TEA UPDATE ON THE STAAR MATHEMATICS PROGRAM

Transcription

1 TEA UPDATE ON THE STAAR MATHEMATICS PROGRAM Julie Guthrie, Director of Math & Science Assessments Larry Duncan, Manager of Math Assessments Texas Assessment Program

2 AGENDA Overview of the STAAR program STAAR EOC assessment requirements STAAR in spring

3 OVERVIEW OF THE STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS (STAAR) MATHEMATICS PROGRAM 3

4 State of Texas Assessments of Academic Readiness Includes these programs STAAR STAAR Spanish STAAR L STAAR Modified STAAR Alternate Includes these tests Grades 3 8 Mathema@cs Algebra I Geometry Algebra II 4

5 State of Texas Assessments of Academic Readiness STAAR will Be a more clearly ar@culated assessment program Focus on fewer skills Address skills in deeper manner 5

6 Clearly ArFculate General resources available at hwp:// of the new assessment model brochures PowerPoint Updated and answers Comparison of TAKS and STAAR Total mandatory days Performance labels and policy test procedures and materials 6

7 Clearly ArFculate Subject specific resources available at hwp:// Release test Assessed curriculum Assessment blueprints Assessing process skills Reference materials Griddable item format Graph paper 7

8 Clearly ArFculate Reference Materials Consist of formulas, constants, conversions, etc. Are used for grades 3 8, Algebra I, geometry, and Algebra II 8

9 Clearly ArFculate Reference Materials Will be embedded in the paper test booklets and perforated so students can tear them out Will be embedded in online tests as a pop up window 9

10 Clearly ArFculate 10

11 Clearly ArFculate Resources to come about manuals Specific performance level descriptors Performance standards 11

12 Focus on Fewer In general, Readiness Standards Are 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 Address broad and deep ideas 12

13 Focus on Fewer In general, Standards May be introduced in the current grade or course and emphasized in a subsequent year May be emphasized in a previous year and reinforced in the current grade or course May play a role in preparing students for the next grade or course but not a central role May address more narrowly defined ideas 13

14 Focus on Fewer When Readiness Standards High school educators considered the College and Career Readiness Standards (CCRS) Middle school educators considered the Readiness Standards for high school Elementary school educators considered the Readiness Standards for middle school 14

15 Focus on Fewer Linking Standards Through the Curriculum CCRS translate among of and Algebra II relate of such as algebraic, tabular, graphical, and verbal Algebra I represent rela@onships among quan@@es using concrete models, tables, graphs, diagrams, verbal descrip@ons, equa@ons, and inequali@es 15

16 Focus on Fewer Linking Standards Through the Curriculum Grade 8 generate a different representa@on of data given another representa@on of data (such as a table, graph, equa@on, or verbal descrip@on) Grade 7 use words and symbols to describe the rela@onship between the terms in an arithme@c sequence (with a constant rate of change) and their posi@ons in the sequence Grade 6 use tables and symbols to represent and describe propor@onal and other rela@onships such as those involving conversions, arithme@c sequences (with a constant rate of change), perimeter and area 16

17 Focus on Fewer Linking Standards Through the Curriculum Grade 5 describe the rela@onship between sets of data in graphic organizers such as lists, tables, charts, and diagrams Grade 4 describe the rela@onship between two sets of related data such as ordered pairs in a table Grade 3 iden@fy and describe pawerns in a table of related number pairs based on a meaningful problem and extend the table 17

18 Focus on Fewer Eligible Content Standards From TEKS Assessment Blueprint 70% 30% 35% 65% Readiness Standards Standards Student Assessment Division Readiness Standards Standards 18

19 Focus on Fewer STAAR Geometry Blueprint 19

20 Deeper Manner More with a higher cogni@ve complexity level to match TEKS Assessing process skills with content skills Greater number of open ended (griddable) ques@ons More ques@ons that have mul@ple steps More ques@ons that have context 20

21 Deeper Manner ComposiFon of STAAR Math Algebra II 100% from Algebra II TEKS Geometry 100% from Geometry TEKS Algebra I 100% from Algebra I TEKS ComposiFon of TAKS Math Exit Level 52% from Algebra I TEKS 30% from Geometry TEKS 18% from grade 8 TEKS Grade 10 58% from Algebra I TEKS 42% from grade 8 TEKS Grade 9 53% from Algebra I TEKS 47% from grade 8 TEKS 21

22 Deeper Manner process skills for grades 3 8 will be assessed in context not in isola@on. They will be incorporated into at least 75% of the test ques@ons. For the current versions of the spring 2012 mathema@cs tests, the range of ques@ons that incorporate process skills is 75% to 87%. 22

23 Deeper Manner Examples of process skills 4.14C, select or develop an appropriate problem solving plan or strategy, including drawing a picture, looking for a pawern, systema@c guessing and checking, ac@ng it out, making a table, working a simpler problem, or working backwards to solve a problem 8.15A, communicate mathema@cal ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathema@cal models 23

24 Deeper Manner Griddable A type of open ended used on all assessments Purpose is to give students to derive answers independently without being influenced by answer choices provided with the 24

25 Deeper Manner Grade 3 math Will have 3 griddable ques@ons Will use same grid as is currently used on TAKS 25

26 Deeper Manner Grades 4 5 math Will have 3 griddable ques@ons Will use same grid as is currently used on TAKS 26

27 Deeper Manner Grades 6 8 math Will have 4 griddable ques@ons Will use same grid as is currently used on TAKS 27

28 Deeper Manner Algebra I, Geometry, and Algebra II Will have 5 griddable ques@ons Will use new grid 28

29 Deeper Manner Correct Incorrect 29

30 STAAR END OF COURSE ASSESSMENT REQUIREMENTS 30

31 STAAR EOC Assessment Requirements Who is required to test? When and how does the 15% grading requirement apply? What are the score requirements? Who is required to achieve specific performance levels? 31

32 STAAR EOC Assessment Requirements Who is required to test? Any student enrolled in grades 3 9 * who is enrolled in and comple@ng a high school course that has a related assessment including Students who are earning credit through o Correspondence courses o Dual credit courses o AP/IB courses o Credit by exam Students on the Minimum High School Program *First enrolled in grade 9 in the school year 32

33 STAAR EOC Assessment Requirements How does the 15% grading requirement apply? The 15% grading requirement must apply to the final course grade which is used to award course credit. Districts should establish local policies to implement this statutory requirement. 33

34 STAAR EOC Assessment Requirements When does the 15% grading requirement apply? The 15% grading requirement applies to the final course grade as students are earning course credit including Students in grades 3 8 who are earning high school credit Students who earn credit by semester Students receiving special educa@on services who take the general assessment Students on the Minimum High School Program Students enrolled in dual credit courses Students enrolled in correspondence courses The 15% grading requirement does not apply to students taking STAAR Modified or STAAR Alternate. 34

35 STAAR EOC Assessment Requirements What are the score requirements? A student must achieve a cumula@ve score that is at least equal to the product of the number of EOC assessments taken in that content area and a scale score that indicates sa@sfactory performance (Level II). For each of the four core content areas, the cumula@ve score n x passing scale score, where n = number of assessments taken. A student must achieve a minimum score for the score to count towards the student s cumula@ve score. 35

36 STAAR EOC Assessment Requirements What are the score requirements? score requirements will vary by student depending on plan (RHSP and DAP versus MHSP) Whether course credit was earned prior to spring 2012 Whether course credit was earned outside of Texas public schools Whether he or she is receiving special services score will be available in the Texas Assessment Management System. score requirements do not apply to students taking STAAR Modified or STAAR Alternate. 36

37 STAAR EOC Assessment Requirements Who is required to achieve specific performance levels? Students on the Achievement Program must meet Level III: Advanced Academic Performance (postsecondary readiness) on English III Algebra II Students on the Recommended High School Program must meet Level II: Academic Performance on English III Algebra II 37

38 STAAR EOC Assessment Requirements Who is required to meet specific performance levels? In some cases, a student will not have to meet Level II or Level III requirements on English III or Algebra II if he or she Earned course credit prior to spring 2012 Earned course credit outside of Texas public schools Is receiving special educa@on services 38

39 STAAR TESTING IN SPRING

40 TesFng in Spring 2012 Plan for phase out of TAKS and phase in of STAAR GR 3 8 STAAR STAAR STAAR STAAR STAAR GR 9 STAAR STAAR STAAR STAAR STAAR GR 10 TAKS STAAR STAAR STAAR STAAR GR 11 TAKS TAKS STAAR STAAR STAAR GR 12 & Out-of-School Students TAKS TAKS TAKS STAAR or TAKS STAAR or TAKS 40

41 TesFng in Spring 2012 STAAR grades 3 8 assessments will be administered on paper. STAAR EOC assessments will be administered in both paper and online formats for students who have STAAR as a gradua@on requirement. 41

42 TesFng in Spring 2012 Students who have TAKS as a gradua@on requirement may take only the STAAR EOC assessments for courses in which their campus has been assigned to the mandatory sample. This includes Repea@ng grade 9 students Grade 10 students Grade 11 students Grade 12 students 42

43 EOC Assessment Results Algebra I EOC Assessment Performance YEAR * MEAN RAW SCORE MEAN PERCENT CORRECT 30/50 30/50 30/50 31/50 32/50 31/50 29/54 60% 60% 60% 62% 64% 62% 54% NUMBER TESTED 20,844 21,206 32,812 52,462 78, , ,055 *This assessment was built based on STAAR blueprint and test design. 43

44 EOC Assessment Results Geometry EOC Assessment Performance YEAR * MEAN RAW SCORE 23/44 23/44 23/44 25/52 MEAN PERCENT CORRECT 52% 52% 52% 48% NUMBER TESTED 31,127 47, , ,646 *This assessment was built based on STAAR blueprint and test design. 44

45 EOC Assessment Results Algebra II EOC Assessment Performance YEAR 2011* MEAN RAW SCORE 22/50 MEAN PERCENT CORRECT 44% NUMBER TESTED 73,714 *This assessment was built based on STAAR blueprint and test design. 45

46 For More InformaFon Go to the STAAR Resources Webpage hwp:// Read the updated STAAR & Answers hwp:// Sign up for the listserv hwp://miller.tea.state.tx.us/list/index.html 46

47 QUESTIONS? E mail the student assessment mathema@cs team at math.test@tea.state.tx.us Call the student assessment division at Student Assessment Mathema@cs Team Julie Guthrie, Director Larry Duncan, Manager Donna Fontenot Karen Grad Erin McNeely Anne Nappa Erik Pinter 47