1. Rigor in Assessment

2. The purpose of this session is to understand how the State of Texas Assessments of Academic Readiness (STAAR) are fundamentally different from prior state assessments due to a greater emphasis on increased rigor and strong focus on college and career readiness.

3. How do you define rigor?

4.  Rigor is not…. Rigor is planned. Rigor takes EFFORT!

5. Answer the proposed question: “what is it to degrade a problem? “ “what do we do as teachers that may degrade a problem?” http://dictionary.reference.com/browse/degrade

6. Focus Depth

7. How does STAAR define rigor? Insert Linda’s handout here Activit y I:2

8. 1.Distinguish between Readiness and Supporting Standards. 2.Understand how these standards provide FOCUS on the TEKS which are critical to assess ! FOCUS-Outcomes

9. STAAR: A New Assessment Model

10. So ask yourself, do YOU understand what the difference is between a readiness and supporting standard?

11. General Characteristics of the Assessed Content Standards 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 significant content and concepts Supporting Standards introduced in the current grade or course but may be emphasized in a subsequent year reinforced in the current grade or course but may be emphasized in a previous year play a role in preparing students for the next grade or course but not a central role address more narrowly defined content and concepts (TEA, 2010. p. I-26) Activit y F:2

12. (a) Introduction.  Find and underline/highlight key words that are important for the teacher to know about his/her students. Activit y F:1

13. § 111.17. Mathematics, Grade 5. (a) Introduction. (1) Within a well-balanced mathematics curriculum, the primary focal points at Grade 5 are comparing and contrasting lengths, areas, and volumes of two- or three-dimensional geometric figures; representing and interpreting data in graphs, charts, and tables; and applying whole number operations in a variety of contexts. (TEA, 2006)

14. Characteristic: They are essential for success in the current grade or course English Language Arts 5.8(A) evaluate the impact of sensory details, imagery, and figurative language in literary text. Readiness Standard (TEA, 2010)

15. Characteristic: They are important for preparedness for the next grade or course. Math 6.1 Number, operation, and quantitative reasoning (B) generate equivalent forms of rational numbers including whole numbers, fractions, and decimals; Readiness Standard Math 7.1 Number, operation, and quantitative reasoning (B) convert between fractions, decimals, whole numbers, and percents mentally, on paper [or with a calculator]; and Readiness Standard (TEA, 2010)

16. Characteristic: They support college and career readiness. (Biology 4) Science Concepts (B) investigate and explain cellular processes, including homeostasis, energy conversions, transport of molecules, and synthesis of new molecules; and Readiness Standard College and Career Readiness Standard VI. Biology A. Structure and function of cells 1. Know that although all cells share basic features, cells differentiate to carry out specialized functions. (TEA, 2010)

17. Total Number of Readiness Standards: 10 Total Number of Supporting Standards: 20

18. 30-33 Questions developed using the 10 Readiness Standards 17-20 Questions developed from the pool of 20 Supporting Standards

19. STAAR is assessing content and skills at a greater depth and higher level of cognitive complexity. (TEA, 2010, p. I-4)

21. What type of knowledge is the student expected to demonstrate? What level of cognitive processing does the student use? Social Studies 8.3(B) analyze the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government; and Supporting Standard

23. LEVEL 1 - LINE OF QUESTIONNING LEVEL 2 - LINE OF QUESTIONNING LEVEL 3- LINE OF QUESTIONNING LEVEL 4- LINE OF QUESTIONNING

24. RIGOR FOCUS COGNITIVE Complexity Learning Standards TEKS/CCRS CLARITYDEPTH CONTENT Complexity Assessments TAKS/STAAR

26. Which of these means about the same as the word gauge? a. balance b. measure c. select d. warn Activit y D:1

27. 121 13 32 + 34 1) 190 2) 200 3) 290 4) N

28. A car odometer registered 41,256.9 miles when a highway sign warned of a detour 1,200 feet ahead. What will the odometer read when the car reaches the detour? (5,280 feet = 1 mile) a.42,456.9 b.41,279.9 c.41,261.3 d.41,259.2 c.41,257.1

29. Which of these conclusions is best supported by information from the passage? a. If a candidate meets the personal and educational qualifications and is in fair physical shape, his or her chances of becoming an agent are very good. b. Compared with other law enforcement agencies in the country, the F.B.I. has a low success rate for tracking down and apprehending suspected offenders. c. The job of an agent is not for everyone; it takes someone with special training who is not afraid of danger and doesn’t mind being socially isolated at times. d. The life of a federal investigator is not as interesting as most people think; agents spend most of their time working at desks.

30. Depth of Knowledge Tool

31. Sample 5

32. Sample 6

33. Sample 7

34.  Using the DOK Descriptors Handout, determine the content complexity levels of assessment items on a release test assessment for:  Math  Science  Social Studies  Reading  Record your work on the Assessment Item Analysis Handout (with time…) Activit y D:5

35.  Departments will meet collaboratively  STAAR Blue prints for each grade level subject will be discussed  An item analysis of each blue print will be created  An overview of the first six weeks curriculum will be reviewed  Teacher/department created list of (10) methods of questioning students reflective of levels 3 & 4 to use in everyday discussion  Review of TAKS released tests or benchmarks- changed to level 3 & 4  A presentation will be given at the end of the in service by each department’s appointed colleagues

36.  Presentation must include:  STAAR Blueprint findings (two critical points) per grade level.  Identification of 1 TAKS Released question that your department changed from level 1 to 4.  (1) idea to share of how to add Rigor to our classrooms