2
Goals Accountability for the sake of STAAR Review the STAAR design and standards Connect STAAR
to the curriculum to the data from TAKS
to units in the curriculum to professional development
to leadership Rethink local assessment Plan!
9
2011 State Accountability Changes
• Commended Performance– Reading/ELA and Math– All Students and Economically Disadvantaged– 15% for Recognized / 25 % for Exemplary– No RI, TPM or Exceptions
• ELL Progress– Current + Monitored LEP (≥ 2 years in U.S. schools)– 60% for Recognized or Exemplary
Commended Data
10
• VERY rough approximation of passing STAAR
• Focus on advanced performance
• Identify curriculum gaps
• Identify high-performing teachers
22
STAAR (grounding our work)
• What is it?• How is like good learning?• Which tests will we give?• Where do I find the information?• What about tests for English
Language Learners and students with disabilities?
23
What do we know about STAAR?
• Will begin in 2011-12– Grades 3 through 8– First year 9th graders and below (Gr. 8, 7, 6, etc.)
• Will be “significantly more rigorous” than TAKS
24
What do we know about STAAR?
• Will measure student performance AND academic growth
• Grade 3-8 STAAR tests in Reading and Math will be linked (from grade to grade) to performance expectations for– English III STAAR and– Algebra II STAAR
25
Grades 3-8Reading – Gr. 3-8Math – Gr. 3-8Writing – Gr. 4 & 7Science – Gr. 5 & 8Soc. Studies – Gr. 8
High School COURSESMath English Science Soc Studies
Algebra IGeometry Algebra II
Eng IEng IIEng III
BiologyChemistryPhysics
World Geo.World Hist.U.S. History
The high school level STAAR tests are COURSE tests, NOT grade level tests
. . . the testsp. 7
26
Social Studies
• New TEKS
• Assessed Curriculum• Higher passing
standard
• Vetting instructional materials
Reading/Writing
• Reading and writing for information
• Inferential thinking
• Concise/precise writing
• Genre
Science
• Cumulative issues
• Instructional materials
• Differentiation in HS
Math
• Novelty
• New TEKS on the horizon
Key Cognitive Skills • Intellectual curiosity • Reasoning • Problem solving
Foundational Skills • Reading across the curriculum • Writing across the curriculum • Use of data
STAAR–Did I learn what I was supposed
to learn in 4th grade?–Am I ready for 5th grade?–And 6th grade?
31
What does it mean to be a teacher of academic readiness?
k gr. 1 gr. 2 gr. 3 gr. 4 gr. 5 gr. 6 gr. 7 gr. 8
32
STAAR–Did I learn what I was supposed
to learn in 8th grade?–Am I ready for English I?–And English II?
34
35
What does it mean to be a teacher of academic readiness?
6th
Rdg7th
Rdg/Wtg
8th
RdgEng
IEng
IIEng III
Eng IV
Eng101
Eng201
36
STAAR Performance Standards
• Higher than TAKS
• Set first for English III and Algebra II– Linked to college readiness– Linked by grade level down to 3rd grade
37
STAAR Performance Standards
• Higher than TAKS
• Set first for English III and Algebra II– Linked to college readiness– Linked by grade level down to 3rd grade
STAAR Performance Standards
• Higher than TAKS
• Set first for English III and Algebra II– Linked to college readiness
– Linked by grade level down to 3rd grade
• Standard-setting committees and policy review committees– Reviewed every 3 years
– Validity studies38
39
STAAR Performance Standards
“Did I pass?”
• Timeline– EOC STAAR: February 2012–Grade 3-8 STAAR: Fall 2012
STAAR Performance Categories (02/07/2011)
40
TAKSCommended Performance
Met Standard
Did Not Meet Standard
STAARLevel III: Advanced Academic Performance*
Level II: Satisfactory Academic Performance (to be phased in)
Level I: Unsatisfactory Academic Performance**
* Accomplished Academic Performance for STAAR Alternate** Additional Minimum Score to be applicable to Cumulative Score Requirements for Graduation
TAKS is horizontal
• Learning builds between grades
• Learning DEPENDS on earlier grades
• Intervention areas are easier to identify
• Differentiation is predictable
STAAR
is vertical!
TEA Resources
• Assessed Curriculum Documents• STAAR Blueprints• Released TAKS• Overviews• Rubrics and Design
44
What about “other” versions of STAAR?• Accommodated/Accommodations
• Modified– HS issues and graduation plan
• Alternate– HS issues and graduation plan
• Linguistically Accommodated Tests– Most grades/subjects (not just NCLB)– Revisions to LEP exemptions
• Spanish (3-5) 45
STAAR AccommodatedNot a separate test
– STAAR will be in Verdana font, larger type, more white space
– Accommodations WILL be allowed on STAAR• SpEd• 504• Dyslexia (Gr. 3 through Eng. III)
46
Accommodated Tests
(Separate Test Form and Booklet)
2006-2010
STAAR Modified and STAAR Alternate
Grades 3-8
Reading – Gr. 3-8Math – Gr. 3-8Writing – Gr. 4 & 7Science – Gr. 5 & 8Soc. Studies – Gr. 8
47
High School COURSES
Math English Science Soc StudiesAlgebra IGeometry Algebra II
Eng IEng IIEng III
BiologyChemistryPhysics
World Geo.World Hist.U.S. History
STAAR Modified and STAAR Alternate for all courses required for graduation under
Minimum Plan
STAAR Modified and STAAR Alternate for
ALL grades and subjects
What if we reversed our thinking?
• When are we gonna do it?• Who’s gonna do it?• What do we need to do?–Now who’s gonna do it?
50
The Leadership Team
• Administrators
• Teacher leaders– High levels of attainment (% passing)
– Rigor• % scoring commended
• commended growth
– Growth• Vertical scale score growth
• Increase in % passing 53
54
Words matter!
• Getting the word “kind of right” doesn’t necessarily help!
• Must have a common vocabulary
56
Standards, Standards Everywhere
• Curriculum Standards (TEKS)– Readiness– Supporting– Process
• Assessment Standards– Passing Standards or Performance Standards
• Accountability Standards– Pass Rate Standards
STAAR Word Wall
57
Assessed Curriculum
ReadinessStandard
SupportingStandard
ProcessStandard
Reporting Category p. 23
61
Standards, Standards Everywhere
• Curriculum Standards (TEKS)– Readiness– Supporting– Process
• Assessment Standards– Passing Standards or Performance Standards
• Accountability Standards– Pass Rate Standards
TEA Process• Convene teams of teachers
• Review the TEKS structure
• Determine which TEKS could be assessed in paper and pencil test (“eligible TEKS” – a.k.a., the Assessed Curriculum)
• Create criteria for prioritizing and labeling standards– Readiness Standard– Supporting Standard– Process Standard (defined in the TEKS)
• Apply the criteria and publish the results 64
66
# TEKS Student Expectation Eligible?
6.1
Number, operation, and quantitative reasoning. The student represents and uses rational numbers in a variety of equivalent forms. The student is expected to:
(A) compare and order non-negative rational numbers;
(B) generate equivalent forms of rational numbers including whole numbers, fractions, and decimals;
(C) use integers to represent real-life situations; (D) write prime factorizations using exponents;
(E) identify factors of a positive integer, common factors, and the greatest common factor of a set of positive integers; and
(F) identify multiples of a positive integer and common multiples and the least common multiple of a set of positive integers.
# TEKS Student Expectation Eligible?
6.12
Underlying processes and mathematical tools. The student communicates about Grade 6 mathematics through informal and mathematical language, representations, and models. The student is expected to:
(A) communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models; and
(B) evaluate the effectiveness of different representations to communicate ideas.
Determine Eligibility
• Can the Student Expectation be assessed on a paper and pencil test?
– Yes: eligible for STAAR (Assessed Curriculum)
– No: important for learning but will not be tested
67
68
# TEKS Student Expectation Eligible?
6.1
Number, operation, and quantitative reasoning. The student represents and uses rational numbers in a variety of equivalent forms. The student is expected to:
(A) compare and order non-negative rational numbers;
(B) generate equivalent forms of rational numbers including whole numbers, fractions, and decimals;
(C) use integers to represent real-life situations; (D) write prime factorizations using exponents;
(E) identify factors of a positive integer, common factors, and the greatest common factor of a set of positive integers; and
(F) identify multiples of a positive integer and common multiples and the least common multiple of a set of positive integers.
# TEKS Student Expectation Eligible?
6.12
Underlying processes and mathematical tools. The student communicates about Grade 6 mathematics through informal and mathematical language, representations, and models. The student is expected to:
(A) communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models; and
(B) evaluate the effectiveness of different representations to communicate ideas.
√√√√√√
√
X
70
Readiness Standards≈30% of eligible TEKS
– 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
Supporting Standards≈70% of eligible TEKS
– 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 ideas71
Apply the criteria
72
• Which eligible TEKS –meet Readiness Standards criteria?–meet Supporting Standards criteria?
ALL of the TEKS are important!
73
But in learning (and on STAAR) they play different roles
Think Academy Awards– Standards in a leading (readiness)
role– Standards in a supporting role
Reviewing Readiness and Supporting
75
Readiness Standards
≈ 30% of Assessed Curriculum
≈ 65% of STAAR test– 2-4 questions per
standard
Supporting Standards
≈ 70% of Assessed Curriculum
≈ 35% of STAAR test– 0-1 question per
standard
76
Readiness vs. Supporting Standards
% of Assessed Curricu-lum
% of TEKS Tested on STAAR
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
30%
65%
70%
35%
Supporting Standards
Readiness Standards
THE ASSESSED CURRICULUM (TEKS)
STAAR ITEMS
Teach it forward…Exploring the vertical alignment of STAAR
• How are the standards conceptually linked?
• How does each grade level connect to the other?
• Where are the connecting elements?
77
78
p. 36
Eng I 9.A summarize text and distinguish between a summary that captures the main ideas and elements of a text and a critique that takes a position and expresses an opinion
8.10.A summarize the main ideas, supporting details, and relationships among ideas in text succinctly in ways that maintain meaning and logical order;
Eng II 9.A summarize text and distinguish between a summary and a critique and identify non-essential information in a summary and unsubstantiated opinions in a critique
Eng III 9.A summarize a text in a manner that captures the author’s viewpoint, its main ideas, and its elements without taking a position or expressing an opinion;
8.10.A summarize the main ideas, supporting details, and relationships among ideas in text succinctly in ways that maintain meaning and logical order;
FOCUS + DEPTH = LONGER
• Math Gr. 3 – Gr. 8 = +6 questions• Reading 3-8 = +4 questions• Writing = +1 composition• Science= +4 questions• Social Studies Gr 8 = +4 questions• EOC = +2 to 13 questions 81
• Impact of time limits?
Items that are more rigorous• Assessing standards at a higher level of
cognitive complexity– Higher than many items on TAKS
–AT THE LEVEL OF TEKS
• Assessing more than one SE in an item 84
A more rigorous test
• Focused student expectations – tested multiple ways
• More items that are rigorous
85
88
Depth
• Multiple steps– Math, Science
• Multiple concepts– ELA, Social Studies, Science,
Math
• Multiple levels– ELA, Social Studies, Science,
Math
1 2
3
4 (A)
93
Process Standards
• Examples from Science– demonstrate safe practices during laboratory and field investigations– design and implement investigative procedures, including making
observations, asking well-defined questions, formulating testable hypotheses, identifying variables, selecting appropriate equipment and technology, and evaluating numerical answers for reasonableness
• Tested in isolation and reported as a separate Objective in TAKS
• On STAAR, will be assessed in context WITH a content standard (either Readiness or Supporting)
Process Standards/Dual Coding
– Underlying Processes and Mathematical Tools (Grades 3-8 only) ≥ 75%
– Scientific Investigation and Reasoning Skills ≥ 40%
– Social Studies Skills ≥ 30%
94
96
So what does this mean for . . .
• Designing/evaluating local assessments?
• Instructional planning/practice?
• Selection of instructional resources?
98
Social Studies 8.15.D
analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights
99
Social Studies 8.15.D – Levels of Specificity
analyze how the U.S. Constitution reflects the principles of:
1. limited government2. republicanism3. checks and balances4. federalism5. separation of powers6. popular sovereignty7. individual rights
100
Social Studies Process Standards1. 8.29.A differentiate between, locate, and use valid primary and
secondary sources . . .2. 8.29.Banalyze information by sequencing, categorizing, identifying
cause-and-effect relationships . . .3. 8.29.Corganize and interpret information . . . graphs, charts, timelines,
and maps4. 8.29.D identify points of view from the historical context5. 8.29.Esupport a point of view on a social studies issue or event6. 8.29.H use appropriate mathematical skills to interpret social
studies information7. 8.29.J pose and answer questions about geographic distributions and
patterns . . .8. 8.30.A use social studies terminology correctly
101
Process Standards1. 8.29.A primary and secondary sources2. 8.29.B sequencing, categorizing,
identifying cause-and-effect relationships
3. 8.29.C graphs, charts, timelines, and maps
4. 8.29.D points of view from the historical context
5. 8.29.E support a point of view on a social studies issue or event
6. 8.29.H use appropriate mathematical skills
7. 8.29.J geographic distributions/patterns
8. 8.30.A social studies terminology
Readiness Standard8.15.D analyze the U.S. Constitution:
1. limited government2. republicanism3. checks and balances4. federalism5. separation of powers6. popular sovereignty7. individual rights
How many questions?
103
Readiness Standard8.15.D analyze the U.S. Constitution:
1. limited government2. republicanism3. checks and balances4. federalism5. separation of powers6. popular sovereignty7. individual rights
How many questions?
56 + 7 = 63
What’s taught when . . .• Are there assessed standards introduced AFTER STAAR is given?
• Are there hard to teach standards late in the year?
• Is pacing a potential issue?
• Are there grading periods that provide greater concern?
• Is the first grading period spent in review or new instruction?
• How many days of actual instruction are planned for each grading period?104
105
Think like a leader . . .
• What does the fifth six weeks look like?
1st 2nd 3rd 4th 5th 6th
1st 2nd 3rd 4th 5th 6th
Which data are meaningful?
• Student Expectation (SE) level data– Which SE’s were more difficult to teach last year?– Which of those are Readiness Standards?
• SE level data over time– Is this year’s pattern a trend?– What about changes in the TEKS?
107
Which data are ALSO meaningful?
• Commended growth by teacher– Where was rigor added?– What about grade three?
109
Which data are NOT as meaningful?
• Percent passing– By grade– By teacher– By content area
• Accountability rating
113
116
How do your teachers answer these questions?–Are you testing what you teach?
OR
–Are you testing what students are supposed to learn?
117
STAAR Timeframe
• Meant to be adapted, adjusted, revised, customized
• Timeframe• Professional Development • Data Analysis• Systems Checks
118
We can do this!
TABS to TEAMS to TAAS to TAKS . . . we have survived (and EXCELLED) before!
The challenges are great, but we can succeed
Don’t forget the power of encouragement
A Final Review
• STAAR Components– Who gets tested– What tests are students required to take– What does it measure– How do we prepare
A Final Review
• Campus Vocabulary– STAAR, EOC, DOK/Blooms, Dual Coding, Process
Standards, Readiness Standards, Supporting Standards, Bundling TEKS, Readiness, Assessments, Depth, Rigor, Specificity, Cognitive Levels, CCRS, ELPS
A Final Review
• Curriculum– Know your TEKS and SE’s• How do they break apart• How do you bundle them• Know which are Readiness, Supporting, and Process
Standards
– Eliminate Love units that aren’t part of the curriculum
– Rethink what you’ve been doing– Understand the Vertical Alignment
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