Ty Duncan, ESC 17 Specialist Things Every Parent Should Know

Economic Realities

% Demonstrating Skill Criterion-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. Time The J Curve

Assessment 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 3-8 Reading – Gr. 3-8 Math – Gr. 3-8 Writing – Gr. 4 & 7 Science – Gr. 5 & 8 Soc. Studies – Gr. 8 7 High School COURSES MathEnglishScienceSoc Studies Algebra I Geometry Algebra II Eng I Engl II Eng III Biology Chemistry Physics World Geo. World Hist. U.S. History The high school level STAAR tests are COURSE tests, NOT grade level tests What tests will students have to take?

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

Graduation  STAAR/EOC  ALL STAAR/EOC tests will be available in  May have some 9 th graders taking Algebra I STAAR/EOC and other 9 th graders taking Geometry STAAR/EOC  It is possible that some 9 th graders may take Algebra II STAAR/EOC  3 standards or cutpoints (HB 3)  Minimum Score  Satisfactory Performance  Satisfactory Performance on College Readiness Component 9

Graduation  STAAR/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 CS 10

Graduation  Graduation Requirements – STAAR/EOC  Recommended High School Program  Student must meet CS requirement AND  Student must meet Satisfactory Performance on – English III and Algebra II  Distinguished Achievement Program  Student must meet CS requirement AND  Student must meet Satisfactory Performance on College Readiness component of – English III and Algebra II 11

Graduation  Hypothetical 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 *A student who takes only 2 STAAR/EOC Math tests would have to achieve a CS of 2000 A student who takes only 1 STAAR/EOC Math test would have to achieve a CS of

Grades  Mostly local control  Score (converted to district grading standard) on an EOC assessment will comprise 15% of the student’s final grade for that course (however you define the course)  School district is not required to use the student’s score on retests 13

Rigor is Not A Disease Many 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/ Principles Complexity of Content Complexity of Processing Remember Create Understand Evaluate Apply Analyze 4 th Math TAKS QuestionSTAAR Question

FactsTopicsConceptsGeneralizations/ Principles Complexity of Content Complexity of Processing Remember Create Understand Evaluate Apply Analyze 6 th Reading TAKS QuestionSTAAR Question

FactsTopicsConceptsGeneralizations/ Principles Complexity of Content Complexity of Processing Remember Create Understand Evaluate Apply Analyze 8 th Social Studies TAKS QuestionSTAAR Question

FactsTopicsConceptsGeneralizations/ Principles Complexity of Content Complexity of Processing Remember Create Understand Evaluate Apply Analyze Biology TAKS QuestionSTAAR Question

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 Cumulative

What are the Vitals of a School?

Vitals of a School Level of Student Engagement Quality of Student Work Absenteeism 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

30

Bibliography Dr. Ervin Knezek, SIRC Training Lynn Erickson -- Concept-Based Curriculum and Instruction for the Thinking Classroom, 2007