Ready for STAAR Leading Forward in Times of Change 1

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Ready for STAARLeading Forward in Times of Change

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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!

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Do I teach TAKS?

Or do I teach

STAAR?

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It’s ALL about the

TEKS

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TEKS Curr. Docs. ORGANIZE

STAARASSESSES

Teac

hers

TEA

CH

Leaders MONITOR

StudentsLEARN

Accountability

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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

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• VERY rough approximation of passing STAAR

• Focus on advanced performance

• Identify curriculum gaps

• Identify high-performing teachers

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ELL Progress Data

• Academic vocabulary

• Rigor of expectations

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STAAR

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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?

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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

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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

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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

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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

S tate of

T exas

Assessment of

Academic

R eadiness28

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What does it mean to be an assessment of academic readiness?

TAKS–Did I learn what I was supposed to

learn in 4th grade?

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STAAR–Did I learn what I was supposed

to learn in 4th grade?–Am I ready for 5th grade?–And 6th grade?

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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

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TAKS–Did I learn what I was supposed to

learn in 8th grade?

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STAAR–Did I learn what I was supposed

to learn in 8th grade?–Am I ready for English I?–And English II?

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What does it mean to be a teacher of academic readiness?

6th

Rdg7th

Rdg/Wtg

8th

RdgEng

IEng

IIEng III

Eng IV

Eng101

Eng201

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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

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• Set first for English III and Algebra II– Linked to college readiness– Linked by grade level down to 3rd grade



• 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

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“Did I pass?”

• Timeline– EOC STAAR: February 2012–Grade 3-8 STAAR: Fall 2012

STAAR Performance Categories (02/07/2011)

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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!

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TEA Resources

• Assessed Curriculum Documents• STAAR Blueprints• Released TAKS• Overviews• Rubrics and Design

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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) 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)

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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

TTWWADI

• What do we need to do?• Who’s gonna do it?• When are we gonna do it?

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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?

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Reality Check

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p. 17

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

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Words matter!

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

• Must have a common vocabulary

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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

STAAR Word Wall

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Assessed Curriculum

ReadinessStandard

SupportingStandard

ProcessStandard

Reporting Category p. 23

CHORAL READINGPlease repeat after me

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FocusClarityDepth

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How?• Cognitive complexity

What?• Prioritized Stds• Current curriculum

Focus

Clarity

Depth

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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

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

TEKS Structure

• Knowledge and Skills

• Student Expectations

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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.


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

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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.


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 ideas71

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

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

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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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;

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Reinforcing

S T A

A R

as a vertical system

p. 53

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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 81

• 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 84

A more rigorous test

• Focused student expectations – tested multiple ways

• More items that are rigorous

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STAAR

requires

more

THINKIN

G!

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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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p. 69

90

p. 70

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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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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.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

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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.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

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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:


How many questions?

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• 7 levels of specificity• 8 process standards

7 x 8 = 56

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Readiness Standard8.15.D analyze the U.S. Constitution:


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

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Think like a leader . . .

• What does the fifth six weeks look like?

1st 2nd 3rd 4th 5th 6th

1st 2nd 3rd 4th 5th 6th

Data HOT Spots

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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?

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Which data are ALSO meaningful?

• Commended growth by teacher– Where was rigor added?– What about grade three?

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Which data are NOT as meaningful?

• Percent passing– By grade– By teacher– By content area

• Accountability rating

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Planning . . .

. . . one Unit-at-a-Time

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How do your teachers answer these questions?–Are you testing what you teach?

OR

–Are you testing what students are supposed to learn?

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STAAR Timeframe

• Meant to be adapted, adjusted, revised, customized

• Timeframe• Professional Development • Data Analysis• Systems Checks

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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

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

A Final Review

• Campus Expectations– Teach Curriculum– DOK– Rigor, Relevance, and Specificity– Common Planning– Common Assessments– Data Analysis– Accountability