TEXAS ASSESSMENT CONFERENCE 2011Notes from Sessions

C. Castillo

Dec. 5 & 6, 2011

STANDARDS FOR STAAR GRADES 3-8

Will be set in October 2012 EOC standards are set first (in February

2012)

ACCOMMODATIONS FOR STAAR, STAAR-M, STAAR-L, & TELPASPresented by TEA’s Cari Wieland, Jana Owen, & Kim Brannan

ACCOMMODATION UPDATES

The TEA Accommodations webpage is currently down as updates are being made in correlation to the sessions at the Conference

By the middle of December, TEA will repost this information, hopefully at or near full completion

The link to the website is http://www.tea.state.tx.us/student.assessment/accommodations/staar-telpas/

This webpage replaces the Accommodations Manual that was published annually under TAKS

OPTIONAL TEST ACCOMMODATIONS

Should not be distributed to all students; instead, they should be made available in front of the classroom or you may ask students prior to testing if they need them (i.e. highlighters, overlays, scratch paper, place markers)

The teacher’s documentation can show who used these accommodations

No documentation is required by the Campus Coordinator beyond that which is normally used for planning the testing day

The Individual / Small Group Testing accommodation has been reclassified as Type 1

ROUTINELY, INDEPENDENTLY, & EFFECTIVELYKeywords when determining whether an accommodation is appropriate for a child in a testing situation

DYSLEXIA BUNDLE

No longer in place for STAAR Type 1 accommodation available that allows

TA to read aloud test questions & answer choices (NEVER the passage; never the grammar revising & editing portion)

Extra testing time (to the end of the day) may be allowed if the student meets the eligibility criteria

SPELLING ASSISTANCE

Slides from Nov. 18 TETN were referenced (link on accommodations slide earlier in PPT)

Spelling assistance does not include the TA writing the student’s response to the writing prompt

REMINDERS TO STAY ON TASK

Being added to triangle as Type 1 Examples:

More frequent reminders (or maybe less frequent)

Visual reminders (i.e. color cards) Tactile reminders (i.e. paper clipping portions of

the test and working in chunks)

BASIC TRANSCRIBING Transcribing is being broken down into two levels of

support (change from original triangle) Type 2 TA transfers student responses when student can’t

independently Eligibility criteria is still under development

May include braille, large print, fine motor disability, physical disability, visual tracking issues, or emergency situation (i.e. broken arm)

Student circles or points to answer & TA marks on form Student may also type or write responses to multiple

choice questions, griddables, or prompt & the TA transfers the information

Could also involve those who use speak-to-text software

COMPLEX TRANSCRIBING

Type 3 (requires ARF) TA records on answer document student’s

dictated response when student is unable to do so

Guidelines forthcoming

EXTRA TIME (SAME DAY) – TYPE 2

TA allows extra time beyond four-hour limit until end of regular school day for student to complete testing

Student must meet one of these criteria: Impairment in vision Dyslexia Disability that affects ability to focus (i.e. ED) Physical condition / disability that necessitates

multiple or frequent breaks NOT for test anxiety Testing should start at the beginning of the day

and students should be allowed to leave the room when done

EXTRA DAY (TYPE 3 - ARF)

Disability that child cannot complete testing Severe visual impairment Emotional or behavioral disability – can’t

sustain working and the end of day accommodation is not effective

Medical or physical disability with severe fatigue – decreased energy / stamina

Two full, consecutive, regular school days Writing test would be three full regular school

days ARD paperwork indicates “pending TEA

approval”

SUPPLEMENTAL AIDS

TEA’s revisions to this subcategory were intended to be specific and allow for consistency

References were made and examples shown that correlate again to the Nov. 18 TETN

Mnemonic devices in all content areas can’t contain real content (i.e. PEMDAS – Please Excuse My Dear Aunt Sally [not parenthesis, exponents, etc.])

Blank graphic organizers in all contents – NO words, colors

Place value chart with column labels is OK, but no numerical examples

SUPPLEMENTAL AIDS (CONT.)

Math pictoral models OK (i.e. bars with fractional equivalents ½, 1/3, ¼)

Parts of speech OK and language/mechanical rules (see examples on TETN)

ANSWER DOCUMENTS

Will have columns for each content area to bubble whether Type 1, 2, and/or 3 were used for that content

TEA ACCOMMODATIONS TASK FORCE REP FOR HCISD

Erin McNeely

STAAR-MODIFIEDPresented by TEA’s Cari Wieland, Jana Owen, & Kim Brannan

GENERAL INFORMATION ON THE TEST

Participation Requirements Form will be released in Spanish form

For the content areas of Math and Science, these tests may be given in the same testing room as STAAR (at discretion of CTC)

The test is okay at the federal level until 2015. It may change at that point [AGAIN!]

CUTPOINTS AND STANDARDS SETTING FOR STAARPresented by TEA’s Gloria Zyskowski & Pearson’s Laurie Davis

STANDARDS

Cut scores that match students to their appropriate achievement levels

STAAR Standards: Content Performance Accountability

This session addressed Performance standards only

ALIGNMENT OF PERFORMANCE STANDARDS

Starts with1. College readiness (EOC)2. Align to high school standards3. Vertically align down to elementary

ACHIEVEMENT LEVELS

I – Advanced (former Commended) II – Satisfactory (former Met Standard) III – Unsatisfactory (former Did Not Meet

Standard)

ADVANCED

Well-prepared for next course or grade Think critically Apply assessed knowledge in varied

contexts, both familiar and unfamiliar High likelihood of success in next grade /

course with little or no academic intervention

SATISFACTORY

Sufficiently prepared for next course / grade Generally demonstrate Reasonable likelihood of future success May still require academic intervention

UNSATISFACTORY

Inadequately prepared Don’t demonstrate sufficient understanding Unlikely to succeed without significant,

ongoing academic intervention

IMPLEMENTING NEW PERFORMANCE STANDARDS

STAAR 3-8 in late fall 2012 or early 2013 New standards will be used in state and

federal accountability starting in 2013 Legislative requirement to review

performance standards at least once every 3 years (1st review would then be in 2014)

Phase-in for Level II (Satisfactory) to provide districts with appropriate amount of time to: Improve instruction Provide new professional development Increase teacher effectiveness Close knowledge gaps

STAAR READING – CREATING MEANINGFUL CONNECTIONS BETWEEN ASSESSMENT AND INSTRUCTION IN GRADES 3-8Presented by TEA’s Susan Robertson and Catherine Stapleton

STAAR READING ASSESSMENTS WILL EMPHASIZE STUDENTS’ ABILITY

To go beyond a literal understanding of what they read

To make connections within and across texts To think critically / inferentially about

different types of texts To understand how to use text evidence to

confirm the validity of their ideas

STAAR READING SAMPLE RELEASED TEST QUESTIONS

Released sample test questions are representative of the cognitive complexity of STAAR Reading items

The grades 3-8 Reading sample release includes two reading selections and 15 sample items per grade level

The newly-assessed genres of poetry, drama, and persuasive texts are represented in the sample release

Release items come largely from supporting standards, although the test has these items in a minority, because these are new genres being assessed differently from TAKS

2011 STAAR READING FIELD TEST DATA

Spring 2011 were field test items Overall students performed well on the

STAAR field test items across all genres The data suggests that students are less

familiar with poetry, drama, and persuasive genres

Results suggest that identifying theme is a weakness across all genres

Theme: A theme is an underlying central and/or unifying idea that is repeated or developed throughout a work. Themes often explore timeless and universal ideas and are almost always implied

ELA/R STUDENT EXPECTATIONS AND STAAR

The specific language of the student expectations is reflected on the STAAR Reading assessments

The focus of instruction needs to be on more than the verbs in the student expectations

Student success on STAAR requires that students know and use the language of the ELA/R TEKS in the classroom

Ex: Which poetic structure is found in the poem (Grade 4)? 4(A): Students are expected to explain how the

structural elements of poetry (e.g. rhyme, meter, stanzas, line breaks) relate to form (e.g. lyrical poetry, free verse)

ADDITIONAL EXAMPLES OF STUDENT EXPECTATIONS

Grade 5 Fiction 6(B): Students are expected to explain the roles and functions of characters in various plots, including their relationships and conflicts

Grade 3 Sensory Language 10(A): Students are expected to identify language that creates a graphic, visual experience and appeals to the senses

STUDENT SUCCESS IN READING AND ON STAAR

Students must be provided in-depth instruction in all genres represented by the ELA/R TEKS

Genres should not be taught in isolation and/or at only one point in the school year

Students should routinely compare/contrast genres. Ex: How does drama differ from other literary genres? How do persuasive texts differ from expository texts? How does author’s purpose differ across genres?

STUDENT SUCCESS IN READING AND ON STAAR (CONT.)

Students must learn to analyze both fiction and expository genres – the readiness genres – at elementary, middle, and high school

Students must receive thorough instruction in the genres/TEKS prior to the year the genre is assessed on STAAR Literary nonfiction begins in 1st grade Drama begins in 2nd grade Persuasive text begins in 3rd grade

STUDENT SUCCESS IN READING AND ON STAAR (CONT.)

Students must understand the relationship between reading test-taking strategies and making meaning

Students should be taught to use test-taking strategies as an individual “toolkit” (i.e. process of elimination)

Students must learn to use reading test-taking strategies judiciously, especially given the four-hour time limit

STAAR is an inferential test, so old TAKS test-taking strategies won’t work

STAAR READING

Should be real-world, authentic reading

DATA, DATA, DATA…NOW WHAT?Presented by Kristi Hartwick, Dana Curry, Doris Scoggin, and Dawne McDougall

THREE TYPES OF ASSESSMENT

Summative STAAR SAT/ACT

Formative STAR

Diagnostic IRI TPRI

SUMMATIVE ASSESSMENT

A “culmination” measure that “sums it up” Mastery assessment Assessment after instruction Data that tells “what happened”

FORMATIVE ASSESSMENT

Process of assessing student achievement during instruction to help determine whether an instructional program is effective for individual students or groups of students

General indicators allow for both the Universal Screening and the frequent monitoring of student progress through direct, continuous assessment of basic skills

Data tells us “what’s happening” (right now!!) When students are progressing, you continue

using the instructional program When tests show that students are not

progressing, you can adjust your instructional programs in meaningful ways

DIAGNOSTIC ASSESSMENTS

Measures that indicate specific skill strengths and those areas needing improvement

Results may indicate skill areas needing intervention/instruction. Programming may then address students’ needs

HOW THESE ASSESSMENTS WORK TOGETHER:

Formative data allows us to understand students’ baseline performance and ongoing growth, monitor progress toward successful performance standards, adjust instruction based on data…thus, you can “Do something about it” every step of the way

Diagnostic data is collected as needed for certain students. Provides a deeper understanding that allows us to “zone in” and implement instructional strategies and/or supports needed to promote achievement

Summative data tells us if students “got there” successfully, once instruction is complete

USE FORMATIVE ASSESSMENT DATA TO ANSWER THESE QUESTIONS

Are most students achieving comparable to their typical peers?

Are high performing students being challenged so that their high growth rates are maintained?

Are struggling students learning at a faster rate that will close the gap? Struggling learners must learn at a faster rate in

order to “catch up” with their “average” peers (moving target)

Are all student groups (AYP) progressing at similar rates?

PREPARING STUDENTS FOR STAAR

Assess the rigor of the district’s core curriculum under STAAR standards

Identify struggling learners through a process of universal screening (formative assessment)

Plan for differentiation within core instruction Add targeted interventions to core instruction Focus on transforming instruction through the

use of formative assessment Use universal screening data to determine if

students have enrolled grade level reading, writing, and math skills in order to access grade level TEKS

Use curriculum related benchmark data tied to the specificity and complexity of the assessed TEKS

PREPARING STUDENTS FOR STAAR (CONT.)

Add interventions to core instruction Match reading, writing, and math skills below

enrolled grade level to interventions that target these specific skills

Match identified deficits in academic vocabulary, persistence with problem-solving, or lack of real-world application of learning to interventions that target these curriculum processes

INTERVENTION / ACCELERATION

“A school district shall provide accelerated instruction to each student who fails to perform satisfactorily on: Grade 5 & 8 Reading and Math Any EOC assessment

Any struggling student needs data-informed instruction driven by formative assessment

The earlier difficulties are detected through formative & diagnostic assessments, the greater the likelihood that growth can occur

FROM A STRUGGLING STUDENT TO AN ACHIEVING STUDENT

Do you know the student’s baseline skill level?

Do you know the achievement goal for the student? (should be the end of enrolled grade level)

Do you know the weekly rate of improvement the student needs to make in order to attain the goal?

High school students need at least end of 8th grade average reading, writing, and math skills in order to access TEKS for any required course

STAAR ANSWER DOCUMENTSPresented by TEA’s Mariana Vassileva & Pearson’s Paul Matzen

ANSWER DOCUMENTS

STAAR, STAAR Spanish, and STAAR-L – one combined answer document

STAAR Modified – separate answer document STAAR Alternate – no answer documents

submitted Grade 3 – answer document, not a scorable

booklet (alternating ABCD, FGHJ) Precoded labels – EOC, Modified, and grade 4

and 7 writing Precoded answer documents – STAAR grades

3-8 reading, math, science, and social studies

ANSWER DOCUMENTS (CONT.)

Less score codes in STAAR: S – Tested A – Absent O – Other (illness, testing irregularity, EOC/above

grade level, etc.) * - paper/online or STAAR / STAAR Modified

NOTE: For each subject area, only one score code should be gridded

An “*” score code is present on all STAAR and STAAR Modified answer documents that have two subject areas tested

ANSWER DOCUMENTS (CONT.)

TEST TAKEN INFO field – information about the test form (STAAR or STAAR-L) and the language version (English or Spanish) must be recorded in this field EN or SP for grade 3, 4, & 5 Blank bubble for grades 6, 7, 8 L bubble for math, science, and social studies

STAAR L is NOT available for the subjects listed below: Reading, Writing, English I, English II, English III,

STAAR Spanish, STAAR Modified

PREVIEW OF TEST TAKEN FIELDS

TEST TAKEN INFO

If student is testing above grade level, score O code O and test taken info as above grade level Ex: 5th grader testing 7th grade level for math

would have O and Above Grade on 5th grade answer sheet

In a case like this, the student’s results are reported with other 7th grade students, not with 5th grade Two labels, two sets of CSR’s