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TEKS Instruction Leads to Texas Assessment Success 1.

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Presentation on theme: "TEKS Instruction Leads to Texas Assessment Success 1."— Presentation transcript:

1 TEKS Instruction Leads to Texas Assessment Success 1

2  Assessments should match the level of rigor and relevance in the curriculum and the instruction  Performance-based assessments are most effective  Challenges with state assessments: ‐Need to be easy to score ‐Content may be tested in isolation ‐Do not always allow application/performance 2

3 Federal Assessment System TAKS TAKS-(Accommodated) TAKS-M (Modified) TAKS-Alt (Alternate) LAT ( Math, Reading, Science) TELPAS (2-12 Reading Test; K-1 Listening, Speaking, Reading, and Writing; 2-12 Listening, Speaking, and Writing) State Assessment System TAKS TAKS (Accommodated) TAKS-M (Modified) TAKS-Alt (Alternate) Early Reading Assessments (TPRI / Tejas LEE / Other) End of Course INTEGRATED ASSESSMENT & ACCOUNTABILITY SYSTEMS Developed & Provided by: Education Service Center Region XI 3

4  All state assessments are aligned to TEKS.  Assessments serve as a measure of student achievement in the areas of reading, writing, mathematics, social studies, and science.  Most are used as a component of state accountability.  Some are used for performance measures in NCLB adequate yearly progress (AYP). 4

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6  Senate Bill 1031 (80 th Texas Legislature, 2007) ‐Required the development of end-of-course assessments for secondary courses ‐Limited the frequency of stand alone field testing ‐Required changes to the assessment administration window 6

7  House Bill 3 (HB 3, 81 st Legislature, 2009) ‐Required new grade 3-8 assessments ‐Required performance measures across grade levels ‐Required end-of-course results be used in final course grades ‐Increased rigor of testing with the mandate to develop assessments with a “fewer, deeper, clearer” focus 7

8  More rigorous than TAKS with greater emphasis on alignment to college and career readiness  Grades 3 – 8 ‐Tests are in same grades and subjects as TAKS ‐Spanish versions available in grades 3-5  High school ‐Twelve end-of-course assessments covering four subject areas replace grade- level tests 8

9  3-8 mathematics  3-8 reading  4 and 7 writing  5 and 8 science  8 social studies 9 Implemented in School Year

10  English I, English II, English III  Algebra I, Geometry, Algebra II  Biology, Chemistry, Physics  World Geography, World History, U.S. History 10 Starts in school year with students entering 9 th grade

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12  All assessable Texas Essential Knowledge and Skills for a subject/course have been identified as either Readiness Standards or Supporting Standards 12

13  In general, Readiness Standards ‐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 13

14  In general, Supporting Standards ‐May be emphasized in a subsequent year, although introduced in the current grade or course ‐May be emphasized in a previous year, although reinforced in the current grade or course ‐Play a role in preparing students for the next grade or course, but not a central role ‐Address more narrowly defined ideas 14

15 Geometry Assessment—Eligible TEKS— Reporting Category 5 (G.11) Similarity and the geometry of shape. The student applies the concepts of similarity to justify properties of figures and solve problems. The student is expected to A.use and extend similarity properties and transformations to explore and justify conjectures about geometric figures Supporting Standard B.use ratios to solve problems involving similar figures Supporting Standard C.develop, apply, and justify triangle similarity relationships, such as right triangle ratios, trigonometric ratios, and Pythagorean triples using a variety of methods Readiness Standard D.describe the effect on perimeter, area, and volume when one or more dimensions of a figure are changed and apply this idea in solving problems Readiness Standard 15

16  Readiness and Supporting Standards ‐Readiness and Supporting Standards are identified in the assessed curriculum documents. ‐These documents are posted on the TEA student assessment website at 16

17  Readiness Standards ‐Encompass 30–40% of the eligible TEKS ‐Will make up 60–65% of the assessment  Supporting Standards ‐Encompass 60–70% of the eligible TEKS ‐Will make up 35–40% of the assessment 17

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19 19 Provided by: Education Service Center Region XI 2010– – – – – –2016 GR 3–8TAKS STAAR GR 9TAKS STAAR GR 10TAKS STAAR GR 11TAKS STAAR GR 12 & Out-of-School Students TAKS STAAR or TAKS STAAR or TAKS

20  Participants will ‐Highlight the EOC standards in the TEKS documents. ‐Discuss which TEKS are assessed and not assessed. ‐Debrief with the whole group. 20

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22 EnglishMathScienceSocial Studies English IAlgebra IBiologyWorld Geography English IIGeometryChemistryWorld History English IIIAlgebra IIPhysicsU.S. History 22

23  According to graduation requirements currently in place, students entering 9 th grade in must achieve a cumulative score at least equal to the product of number of assessments taken in that content area and scale score that indicates satisfactory performance.  For each of four core content areas, cumulative score ≥ n x passing scale score, where n = number of assessments taken. 23

24  For students on Minimum High School Program ‐Cumulative score is based on number of courses taken for which an end- of-course assessment exists. ‐Cumulative score requirement may vary by subject area. 24

25  In addition to meeting cumulative score requirement in each of four core content areas, students on the Recommended High School Program have to perform satisfactorily on – ‐Algebra II assessment ‐English III assessment 25

26 STAAR End-of-Course High School Assessments  In addition to meeting cumulative score requirement in each of four core content areas, students on Distinguished Achievement Program have to perform satisfactorily on college-readiness component of – ‐Algebra II assessment ‐English III assessment 26

27  Each EOC STAAR assessment will have a satisfactory cut score and an advanced cut score. There will also be EOC minimum scores set below, but within a reasonable range of the satisfactory scores, that will be used to determine whether a student’s score on an EOC assessment may count toward his/her cumulative score in that content area. 27

28 Level I Level II Level III PERFORMANCE Advanced Academic Performance Satisfactory Academic Performance Unsatisfactory Academic Performance 28 Minimum Score

29  Performance at the highest cut score will be interpreted differently depending on the assessment. ‐The highest cut will indicate college readiness for Algebra II and English III. ‐It will indicate advanced course readiness for Algebra I, English I, and English II. ‐It will indicate advanced performance for the remaining courses. 29

30  It is anticipated that the satisfactory performance standards for STAAR will be phased in over several years, but the advanced standards (including the college readiness standards for Algebra II and English III) would not be phased in, but applied as approved when STAAR becomes operational.  Performance standards will be reviewed at least every three years, as required by state statute. 30

31  Student is not required to retake course as a condition of retaking assessment.  School district shall provide accelerated instruction to each student who fails to perform satisfactorily on assessment. 31 STAAR End-of-Course High School Assessments

32  Student’s score on assessment must be worth 15% of student’s final grade for that course.  School district is not required to use student’s score on subsequent administrations to determine student’s final grade for that course. 32

33  In the future, TEA is planning multiple administrations of EOC assessments for ‐students who complete the course at different times of the year ‐retest opportunities  TEA is planning EOC administrations at the end of ‐Spring ‐Summer ‐Fall 33

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35 Classroom TEKS-based formative assessment Quality classroom instruction Classroom success for all Wider opportunities for future success in life Success on TEKS-based assessments for all students And lead to 35

36 InstructionCurriculum Standards Assessment Alignment of CIAS 36

37 Two Types of Alignment: Content Does the test item and its skills and knowledge base appear in the curriculum, textbook, or Texas assessment instruments? Context Does the test item format appear in the curriculum, textbook, or Texas assessment instruments? 37

38  a chart  textbook correlation  a scope and sequence  a curriculum guide  a TAKS/STAAR plan These are strategies that help us attain alignment. 38

39  Focus on TEKS  Understanding the relationship of the TEKS to the Texas assessment objectives  Examination of instructional process  K-12 perspective  A commitment and shared responsibility to enhance student learning  Working towards high achievement for all students  Ensuring essential student expectations  Securing the appropriate and necessary professional development to ensure alignment 39

40  understands what is expected of students;  understands these expectations within the context of the K-12 program, and  accepts responsibility for these expectations. 40

41    student.assessment 41

42  Assessment Information Booklets  Released Tests  Test Blueprints  Writing Rubrics and Writing Samples  Best Practices Clearinghouse  Teacher Toolbag 42

43  Student Success Initiative  Personal Graduation Plan  Drop Out Prevention  4 by 4 Graduation Requirements  College Readiness Initiatives  Texas Reading Initiatives  Texas Adolescent Literacy Academies  Response to Intervention  Science and Mathematics Collaboratives  Texas Mathematics and Science Diagnostic System  PK-16 Initiative  School Readiness Integration 43

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