UPS: U n p acking the S tandards for Quality Assessment Writing

1. UPS: Unpacking the Standards for Quality Assessment Writing -based on Margaret Kilgo’s Research Model

2. UPS goals When I leave this training… • I will have a better understanding of the depth and complexity of my content standards. • I will be able to better evaluate my students with assessments that are aligned to the TEKS.

3. Student Expectations tell you the… Content Cognitive Rigor Context Situations in which the content is applicable and transferable The level at which students are expected to perform in order to adequately meet the standard The content items for which students must demonstrate understanding at the appropriate cognitive level in order to adequately meet the standard

4. Drill Down

5. Definitions and Terms OER TEKS STAAR EOC • Open-ended responses • Texas Essential Knowledge and Skills/Student Expectations(Curriculum Standards) • State of Texas Assessment of Academic Readiness • End of Course

6. Definitions and Terms • Readiness Standards • Supporting Standards • TEKS considered critical for success in the current grade or subject and important for preparedness in the grade or subject that follows • TEKS that are emphasized in a previous or subsequent grade; they play a role in preparedness for the next grade

7. Definitions TEKS consist of KS (Knowledge Statement) and SE (Student Expectation) Example: KS: E1.1: Students understand new vocabulary and use it when reading and writing. The student is expected to: SE: (B) analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words;

8. What’s the Definition? • What is the dictionary definition for the verbs in the TEKS? • ANALYZE – break down into components or essential features, to examine carefully and in detail so as to identify causes, key factors possible results • INFER – to derive by reasoning; conclude or judge from premises or evidence • CONCLUDE – to determine by reasoning ; deduce • PROVIDE – to make available; furnish • SUPPORT – to maintain or advocate (a theory, principle, etc.); to furnish corroborating evidence for

9. Definitions one more time Rigor: determined by the verb of the SE “what” will be assessed “how” the content will be assessed Content: Context:

10. rigor • Cognition rigor comes from the VERB in the TEKS • Rigor is not based on Bloom’s Taxonomy, but on definition of the verbs in the TEKS. • Example KS: Student analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students expected to: 13B draw conclusions from the facts presented in text and support those assertions with textual evidence.

11. Content • This is the WHAT we are teaching. • Content knowledge and concepts tested are tied to the exact wording of the TEKS. • Requires students to have prior knowledge of the content and concept. • KS: Student analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students expected to: 13B draw conclusions from the facts presented in text and support those assertions with textual evidence.

12. context • This is the HOW the content should be assessed, such as “with text evidence” or “provide evidence” Example 3.13B draw conclusions from the facts presented in text and support those assertions with textual evidence.

13. Unpacking the standards • Choose the SE • Read KS • Identify and define the verb(s) • Identify the content • Identify the context • Identify academic vocabulary

14. Definitions one more time Rigor: determined by the verb of the SE “what” will be assessed “how” the content will be assessed SE: 3.13.B draw conclusions from the facts presented in text and support those assertions with textual evidence Content: Context:

15. DOES THE QUESTION TEST THE SE? KS: Student analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students expected to: 13B draw conclusions from the facts presented in text and support those assertions with textual evidence.

16. Focusing on open-ended responses (OER’s) • removes false assumptions about test-taking strategies (highlighting, predicting, eliminating answer choices, etc.) • promotes higher-level thinking and reasoning • cultivates deeper and more authentic problem solving

17. Practice Time Try it with a genre, a grade level SE and by dipping back to the KS statement.

18. Stop Listen Think • ELA TEKS are assessed through reading passages • Writing common assessment items requires us to know what the student expectation for our grade level is asking • We need to know how to write test items that assess the student expectation if BISD students are to be successful • We are all going to practice doing this by using reading passages.

19. Let’s try it for ELA • Get your UPS (Unpacking the Standards) form • What’s first? SE • What’s the verb to be assessed? • What’s the content to be assessed? • What’s the context to be assessed? • Choose a selection • Read and identify all text evidence that supports that TEKS • Now what?

20. ELA grade 3 Theme and Genre 5A paraphrase the themes and supporting details of fables, legends, myths or stories 5B compare and contrast the settings in myths and traditional folktales Poetry 6A describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse).

21. ELA grade 3 Theme and Genre (Supporting: RC 2 Literary Text) What is the _________mostly about? The them of this story is_____________ What is the overall theme in this __________? Which of the following is the best theme of this fairytale? Poetry (Supporting : RC 2 Literary Text) What images in your mind were created by reading this poem? Which line created this image for you? What can you tell about this poem? You can tell from this poem that ____ Which type of poetry is the following poem? What are the differences in these two poems?

22. ELA Grade 4 Drama 5A describe the structural elements particular to dramatic literature (structural elements particular to dramatic literature would be plot, setting/scenes, acts, cast of characters, and stage directions) Poetry 4A explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse).

23. ELA Grade 4 Drama Supporting: RC 2 Literary Text Describe why this play is an outstanding example of dramatic literature. This play is an outstanding example of dramatic literature because ____ Which element of dramatic literature is missing from this play? Poetry Supporting: RC 2 Literary Text You can tell from this poem that the element of ___ relates to ___ (form of the poem). Which type of poetry is the following poem? How do you know that this is a ___ poem?

24. ELA grade 5 Drama 5A analyze the similarities and differences between an original text and its dramatic adaptation. Poetry 4A analyze how poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems.

25. ELA Grade 5 Drama (Supporting: RC 2 Literary Text) Describe why this play is an outstanding example of dramatic literature. This play is an outstanding example of dramatic literature because ____ Which element of dramatic literature is missing from this play? Poetry ( Supporting: RC 2 Literary Text) How is the poet’s message in this poem enhanced by the repetition of a phrase over and over? The rhyme in this poem improves understanding of the poem’s message by--- What sound effects does the poet use in this poem to focus on the poem’s message?

26. Pulling it all together • Traveling Heads Together

27. Elementary ELA Take a picture of your assessment Items OR type into body of an e-mail and send to: bisdups.elak-1@blogger.com bisdups.ela2-3@blogger.com bisdups.ela4-5@blogger.com

28. Elementary ELA ViewThe Posts Here: K-1 2-3 4-5

29. Starting with the End in Mind • Now that we have the assessment items, what about the instruction?

30. Implications for STAAR • Teach and assess TEKS to the extreme of the TEKS/SE. Go to the farthest depth (thinking - cognitive alignment) and complexity (concept, context, & vocabulary alignment)

31. Final Thoughts • What did you gain from this? • I will have a better understanding of the depth and complexity of my content standards. • I will be able to better evaluate my students with assessments that are aligned to the TEKS. • Exit ticket • Dots on exit poster