Hitting the STAAR

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Hitting the STAAR Bulls Eye with CSCOPE
Created by Shelby Waller and Missy Mayfield
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Norms

• Professionalism Refrain from using electronic
  devices until appropriate, please.

• Participate actively.

• What is said here stays here, but what you learn
  here leaves here.

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Teachers Perspective
Transition from TAKS to STAAR
CSCOPE STAAR
AGENDA
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Teachers Perspective
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Best Way to Prepare for STAAR and Eliminate
Stress.

• Know your TEKS
• Inside-out
• Upside-down
• Backwards forwards!

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Lets remember there are many elements of your
teaching that are wonderful,
effective, Research-based!
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but lets be brave enough to look at
the dirty, ugly, rotten, brutal facts!
We must get our heads out of the sand and be
honest with how well we truly understand our
TEKS.
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Picture this.

• Mrs. Sims is a teacher who
• Has GREAT relationships with students!
• Uses Research-based strategies!
• Engages students actively!
• Teaches students to identify cell organelles
  because she knows these concepts are in her TEKS!

COGNITIVE RIGOR
However, she did not closely examine the actual
TEKS 7.12(D) differentiate between structure and
function in plant and animal cell organelles,
including cell membrane, cell wall, nucleus,
cytoplasm, mitochondrion, chloroplast, and
vacuole
CONTENT
CONTENT
CONTENT
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Mrs. Sims failed to help students DIFFERENTIATE
between STRUCTURE and FUNCTION and she did not
include anything about plant cells.
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How do you think her students will perform on the
STAAR?
This excellent teacher missed the most important
step in teaching and learning close alignment
to the standards!
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The BEST teachers will be considered inadequate
if they do not UNDERSTAND and TEACH TO the
cognitive and content rigor of their standards as
they prepare students for STAAR!
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A New View of Assessment
More Focus, More Clarity, More Depth
RIGOR, RIGOR, RIGOR!
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More Focus Readiness and Supporting TEKS
standards are identified.
RIGOR, RIGOR, RIGOR!
More Clarity TEA will communicate these
differing skills and will communicate the
connection between the TEKS and the STAAR.
More Depth Inclusion of items measuring higher
cognitive complexity to prepare for the next
grade and ultimately, college.
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How does TAKS compare to STAAR?
Information adapted from TEA article A Comparison
of Assessment Attributes TAKS to STAAR
http//www.tea.state.tx.us/student.assessment/st
aar/
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Rigor of Assessment

• Why more Rigor?
• Better able to measure growth of high-achieving
  students
• Better alignment to the VERBS in the TEKS SEs

Test difficulty will increase by adding more
rigorous items at a greater depth of cognitive
complexity
Tests will increase in length at most grades
Performance Standards were approved in 2001
Item development process followed since
guidelines developed in 2001
Perf. Standards have remained the same
therefore, students have outgrown the test
Perf. Measures will be set using empirical data
that links perf. year to year
Empirical Data Compare student perf. with
nationally normed-referenced tests
Both have Performance Standards or Measures
STAAR EOC
TAKS
Perf. Standards will be reviewed every 3 years
adjusted if appropriate to maintain a high
standard of rigor
Commended Perf. difficult to measure because
there are too few rigorous items
Science Math few open-ended items
Science Math more open-ended items (not
multiple choice derive answer on your own)
4th 7th Writing 2 writing tasks instead of 1
4th 7th Writing 1 writing task

• Possible Writing Tasks
• Personal narrative
• Literary
• Expository
• Persuasive
• Analytic

Thinking Maps Double Bubble Map
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Other Indications of STAARs Rigor

• Bundling of Standards allows skills to be tested
  in more integrated and authentic ways
• Assessments will focus on mastery of SEs
  essential for the current grade or course, and
  building blocks for subsequent grades

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Example

• Assessments will be back-mapped from the capstone
  courses.

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Assessed Curriculum
Tested SEs determined by educator committees

• Readiness SEs
• Tested every yr
• Essential for success in current gr.
• Important for next grade
• Supports CCRS
• Requires in-depth instruction
• Broad/deep ideas

Tested SEs determined by Tx. Teachers

• SEs grouped by
• Readiness
• Supporting
• Cannot be assessed

SEs grouped by Objectives
Blueprints Developed
9th 12th EOCs will test ONLY grade level content
STAAR EOC
TAKS
5th , 8th Science and 9 11 Tests assessed
content from multiple courses
5th Sci will include some 3rd/4th 8th Sci
will include some 6th/7th
3rd 8th grade test grade level content only
(except 5th 8th science)
30 60 items on each test 1 essay in 4th 7th
Tests will be longer 2 essays in 4th 7th

• Supporting SEs
• Tested on a rotation
• Introduced in current gd. Or
• Reinforced in current gd.
• Emphasized in another gd.
• Do not play a central role for next gd.
• Narrow ideas

Blueprints focused on of items per objective
Blueprints will focus on standards that prepare
students for the next grade/course
Thinking Maps Double Bubble Map
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Supporting TEKS
Readiness TEKS
Readiness (Core) Knowledge and Skills Will be
stable, static TEKS assessed annually
TEKS Focus
Supporting (Rotational) Knowledge and Skills
TEKS that will be assessed on a three-year
rotational basis.
Example An initial committee review found about
1/3 of reading TEKS to be considered core.
These Core TEKS could make up 50-60 of the test
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It is more urgent than ever for all teachers to
understand the depth and rigor of the TEKS!
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How will CSCOPE address the new STAAR
requirements?
STAAR assessments will be closely aligned to the
TEKS, and the TEKS are the cornerstone of every
CSCOPE component. Therefore, if teachers utilize
CSCOPE as a systemic approach to teaching and
learning, they will be preparing students for
STAAR and EOC.
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The table below reflects how CSCOPE is currently
in line with STAAR elements

TEKS Student Expectations will be bundled in a way that students may encounter several skills assessed within one test question. CSCOPE Unit Assessments bundle Student Expectations for each unit of study.   CSCOPE IFDs bundle Student Expectations into units of study.
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    Test questions will align to the content AND cognitive rigor of the TEKS. CSCOPE Unit Assessment questions are aligned to the CONTENT and COGNITIVE RIGOR of the TEKS.   CSCOPE IFDs bundle Student Expectations into specific units of study, focusing on the CONTENT and COGNITIVE RIGOR of the standards.   CSCOPE IFDs and VADs highlight the COGNITIVE RIGOR of each Student Expectation (the verbs) to ensure teachers are informed of the depth to which they should be teaching and that will be assessed on STAAR.   CSCOPE IFDs and VADs highlight the CONTENT specificity of each standard by providing detailed ways teachers can target (hit the bulls eye) their instruction of each Student Expectation.   CSCOPE Exemplar Lessons are aligned to the IFDs that bundle TEKS and provide strategies that promote student exposure to the CONTENT and COGNITIVE RIGOR of each Student Expectation.
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• Rest assured that CSCOPE currently assists
  teachers in understanding their TEKS and the
  content and cognitive rigor of each standard
  better than they have ever understood it before!

• This depth of understanding will in turn help
  teachers prepare students for STAAR and EOC.

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• However, because CSCOPE is a responsive
  curriculum system created BY Texas teachers FOR
  Texas teachers, CSCOPE wants to take things a
  step further to assist educators and
  students as we approach this new assessment
  system.

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State CSCOPE staff have already begun an initial
review of the curriculum components in all
content areas with regard to STAAR requirements,
including the Readiness and Supporting standard
designations.
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The table below reflects State CSCOPEs overall
revision process for each CSCOPE component based
on STAAR requirements.

  YAGs YAGs will be audited and revised (as necessary) to ensure all newly identified Readiness and Supporting TEKS are bundled into units BEFORE the STAAR assessments occur.
TEKS Verification Matrix TEKS will be labeled Readiness or Supporting on the TEKS Verification Matrix as applicable.
VADs TEKS will be identified as Readiness or Supporting on the VAD.
IFDs IFDs will be audited and revised (as necessary) to ensure TEKS are bundled appropriately. A Performance Indicator review will be necessary at all grade levels to ensure that the readiness and supporting standards are the primary focus of the performance assessment in the unit.
Unit Assessments Unit tests will continue to bundle Student Expectations and mirror the content and cognitive rigor of the TEKS.
Exemplar Lessons Exemplar lessons will continue to align to the IFDs and will continue to promote the CONTENT and COGNITIVE rigor of the standards, as well as highlighting Readiness and Supporting standards.
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Remember, as you prepare for STAAR, implementing
CSCOPE effectively will help us go from this.
To this!
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QUESTIONS?COMMENTS?CONCERNS?