towards measuring learning progressions · on length of selections. ©2012, region one education...

Towards Measuring Learning Progressions:Progressions:Pathways to Proficiency for All

Annual Spring Meeting for LibrariansFebruary 17, 2012

Division of Instructional Support

©2012, Region One Education Service Center WWW.ESC1. NET Division of Instructional Support

Next Generation of AssessmentsAt the state level, the Texas Education Agency has implemented the HB3 Transition Plan to:implemented the HB3 Transition Plan to:

Support the legislative goal for Texas to become one of the top 10 states for graduating college‐readyof the top 10 states for graduating college ready students by the 2019‐2020 school year

• Introduce a new test design that is fundamentally g ydifferent from past assessments in terms of increasing the level of rigor so that students have the academic knowledge and skills needed to meet the challenges of the 21st century.

©2012, Region One Education Service Center ESC1. NET 2 Division of Instructional Support

STAARSTAAR:A New Performance Standards

Model for Texas


Three Decades of Assessment in Texas

STAARState‐aligned Test with

Increased Rigor and StrongFocus on CCRS

(2012 and Beyond)

Accountability/performance

State‐mandated TEKS

TAAS (1990 2002)

TAKS (2003‐2011)Minimum skills

EEs & assessment

TEAMS (1985‐1990)

TAAS (1990‐2002)

Basic skills

Minimum skills

TABS (1980‐1985)


TAAS/TAKS Performance Standards/

• TAAS/TAKS Assessments:TAAS/TAKS Assessments:• Single Performance Standard (Cut Score)• Two Performance Categories• Two Performance Categories


TAAS/TAKS Performance Labels

•Met Minimum ExpectationsLevel II

Cut Score

• Did Not Meet Minimum Level IExpectations

Level I


TAAS/TAKS AchievementTAAS/TAKS Achievement Expectations

• Met Minimum Expectations• “Percent Passing”• Percent Passing


STAAR Performance Standards

• STAAR Assessments, STAAR Modified,STAAR Assessments, STAAR Modified, and linguistically accommodated forms of STAAR:of STAAR:• Dual Performance Standards (Cut Scores)

h f i• Three Performance Categories• Three Performance Labels and Definitions


STAAR Performance Labels

• Advanced AcademicL l III Advanced Academic PerformanceLevel III

Cut Score

• Satisfactory Academic PerformanceLevel II

• UnsatisfactoryL l ICut Score

Unsatisfactory Academic PerformanceLevel I


Level III: Advanced Academic Performance

Performance in this category indicates that students are well prepared for the next grade or course. They demonstrate the ability to think critically and apply the assessed knowledge and skills in varied contexts, both familiar and unfamiliar. Students in this category have a high likelihood of success in the next grade or course with little or no academic intervention.


Level III: Advanced Academic Performance

*For Algebra II and English III, this level of performance also indicates students’ postsecondary readiness.


STAAR Achievement Expectations• Advanced Academic Performance Standard:Performance Standard:• In Grades 3‐8 to be used as a measure of a student’smeasure of a student s readiness/proficiency for the next grade or courseg


STAAR Achievement Expectations• Advanced Academic Performance Standard:Performance Standard:• In Algebra I, English I, and English II to be used as a measure ofII to be used as a measure of student’s readiness for Advanced High School courseworkg

• In Algebra II and English III to beIn Algebra II and English III to be used as a measure of student’s college readiness


STAARSTAAR:A New Accountability Model for

Texas


State Accountability Ratings: 2013 and BeyondCollege Ready StandardCollege Ready Standard

“Recognized

“Exemplary Distinction”

Satisfactory Academic

P f

Acceptable

Recognized Distinction”

S ti f t

Performance2013‐2014 Unacceptable

Satisfactory Academic

Performance2012 2013

Acceptable

Unacceptable


2012‐2013

State Accountability Ratings: 2013 and BeyondSatisfactory and Advanced Academic Standardy

Percent MeetingPercent Meeting Satisfactory Academic

Performance

pus A

Met SAP

Percent Meeting

Camp

Percen

t

pus A

Met AAP

Percent Meeting Advanced Academic

Performance

A

Camp

Percen

t M A


State Accountability Ratings: 2013 and BeyondSatisfactory and College Ready Standardy g y


Performance

pus B

Met SAP

P


Camp

Percen

t

mpu

s B

t Met AAPPerformance

R

Cam

Percen

t R


State Accountability Ratings: 2013 and BeyondSatisfactory and College Ready Standardy g y


Performance

pus C

Met SAP

C AAP


Performance

Camp

Percen

t

ampu

s C

ent M

et A

ECaPerce E


STAAR:Implications for Teaching and LearningImplications for Teaching and Learning


Reading Test Design


STAAR Reading

STAAR reading assessments will emphasize students’ ability

• to “go beyond” a literal understanding of what g y gthey read

• to make connections within and across texts (“across te ts” begins at grade 4 on STAAR b t(“across texts” begins at grade 4 on STAAR but needs to begin much earlier instructionally)

• to think critically/inferentially about differentto think critically/inferentially about different types of texts


STAAR ReadingSTAAR Reading STAAR reading assessments will emphasize students’ g pability

t d t d h t t t id t• to understand how to use text evidence to confirm the validity of their ideas (new on STAAR—understanding how text evidence works i h d d i iwith poetry, drama, and persuasive pieces; e.g.,

text evidence for drama includes both dialogue and stage directions)


Student Success in R di d STAARReading and on STAAR

Students must be provided in‐depth instruction in all genres p p grepresented by the ELA/R TEKS

Students must learn to analyze both fiction and expository genres—the readiness genres—at elementary, middle, and high school

I t ti t h i iti l/ i f ti l thi ki thInstruction must emphasize critical/ inferential thinking rather than isolated skills

Students must be able to make connections between differentStudents must be able to make connections between different genres and strands (and be able to “see” the thematic links)


Student Success in d dReading and on STAAR

Students must understand the relationship between reading strategies and making meaning.reading strategies and making meaning.

Students must learn to use reading strategies judiciously especially given the 4‐hour time limitjudiciously, especially given the 4 hour time limit.


Reading Categories 3rd‐8th

U d di AReporting • Understanding Across Genres

Reporting Category 1

• Understanding/Analysis of Reporting Literary Texts Category 2

• Understanding/Analysis of Informational Text

Reporting Category 3


g y

Genre‐based Passages

Li S d InformationalLiterary Strand Informational Strand

Media Literacy embedded Procedural Elements and Media Literacy embedded

FictionLiterary non‐ Poetry

Drama (starting in Expository

Persuasive (starting in Fiction non

fictiony ( g

4th)Expository (starting in

5th)

Readiness Readiness Supporting Supporting


Genre GenreSupportingGenres Genre

Paired SelectionsPaired Selections

Literary‐Literary

Informational‐InformationalInformational Informational

Literary‐Informational


Grades 3‐8 SelectionsGrades 3 8 SelectionsGrades 3‐8 reading assessments will include a combination of gpublished and commissioned selections.

For grades 4‐8, three to four stand‐alone selections and one pair of thematically linked selections will be included onpair of thematically linked selections will be included on each test.

Grade 3 will not include paired selections.For thematically linked reading selections, the test will

incorporate questions to demonstrate an understanding of the connections between the two texts.

Number of selections can vary from year to year, dependent on length of selections.


Reading Test Length

Word Count• Attached to overall test rather than to

individual piecesindividual pieces• Maximum word count increases from grade

to grade but is consistent at high schoolg g

Number of Questions• Different numbers of questions attached to

different-length pieces


g

Reading Test Administrationg

Time Limit 4 hoursTime Limit‐ 4 hours• 2012 Spring Test Administration• Extended time accommodations available• TEA will examine time limits and adjust if necessary j yafter Spring 2012

Dictionaries‐ one for every five studentsDictionaries one for every five students•Must be available to all students‐ grades 6th‐8th, EOC


Time for Reflection


Contact InformationContact Information

Dr. Eduardo Cancino, Deputy DirectorDr. Eduardo Cancino, Deputy DirectorDivision of Instructional Support

[email protected](956) 984‐6022


towards measuring learning progressions · on length of selections. ©2012, region one education...

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