1. Please log-in. http://www.teksresourcesystem.net/
Looking at the STAAR reasons we fail
Please log-in.
Presenter Notes: Change the title page to reflect session grade and content. Add presenter info prior to session. Do not change master on the Google group only on your version for the day.
Internal Google Group files: various versions of PPTs, lesson samples, Planning Process Checklist
*External Google Group files:
One-pager T-TESS Dimensions
Components Document
Lesson Samples
Planning Process Checklist
*(Encourage participants to use this group. We will be sending news blasts and newsletters directly to teachers through this venue.)
Jeffrey Strom
Title: Looking at the STAAR reasons we fail Grade-band: 3-Alg. 1
Scheduled Time: Session 1 (Tuesday, August 1) 1:00 – 2:15 PM

2. Key Concepts
How can we find a deeper understanding of STAAR questions?
How do the “words” affect the questions?
How does the Blooms or DOK level of a question affect the outcome?
How often does each SE appear?
What about the SE’s that never appear?
How does your class stack up against statewide percentages?
Presenter Notes: Change the title page to reflect session grade and content. Add presenter info prior to session. Do not change master on the Google group only on your version for the day.
Internal Google Group files: various versions of PPTs, lesson samples, Planning Process Checklist
*External Google Group files:
One-pager T-TESS Dimensions
Components Document
Lesson Samples
Planning Process Checklist
*(Encourage participants to use this group. We will be sending news blasts and newsletters directly to teachers through this venue.)

3. What does the TEKS Resource System offer us to help answer those questions?
Areas of interest:
Enhanced TEKS clarification Document (ETCD)
Formative Spiral Items
Unit Assessments Items
STAAR Blue Prints with Item Percentages

4. Breaking down the failure by thinking of 6 sections:
Standards
Leveling
Vocabulary
Distractors
Answer
Follow up

5. Go To http://www.teksresourcesystem.net
Navigate to the Resources in a grade level of your choice. Open the “Blueprint and Item Percentages” document.
You will also be going to the YAG to find what unit the standard is in and then navigating to the STAAR analysis for that unit/standard to view the actual question.
Once they are here we will go through the next slides and answer the questions on each slide referencing the system documents.
Look for big steps in percentages!
Looking over the document do you notice large steps in percentages?

6. Things to consider with Standards:
What TEKS are being assessed? Is it Readiness or Supporting?
Is the item aligned with the corresponding TEKS?
Exactly what part of the TEKS is actually being assessed?
In what units (IFDs) are the assessed TEKS being taught?
How often has the TEK been assessed?
How does this standard show up in the ETCD?

7. Things to consider with Leveling:
What is the Revised Bloom’s level?
What is the DOK level?
The system provides the reference material for this: Resources- STAAR analysis resources-Guide to using the STAAR analysis resources mathematics

8. Things to consider in the Vocabulary:
Is there vocabulary within the item (stem and answer choices) that needs to be highlighted?
Is there specific vocabulary within the problem statement that might prove difficult?
Are there any misconceptions that students may have when faced with this type of question?
What background knowledge might students need have to aid in comprehension?
Are there any particular strategies or skills that students would need to know in order to be successful answering this type of item?
Is there something particularly unusual about the question?

9. Describe the distractors? Are they true/false, plausible?
Things to consider with the distractors: (be in the mind of the test writer):
Describe the distractors?
Are they true/false, plausible?
Where are they found in the problem statement?
What text evidence might support the answer?
What TEKS are they addressing?
Why would a student choose a particular answer?
What information (or misinformation) may have influenced the choice?

10. Things to consider with the answer:
What is the question asking the student to do and/or to think?
What text evidence from the problem supports the correct answer?
What is the correct answer?
What does the data show?
What information/visual/graphic did students need to pay attention to in order to answer the question?
How does local data compare with state data?

11. Things to consider as a follow up:
How might this information affect curriculum (e.g., sequencing, pacing, essential/key understandings, vocabulary, etc.)?
How might this information affect instruction (e.g., activities, questioning, resources, literature selections, etc.)?
How might this information affect local assessment (e.g., formative assessment, performance assessments, unit assessments, etc.)?

12. Key Concepts in review…..reasons we fail…
Do we find a deeper understanding of STAAR questions?
How do the “words” affect the questions?
How does the Blooms or DOK level of a question affect the outcome?
How often does each SE appear?
What about the SE’s that never appear?
How does your class stack up against statewide percentages?
Are there going to be changes in your classroom strategies?
Presenter Notes: Change the title page to reflect session grade and content. Add presenter info prior to session. Do not change master on the Google group only on your version for the day.
Internal Google Group files: various versions of PPTs, lesson samples, Planning Process Checklist
*External Google Group files:
One-pager T-TESS Dimensions
Components Document
Lesson Samples
Planning Process Checklist
*(Encourage participants to use this group. We will be sending news blasts and newsletters directly to teachers through this venue.)

13. Additional thoughts and concerns?