TEKS Instruction Leads to Texas Assessment

Report
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
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INTEGRATED ASSESSMENT & ACCOUNTABILITY SYSTEMS
State Assessment System
• TAKS
• TAKS (Accommodated)
• TAKS-M (Modified)
• TAKS-Alt (Alternate)
• Early Reading Assessments
(TPRI / Tejas LEE / Other)
•End of Course
Developed & Provided by:
Education Service Center Region XI
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)
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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).
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 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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 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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 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 gradelevel tests
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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
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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
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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
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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/.
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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
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Eligible Content Standards
From TEKS
30%
70%
Assessment Blueprint
35%
65%
Readiness Standards
Readiness Standards
Supporting Standards
Supporting Standards
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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
GR 11
TAKS
TAKS
TAKS
TAKS
TAKS
TAKS
GR 12 &
Out-of-School
Students
STAAR STAAR STAAR STAAR
STAAR STAAR STAAR
TAKS
Provided by: Education Service Center Region XI
STAAR
STAAR
or TAKS
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or TAKS

Participants will
‐ Highlight the EOC standards in the TEKS
documents.
‐ Discuss which TEKS are assessed and not assessed.
‐ Debrief with the whole group.
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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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 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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For students on Minimum High School
Program
‐ Cumulative score is based on number
of courses taken for which an endof-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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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
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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
Unsatisfactory
Academic
Performance
Minimum Score
Level I
Level II
Level III
Satisfactory
Academic
Performance
Advanced
Academic
Performance
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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.
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STAAR End-of-Course High
School Assessments
 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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STAAR End-of-Course High
School Assessments
 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 opportunities
 TEA is planning EOC administrations at the
end of
‐ Spring
‐ Summer
‐ Fall
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Test Item Reflection
Content/Concepts
Process Skills
Prior Knowledge
TEKS Student Expectations Connections
Debrief:
Instructional Impact -
Daily Assessment Impact -
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Classroom
TEKS-based
formative
assessment
Quality
classroom
instruction
Classroom
success for all
And lead to
Success on
TEKS-based
assessments
for all students
Wider
opportunities
for future
success in life
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Alignment of CIAS
Instruction
Curriculum
Standards
Assessment
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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.
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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
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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.

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


http://www.region10.org
http://www.tea.state.tx.us
http://www.tea.state.tx.us/
student.assessment
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

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


Assessment Information Booklets
Released Tests
Test Blueprints
Writing Rubrics and Writing Samples
Best Practices Clearinghouse
Teacher Toolbag
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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
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