Do I teach TAKS? Or do I teach STAAR? 1 It’s ALL about the TEKS 2 Students LEARN CSCOPE ORGANIZES TEKS STAAR ASSESSES 3 Let’s begin with the end in mind . . . 4 But what we really want to accomplish . . . Leverage the new assessment structure to improve learning for students 5 How are we feeling about things? JUST a little uneasy? 6 Or perhaps . . . 7 Or maybe . . . just maybe . . . 8 Keep in mind . . . we’ve been walking this path for a while TABS TEAMS TAAS TAKS [SDAA/LDAA] TAKS (Acc/M/Alt) 9 Lesson It’s ALL about learning! 10 What we now KNOW about future accountability . . . 11 12 Let’s get grounded . . . • What is learning? • How do know that a student has learned? 13 14 STAAR . . . a few noteworthy items Time limits - NEW – EOCs: 4 hours – Grades 3-8: 4 hours • Do we have time limits now? 15 STAAR . . . a few noteworthy items • SSI (5th and 8th Grade Reading and Math) in 201112 – Based on raw scores and classroom performance – STAAR performance standards not set until Fall 2012 • Test format – EOCs: Paper and Online – Grades 3-8: Paper Only 16 STAAR . . . a few more noteworthy items • Field testing – Mostly embedded in operational tests • Writing – Grade 4 • 2 compositions • stand-alone field test for prompts • embedded field test for revision/editing – Grade 7/EOC • 3 compositions (2 scored, 1 embedded field test) • embedded field test for revision/editing 17 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) 18 STAAR Accommodated Not 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) Accommodated Tests (Separate Test Form and Booklet) 2006-2010 19 STAAR Modified and STAAR Alternate Grades 3-8 Reading – Gr. 3-8 Math – Gr. 3-8 Writing – Gr. 4 & 7 Science – Gr. 5 & 8 Soc. Studies – Gr. 8 STAAR Modified and STAAR Alternate for ALL grades and subjects High School COURSES Math Algebra I Geometry Algebra II English Science Soc Studies Eng I Biology World Geo. Eng II Chemistry World Hist. Eng III Physics U.S. History STAAR Modified and STAAR Alternate for all courses required for graduation under Minimum Plan 20 Standards 21 Words matter! • Getting the word “kind of right” doesn’t necessarily help! 22 Standards, Standards Everywhere • Curriculum Standards (TEKS) – Readiness – Supporting – Process • Assessment Standards – Passing Standards or Performance Standards • Accountability Standards – Pass Rate Standards 23 TEKS Structure • Knowledge and Skills • Student Expectations 24 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 25 # 6.1 # TEKS Number, operation, and quantitative reasoning. The student represents and uses rational numbers in a variety of equivalent forms. The student is expected to: TEKS Underlying processes and mathematical tools. The student communicates about Grade 6 mathematics 6.12 through informal and mathematical language, representations, and models. The student is expected to: Student Expectation (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. Student Expectation (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. Eligible? √ √ √ √ √ √ Eligible? √ X 26 Create criteria • All standards are not created equal 27 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 28 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 ideas 29 Apply the criteria • Which eligible TEKS – meet Readiness Standards criteria? – meet Supporting Standards criteria? 30 ALL of the TEKS are important! But in learning (and on STAAR) they play different roles Think Academy Awards – Standards in a leading (readiness) role – Standards in a supporting role 31 32 33 Reviewing Readiness and Supporting Readiness Standards Supporting Standards ≈ 30% of Assessed Curriculum ≈ 70% of Assessed Curriculum ≈ 65% of STAAR test ≈ 35% of STAAR test – 2-4 questions per standard – 0-1 question per standard 34 Readiness vs. Supporting Standards 100% 90% 35% 80% Supporting Standards 70% 60% 70% 50% 40% 65% 30% 20% 10% 30% Readiness Standards 0% THE ASSESSED % of Assessed Curriculum % of TEKS Tested on STAAR STAAR ITEMS CURRICULUM (TEKS) 35 Which is Readiness and which is Supporting (4th Grade Reading)? A. Distinguish fact from opinion in a text and explain how to verify S what is a fact B. Describe explicit and implicit relationships among ideas in texts R organized by cause-and-effect, sequence, or comparison 36 Which is Readiness and which is Supporting (5th Grade Math)? A. Sketch the results of translations, rotations, and reflections on a Quadrant I R coordinate grid B. Identify the transformation that generates one figure from the other S when given two congruent figures on a Quadrant I coordinate grid 37 Which is Readiness and which is Supporting? (Alg. I) A. R B. S find specific function values, simplify polynomial expressions, transform and solve equations, and factor as necessary in problem situations identify and sketch the general forms of linear (y = x) and quadratic (y = x2) parent functions 38 Which is Readiness and which is Supporting (Chemistry)? A R B S describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle’s law, Charles’ law, Avogadro’s law, Dalton’s law of partial pressure, and the ideal gas law perform stoichiometric calculations, including determination of mass and volume relationships between reactants and products for reactions involving gases 39 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? 40 Reinforcing S T A A R as a vertical system 41 Depth 42 FOCUS + DEPTH = LONGER +6 questions Reading 3-8 = +4 questions Writing = +1 composition Science= +4 questions • Math Gr. 3 – Gr. 8 = • • • • Impact of time limits? +4 questions EOC = +2 to 13 questions • Social Studies Gr 8 = • 43 Rigorous items Rigorous test design What does rigor mean? 44 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 45 A more rigorous test • Focused student expectations – tested multiple ways • More items that are rigorous 46 STAAR requires more THINKING! 47 In a STAAR World… Focus = on fewer standards MORE novel ways to sample the student’s learning 48 Preparing for STAAR • TAKS Sorting Activity – Grade 8 Math – Which questions are Moderate? – Which questions are Challenging? 49 • Which question might be on STAAR? • What does that mean for instruction? • For assessment? 50 Which is more STAAR-like? (8.2.B use appropriate operations to solve problems involving rational numbers in problem situations) 1. 23 - -12 = 35 2. Bubble in “D” 1. 2. 3. 4. 60 x 70 = 4200 4200 ÷ 175 = 24 24 x 7 = 168 Bubble in “G” 51 For the student: Each step creates an opportunity for a mistake or misapplication of learning 52 For the teacher: Each step creates a formative assessment opportunity 53 Depth • Multiple steps 1 2 – Math, Science • Multiple concepts 3 – ELA, Social Studies, Science, Math • Multiple levels 4 (A) – ELA, Social Studies, Science, Math 54 55 56 Questioning… • Teachers KNOW how to ask good questions • But . . . are students answering them at the same level? • What separates great teachers from developing ones? 57 Ms. New Mr. Benhere Mrs. Bright Ms. Gottet ? asked ? asked ? asked ? answered ? asked ? answered ? answered ? answered 58 Commended 40 • Depth and Complexity • Cumulative Effect 35 30 25 20 15 • Cognitive Level 10 5 • Transitional to the new system 0 gr 3 gr 4 gr 5 gr 6 Woo Hoo! gr 7 gr 8 Oh No! gr 9 gr 10 Eak! gr 11 59 Process Standards 60 Process • What’s a process? • When do you see them used? 61 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) 62 Process Standards/Dual Coding – Underlying Processes and Mathematical Tools (Grades 3-8 only) ≥ 75% – Scientific Investigation and Reasoning Skills ≥ 40% – Social Studies Skills ≥ 30% 63 MATH 75% dual coded • What does that look like? 64 65 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 A 8.29.B 8.15.D R 8.29.B 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 66 Is this a STAAR-like item? • Does it measure the TEKS at the cognitive complexity (i.e., thinking) at which it was written? • Does it measure more than one SE? • Does it require multiple steps/processes/levels? 67 So what does this mean for . . . • Designing/evaluating local assessments? • Instructional planning/practice? • Selection of instructional resources? 68 How many questions could be generated from one Readiness Standard? 69 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 70 Social Studies 8.15.D – Levels of Specificity analyze how the U.S. Constitution reflects the principles of: 1. 2. 3. 4. 5. 6. 7. limited government republicanism checks and balances federalism separation of powers popular sovereignty individual rights 71 Social Studies Process Standards 1. 2. 3. 4. 5. 6. 7. 8. 8.29.A differentiate between, locate, and use valid primary and secondary sources . . . 8.29.B analyze information by sequencing, categorizing, identifying cause-and-effect relationships . . . 8.29.C organize and interpret information . . . graphs, charts, timelines, and maps 8.29.D identify points of view from the historical context 8.29.E support a point of view on a social studies issue or event 8.29.H use appropriate mathematical skills to interpret social studies information 8.29.J pose and answer questions about geographic distributions and patterns . . . 8.30.A use social studies terminology correctly 72 How many questions? Readiness Standard 8.15.D analyze the U.S. Constitution: 1. limited government 2. republicanism 3. checks and balances 4. federalism 5. separation of powers 6. popular sovereignty 7. individual rights Process Standards 1. 8.29.A primary and secondary sources 2. 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 73 • 7 levels of specificity • 8 process standards 7 x 8 = 56 74 Leveraging your curriculum . . . 75 Curriculum • Got one? • What do you do with it? • How are the standards distributed through the year? 76 • Readiness Standards sampled multiple times – Different processes – Level of specificity • TEKS • District curriculum 77 Local Assessments 78 How do you answer these questions? – Are you testing what you teach? OR – Are you testing what students are supposed to learn? 79 80 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 81 82

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