ready for staar leading forward in times of change

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Ready for STAARReady for STAARLeading Forward in Times of ChangeLeading Forward in Times of Change

Houston Independent School DistrictHouston Independent School District

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Our Norms for the Session

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• Interaction

• Participation

• Engagement

• Questioning

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

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How are we feeling about

things?7JUST a little uneasy?JUST a little uneasy?

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Or perhaps . . .

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Or maybe . . . just maybe . . .

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It’s ALL about learning!

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Today• We begin the conversation

Next Week• You continue the conversation on your campus

Year long• We will work together

• Curriculum Alignment

• Lead4ward Online Tools

• STAAR Field Guides

• Teacher Appraisal & Development System

• Each other

Plan Resources

What is the plan?

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Goals• To establish a common language about STAAR• To understand the design of the test• To understand and be able to define what “standards”

are within the STAAR test• To understand that the TEKS will be assessed at a

higher level of cognitive complexity through STAAR test items 

• To understand the connection between the Teacher Appraisal and Development System and STAAR

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Or do I teach STAAR?

Do I teach TAKS?

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It’s ALL about the

TEKS

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TEKSDistrict

ORGANIZES

STAAR

ASSESSES

Teach

ers

TEACH Leaders

MONITOR

StudentsLEARN

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Leverage the new assessment structure to

improve learning for students

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In small groups brainstorm answers to the questions:

•What is learning?

•How do you know if a student has learned?

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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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In small groups complete the sorting activity to determine the types of problems that were used with each of the state tests (TABS, TEAMS, TAAS, TEKS). To do this you must:

•Work the math problems provided.•Match the test with the problem.

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One Step:1. Fewest barrels

TABS Exit Level Math(1982)

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Two Steps:1. Find point on graph2. Multiply 30 pupils x $300 = $9,000

TEAMS Exit Level Math(1986)

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Three Steps:1. Find paper on pie chart2. Divide tons of paper by total tons: 72/1803. Convert to 40%

TAAS Exit Level Math(1999)

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Five Steps:1. Add all votes 240 + 420 + 180 + 300 + 60 = 1,2002. Determine which student finished 3rd (Bridget: 240 votes)3. Determine Bridget’s %age of votes 240 / 1,200 = 20%4. Know that a pie chart has 360 total degrees5. Determine 20% of 360 degrees: .20 x 360 = 72

TAKS Exit Level Math(2002 Field Test)

• Great STAAR-like question

– BUT . . . it tests 8.12.C

– This would be an 8th grade STAAR

question, NOT an exit-level question

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AST ARFive Steps:1. The student must know how to apply the quadratic formula to find the value of the discrimant

2. Find quadratic equation on formula chart:3. If there are two real number roots of the equation and the graph of the parabola crosses the x-axis at those roots4. If there is a “multiple” or repeated root of the equation and the vertex of the graph of the parabola touches the x-axis at that root.5. If the roots of the equation are imaginary numbers and the graph of the parabola does not intersect the x-axis.

042 acb

042 acb

042 acb

acb 42

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STAAR Exit Level Math?(2012)

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• 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?

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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 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

What do we know about STAAR?

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• 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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What do we know about STAAR?

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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)

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STAAR AccommodatedWhat do we know about STAAR?

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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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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 do we know about STAAR?

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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

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What do we know about STAAR?What about tests for students who are English Language Learners?

– Spanish version for Grades 3–5

– Linguistic accommodations for most tests

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STAAR Performance Categories (02/07/2011)

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

What do we know about STAAR?

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Discuss with your shoulder partnerWhat are the implications of these changes for your campus?

Discussion

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STAAR is an assessment of ACADEMIC READINESS

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Exploring the vertical alignment of STAAR

TAKSDid our students learn what they were supposed to learn in their current grade or course?

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STAAR• Did our students learn what they were

supposed to learn in their current grade or course?

• Are they ready for the next grade or course?

• And the one after that?

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Exploring the vertical alignment of STAAR

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

Exploring the vertical alignment of STAAR

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6.5AKnow that an element

is a puresubstance

represented bychemicalsymbols.

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7.6AIdentify that organic

compounds

contain carbon and other elements

such as hydrogen, oxygen,

phosphorous, nitrogen or sulfur.

Exploring the vertical alignment of STAAR

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• Learning builds between grades

• Learning DEPENDS on earlier grades

• Intervention areas are easier to identify

• Differentiation is predictable

TAKS is horizontal

is vertical!

Exploring the vertical alignment of STAAR

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With your small group, take 3 minutes to share your thoughts on the vertical nature of the STAAR test and its implications for you and your students.

Discussion

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• Curriculum Standards (TEKS)– Readiness– Supporting– Process

• Assessment Standards– Passing Standards or Performance Standards

• Accountability Standards– Pass Rate Standards

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Standards, Standards Everywhere

Standards

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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

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All standards are not created equal

Standards

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– 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 ideas50

Supporting Standards≈70% of eligible TEKS

Standards

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Think Academy Awards– Standards in a leading (readiness) role– Standards in a supporting role

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ALL of the TEKS are important!

Standards

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

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Readiness vs. Supporting Standards

Standards

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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

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• Example from Science– demonstrate safe practices during laboratory

and field investigations• 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)

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Process StandardsStudent expectations that relate to the

skills of the content area.

Standards

AST ARGrade 8 STAAR Blueprint

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AST ARChemistry EOC Blueprint

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Griddable Items for STAAR/EOC Assessments

• The correct answer can be a positive or a negative number. If the answer is a negative number, students must enter a negative sign. If no sign is marked, the answer will default to a positive number.

• The answer grid includes a floating decimal point. If the answer is a decimal number, students must enter a decimal point.

• Students must enter their answer in the boxes (paper and online) and then fill in the corresponding bubbles (paper only).

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Assessments

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Testing Dates for Science EOC

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In your participant guide…What are some unanswered questions you might be having right now about the curriculum standards?

Reflection

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• 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 • Multiple steps, concepts and levels

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Items that are more rigorous

Rigor

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

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Rigor

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For the teacher:Each step creates a formative assessment opportunity

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Rigor

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So what does this mean for . . .

The way in which we raise the bar with our instruction?

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Which instructional practice criteria are most essential to meeting the increased rigor of STAAR?

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• PL-2 Collects, tracks and uses student data to drive instruction

• PL-3 Designs effective lesson plans, units and assessments

• I-3 Differentiates instruction for students needs by employing a variety of instructional strategies

• I-4 Engages students in work that develops higher level thinking skills

Activity

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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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