1. Ready for STAAR Leading Forward in Times of Change

2. Goals Accountability for the sake of STAAR
Review the STAAR design and standards
Connect STAAR
to the curriculum
to the data from TAKS
to units in the curriculum
to professional development
to leadership
Rethink local assessment
Plan!

3. Do I teach TAKS?
Or do I teach STAAR?

4. It’s ALL about the
TEKS
Music Clip: Teach Your Children Well – Crosby, Stills & Nash

5. TEKS Students LEARN Curr. Docs. STAAR ORGANIZE ASSESSES Leaders
Teachers
TEACH
Leaders
MONITOR

6. TEKS Students LEARN CSCOPE STAAR ORGANIZES ASSESSES Leaders Teachers
MONITOR

7. Accountability

9. 2011 State Accountability Changes
Commended Performance
Reading/ELA and Math
All Students and Economically Disadvantaged
15% for Recognized / 25 % for Exemplary
No RI, TPM or Exceptions
ELL Progress
Current + Monitored LEP (≥ 2 years in U.S. schools)
60% for Recognized or Exemplary

10. Commended Data VERY rough approximation of passing STAAR
Focus on advanced performance
Identify curriculum gaps
Identify high-performing teachers

11. ELL Progress Data
Academic vocabulary
Rigor of expectations

13. The NEW Accountability System
What we DON’T know
The NEW Accountability System
Long term goal (top 10 states in college readiness)
Definition of college readiness
Growth measures for passing and advanced performance
Dropout rate (Annual rate? Longitudinal Rate? Single grade level? Grade span?)
Graduation Rate (4-year? 5-year? 6-year? 7-year?)
Differences in dropout definition (state vs. federal)
Ratings categories (recognized or exemplary?)
Distinction definitions
Fine Arts? PE? 21st Century Workforce? 2nd Language Acquisition?
Indicators
STAAR
Satisfactory
Advanced
Dropout Rate
Graduation Rate
What we KNOW
p. 8

15. Goals of New Accountability System
A NEW system By
Texas in top 10 states for “college-readiness”
% College Ready
% RHSP/DAP
No significant achievement gaps

17. Anticipated Features of New Accountability System
Performance Indicators
1. Student Performance on STAAR
% Satisfactory OR Growth/Progress
% Advanced OR Growth/Progress
2. Dropout Rate for Grades 9-12 (including Completion Rate)
Exclusions from dropout definition (for State system ONLY)
High School Graduation Rates

18. Anticipated Features of New Accountability System
Additional Features
Required Improvement
Three Year Average Performance
Performance on 85% of Indicators
Models
Separate Indicators
Combinations or Index Measures

19. Anticipated Features of New Accountability System
Ratings Labels
Acceptable/Unacceptable
Recognized/Exemplary
For meeting higher CCR performance standards
Separate ratings or “add ons” to Acceptable/Unacceptable)

20. Anticipated Features of New Accountability System
Distinction Designations for High Performance
For Districts/Campuses Based on CCR Performance Standards
Campus Distinctions
Top 25% Campuses in Annual Improvement or Closing Achievement Gaps
Academic Performance
Fine Arts, PE, 21st Century Workforce, 2nd Language Acquisition

21. STAAR

22. STAAR (grounding our work)
What is it?
How is like good learning?
Which tests will we give?
Where do I find the information?
What about tests for English Language Learners and students with disabilities?

23. What do we know about STAAR?
Will begin in
Grades 3 through 8
First year 9th graders and below (Gr. 8, 7, 6, etc.)
Will be “significantly more rigorous” than TAKS

24. What do we know about STAAR?
Will measure student performance AND academic growth
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

25. p. 7
. . . the tests
Grades 3-8
Reading – Gr. 3-8
Math – Gr. 3-8
Writing – Gr. 4 & 7
Science – Gr. 5 & 8
Soc. Studies – Gr. 8
High School COURSES
Math
English
Science
Soc Studies
Algebra I
Geometry Algebra II
Eng I
Eng 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

26. Reading/Writing Social Studies Science Math
Reading and writing for information
Inferential thinking
Concise/precise writing
Genre
Social Studies
New TEKS
Assessed Curriculum
Higher passing standard
Vetting instructional materials
Science
Cumulative issues
Instructional materials
Differentiation in HS
Math
Novelty
New TEKS on the horizon

27. Key Cognitive Skills
Intellectual curiosity
Reasoning
Problem solving
Foundational Skills
Reading across the curriculum
Writing across the curriculum
Use of data

28. S tate of T exas A ssessment of A cademic R eadiness

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

30. TAKS
Did I learn what I was supposed to learn in 4th grade?

31. STAAR Did I learn what I was supposed to learn in 4th grade?
Am I ready for 5th grade?
And 6th grade?

32. What does it mean to be a teacher of academic readiness?k
gr. 1
gr. 2
gr. 3
gr. 4
gr. 5
gr. 6
gr. 7
gr. 8

33. TAKS
Did I learn what I was supposed to learn in 8th grade?

34. STAAR Did I learn what I was supposed to learn in 8th grade?
Am I ready for English I?
And English II?

35. What does it mean to be a teacher of academic readiness?
6th
Rdg
7th
Rdg/Wtg
8th
Eng I II
Eng III
Eng IV
101
201

36. STAAR Performance Standards
Higher than TAKS
Set first for English III and Algebra II
Linked to college readiness
Linked by grade level down to 3rd grade

37. STAAR Performance Standards
Higher than TAKS
Set first for English III and Algebra II
Linked to college readiness
Linked by grade level down to 3rd grade

38. STAAR Performance Standards
Higher than TAKS
Set first for English III and Algebra II
Linked to college readiness
Linked by grade level down to 3rd grade
Standard-setting committees and policy review committees
Reviewed every 3 years
Validity studies

39. STAAR Performance Standards
“Did I pass?”
Timeline
EOC STAAR: February 2012
Grade 3-8 STAAR: Fall 2012

40. STAAR Performance Categories (02/07/2011)
TAKS
Commended Performance
Met Standard
Did Not Meet Standard
STAAR
Level 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

41. STAAR is vertical! Learning builds between grades
TAKS is horizontal
STAAR
is vertical!
Learning builds between grades
Learning DEPENDS on earlier grades
Intervention areas are easier to identify
Differentiation is predictable

44. TEA Resources Assessed Curriculum Documents STAAR Blueprints
Released TAKS
Overviews
Rubrics and Design

45. What about “other” versions of STAAR?
Accommodated/Accommodations
Modified
HS issues and graduation plan
Alternate
Linguistically Accommodated Tests
Most grades/subjects (not just NCLB)
Revisions to LEP exemptions
Spanish (3-5)

46. (Separate Test Form and Booklet)
STAAR Accommodated
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)
Accommodated Tests
(Separate Test Form and Booklet)
Music Clip - TAPS

47. STAAR Modified and STAAR Alternate
Grades 3-8
Reading – Gr. 3-8
Math – Gr. 3-8
Writing – Gr. 4 & 7
Science – Gr. 5 & 8
Soc. Studies – Gr. 8
High School COURSES
Math
English
Science
Soc Studies
Algebra I
Geometry Algebra II
Eng I
Eng II
Eng III
Biology
Chemistry
Physics
World Geo.
World Hist.
U.S. History
STAAR Modified and STAAR Alternate for ALL grades and subjects
STAAR Modified and STAAR Alternate for all courses required for graduation under Minimum Plan

48. STAAR Modified and STAAR Alternate
Commissioner Rule (amending § )
ARD Committee may substitute a local course for a course required for graduation (under 4 x 4)
E.g.: Fundamentals of Math for Algebra I
Local course MUST be aligned to the required course and its EOC assessment
New course PEIMS codes are anticipated for students taking courses that substitute for required courses and will be linked to
STAAR Algebra I Modified
STAAR Algebra I Alternate

49. TTWWADI What do we need to do? Who’s gonna do it?
When are we gonna do it?

50. What if we reversed our thinking?
When are we gonna do it?
Who’s gonna do it?
What do we need to do?
Now who’s gonna do it?

51. Reality Check
p. 17

53. The Leadership Team Administrators Teacher leaders
High levels of attainment (% passing)
Rigor
% scoring commended
commended growth
Growth
Vertical scale score growth
Increase in % passing

54. Words matter!
Getting the word “kind of right” doesn’t necessarily help!
Must have a common vocabulary
Video Clip: German Coast Guard Commercial

56. Standards, Standards Everywhere
Curriculum Standards (TEKS)
Readiness
Supporting
Process
Assessment Standards
Passing Standards or Performance Standards
Accountability Standards
Pass Rate Standards

57. STAAR Word Wall Assessed Curriculum Readiness Standard Supporting
Process
Standard
Reporting Category
p. 23

58. CHORAL READING Please repeat after me
Depth
Focus
Clarity

59. Focus Clarity Depth What? How? Prioritized Stds Current curriculum
Cognitive complexity

60. Assessed Curriculum (TEKS)
Readiness Standards
Supporting Standards
Process Standards
p. 23

61. Standards, Standards Everywhere
Curriculum Standards (TEKS)
Readiness
Supporting
Process
Assessment Standards
Passing Standards or Performance Standards
Accountability Standards
Pass Rate Standards

63. Assessed Curriculum (TEKS)
Readiness Standards
Supporting Standards
Process Standards
p. 23

64. TEA Process Convene teams of teachers Review the TEKS structure
Determine which TEKS could be assessed in paper and pencil test (“eligible TEKS” – a.k.a., the Assessed Curriculum)
Create criteria for prioritizing and labeling standards
Readiness Standard
Supporting Standard
Process Standard (defined in the TEKS)
Apply the criteria and publish the results

65. TEKS Structure
Knowledge and Skills
Student Expectations

66. # TEKS Student Expectation Eligible?
6.1
Number, operation, and quantitative reasoning. The student represents and uses rational numbers in a variety of equivalent forms. The student is expected to:
(A) compare and order non-negative rational numbers;
(B) generate equivalent forms of rational numbers including whole numbers, fractions, and decimals;
(C) use integers to represent real-life situations;
(D) write prime factorizations using exponents;
(E) identify factors of a positive integer, common factors, and the greatest common factor of a set of positive integers; and
(F) identify multiples of a positive integer and common multiples and the least common multiple of a set of positive integers. #
TEKS
Student Expectation
Eligible?
6.12
Underlying processes and mathematical tools. The student communicates about Grade 6 mathematics through informal and mathematical language, representations, and models. The student is expected to:
(A) communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models; and
(B) evaluate the effectiveness of different representations to communicate ideas.

67. Determine Eligibility
Can the Student Expectation be assessed on a paper and pencil test?
Yes: eligible for STAAR (Assessed Curriculum)
No: important for learning but will not be tested

68. √ √ √ √ √ √ √ X # TEKS Student Expectation Eligible? # TEKS
6.1
Number, operation, and quantitative reasoning. The student represents and uses rational numbers in a variety of equivalent forms. The student is expected to:
(A) compare and order non-negative rational numbers;
(B) generate equivalent forms of rational numbers including whole numbers, fractions, and decimals;
(C) use integers to represent real-life situations;
(D) write prime factorizations using exponents;
(E) identify factors of a positive integer, common factors, and the greatest common factor of a set of positive integers; and
(F) identify multiples of a positive integer and common multiples and the least common multiple of a set of positive integers. √ √ √ √ √ √ #
TEKS
Student Expectation
Eligible?
6.12
Underlying processes and mathematical tools. The student communicates about Grade 6 mathematics through informal and mathematical language, representations, and models. The student is expected to:
(A) communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models; and
(B) evaluate the effectiveness of different representations to communicate ideas. √ X

69. Create criteria
All standards are not created equal

70. 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

71. Supporting Standards ≈70% of eligible TEKS
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 ideas

72. Apply the criteria Which eligible TEKS
meet Readiness Standards criteria?
meet Supporting Standards criteria?

73. ALL of the TEKS are important!
But in learning (and on STAAR) they play different roles
Think Academy Awards
Standards in a leading (readiness) role
Standards in a supporting role

75. Reviewing Readiness and Supporting
Readiness Standards
≈ 30% of Assessed Curriculum
≈ 65% of STAAR test
2-4 questions per standard
Supporting Standards
≈ 70% of Assessed Curriculum
≈ 35% of STAAR test
0-1 question per standard

76. Readiness vs. Supporting Standards
THE ASSESSED CURRICULUM (TEKS)
STAAR ITEMS

77. Teach it forward… Exploring the vertical alignment of STAAR
How are the standards conceptually linked?
How does each grade level connect to the other?
Where are the connecting elements?

78. p. 36
8.10.A summarize the main ideas, supporting details, and relationships among ideas in text succinctly in ways that maintain meaning and logical order;
8.10.A summarize the main ideas, supporting details, and relationships among ideas in text succinctly in ways that maintain meaning and logical order;
Eng I 9.A summarize text and distinguish between a summary that captures the main ideas and elements of a text and a critique that takes a position and expresses an opinion
Eng II 9.A summarize text and distinguish between a summary and a critique and identify non-essential information in a summary and unsubstantiated opinions in a critique
Eng III 9.A summarize a text in a manner that captures the author’s viewpoint, its main ideas, and its elements without taking a position or expressing an opinion;

79. Reinforcing S T A R as a vertical system
p. 53

80. Depth
Video Clip: First Rule of Leadership – A Bug’s Life

81. FOCUS + DEPTH = LONGER Impact of time limits?
Math Gr. 3 – Gr. 8 = +6 questions
Reading 3-8 = +4 questions
Writing = +1 composition
Science= +4 questions
Social Studies Gr 8 = +4 questions
EOC = +2 to 13 questions

82. Rigorous items
Rigorous test design
What does rigor mean?

83. More rigorous items Assessing standards at level of TEKS
Assessing more than one student expectation in an item

84. Items that are more rigorous
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

85. A more rigorous test
Focused student expectations – tested multiple ways
More items that are rigorous

86. STAAR
requires
more
THINKING!
Audio Clip: Think – Aretha Franklin

87. novel ways to sample the student’s learning
In a STAAR World…
Focus
on fewer standards
MORE
novel ways to sample the student’s learning =

88. Depth 1 2 3 (A) 4 Multiple steps Multiple concepts Multiple levels
Math, Science
Multiple concepts
ELA, Social Studies, Science, Math
Multiple levels 3
(A) 4

89. p. 69

90. p. 70

91. Process Standards

92. Process
What’s a process?
When do you see them used?

93. Process Standards Examples from Science
demonstrate safe practices during laboratory and field investigations
design and implement investigative procedures, including making observations, asking well-defined questions, formulating testable hypotheses, identifying variables, selecting appropriate equipment and technology, and evaluating numerical answers for reasonableness
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)

94. Process Standards/Dual Coding
Underlying Processes and Mathematical Tools (Grades 3-8 only) ≥ 75%
Scientific Investigation and Reasoning Skills ≥ 40%
Social Studies Skills ≥ 30%

95. MATH 75% dual coded
What does that look like?

96. So what does this mean for . . .
Designing/evaluating local assessments?
Instructional planning/practice?
Selection of instructional resources?

97. How many questions could be generated from one Readiness Standard?

98. Social Studies 8.15.D
analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights

99. Social Studies 8.15.D – Levels of Specificity
analyze how the U.S. Constitution reflects the principles of:
limited government
republicanism
checks and balances
federalism
separation of powers
popular sovereignty
individual rights

100. Social Studies Process Standards
8.29.A differentiate between, locate, and use valid primary and secondary sources . . .
8.29.B analyze information by sequencing, categorizing, identifying cause-and-effect relationships . . .
8.29.C organize and interpret information graphs, charts, timelines, and maps
8.29.D identify points of view from the historical context
8.29.E support a point of view on a social studies issue or event
8.29.H use appropriate mathematical skills to interpret social studies information
8.29.J pose and answer questions about geographic distributions and patterns . . .
8.30.A use social studies terminology correctly

101. How many questions? Process Standards Readiness Standard
8.29.A primary and secondary sources
8.29.B sequencing, categorizing, identifying cause-and-effect relationships
8.29.C graphs, charts, timelines, and maps
8.29.D points of view from the historical context
8.29.E support a point of view on a social studies issue or event
8.29.H use appropriate mathematical skills
8.29.J geographic distributions/patterns
8.30.A social studies terminology
Readiness Standard
8.15.D analyze the U.S. Constitution:
limited government
republicanism
checks and balances
federalism
separation of powers
popular sovereignty
individual rights

102. 7 levels of specificity
8 process standards
7 x 8 = 56

103. 56 + 7 = 63 How many questions? Readiness Standard
8.15.D analyze the U.S. Constitution:
limited government
republicanism
checks and balances
federalism
separation of powers
popular sovereignty
individual rights
= 63

104. What’s taught when . . .
Are there assessed standards introduced AFTER STAAR is given?
Are there hard to teach standards late in the year?
Is pacing a potential issue?
Are there grading periods that provide greater concern?
Is the first grading period spent in review or new instruction?
How many days of actual instruction are planned for each grading period?

105. Think like a leader . . .
What does the fifth six weeks look like?

106. Data HOT Spots

107. Which data are meaningful?
Student Expectation (SE) level data
Which SE’s were more difficult to teach last year?
Which of those are Readiness Standards?
SE level data over time
Is this year’s pattern a trend?
What about changes in the TEKS?

108. Which data are meaningful?
SE Level data for students scoring commended
Where did the most successful students struggle?
Where are curriculum gaps?
Where are teaching gaps?
SE Level data for students who are economically disadvantaged
Where are the academic vocabulary gaps?
Where are the persistence issues?

109. Which data are ALSO meaningful?
Commended growth by teacher
Where was rigor added?
What about grade three?

110. Teacher’s class of
students in 2010
SAME students
in 2009

111. Who is the strongest teacher?

112. Who is the strongest teacher?

113. Which data are NOT as meaningful?
Percent passing
By grade
By teacher
By content area
Accountability rating

114. Planning . . . . . . one Unit- at-a-Time

116. How do your teachers answer these questions?
Are you testing what you teach? OR
Are you testing what students are supposed to learn?
How do your teachers answer these questions?

117. STAAR Timeframe Meant to be adapted, adjusted, revised, customized
Professional Development
Data Analysis
Systems Checks

118. 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
Video Clip – Vending Machine

119. A Final Review STAAR Components Who gets tested
What tests are students required to take
What does it measure
How do we prepare

120. A Final Review Campus Vocabulary
STAAR, EOC, DOK/Blooms, Dual Coding, Process Standards, Readiness Standards, Supporting Standards, Bundling TEKS, Readiness, Assessments, Depth, Rigor, Specificity, Cognitive Levels, CCRS, ELPS

121. A Final Review Curriculum Know your TEKS and SE’s
How do they break apart
How do you bundle them
Know which are Readiness, Supporting, and Process Standards
Eliminate Love units that aren’t part of the curriculum
Rethink what you’ve been doing
Understand the Vertical Alignment

122. A Final Review Campus Expectations Teach Curriculum DOK
Rigor, Relevance, and Specificity
Common Planning
Common Assessments
Data Analysis
Accountability