Transcript Best Way to Prepare for STAAR and Eliminate Stress….

Created by Shelby Waller and Missy Mayfield
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• What is said here stays
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CSCOPE
&
STAAR
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Teachers’
Perspective
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Best Way to Prepare for STAAR and
Eliminate Stress….
Know your TEKS…
• Inside-out
• Upside-down
• Backwards &
forwards!
We must get our heads
“out of the sand” and be
honest with how well we
truly understand our TEKS.
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Picture this….
• Mrs. Sims is a teacher who:
• Has GREAT relationships with students!
• Uses Research-based strategies!
• Engages students actively!
• Teaches students to identify cell
organelles because she knows these
concepts are in her TEKS!
However,COGNITIVE
she did not closely examine the
RIGOR
actual TEKS:
7.12(D) differentiate between structure and
function in plant and animal cellCONTENT
organelles,
including
cell membrane, cell wall, nucleus,
CONTENT
cytoplasm, mitochondrion, chloroplast, and
vacuole;
CONTENT
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Mrs. Sims failed to help
students DIFFERENTIATE
between STRUCTURE and
FUNCTION … and she did
not include anything
about plant cells.
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How do you
think her
students will
perform on
the STAAR?
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The BEST teachers
will be considered
“inadequate” if
they do not
UNDERSTAND and
TEACH TO the
cognitive and
content rigor of
their standards as
they prepare
students for
STAAR!
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A New View of Assessment
“More Focus, More Clarity,
More Depth”
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More Focus: “Readiness”
and “Supporting” TEKS
standards are identified.
More Clarity: TEA will
communicate these
differing skills and will
communicate the
connection between the
TEKS and the STAAR.
More Depth: Inclusion
of items measuring higher
cognitive complexity to
prepare for the next grade
and ultimately, college.
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How does TAKS compare to STAAR?
Information adapted from
TEA article
A Comparison of Assessment
Attributes TAKS to STAAR™
http://www.tea.state.tx.us/student.assessment/staar/
Rigor of Assessment
Performance
Standards
were
approved in
2001
Perf. Standards
have remained the
same: therefore,
students have
“outgrown” the
test
Item development
process followed
since guidelines
developed in 2001
TAKS
Commended Perf.
difficult to
measure because
there are too few
rigorous items
Science &
Math = few
open-ended
items
Tests will
increase in
length at
most grades
Both have
Performance
Standards
or Measures
4th & 7th
Writing = 1
writing task
Thinking Maps Double Bubble Map®
Test difficulty will
increase by adding
more rigorous
items at a greater
depth of cognitive
complexity
STAAR
EOC
Science & Math =
more open-ended
items (not
multiple choice…
derive answer on
your own)
Why more Rigor?
• Better able to measure
growth of high-achieving
students
• Better alignment to the
VERBS in the TEKS SEs
Perf. Measures
will be set using
empirical data
that links perf.
year to year
4th & 7th
Writing = 2
writing tasks
instead of 1
Perf. Standards
will be reviewed
every 3 years &
adjusted if
appropriate to
maintain a high
standard of rigor
Empirical Data =
Compare student
perf. with
nationally
normedreferenced tests
Possible Writing Tasks:
• Personal narrative
• Literary
• Expository
• Persuasive
• Analytic
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Other Indications of STAAR’s Rigor
• Bundling of Standards allows skills to be
tested in more integrated and authentic
ways
• Assessments will focus on mastery of
SE’s essential for the current grade or
course, and building blocks for
subsequent grades
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Assessments will be back-mapped
from the capstone courses.
Assessed Curriculum
SE’s
grouped by
Objectives
5th , 8th Science
and 9 – 11 Tests
assessed content
from multiple
courses
Tested SEs
determined
by Tx.
Teachers
Tested SEs
determined
by educator
committees
Blueprints
Developed
TAKS
30 – 60 items
on each test:
1 essay in
4th & 7th
3rd
–
grade test
grade level
content only
Blueprints
focused on #
of items per
objective
Thinking Maps Double Bubble Map®
8th
(except 5th & 8th
science)
SEs grouped
by:
• Readiness
• Supporting
• Cannot be
assessed
STAAR
EOC
Blueprints will
focus on
standards that
prepare students
for the next
grade/course
Readiness SEs:
• Tested every yr
• Essential for success in
current gr.
• Important for next grade
• Supports CCRS
• Requires in-depth instruction
• Broad/deep ideas
9th – 12th
EOCs will
test ONLY
grade level
content
Tests will be
longer:
2 essays in
4th & 7th
5th Sci – will
include some
3rd/4th
8th Sci – will
include some
6th/7th
Supporting SEs:
• Tested on a rotation
• Introduced in current gd.
Or…
• Reinforced in current gd.
• Emphasized in another gd.
• Do not play a central role for
next gd.
• Narrow ideas
Readiness (Core) Knowledge and
Skills: Will be stable, static TEKS
assessed annually
Supporting (Rotational)
Knowledge and Skills: TEKS that
will be assessed on a three-year
rotational basis.
Example: An initial
committee review found
about 1/3 of reading TEKS
to be considered “core”.
These Core TEKS could
make up 50-60% of the test
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ON TARGET
How will CSCOPE
address the new
STAAR
requirements?
STAAR assessments will be
closely aligned to the TEKS,
and the TEKS are the
cornerstone of every CSCOPE
component. Therefore, if
teachers utilize CSCOPE as a
systemic approach to teaching
and learning, they will be
preparing students for STAAR
and EOC.
The table below reflects how CSCOPE is currently in line with
STAAR elements:
TEKS Student
Expectations will be
bundled in a way that
students may
encounter several skills
assessed within one
test question.
CSCOPE Unit Assessments bundle
Student Expectations for each unit
of study.
CSCOPE IFDs bundle Student
Expectations into units of study.
Test
questions
will align
to the
content
AND
cognitive
rigor of the
TEKS.
CSCOPE Unit Assessment questions are aligned to the CONTENT and
COGNITIVE RIGOR of the TEKS.
CSCOPE IFDs bundle Student Expectations into specific units of study,
focusing on the CONTENT and COGNITIVE RIGOR of the standards.
CSCOPE IFDs and VADs highlight the COGNITIVE RIGOR of each Student
Expectation (the verbs) to ensure teachers are informed of the depth
to which they should be teaching and that will be assessed on STAAR.
CSCOPE IFDs and VADs highlight the CONTENT specificity of each
standard by providing detailed ways teachers can target (“hit the bulls
eye”) their instruction of each Student Expectation.
CSCOPE Exemplar Lessons are aligned to the IFDs that bundle TEKS and
provide strategies that promote student exposure to the CONTENT and
COGNITIVE RIGOR of each Student Expectation.
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• Rest assured that CSCOPE currently assists
teachers in understanding their TEKS and
the content and cognitive rigor of each
standard better than they have ever
understood it before!
• This depth of understanding will in
turn help teachers prepare
students for STAAR and EOC.
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However, because CSCOPE is a
responsive curriculum system created
BY Texas teachers FOR Texas teachers,
CSCOPE wants to take things a step
further to assist educators and
students as we approach this
new assessment system.
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State CSCOPE staff have already
begun an initial review of the
curriculum components in all
content areas with regard to
STAAR requirements, including the
Readiness and Supporting
standard designations.
The table below reflects State CSCOPE’s overall revision process
for each CSCOPE component based on STAAR requirements.
YAGs
YAGs will be audited and revised (as necessary) to ensure all newly
identified “Readiness” and “Supporting” TEKS are bundled into units
BEFORE the STAAR assessments occur.
TEKS will be labeled “Readiness” or “Supporting” on the TEKS Verification
Matrix as applicable.
TEKS Verification
Matrix
TEKS will be identified as “Readiness” or “Supporting” on the VAD.
VADs
IFDs will be audited and revised (as necessary) to ensure TEKS are bundled
appropriately. A Performance Indicator review will be necessary at all grade
IFDs
levels to ensure that the readiness and supporting standards are the primary
focus of the performance assessment in the unit.
Unit Assessments Unit tests will continue to bundle Student Expectations and mirror the
content and cognitive rigor of the TEKS.
Exemplar Lessons Exemplar lessons will continue to align to the IFDs and will continue to
promote the CONTENT and COGNITIVE rigor of the standards, as well as
highlighting “Readiness” and “Supporting” standards.
To this!