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Do I teach TAKS?

Or do I teach

STAAR?

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It’s ALL about theTEKS

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TEKS CSCOPE ORGANIZES

STAARASSESSES

Teac

hers

TEA

CH

Leaders MONITOR

StudentsLEARN

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Let’s begin with the end in mind . . .

But what we really want to accomplish . . .

Leverage the new assessment structure to

improve learning for students

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How are we feeling about

things?6J U S T a l i tt l e u n e a s y ?

Or perhaps . . .

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Or maybe . . . just maybe . . .

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Keep in mind . . .

we’ve been walking this path for a while

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TAAS

TABS

TEAMS

TAKS[SDAA/LDAA]

TAKS(Acc/M/Alt)

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It’s ALL about learning!

Lesson

What we now KNOW about future accountability . . .

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What we now KNOW about future accountability . . .

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Let’s get grounded . . .• What is learning?

• How do know that a student has learned?

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STAAR . . . a few noteworthy itemsTime limits - NEW– EOCs: 4 hours– Grades 3-8: 4 hours

• Do we have time limits now?

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STAAR . . . a few noteworthy items• SSI (5th and 8th Grade Reading and Math) in 2011-

12– 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

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

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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 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)

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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

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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

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Standards

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Words matter!

• Getting the word “kind of right” doesn’t necessarily help!

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Standards, Standards Everywhere• Curriculum Standards (TEKS)

– Readiness– Supporting– Process

• Assessment Standards– Passing Standards or Performance Standards

• Accountability Standards– Pass Rate Standards

TEKS Structure• Knowledge and Skills

• Student Expectations

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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

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# 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

Create criteria

• All standards are not created equal

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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 ideas 29

Apply the criteria

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• Which eligible TEKS –meet Readiness Standards criteria?–meet Supporting Standards criteria?

ALL of the TEKS are important!

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But in learning (and on STAAR) they play different roles

Think Academy Awards– Standards in a leading (readiness)

role– Standards in a supporting role

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Reviewing Readiness and Supporting

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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

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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

Which is Readiness and which is Supporting (4th Grade Reading)?A. Distinguish fact from opinion in a

text and explain how to verify what is a fact

B. Describe explicit and implicit relationships among ideas in texts organized by cause-and-effect, sequence, or comparison

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S

R

Which is Readiness and which is Supporting (5th Grade Math)?

A. Sketch the results of translations, rotations, and reflections on a Quadrant I coordinate grid

B. Identify the transformation that generates one figure from the other when given two congruent figures on a Quadrant I coordinate grid

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R

S

Which is Readiness and which is Supporting?

(Alg. I)A. find specific function values, simplify

polynomial expressions, transform and solve equations, and factor as necessary in problem situations

B. identify and sketch the general forms of linear (y = x) and quadratic (y = x2) parent functions

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R

S

Which is Readiness and which is Supporting (Chemistry)?A 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

B perform stoichiometric calculations, including determination of mass and volume relationships between reactants and products for reactions involving gases

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R

S

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?

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Reinforcing

S T A

A R

as a vertical system

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Depth

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

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• Impact of time limits?

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What does rigor mean?

Rigorous itemsRigorous test design

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

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STAARrequires

moreTHINKIN

G!

In a STAAR World…

Focuson fewer standards

MOREnovel ways to sample the

student’s learning48

=

Preparing for STAAR• TAKS Sorting Activity – Grade 8 Math– Which questions are Moderate?– Which questions are Challenging?

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• Which question might be on STAAR?

• What does that mean for instruction?

• For assessment?

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Which is more STAAR-like?(8.2.B use appropriate operations to solve problems involving rational numbers in problem situations)

1. 23 - -12 = 352. Bubble in “D”

1. 60 x 70 = 42002. 4200 ÷ 175 = 243. 24 x 7 = 1684. Bubble in “G”

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For the student:Each step creates an opportunity for a mistake or misapplication of learning

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For the teacher:Each step creates a formative assessment opportunity

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Depth• Multiple steps

– Math, Science

• Multiple concepts– ELA, Social Studies, Science,

Math

• Multiple levels– ELA, Social Studies, Science,

Math

1 2

3

4 (A)

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Questioning…• Teachers KNOW how to ask good

questions• But . . . are students answering

them at the same level?• What separates great teachers

from developing ones?

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Ms. New Mr. Benhere Mrs. Bright Ms. Gottet

? asked

? asked

? asked ? asked

? answered ? answered ? answered

? answered

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Commended• Depth and

Complexity

• Cumulative Effect

• Cognitive Level

• Transitional to the new system

gr 3 gr 4 gr 5 gr 6 gr 7 gr 8 gr 9 gr 10 gr 110

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Woo Hoo! Oh No! Eak!

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ProcessStandards

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Process

• What’s a process?

• When do you see them used?

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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%

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MATH75% dual coded

• What does that look like?

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A 8.15.DR 8.29.B

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

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

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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?

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So what does this mean for . . .

• Designing/evaluating local assessments?

• Instructional planning/practice?

• Selection of instructional resources?

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How many questions could be generated from one Readiness Standard?

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Social Studies 8.15.Danalyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights

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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

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Social Studies Process Standards1. 8.29.A differentiate between, locate, and use valid primary and

secondary sources . . .2. 8.29.B analyze 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

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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?

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• 7 levels of specificity• 8 process standards

7 x 8 = 56

Leveraging your curriculum . . .

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Curriculum• Got one?

• What do you do with it?

• How are the standards distributed through the year?

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• Readiness Standards sampled multiple times– Different

processes– Level of specificity

• TEKS• District curriculum

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Local Assessments

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How do you answer these questions?

–Are you testing what you teach?

OR

–Are you testing what students are supposed to learn?

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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

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