Increased Rigor of STAAR

1. Increased Rigor of STAAR Increased Rigor of STAAR Tom Jaggard Social Studies Specialist Region Testing Coordinator Education Service Center, Region 2 Tom.Jaggard@esc2.us 361.779.9574

2. Why are we doing this? House Bill 3 (2009) By the 2019–2020 school year, Texas is to become one of the top 10 states for graduating college-ready students.

3. How do we get there? House Bill 3 (2009) Increasing the rigor and relevance of standards and assessments. Creating and assessing postsecondary readiness standards. Establishing campus and district accountability based on higher college- and career-readiness performance standards on STAAR.

4. What does increased rigor look like? In the next few slides, we will examine one of the grade 8 TEKS and some sample test questions, looking to see how the standard and the assessment have increased the level of rigor.

5. 1998 TEKS

6. TAKS

7. On the next slide, we will see how STAAR assesses that same SE. Think-Pair-Share Try to identify the various ways in which the STAAR question is more rigorous than the TAKS question that we just saw.

8. STAAR

9. 1998: identify the origin of judicial review The TEKS revision process in 2010 extended this Student Expectation! 2010: and analyze examples of congressional and presidential responses

10. Think-Pair-Share What are the instructional implications of the increasing level of rigor in the revised TEKS and in the STAAR assessments? STAAR

11. Skills Assessment “Dual Coding” Social studies skills is not a separate reporting category. These skills will be incorporated into at least 30% of the test items and will be identified along with the content standards.

13. Maine Missouri 36° 30’ Missouri Compromise

14. What are the instructional implications of the increasing level of rigor in the revised TEKS and in the STAAR assessments?

15. What are the instructional implications of the increasing level of rigor in the revised TEKS and in the STAAR assessments? • Reading Longer Passages • Interpreting Primary Sources • Analyzing Visuals • Reading Maps without Labels • Combining Multiple Prompts • Higher Level Academic Vocabulary (non-content-specific) • Test-Taking Strategies • All four answer choices might be plausible

16. How do we get there? Know your TEKS! Teach your TEKS! If we teach all of the TEKS at the level of cognitive rigor and content complexity specified in the TEKS, our students should be well-prepared for the increasing rigor in our state assessment and accountability systems.

17. How do we get there? Know your TEKS! Know what comes before. Know what comes next. Work in vertical teams to close the gaps.

18. How do we get there? Know your TEKS! SE 8.15.D: The student is expected to analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights.

19. How do we get there? Know your TEKS! SE 7.14.A: The student is expected toidentify how the Texas Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights.

20. Tom.Jaggard@esc2.us 361.779.9574 19