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Ty Duncan, ESC 17 SpecialistThings Every Parent Should Know

Economic Realities% Demonstrating SkillCriterion-References Tests

e.g. ExCET, TAAS, license/certification, teacher-made Purpose: To determine knowledge of defined criteria Information: How much of defined criteria known Goal is to yield J curve Assumes an aligned curriculum Assumes most people can learn most things in time. TimeThe J CurveAssessment in Texas Is Changing EOC and Graduation Requirements need to be brought up at every Middle School and Junior High.The 15% grading issue will impact grades in a negative way. Many kids will be retesting and that is okay given the changing nature of instruction. Parents must understand that we are going to assess your kids and not just test them.

Grades 3-8Reading Gr. 3-8Math Gr. 3-8Writing Gr. 4 & 7Science Gr. 5 & 8Soc. Studies Gr. 87

High School COURSESMathEnglishScienceSoc StudiesAlgebra IGeometry Algebra IIEng IEngl IIEng III

BiologyChemistryPhysics

World Geo.World Hist.U.S. History

The high school level STAAR tests are COURSE tests, NOT grade level testsWhat tests will students have to take?8What does it mean to be an assessment of academic readiness?GraduationSTAAR/EOC

ALL STAAR/EOC tests will be available in 2011-12May have some 9th graders taking Algebra I STAAR/EOC and other 9th graders taking Geometry STAAR/EOCIt is possible that some 9th graders may take Algebra II STAAR/EOC

3 standards or cutpoints (HB 3)Minimum ScoreSatisfactory PerformanceSatisfactory Performance on College Readiness Component9GraduationSTAAR/EOC

To graduate, a student must achieve a cumulative score (CS) that is at least equal to the product of the number of STAAR/EOC assessments taken in the content area and the Satisfactory Performance (SP) scale score

Mathematically, this means that in each content area:

CS = n x SP

Where n = the number of EOC/STAAR assessments taken

BUT . . . a student MUST achieve at least the Minimum Score in order for the score to count toward the CS10GraduationGraduation Requirements STAAR/EOC

Recommended High School ProgramStudent must meet CS requirement ANDStudent must meet Satisfactory Performance onEnglish III and Algebra II

Distinguished Achievement ProgramStudent must meet CS requirement ANDStudent must meet Satisfactory Performance on College Readiness component ofEnglish III and Algebra II11GraduationHypothetical Example - Mathematics

Assume Satisfactory Performance for each STAAR/EOC Math assessment is a scale score of 1000

To graduate, a student who takes all 3 STAAR/EOC Math tests would have to achieve a Cumulative Score of 3000*3 x 1000 = 3000

Assume Minimum Score for each STAAR/EOC Math assessment is a scale score of 900

12*A student who takes only 2 STAAR/EOC Math tests would have to achieve a CS of 2000A student who takes only 1 STAAR/EOC Math test would have to achieve a CS of 100012GradesMostly local control

Score (converted to district grading standard) on an EOC assessment will comprise 15% of the students final grade for that course (however you define the course)

School district is not required to use the students score on retests

13Rigor is Not A DiseaseMany parents associate rigor with more work. The bottom line is classrooms will expect more this year and you are going to need parental support throughout this process. Expect that teachers demand rigorous, challenging from your child.FactsTopicsConceptsGeneralizations/PrinciplesComplexity of ContentComplexity of ProcessingRememberCreateUnderstandEvaluateApplyAnalyze4th MathTAKS QuestionSTAAR Question15What Complexity of Processing might be used to assess FACTS? Remember and Understand What Complexity of Processing might be used to assess Topics? (Subject Specific concepts) Remember and Understand APPLYWhat Complexity of Processing might be used to assess Concepts? (Broad based concepts that bridge across curriculum areas) APPLY, EVALUATE, Analyze and CreateWhat Complexity of Processing might be used to assess Generalizations/Principles? (Holds consistently through TIME) Analyze and Create, Evaluate, Apply A student can apply a generalization to solve a problem, but to assess that students understanding of the generalization he/she has to show the ability to analyze within the framework of the generalization.RED = H. Lynn Ericksons viewFor this project, we concentrated on the complexity of processing (cognitive rigor). We felt that teachers have readily available tools to access facts. Most current resources assess at the Remember, Understand, and Apply Facts and Concepts. We focused our attention on Apply, Analyze, and Evaluate Concepts and GeneralizationsFactsTopicsConceptsGeneralizations/PrinciplesComplexity of ContentComplexity of ProcessingRememberCreateUnderstandEvaluateApplyAnalyze6th ReadingTAKS QuestionSTAAR Question16What Complexity of Processing might be used to assess FACTS? Remember and Understand What Complexity of Processing might be used to assess Topics? (Subject Specific concepts) Remember and Understand APPLYWhat Complexity of Processing might be used to assess Concepts? (Broad based concepts that bridge across curriculum areas) APPLY, EVALUATE, Analyze and CreateWhat Complexity of Processing might be used to assess Generalizations/Principles? (Holds consistently through TIME) Analyze and Create, Evaluate, Apply A student can apply a generalization to solve a problem, but to assess that students understanding of the generalization he/she has to show the ability to analyze within the framework of the generalization.RED = H. Lynn Ericksons viewFor this project, we concentrated on the complexity of processing (cognitive rigor). We felt that teachers have readily available tools to access facts. Most current resources assess at the Remember, Understand, and Apply Facts and Concepts. We focused our attention on Apply, Analyze, and Evaluate Concepts and GeneralizationsFactsTopicsConceptsGeneralizations/PrinciplesComplexity of ContentComplexity of ProcessingRememberCreateUnderstandEvaluateApplyAnalyze8th Social StudiesTAKS QuestionSTAAR Question17What Complexity of Processing might be used to assess FACTS? Remember and Understand What Complexity of Processing might be used to assess Topics? (Subject Specific concepts) Remember and Understand APPLYWhat Complexity of Processing might be used to assess Concepts? (Broad based concepts that bridge across curriculum areas) APPLY, EVALUATE, Analyze and CreateWhat Complexity of Processing might be used to assess Generalizations/Principles? (Holds consistently through TIME) Analyze and Create, Evaluate, Apply A student can apply a generalization to solve a problem, but to assess that students understanding of the generalization he/she has to show the ability to analyze within the framework of the generalization.RED = H. Lynn Ericksons viewFor this project, we concentrated on the complexity of processing (cognitive rigor). We felt that teachers have readily available tools to access facts. Most current resources assess at the Remember, Understand, and Apply Facts and Concepts. We focused our attention on Apply, Analyze, and Evaluate Concepts and GeneralizationsFactsTopicsConceptsGeneralizations/PrinciplesComplexity of ContentComplexity of ProcessingRememberCreateUnderstandEvaluateApplyAnalyzeBiologyTAKS QuestionSTAAR Question18What Complexity of Processing might be used to assess FACTS? Remember and Understand What Complexity of Processing might be used to assess Topics? (Subject Specific concepts) Remember and Understand APPLYWhat Complexity of Processing might be used to assess Concepts? (Broad based concepts that bridge across curriculum areas) APPLY, EVALUATE, Analyze and CreateWhat Complexity of Processing might be used to assess Generalizations/Principles? (Holds consistently through TIME) Analyze and Create, Evaluate, Apply A student can apply a generalization to solve a problem, but to assess that students understanding of the generalization he/she has to show the ability to analyze within the framework of the generalization.RED = H. Lynn Ericksons viewFor this project, we concentrated on the complexity of processing (cognitive rigor). We felt that teachers have readily available tools to access facts. Most current resources assess at the Remember, Understand, and Apply Facts and Concepts. We focused our attention on Apply, Analyze, and Evaluate Concepts and Generalizations3. (10)Geometry and spatial reasoning. The student recognizes that a line can be used to represent numbers and fractions and their properties and relationships. The student is expected to locate and name points on a number line using whole numbers and fractions, including halves and fourths.

3. (10)Geometry and spatial reasoning. The student recognizes that a line can be used to represent numbers and fractions and their properties and relationships. The student is expected to locate and name points on a number line using whole numbers and fractions, including halves and fourths.

(6)Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems. The student is expected to:

(B)demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass and can produce light, heat, and sound;

6)Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems. The student is expected to:

(B)demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass and can produce light, heat, and sound;

5)History. The student understands the challenges confronted by the government and its leaders in the early years of the republic and the Age of Jackson. The student is expected to:

(E)identify the foreign policies of presidents Washington through Monroe and explain the impact of Washington's Farewell Address and the Monroe Doctrine;

(5)History. The student understands the challenges confronted by the government and its leaders in the early years of the republic and the Age of Jackson. The student is expected to:

(E)identify the foreign policies of presidents Washington through Monroe and explain the impact of Washington's Farewell Address and the Monroe Doctrine;

Biology

All Tests Are CumulativeWhat are the Vitals of a School?

Vitals of a SchoolLevel of Student EngagementQuality of Student WorkAbsenteeism by Students Maximizing Instructional Time with Strategic Instruction

The only way to discover the limits of the possible is to venture a little past them into the impossible - A.C. Clarke

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BibliographyDr. Ervin Knezek, SIRC Training 2011www.lead4ward.comLynn Erickson -- Concept-Based Curriculum and Instruction for the Thinking Classroom, 2007