TEKS Instruction Leads to Texas Assessment Success

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TEKS Instruction Leads to Texas Assessment

Success

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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

Assessment

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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

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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).

Texas Assessment Program

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Why Choose a TEKS Focus?

Senate Bill 1031 (80th 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

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State of Texas Assessments of Academic Readiness (STAAR)

House Bill 3 (HB 3, 81st 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

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STAAR is the result of…

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

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State of Texas Assessments of Academic Readiness (STAAR)

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3-8 mathematics

3-8 reading

4 and 7 writing

5 and 8 science

8 social studies

Implemented in 2011-2012 School Year

STAAR Assessments for Grades 3-8

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English I, English II, English III

Algebra I, Geometry, Algebra II

Biology, Chemistry, Physics

World Geography, World History, U.S.

History

Starts in 2011-2012 school year with students entering 9th grade

STAAR End-of-Course (EOC) High School Assessments

STAAR ASSESSED

CURRICULUM

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

Curriculum Assessed on STAAR

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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


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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


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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


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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 http://www.tea.state.tx.us/student.assessment/staar/.


http://www.tea.state.tx.us/student.assessment/staar/

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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


65%

35%

Assessment Blueprint

Readiness StandardsSupporting Standards

30%

70%

Eligible Content Standards From TEKS

Readiness StandardsSupporting Standards


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TAKS to STAAR

Provided by: Education Service Center Region XI

2010–2011 2011–2012 2012–2013 2013–2014 2014–2015 2015–2016

GR 3–8 TAKS STAAR STAAR STAAR STAAR STAAR

GR 9 TAKS STAAR STAAR STAAR STAAR STAAR

GR 10 TAKS TAKS STAAR STAAR STAAR STAAR

GR 11 TAKS TAKS TAKS STAAR STAAR STAAR

GR 12 &Out-of-School

StudentsTAKS TAKS TAKS TAKS STAAR

or TAKSSTAARor TAKS

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Participants will‐ Highlight the EOC standards in the TEKS

documents.‐ Discuss which TEKS are assessed and not

assessed.‐ Debrief with the whole group.

CROSSWALK Between TEKS and EOC

STAAR END-OF-COURSE

ASSESSMENTS

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English Math Science Social Studies

English I Algebra I Biology World Geography

English II Geometry Chemistry World History

English III Algebra II Physics U.S. History

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End-of-Course Tested Subjects (X=no modified or alternate version available)

According to graduation requirements currently in place, students entering 9th grade in 2011-2012 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.

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STAAR End-of-Course High School Assessments

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.

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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

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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

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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.

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Performance Standards for EOC Assessments

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Level I Level II Level III

PERFORMANCE

Advanced Academic

Performance

Satisfactory Academic

Performance

Unsatisfactory Academic

Performance


Min

imu

m S

core

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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.


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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.


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.

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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.

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In the future, TEA is planning multiple administrations of EOC assessments for

‐ students who complete the course at different times of the year

‐ retest opportunitiesTEA is planning EOC administrations at the

end of‐ Spring‐ Summer‐ Fall


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Test Item Reflection

Test Item Reflection

Content/Concepts Prior Knowledge

Process Skills TEKS Student Expectations Connections

Debrief:

Instructional Impact -

Daily Assessment Impact -

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TEKS Focus: A Formula for Student Success

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

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Instruction

Curriculum

Standards

Assessment

Alignment of CIAS

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Curriculum Alignment

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?

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a chart textbook correlation a scope and sequence a curriculum guide a TAKS/STAAR plan

These are strategies that help us attain alignment.

Alignment is More Than

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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

Alignment Implies…

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understands what is expected of students;

understands these expectations within the context of the K-12 program, and

accepts responsibility for these expectations.

Alignment Means Every Teacher

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http://www.region10.org http://www.tea.state.tx.us http://www.tea.state.tx.us/student.assessment

Resources for Educators

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Assessment Information Booklets Released Tests Test Blueprints Writing Rubrics and Writing

Samples Best Practices Clearinghouse Teacher Toolbag

TEA Instructional Resources

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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

TEA Initiatives that Support Student Success

TEKS Instruction Leads to Texas Assessment Success

Documents

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