENT and COGNITIVE RIGOR of the standards. CSCOPE IFDs and VADs highlight the COGNITIVE RIGOR of each Student Expectation (the verbs) to ensure teachers are informed of the depth to which they should be teaching and that will be assessed on STAAR. CSCOPE IFDs and VADs highlight the CONTENT specificity of each standard by providing detailed ways teachers can target (“hit the bulls eye”) their instruction of each Student Expectation. CSCOPE Exemplar Lessons are aligned to the IFDs that bundle TEKS and provide strategies that promote student exposure to the CONTENT and COGNITIVE RIGOR of each Student Expectation.

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• Rest assured that CSCOPE currently assists teachers in understanding their TEKS and the content and cognitive rigor of each standard better than they have ever understood it before!

• This depth of understanding will in turn help teachers prepare students for STAAR and EOC.

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However, because CSCOPE is a responsive curriculum system created BY Texas teachers FOR Texas teachers, CSCOPE wants to take things a step further to assist educators and

students as we approach this new assessment system.

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State CSCOPE staff have already begun an initial review of the curriculum components in all content areas with regard to STAAR requirements, including the

Readiness and Supporting standard designations.

YAGsYAGs

YAGs will be audited and revised (as necessary) to ensure all newly identified “Readiness” and “Supporting” TEKS are bundled into units BEFORE the STAAR assessments occur.

TEKS Verification TEKS Verification

MatrixMatrix

TEKS will be labeled “Readiness” or “Supporting” on the TEKS Verification Matrix as applicable.

VADsVADs TEKS will be identified as “Readiness” or “Supporting” on the VAD.

IFDsIFDsIFDs will be audited and revised (as necessary) to ensure TEKS are bundled appropriately. A Performance Indicator review will be necessary at all grade levels to ensure that the readiness and supporting standards are the primary focus of the performance assessment in the unit.

Unit AssessmentsUnit Assessments Unit tests will continue to bundle Student Expectations and mirror the content and cognitive rigor of the TEKS.

Exemplar LessonsExemplar Lessons Exemplar lessons will continue to align to the IFDs and will continue to promote the CONTENT and COGNITIVE rigor of the standards, as well as highlighting “Readiness” and “Supporting” standards.

The table below reflects State CSCOPE’s overall revision process The table below reflects State CSCOPE’s overall revision process for each CSCOPE component based on STAAR requirements.for each CSCOPE component based on STAAR requirements.

To this!To this!