Gary Cosenza IPSI UT Austin

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1 Paul Gray, Ed.D. President, CAMT Board of Directors Gary Cosenza IPSI UT Austin CAMT 58 th Annual Conference

2 kwz1c

3 Ever Wonder How did we find ourselves in this mess? Oh, I miss those good ol days If I m having this much fun now, what happens in 2012? (Or, I m rooting for the Mayan Apocalypse Theory) Let s look back at the road we ve come down!

4 In the Beginning and on the 8 th day, there was created TABS 1 st administered in 1980 No state mandated curriculum Learning objectives defined by committee Grades 3, 5, 9 Math, reading, writing Not a diploma denial test Results were made public

5 A Nation At Risk In 1983, Secretary of Education William Bennett led a commission that published the now infamous report, A Nation At Risk. This report cited failings of American public schools as a national security issue Imperative: Economic Competition in a global marketplace

6 Texas Responds! H. Ross Perot was appointed by Governor Mark White to head a commission to study Texas public schools. Result: HB72 passed in 1984

7 Let s Measure Minimum Skills! Curriculum Essential Elements First state defined curriculum Approved by SBOE in 1984 Assessment TEAMS: Math, reading, writing Odd grades Grade 11 = Exit Level Class of 1987: first with testing requirement to receive a diploma

8 Next Road Stop: Let s Get Academic! 1990: TAAS More rigorous, comprehensive assessment of EE s : shifted from fall administration to spring administration : change in focus of assessment Math and reading: Grades 3 8 Writing: Grades 4, 7 Exit Level: Grade 10 (math, reading, writing)

9 Beginnings of School Accountability 1993 was also first year that test scores were used in the new, statewide integrated accountability system 1994: SBOE aligned the passing standard to Exit Level standards Texas Learning Index Measures yearly progress

10 How d that work for us? Student Performance, TAAS Math (Grade 5) All African American Hispanic White Low SES

11 How d that work for us? Student Performance, TAAS Math (Grade 8) All African American Hispanic White Low SES

12 How d that work for us? Student Performance, TAAS Math (Exit Level) All African American Hispanic White Low SES

13 The Next Superhighway Curriculum 1997: EE s replaced with TEKS Assessment 1999: Student Success Initiative Began with 3 rd graders in 2003 (Class of 2012) 2000: TAAS transition to TEKS based TAAS Begin planning for Son of TAAS or TAAS II 2003: TAKS replaces TAAS

14 How was TAKS different from TAAS? TAAS Aligned to EE s Passing Standard: TLI = 70 Aligned to Exit Level to mark yearly progress Exit Level: Grade 10 Diploma: Math, Reading, Writing TAKS Aligned to TEKS Passing Standard: Scale Score = 2100 (Panel Recommendation) Established by independent grade level committees Exit Level: Grade 11 Diploma: Math, ELA (Science and Social Studies added for Class of 2005)

15 How d that work for us? Student Performance, TAKS Math (Grade 5) All African American Hispanic White Low SES 1 st Admin only

16 How d that work for us? 1 st Admin only Student Performance, TAKS Math (Grade 8) All African American Hispanic White Low SES

17 How d that work for us? Primary Admin only Student Performance, TAKS Math (Grade 11) All African American Hispanic White Low SES

18 But What About College Readiness? Comic strip Andrews and McMeel and Universal Press Syndicate

19 But What About College Readiness? College Readiness College readiness means the level of preparation a student must attain in English language arts and mathematics courses to enroll and succeed, without remediation in an entry level general education course for credit in that same content area for a baccalaureate degree or associate degree program (House Bill 3, Section a).

20 But What About College Readiness? State Average SAT Total Score SAT was redesigned in 1997 became SAT I SAT

21 But What About Algebra 1? Percent of Students Who Met Standard Algebra 1 End Of Course Test Scores Voluntary sample not representative of all students

22 But What About Algebra 1? Statewide summary reports for are available on the TEA student assessment website at nu_id=793. Statewide summary reports include All Students ; this refers only to those students who participated in the EOC assessments. Texas Education Agency Student Assessment Division

23 But What About Algebra 1? YEAR MET STANDARD COMMENDED PERFORMANCE NUMBER TESTED % 6% 20, % 7% 21, % 8% 32, % 11% 52, % 11% 78, % 12% 101, * Average Score: 54% 70,000± Texas Education Agency Student Assessment Division

24 But What About Geometry? YEAR * MEAN RAW SCORE 23/44 23/44 23/44 MEAN PERCENT CORRECT 52% 52% 48% NUMBER TESTED 47, ,617 70,000± PASS RATE IF STANDARD = 70% OF ITEMS CORRECT 29% 23% Texas Education Agency Student Assessment Division

25 Road Construction: TAKS to STAAR 2011: Mathematics TEKS Revision process begins 2012: STAAR and STAAR EOC assessments begin

26 STAAR New assessment program for Grades 3 8 High school Begins in Texas Education Agency Student Assessment Division

27 TAKS to STAAR 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 Students TAKS TAKS TAKS TAKS STAAR or TAKS STAAR or TAKS Texas Education Agency Student Assessment Division

28 What Happens to Curriculum? Readiness Readiness Readiness

29 What Happens to Curriculum? NCTM: 2008 Clarified focal points of curriculum for K 8 Texas Response to the Curriculum Focal Points: 2009 Blueprint for STAAR What do students need to know to be algebra ready in high school?

30 What Happens to Curriculum? 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. Texas Education Agency Student Assessment Division

31 What Happens to Curriculum? Supporting Standards 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. Texas Education Agency Student Assessment Division

32 What Happens to Assessment? STAAR Tests will contain a greater number of items that have a higher cognitive complexity level. Items will be developed to more closely match the cognitive complexity level evident in the TEKS.

33 What Happens to Assessment? TAKS 3 8: 6 objectives Aligned to TEKS Not all TEKS tested, so Goal: Assess student understanding of grade level curriculum (TEKS) STAAR 3 8: 5 reporting categories Aligned to TEKS Most TEKS will be embedded or tested Readiness TEKS Supporting TEKS 3 8 Goal: Assess students algebra readiness HS Goal: Assess students college readiness

34 What Happens to Assessment? STAAR Blueprints and Assessed Curriculum now available ~33% of TEKS for given course are readiness and will make up ~65% of the assessment fewer, clearer, deeper will be driving the assessment Major focus for Grades 3 5: Number and Operation Major shift in Grades 4 and 8 to Measurement

35 TAKS to STAAR Math 3 8 RC1: Number and Operation RC2: Patterns and Algebraic Reasoning RC3: Geometric and Spatial Reasoning RC4: Measurement RC5: Probability & Statistics Old Obj. 6 (TAKS only) Grade TAKS STAAR TAKS STAAR TAKS STAAR TAKS STAAR TAKS STAAR % 34.9% 15.0% 18.6% 15.0% 20.9% 15.0% 18.6% 10.0% 14.0% % 37.8% 16.7% 13.3% 14.3% 26.7% 14.3% 17.8% 9.5% 11.1% 19.0% % 36.0% 15.9% 12.0% 15.9% 14.0% 15.9% 16.0% 9.1% 22.0% 18.2% % 30.8% 19.6% 23.1% 15.2% 15.4% 10.9% 15.4% 13.0% 15.4% 19.6% % 24.1% 20.8% 24.1% 14.6% 18.5% 10.4% 14.8% 14.6% 18.5% 18.8% % 19.6% 20.0% 25.0% 14.0% 14.3% 10.0% 23.2% 16.0% 17.9% 20.0% Chart courtesy of Pearland Independent School District

36 STAAR Eligible Content Standards From TEKS Assessment Blueprint 70% 30% 35% 65% Readiness Standards Supporting Standards Readiness Standards Supporting Standards Texas Education Agency Student Assessment Division

37 Grade 3 Mathematics Blueprint STAAR Texas Education Agency Student Assessment Division

38 Grade 6 Mathematics Blueprint STAAR Texas Education Agency Student Assessment Division

39 Geometry Blueprint STAAR Texas Education Agency Student Assessment Division

40 STAAR Underlying Processes and Mathematical Tools (Process Skills) Will be assessed differently Will be assessed in context, not in isolation Will be assessed in a more integrated and authentic manner

41 STAAR Underlying Processes and Mathematical Tools (Process Skills) Will not be listed under a separate reporting category Will be incorporated into at least 75% of the test questions Will be reported along with the content skills under the other reporting categories

42 STAAR Examples of Underlying Processes and Mathematical Tools (Process Skills) 3.15B, relate informal language to mathematical language and symbols 4.14A, identify the mathematics in everyday situations 7.13B, use a problem solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness

43 What Happens to Instruction? Shift from print textbooks toward instructional resources 2011 Legislative session: changes textbook to instructional resources greater flexibility Project Share Innovative online project to connect Texas teachers and students Piloted Fully implemented $4 billion cut for biennium

44 What Happens to Instruction? Instruction must match the cognitive complexity of the TEKS. Questioning must match the cognitive complexity of the TEKS.

45 Cognitive Process Dimensions Remember Retrieve relevant knowledge. Recognizing Recalling Identifying Understand Construct meaning from instructional messages. Interpreting Exemplifying Classifying Inferring Comparing Explaining Summarizing Apply Carry out or use a procedure in a given situation. Executing Implementing Descriptions for the cognitive process dimensions are taken from A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom s Taxonomy of Educational Objectives, edited by Lorin W. Anderson and David R. Krathwol (2001). Summary courtesy of Region 4 ESC

46 Analyze Break material into parts to determine the relationship between the parts and the overall structure. Organizing Attributing Differentiating Evaluate Make judgments based on criteria and standards. Checking Critiquing Monitoring Create Put elements together to form a coherent or functional whole. Generating Planning Producing Descriptions for the cognitive process dimensions are taken from A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom s Taxonomy of Educational Objectives, edited by Lorin W. Anderson and David R. Krathwol (2001). Summary courtesy of Region 4 ESC

47 Examine the verbs in the TEKS 3.7B Patterns, relationships, and algebraic thinking The student uses lists, tables, and charts to express patterns and relationships. The student is expected to identify and describe patterns in a table of related number pairs based on a meaningful problem and extend the table.

48 Examine the Rigor in the Released TAKS Item 2008 Released Grade 3TAKS Texas Education Agency

49 Examine the verbs in the TEKS 5.5A Patterns, relationships, and algebraic thinking The student makes generalizations based on observed patterns and relationships. The student is expected to describe the relationship between sets of data in graphic organizers such as lists, tables, charts, and diagrams

50 Examine the Rigor the Released TAKS Item 2008 Released Grade 5 TAKS Texas Education Agency

51 Examine the verbs in the TEKS 8.5A Patterns, relationships, and algebraic thinking. The student uses graphs, tables, and algebraic representations to make predictions and solve problems. The student is expected to predict, find, and justify solutions to application problems using appropriate tables, graphs, and algebraic equations.

52 Examine the Rigor in the Released TAKS Item 2006 Released Grade 8 TAKS Texas Education Agency

53 Examine the Rigor in the Released TIMSS (2007, Grade 8)Item

54 What does Instruction Need to Look Like? What instructional strategies might be helpful to enable kids to be successful on released items such as those on TIMSS and STAAR? Metacognition Student engagement Higher order thinking Cooperative learning

55 What Students Say High school students in a focus group mentioned the following when asked what motivates them to learn and participate in school: Good relationship with the teacher Clear expectations Hands on activities Assignments related to real life Source: Walsh & Sattes, 2000

56 Bottom Line We will need to rethink our approach to curriculum, assessment, and instructional resources Shoe comic strip Tribune Media Services

57 Thank You! Paul Gray, Ed.D. President, CAMT Board of Directors Gary Cosenza Project Manager, OnTRACK for College Readiness Unless otherwise noted, all content is. Individual slides contain exceptions to this copyright notice.

Moving the Needle: Creating Better Career Opportunities and Workforce Readiness. Austin ISD Progress Report

Moving the Needle: Creating Better Career Opportunities and Workforce Readiness Austin ISD Progress Report 2013 A Letter to the Community Central Texas Job Openings More than 150 people move to the Austin