2012-2013 Kilgo Data-Driven Decisions TEKS/SEs-Based Workshops, Gr. K-12 (2013 information coming soon)

Making Adequate Yearly Progress (AYP) and Achieving Exemplary Performance on STAAR/EOC for
Students in All Ethnic Groups, Income Levels, LEP, and Special Education

The 2012-2013 Kilgo Data-Driven Decisions workshop sessions are based on Margaret Kilgo’s current research on the State of Texas Assessments of Academic Readiness (STAAR) and End-of-Course (EOC), including:

• How to make critical decisions based on the 2012 STAAR, EOC data to identify gaps in resources, programs, and curriculum documents;

• How to teach and assess the TEKS/SEs at the highest level of rigor required for STAAR and EOC including double-coding two TEKS/SEs in one lesson and one test item;

• How to identify exemplar lessons in existing programs, textbooks, and materials;

• How to identify, teach, and assess the high-stakes, tested curriculum to meet AYP and STAAR, EOC requirements; and

• How to accurately evaluate textbook and Internet programs’ alignment to state standards prior to purchase.

These sessions include Margaret Kilgo’s research on the new, revised Texas Essential Knowledge and Skills (TEKS) and Student Expectations (SEs) and the relationship between the TEKS/SEs and STAAR and EOC.

 Kilgo Research Model

The Kilgo Research Model of studying state and national curriculum standards from the viewpoint of standardized assessments, developed over 15 years and 40,000 hours of research, includes:

• A research process based on the Open-Ended Response or Constructed Response Assessment Process, NOT the selective or multiple-choice process and avoids consideration of all multiple-choice options and test-taking strategies.

• Specific research findings on the critical relationship between the TEKS/SEs and STAAR and EOC in all four core subject areas to support teachers in teaching and assessing the TEKS/SEs to the depth and complexity of STAAR and EOC with the increased rigor required.

• New, important research findings for the new era of standardized assessments requiring the “double-coding” of two TEKS/SEs in one test item on STAAR and EOC.  Margaret Kilgo has developed copyrighted Level 4 Integration (Level 4I) objectives and questions for integration of:

  • Mathematics: Concept TEKS/SEs with Underlying Process TEKS/SEs

  • Reading:  TEKS strand genre with a Figure 19 reading comprehension skill

  • Science:  Concept TEKS/SEs with Science Process Skill TEKS/SEs

  • Social Studies:  Concept TEKS/SEs with Social Studies Process Skill TEKS/SEs

District-Wide Curriculum and Assessment Plan

Participants in the Kilgo Data-Driven Decisions workshops are involved in an innovative process that promotes student success on the STAAR and EOC by effectively implementing the TEKS/SEs with a focus on higher standards in classroom instruction and assessment through a district-wide curriculum and assessment plan.  The critical components of a campus and/or district plan include: 

1. Data-Driven Decisions Based on Specific TEKS/SEs Alignment

   • Using the Kilgo Data-Driven Decision Models for the instruction and assessment programs, K-12, in English/Spanish Language Arts/Reading, Mathematics, Science, and Social Studies by determining strengths and weaknesses by each specific TEKS statement and Student Expectation; and

   • Making five key decisions and their implications for the instruction and assessment program based on the individual campus and district-wide data analysis summary reports.

2. Instruction and Assessment Models and Strategies

   • Implementing specific models and strategies through the Kilgo levels of questions based on the “assessment viewpoint” and critical decisions in selection of the “most aligned lessons” in resources and materials for teaching the higher-level thinking skills, concepts, and content knowledge embedded in the TEKS/SEs to the depth of thinking and complexity of concepts, context, and reading comprehension skills of STAAR and EOC;

   • Developing teacher-made tests with open-ended, constructive response options, not selective, multiple-choice response;

   • Limiting use of multiple-choice practice materials; and

   • Using assessment models focused on the TEKS/SEs to the depth and complexity of STAAR and EOC so students’ grades are more accurate predictors of STAAR and EOC achievement scores.

3. Scope and Sequence Standards-Based Curriculum Plans

   • Implementing calendar/pacing charts as “Equity Plans” to be certain all students have an opportunity to be taught the tested curriculum standards before the state assessments of STAAR and EOC; and

   • Using the Data-Driven Decisions Model to spiral and reteach specific TEKS/SEs, and remediating students through the assigned grade-level TEKS/SEs and NOT outside the grade-level TEKS/SEs.

4. Focused Professional Development

   • Providing a model for educators to research and study the TEKS/SEs from the viewpoint of the STAAR and EOC to develop a deep understanding of the alignment between the TEKS/SEs and STAAR and EOC with a focus on teaching and assessing the state curriculum standards, not teaching to the test; and

   • Organizing professional development around data-driven decisions to focus study on the lowest-scoring TEKS/SEs.

5. Monitoring to Ensure Outstanding Student Performance
   • Following a specific monitoring plan for effective ongoing implementation of teaching and testing the Texas curriculum standards, TEKS/SEs to the depth and complexity of STAAR and EOC; and
   • Monitoring the ongoing campus and district implementation of the research, models, and strategies presented in this workshop.