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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
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