Teach Like a STAAR! TCTA Spring 2012

STAAR Teach Like a STAAR!

TCTA Spring 2012 Ervin Knezek, Ed.D.

[email protected]

STAAR Word Wall

Term TEA DefinitionTexas Education Agency Student Assessment Division September 2010

Notes:

Assessed Curriculum

The Texas Essential Knowledge and Skills (TEKS) that are eli-gible to be assessed (i.e. can be tested in a multiple choice, griddable, or open-ended response manner)

Standard TEKS and Corresponding Student Expectations

Readiness Standard

Readiness standards have the following characteristics:• They are essential for success in the current grade or

course. • They are important for preparedness for the next grade or

course. • They support college and career readiness. • They necessitate in-depth instruction. • They address broad and deep ideas.

Supporting Standard

Supporting standards have the following characteristics:• Although introduced in the current grade or course, they

may be emphasized in a subsequent year. • Although reinforced in the current grade or course, they

may be emphasized in a previous year.• They play a role in preparing students for the next grade

or course but not a central role. • They address more narrowly defined ideas.

Supporting standards:• Support a current readiness stan-

dard• Serve as a foundation for a readi-

ness standard in another grade level

• Are important but not critical to the grade level

Process Standard

[Student expectations that relate to the skills of the content area]In social studies, science, and mathematics, process skills will be assessed in context, not in isolation, which will allow for a more integrated and authentic assessment of these content areas.

Process standards are noted in the TEKS as:• Underlying Processes and Math-

ematical Tools• Scientific Investigation and Rea-

soning Skills • Social Studies Skills

Ineligible Standard

TEKS for a grade level/course which cannot be assessed in a traditional format

Reporting Category

The assessed curriculum documents show the reporting categories (referred to as objectives on TAKS)

Standards bundled around a com-mon concept, topic, or context

© lead4ward, LLC 2011 page 2

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STAAR Chart: The Answer’s in the STAARs

Topic Summary Considerations

Testing Requirements

Students in Grades 3‐8 who are enrolled in a high school course for which there is a STAAR EOC:1. MUST take the STAAR EOC for the course 2. Whether the student also takes the grade level subject STAAR test is a local district decision 3. Accountability decisions (regarding the use of test results) have not been made 4. HB 2135 amended §39.053 of the TEC to require that the performance of a grade 3‐8

student on a STAAR EOC must, at a minimum, be included with results relating to other students enrolled at the same grade level

Students in Grades 3‐8 who are being instructed above grade level in a particular subject area: 1. MUST take the STAAR assessment above grade level for the subject in which they are

receiving such instruction if the content covers the entire curriculum for that subject at the higher grade level

First‐year 9

th graders in 2011‐12 who earned credit for high school courses prior to the Spring of

2012 are not required to take STAAR EOCs for those courses 1. But MAY choose to take STAAR EOC in that course beginning in the Spring of 2012 and then

have the option to use the score as part of the cumulative score requirement

Accountability decisions regarding the use of test scores have not been made

STAAR offers the opportunity to align assessment with instruction

EOC Scores and Course Grades

A student’s score on a STAAR EOC must count as 15% of the student’s final grade in the course1. In English I, II, and III, districts will have flexibility on how to use the separate Reading and

Writing scores or the composite score 2. 15% requirement does not apply to

a. STAAR Modified or STAAR Alternate

Districts must develop policies for “translating” a scale score into a number that can be used as 15% of the student’s course grade

Offers flexibility to districts

Supporting student performance at the highest levels

STAAR EOC Test Administrations

STAAR EOCs will be offered 3 times per year:1. End of 1

st semester (not applicable in 2011‐12)

2. End of 2nd semester

3. Summer

Impact on credit recovery models

Test Time Limit 4‐hour time limit for all tests in STAAR 1. Begins when students start first question 2. Breaks (other than lunch) will be included in 4‐hour time limit 3. Accommodations for extended time (extra time or extra day) will be available for students

who meet eligibility criteria

Adjusting instruction to prepare students for a timed test

Students who arrive late to school on test day?

Multiple test administrations in single school day?

SSI No SSI requirements in 2011‐12 1. Districts will make promotion/retention decisions for 5

th and 8

th graders based on the same

academic information used to make decisions in non‐SSI grades

STAAR Modified Design of STAAR Modified 1. Based on same content as STAAR (will reflect increased rigor and focus) 2. More items than TAKS‐M (80% of the length of STAAR) 3. Performance standards will be linked across grades in a specific subject 4. Will include embedded field test items 5. Students will be required to respond to writing tasks focused on different purposes –

including personal narrative, literary, expository, persuasive, and analytical writing STAAR Modified participation requirements (student must meet all 3 and specific evidence must be stated in IEP) 1. Based on the PLAAFPs does the ARDC conclude that the student is multiple years behind

grade‐level or course expectations and will not progress at the same rate and level of rigor as his/her non‐disabled peers?

2. Does student’s IEP contain TEKS‐based goals indicating the modified content the student requires in order to access the grade‐level or course curriculum?

3. Does student require direct and intensive instruction in order to acquire, maintain, and transfer skills to other contexts?

Impact on graduation must be addressed (even at elementary and middle school) High school students taking STAAR Modified must be enrolled in a course with a PEIMS number indicating that the coursework is modified STAAR Modified EOCs in Spring 2012: English I, Algebra I, World Geography, Biology

Focus, clarity and depth apply to STAAR Modified as well as STAAR

Need for rigorous instruction at the cognitive complexity of the TEKS for students with disabilities

More formal structure for ARDC to determine that a student meets STAAR Modified participation requirements – need for multiple sources of measurable, objective evidence

Impact on future graduation options for student

Dyslexia Accommodations

Two accommodations will be available for students with dyslexia and other reading disabilities on STAAR reading assessments in grades 3 through high school 1. Oral reading of item stems/answer options 2. Extended testing time, if needed Accommodations will not need to be bundled – will be based on individual student needs


STAAR Chart: The Answer’s in the STAARs

Topic Summary Considerations

STAAR for ELLs ALL ELLs will participate in STAAR – no exemptions1. Spanish STAAR (Grades 3‐5) 2. STAAR L

a. Design i. STAAR English version with linguistic accommodations

a) Clarification of unfamiliar English b) Reading aloud of text

ii. Accommodations to be computer based in 2013 (provided by test administrator in 2012)

iii. Same passing standard as STAAR b. Available for Grades 3‐8 and EOCs c. Subjects: Math, Science, Social Studies (not ELAR) d. Eligibility (TBD based on final rules)

i. Recent immigrant ELLs not at Advanced High on TELPAS) 3. STAAR

a. Linguistic accommodations i. Math, Science, Social Studies

1. Bilingual Dictionary 2. Extra Time (same day)

ii. ELAR 1. Bilingual Dictionary 2. Extra Time (same day) 3. Clarification in English of words in writing prompt and open‐ended reading

questions b. Considerations for eligible ELLs in English I and II (TBD based on final rules)

i. Score not included in cumulative score requirements ii. Retesting not required for scores below minimum iii. Score not included as 15% of final grade

Need for rigorous instruction at the cognitive complexity of the TEKS for ELLs

Proposed rules for LPAC test decision‐making expected Fall 2011

Accommodations for Students with Disabilities

Applicable to STAAR, STAAR Modified, STAAR L and TELPAS for:1. A student with an identified disability who receives special education services 2. A student with an identified disability who receives Section 504 services 3. A student with a disabling condition who does not receive special education or Section 504

services but who meets established eligibility criteria for certain accommodations Accommodations Triangle

TEA Website: http://www.tea.state.tx.us/student.assessment/accommodations/

Accommodations resources still being finalized by TEA

Related Testing Procedures (RTPs) are NOT considered accommodations

Examples of RTPs o Individual administration o Small‐group administration o Reading test aloud to self o Preferential seating

Examples of Type 1 o Projection Devices o Amplification Devices

Examples of Type 2 o Calculation Devices o Dictionary o Oral/Signed Administration o Supplemental Aids o Manipulating Test Materials

Examples of Type 3 o Photocopy o Extra Day o Other

Responsibility of educators to o Provide effective accommodations o collect data to determine if an

accommodation is effective o make adjustments to

accommodations based on student need

Type 1

Type 2

Type 3

Related Testing Procedures

(available to any student routinely using them in instruction and testing)

Accommodations Triangle (No longer 4 categories of accommodations) 1. Type 1 (no ARF)

a. Specific need and b. One eligibility criterion:

routinely, independently (if applicable) and effectively uses for instruction and testing

2. Type 2 (no ARF) a. Specific need and b. Two or more eligibility criteria

3. Type 3 (ARF required) a. Must meet all eligibility criteria


* Aligned with STAAR Assessed Curriculum NOTE: The classification of standards on this snapshot represent the reviewed and synthesized input of a sample Texas Kindergarten – Grade 2 teachers. This snapshot DOES NOT represent a publication of the Texas Education Agency. District curriculum may reflect other classifications. Revised September 2011

TEKS Snapshot - Kindergarten Math Ready for STAAR

Reporting Category Readiness Standards Supporting Standards

1 Num

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K.1.A use one-‐to-‐one correspondence and language such as more than, same number as, or two less than to describe relative sizes of sets of concrete objects;

K.1.C use numbers to describe how many objects are in a set (through 20) using verbal and symbolic descriptions.

K.1.B use sets of concrete objects to represent quantities given in verbal or written form (through 20)

K.3.B explain why a given part is half of the whole* K.4 model and create addition and subtraction problems

in real situations with concrete objects

K.2.A use language such as before or after to describe relative position in a sequence of events or objects; and

K.2.B name the ordinal positions in a sequence such as first, second, third, etc.

K.3.A share a whole by separating it into two equal parts*

2 Pa

tterns,

Relatio

nships,

Algebraic

Reason

ing K.5 identify, extend, and create patterns of sounds,

physical movement, and concrete objects* K.6.B count by ones to 100

K.6.A use patterns to predict what comes next, including cause-‐and-‐effect relationships

3 Geo

metry and

Spa

tial R

easoning

K.8.B compare two objects based on their attributes K.8.C sort a variety of objects including two-‐ and three-‐

dimensional geometric figures according to their attributes and describe how the objects are sorted

K.7.A describe one object in relation to another using informal language such as over, under, above, and below; and

K.7.B place an object in a specified position. K.8.A describe and identify an object by its attributes using informal

language; K.9.A describe and compare the attributes of real-‐life objects such as

balls, boxes, cans, and cones or models of three-‐dimensional geometric figures*

K.9.B recognize shapes in real-‐life three-‐dimensional geometric figures or models of three-‐dimensional geometric figures*

K.9.C describe, identify, and compare circles, triangles, rectangles, and squares (a special type of rectangle)*

4 Measuremen

t

K.10.A compare and order two or three concrete objects according to length (longer/shorter than, or the same)*

K.10.B compare the areas of two flat surfaces of two-‐dimensional figures (covers more, covers less, or covers the same);

K.10.C compare two containers according to capacity (holds more, holds less, or holds the same);

K.10.D compare two objects according to weight/mass (heavier than, lighter than or equal to); and

K.10.E compare situations or objects according to relative temperature (hotter/colder than, or the same as).

K.11.A compare events according to duration such as more time than or less time than;

K.11.B sequence events (up to three); and K.11.C read a calendar using days, weeks, and months

5 Prob

ability

Statistic

s K.12.B use information from a graph of real objects or pictures in order to answer questions*

K.12.A construct graphs using real objects or pictures in order to answer questions*

Process Standards

Und

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nd

Mathe

matical Too

ls K.13.A identify mathematics in everyday situations;

K.13.B solve problems with guidance that incorporates the processes of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness

K.13.C select or develop an appropriate problem-‐solving strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem; and

K.13.D use tools such as real objects, manipulatives, and technology to solve problems. K.14.A communicate mathematical ideas using objects, words, pictures, numbers, and technology; and K.14.B relate everyday language to mathematical language and symbols. K.15 justify his or her thinking using objects, words, pictures, numbers, and technology.


SE 2010 2011 SE 2010 2011 SE 2010 2011

8.1.A 85 87 8.1.B 80 77 8.29.A 77 74

8.2.A NT NT 8.1.C NT NT 8.29.B NT NT

8.3.A 65 67 8.2.B 64 68 8.29.C 69 70

8.4.A 68 66 8.3.B 71 70 8.29.D 86 85

8.4.C NT NT 8.3.C NT NT 8.29.E NT NT

8.4.E NT NT 8.4.B NT NT 8.29.H NT NT

8.5.C 75 68 8.4.D NT NT 8.29.J NT NT

8.5.E NT NT 8.5.A NT NT 8.30.A NT NT

8.6.A 58 56 8.5.B NT NT

8.6.B NT NT 8.5.D 72 72

8.6.D 91 89 8.5.F 46 46

8.6.E 47 51 8.5.G NT NT

8.7.B 61 62 8.6.C NT NT

8.8.B 65 65 8.7.A 67 68

8.9.C NT NT 8.7.C NT NT

8.10.B 65 64 8.7.D NT NT

8.10.C 92 88 8.8.A NT NT

8.12.B 65 67 8.8.C 55 55

8.13.B NT NT 8.9.A NT NT

8.15.A 54 53 8.9.B NT NT

8.15.C 59 57 8.9.D NT NT

8.15.D 79 73 8.10.A 49 52

8.16.A NT NT 8.11.A 83 82

8.16.B 72 70 8.11.B NT NT

8.17.A NT NT 8.11.C NT NT

8.17.B 68 68 8.12.A NT NT

8.18.A NT NT 8.12.C NT NT

8.19.A NT NT 8.12.D NT NT Moderate % correct ≤ 80

8.19.B 88 85 8.13.A NT NT High % correct ≤ 70

8.23.A NT NT 8.14.A NT NT

8.24.A 68 67 8.14.B NT NT

8.25.C NT NT 8.15.B 71 69

8.27.A 86 86 8.18.B NT NT

8.27.B 81 82 8.18.C 53 50

8.19.D NT NT

8.19.E NT NT

8.20.A NT NT

8.20.B NT NT

8.20.C NT NT

8.21.A NT NT

8.21.B 56 56

8.21.C NT NT

8.22.A NT NT

8.22.B 76 79

8.23.B NT NT

8.23.C NT NT

8.23.D 75 75

8.23.E 66 69

8.24.B NT NT

8.25.A NT NT

8.25.B NT NT

8.26.A NT NT

8.26.C NT NT

8.27.C 73 73

8.27.D 67 69

8.28.A NT NT

8.28.B 85 84

KEY Level of Concern

NOTE: Student Expectation (SE) analysis

may be limited by the number of items

sampled per year.

Curriculum Heat Map: Grade 8 ‐ Social Studies

Readiness Standards Supporting Standards Social Studies Skills

© lead4ward, LLC 2011


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NT

NT

NT

NT

NT

NT

8.2

9B

8.3

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20

10

85

65

NT

86

81

80

72

NT

NT

NT

NT

NT

NT

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8.1

4B

8.2

3B

8.2

7C

8.2

7D

8.2

8A

8.2

8B

8.2

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20

11

NT

NT

73

69

NT

84

8.3

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20

10

NT

NT

73

67

NT

85

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A8

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8.2

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5B

8.2

6A

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8.2

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20

11

87

67

77

79

69

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NT

NT

NT

8.2

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68

80

76

66

NT

NT

NT

NT

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68

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55

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67

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Cognitive Complexity: The Verbs of the TEKS

ENGLISH MATH SCIENCE SOCIAL STUDIES

Analyze Analyze Analyze Analyze

Compare Compare Compare Compare

Describe Describe Describe Describe

Develop Develop Develop Develop

Infer Infer Infer Infer

Make Make Make Make

Understand Understand Understand Understand

Use Use Use Use

Apply Apply Apply

Construct Construct Construct

Evaluate Evaluate Evaluate

Explain Explain Explain

Express Express Express

Identify Identify Identify

Interpret Interpret Interpret

Organize Organize Organize

Predict Predict Predict

Recognize Recognize Recognize

Relate Relate Relate

Summarize Summarize Summarize

Write Write Write and name

Categorize Categorize

Contrast Contrast

Determine Determine

Differentiate Differentiate

Distinguish Distinguish

Formulate Formulate

Generate Generate

Investigate Investigate

Know Know

Plan Plan

Used in 3 content areasUsed in 2 content areas

Used in all 4 content areasColor Key


Source A. Costa

Asking and Answering Questions

Level 1 The answer can be found in the information given (either directly or indirectly). This type of question is very concrete and pertains only to the information given. Level One questions ask for facts about what has been heard or read. Information is recalled in the exact manner/form it was explained. These types of questions help determine if students have accessed the material and understand what has been heard/read. Level One questions cause students to recall information. This level of question causes students to input the data into short-‐term memory, but if they don’t use it in some meaningful way, they may soon forget.

• Define -‐ to set forth the meaning of • Describe -‐ to represent or give an account in words • Identify -‐ to establish the identity of • List -‐ a simple series of words or numbers • Name -‐ to mention or identify by name • Observe -‐ to see or sense through careful attention • Recite -‐ to repeat verbatim • Scan -‐ to examine closely

Level 2 The answer can be inferred from the information given (text, discourse, research). This type of question, although more abstract than a Level 1 questions, deals only with the information given. Information can be broken down in parts. Involves examination, analysis, causes of details. Level Two questions enable students to process information and expect students to make sense of information they have gathered and retrieved from long- and short-term memory.

• Analyze -‐ to make an analysis of, an examination of a thing to know its parts • Compare -‐ to examine for likenesses and differences • Contrast -‐ to show differences when compared • Group -‐ to cluster • Infer -‐ to derive as a conclusion from facts or premises • Sequence -‐ chronological order of events • Synthesize -‐ the combination of parts or elements into a whole

Level 3 Answer goes beyond the information given. This type of question is abstract, and may not pertain to the information given. These questions ask that judgments be made from information. They also give opinions about issues, judge the validity of the ideas or other products and justify opinions and ideas.

• Apply -‐ to put to practical use • Evaluate -‐ appraise, value • Hypothesize -‐ to adopt as an hypothesis/assumption • Imagine -‐ to form a mental picture of something not present; guess • Judge -‐ to form an estimate or evaluation about something. deduce • Predict -‐ to declare in advance • Speculate -‐ to think or wonder about a subject


Source A. Costa

.

Level 1 • Define -‐ to set forth the meaning of • Describe -‐ to represent or give an

account in words • Identify -‐ to establish the identity of • List -‐ a simple series of words or

numbers • Name -‐ to mention or identify by

name • Observe -‐ to see or sense esp.

through careful attention • Recite -‐ to repeat verbatim • Scan -‐ to examine closely

Level 2 • Analyze -‐ to make an analysis of ,

an examination of a thing to know its parts

• Compare -‐ to examine for likenesses and differences

• Contrast -‐ to show differences when compared

• Group -‐ to cluster • Infer -‐ to derive as a conclusion

from facts or premises • Sequence -‐ chronological order of

events • Synthesize -‐ the combination of

parts or elements into a whole

Level 3 • Apply -‐ to put to practical use • Evaluate -‐ appraise, value • Hypothesize -‐ to adopt as an hypothesis/assumption

• Imagine -‐ to form a mental picture of something not present; guess

• Judge -‐ to form an estimate or evaluation about something. deduce

• Predict -‐ to declare in advance • Speculate -‐ to think or wonder about a subject

Science

What is a gene? What is a chromosome?

Compare and contrast genes and chromosomes.

Use what you know about genes and chromosomes to predict a trait in a child.

Math Evaluate this expression: 3x2 if x=4.

When, if ever, can x2 =2x.

Prove whether or not the operation y, is commutative, given that ayb=a2-‐b

Social Studies

Which amendment in the Constitution gives citizens the right to bear arms?

Compare and contrast societal conditions in the US that impacted the inclusion of the second amendment in the US Constitution with conditions today.

If there were a constitutional amendment that prohibited ownership of weapons by citizens, how might American society be affected?

English Language Arts

In the book The Giver, what did Jonas’ mom do for a living?

Use examples from the book to elaborate on the theme of balancing freedom and security.

Speculate as to how your community would change if some of the societal controls embraced by the members of Jonas’ community in the book The Giver, were embraced within your community.

We answer questions by…

• being taught • studying • experience • creative thought

Teachers ask as many as 50,000 questions a year and students ask as few as 10 each. “Questioning in Mathematics Classrooms” Arithmetic Teacher Edited by Nancy Nesbitt Vace October 1993


Ready for STAAR Hard to Teach – Hard to Reach Student Expectations Readiness Standards

SE What makes this student expectation complex to teach and for students to learn?

When is it taught?

Supporting Standards with Sufficient Stuff

SE Have lots of stuff How much time?

Q & A Questions and Actions

The questioning strategy I use… The success… The struggle…. Next steps for me


Math

Highlighted changes for STAAR

Supply List lead4ward STAAR Snapshot (combines

assessed curriculum, blueprints) STAAR Teacher Field Guides Math Data Heat Maps K‐2 TEKS Snapshots

TEA Griddable item Format Process Skills Examples Reference Materials Graph Paper TMSDS Calculator Usage Guidelines STAAR Sample Items

District Curriculum Documents Local Assessment Data Aligned/vetted Resources Expository writing framework

Implications for Planning

Implications for Instruction

STAAR Modified English Language Learners Reduce # of steps and/or operations Provide formula and/or conversion

(from Reference Materials) in a text box within the item

Provide explicit directions to explain a process (e.g., measuring)

Provide practice grids and a directive practice statement within griddable items

See TEA Modification Guidelines for additional modifications

STAAR L for eligible students STAAR with linguistic

accommodations ‐ Bilingual dictionary ‐ Extra time/same day

Hard to Teach – Hard to Reach Readiness Standards

SE Data Perception # Teachers

Reporting Categories (relative distribution of items – Math Grades 3 through 8)


STAAR Sample Items Math


Source: Texas Education Agency STAAR Resources REV Sep 2011

STAAR Standards Snapshot - Grade 8 Math

Rptg Cat

STAAR STAAR Modified Readiness Standards Supporting Standards

1

Nu

mb

ers

, Op

era

tio

ns, a

nd

Qu

anti

tati

ve R

eas

on

ing

11 10

8.1.A compare and order rational numbers in various forms including integers, percents, and positive and negative fractions and decimals

8.2.B use appropriate operations to solve problems involving rational numbers in problem situations

8.1.B select and use appropriate forms of rational numbers to solve real‐life problems including those involving proportional relationships

8.1.C approximate (mentally and with calculators) the value of irrational

numbers as they arise from problem situations (such as , √2) 8.1.D express numbers in scientific notation, including negative

exponents, in appropriate problem situations 8.2.A select appropriate operations to solve problems involving rational

numbers and justify the selections 8.2.C evaluate a solution for reasonableness 8.2.D use multiplication by a given constant factor (including unit rate) to

represent and solve problems involving proportional relationships including conversions between measurement systems

2

Pat

tern

s, R

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ips,

Alg

eb

raic R

eas

on

ing

14 11

8.3.B estimate and find solutions to application problems involving percents and other proportional relationships such as similarity and rates

8.4.A generate a different representation of data given another representation of data (such as a table, graph, equation, or verbal description)

8.5.A predict, find, and justify solutions to application problems using appropriate tables, graphs, and algebraic equations

8.3.A compare and contrast proportional and non‐proportional linear relationships

8.5.B find and evaluate an algebraic expression to determine any term in an arithmetic sequence (with a constant rate of change)

3

Ge

om

etr

y a

nd

Spat

ial R

eas

on

ing

8 6

8.6.A generate similar figures using dilations including enlargements and reductions

8.6.B graph dilations, reflections, and translations on a coordinate plane8.7.A draw three‐dimensional figures from different perspectives 8.7.B use geometric concepts and properties to solve problems in fields

such as art and architecture 8.7.C use pictures or models to demonstrate the Pythagorean Theorem 8.7.D locate and name points on a coordinate plane using ordered pairs

of rational numbers

4

Me

asu

rem

en

t

13 10

8.8.C estimate measurements and use formulas to solve application problems involving lateral and total surface area and volume

8.9A use the Pythagorean Theorem to solve real‐life problems

8.9.B use proportional relationships in similar two‐dimensional figures or similar three‐dimensional figures to find missing measurements

8.8.A find lateral and total surface area of prisms, pyramids, and cylinders using concrete models and nets (two‐dimensional models)

8.8.B connect models of prisms, cylinders, pyramids, spheres, and cones to formulas for volume of these objects

8.10.A describe the resulting effects on perimeter and area when dimensions of a shape are changed proportionally

8.10.B describe the resulting effect on volume when dimensions of a solid are changed proportionally

5

Pro

bab

ility a

nd S

tati

stic

s

10 8

8.11.A find the probabilities of dependent and independent events

8.13.B recognize misuses of graphical or numerical information and evaluate predictions and conclusions based on data analysis

8.11.B use theoretical probabilities and experimental results to make predictions and decisions

8.12.A use variability (range, including interquartile range (IQR)) and select the appropriate measure of central tendency to describe a set of data and justify the choice for a particular situation

8.12.B draw conclusions and make predictions by analyzing trends in scatterplots

8.12.C select and use an appropriate representation for presenting and displaying relationships among collected data, including line plots, line graphs, stem and leaf plots, circle graphs, bar graphs, box and whisker plots, histograms, and Venn diagrams, with and without the use of technology

8.13.A evaluate methods of sampling to determine validity of an inference made from a set of data

STAAR 56

(4 Grid) 34‐36 questions from Readiness Standards 20‐22 questions from Supporting Standards

STAAR Modified 45


Process Standards (Underlying Processes and Mathematical Tools)

STAAR STAAR

Modified 8.14.A identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other

mathematical topics 8.14.B use a problem‐solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution

for reasonableness 8.14.C select or develop an appropriate problem‐solving strategy from a variety of different types, including drawing a picture, looking for a pattern,

systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem 8.14.D select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number

sense to solve problems 8.15.A communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic

mathematical models 8.16.A make conjectures from patterns or sets of examples and nonexamples 8.16.B validate his/her conclusions using mathematical properties and relationships

≥ 75% of Items will

be dual coded

≈ 42 items

will be dual

coded

≥ 60% of Items will be dual coded

≈ 27 items

will be dual

coded


Assessment – Instruction – STAAR [STAAR Sample Items]

10 A 20-foot ladder is leaning against the side of a building. The bottom of the ladder is 4 feet from the wall. How many feet above the ground does the ladder touch the wall?

Student

Expectation Classification Data

Readiness Supporting Process



Matches cognitive complexity level Requires multiple steps, concepts, levels

Distractors are plausible

2 A recipe that makes 1 ½ dozen cookies requires ¾ cup of sugar. Shanika wants to make 6 dozen cookies. How many cups of sugar will she need?

Student







4 Macaleh compared the prices of four different brands of coffee.

Which brand of coffee offers a

proportional relationship between its weight and its price?

A Brand I

B Brand II

C Brand III

D Brand IV

Student








Proc

ess

Plac

emat

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Mat

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Unit: Ge

ometric Transform

ations in th

e Co

ordinate Plane

and

Perspectiv

e 8.3B

8.6A

8.2D

8.6B

8.7A

8.7B

8.7D

8.14

.A

iden

tify an

d ap

ply mathe

matics to everyday

expe

riences, to activ

ities in and

outsid

e of sc

hool,

with

other disc

iplines, and

with

other m

athe

matical

topics

8.14

.B

use a prob

lem-‐solving m

odel th

at incorporates

unde

rstand

ing the prob

lem, m

aking a plan

, carrying

out the

plan, and

evaluating the solutio

n for

reason

ablene

ss

8.14

.C

select or d

evelop

an ap

prop

riate problem

-‐solving

strategy from

a variety of d

ifferen

t types, including

draw

ing a picture, looking for a

pattern, systematic

guessin

g an

d checking, acting it ou

t, making a table,

working a simpler problem

, or w

orking backw

ards to

solve a prob

lem

8.14

.D

select to

ols s

uch as re

al objects, m

anipulatives,

pape

r/pe

ncil, and

techno

logy or techn

ique

s such as

men

tal m

ath, estim

ation, and

num

ber sen

se to

solve

prob

lems

8.15

.A

commun

icate mathe

matical ideas u

sing langua

ge,

efficient to

ols, app

ropriate units, and

graph

ical,

numerical, p

hysic

al, o

r algeb

raic m

athe

matical

mod

els

8.16

.A

make conjectures from patterns o

r sets o

f examples

and no

nexamples

8.16

.B

validate his/he

r con

clusions usin

g mathe

matical

prop

ertie

s and

relatio

nships


Social Studies


Supply List lead4ward STAAR Snapshots (combines

assessed curriculum, blueprints) STAAR Teacher Field Guides Social Studies Data Heat Maps

TEA Process Skills Examples Clarification of Assessed TEKS New TEKS STAAR Sample Items Allowable accommodations




STAAR Modified English Language Learners General subject area

modifications Replace archaic language with

simplified text (e.g. quotations) Shorten historical excerpts






STAAR Sample Items Social Studies


8th Grade Social Studies: Analyzing the TEKS

New TEKS Match Change Old TEKS

1 15 (D) 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

A 28 (D) explain how technological innovations led to

rapid industrialization

2 9 (D) identify the effects of legislative acts such as the Homestead Act, the Dawes Act, and the Morrill Act

B 18 (B) describe historical conflicts arising over the issue of states’ rights, including the Nullification Crisis and the Civil War

3 4 (B) explain the roles played by significant individuals during the American Revolution, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin, Bernardo de Gálvez, Crispus Attucks, King George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington

C 3 (B) evaluate the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government

4 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

D 16 (D) 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

5 27 (D) explain how technological innovations brought about economic growth such as how the factory system contributed to rapid industrialization and the Transcontinental Railroad led to the opening of the west

E 4 (B) explain the roles played by significant individuals during the American Revolution, including Samuel Adams, Benjamin Franklin, King George III, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington

6 17 (B) explain constitutional issues arising over the issue of states’ rights, including the Nullification Crisis and the Civil War

F

Change Key I = Increase in Cognitive Complexity D = Decrease in Cognitive Complexity U = Unchanged N = New R = Removed C = Expanded Content/Specificity


Source: Texas Education Agency STAAR Resources REVISED: Sep 2011

STAAR Standards Snapshot - Grade 8 Social Studies

Rptg Cat

STAAR STAAR

Modified Readiness Standards Supporting Standards

1

His

tory

20 16

8.1.A identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects

8.2.A identify reasons for European exploration and colonization of North America

8.3.A explain the reasons for the growth of representative government and institutions during the colonial period

8.4.A analyze causes of the American Revolution, including the Proclamation of 1763, the Intolerable Acts, the Stamp Act, mercantilism, lack of representation in Parliament, and British economic policies following the French and Indian War

8.4.C explain the issues surrounding important events of the American Revolution, including declaring independence; writing the Articles of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; enduring the winter at Valley Forge; and signing the Treaty of Paris of 1783

8.4.E analyze the arguments for and against ratification 8.5.A describe major domestic problems faced by the leaders of the

new republic such as maintaining national security, building a military, creating a stable economic system, setting up the court system, and defining the authority of the central government

8.5.C explain the origin and development of American political parties

8.5.E identify the foreign policies of presidents Washington through Monroe and explain the impact of Washington's Farewell Address and the Monroe Doctrine

8.6.A explain how the Northwest Ordinance established principles and procedures for orderly expansion of the United States

8.6.B explain the political, economic, and social roots of Manifest Destiny

8.6.D explain the causes and effects of the U.S.‐Mexican War and their impact on the United States

8.7.C analyze the impact of slavery on different sections of the United States

8.8.B explain the causes of the Civil War, including sectionalism, states' rights, and slavery, and significant events of the Civil War, including the firing on Fort Sumter; the battles of Antietam, Gettysburg, and Vicksburg; the announcement of the Emancipation Proclamation; Lee's surrender at Appomattox Court House; and the assassination of Abraham Lincoln

8.9.C explain the economic, political, and social problems during Reconstruction and evaluate their impact on different groups

8.1.B apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods

8.1.C explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 1861–1865, Civil War

8.2.B compare political, economic, religious, and social reasons for the establishment of the 13 English colonies

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

8.3.C describe how religion and virtue contributed to the growth of representative government in the American colonies

8.4.B explain the roles played by significant individuals during the American Revolution, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin, Bernardo de Gálvez, Crispus Attucks, King George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington

8.4.D analyze the issues of the Constitutional Convention of 1787, including the Great Compromise and the Three‐Fifths Compromise

8.5.B summarize arguments regarding protective tariffs, taxation, and the banking system

8.5.D explain the causes, important events, and effects of the War of 1812 8.5.F explain the impact of the election of Andrew Jackson, including expanded

suffrage 8.5.G analyze the reasons for the removal and resettlement of Cherokee Indians

during the Jacksonian era, including the Indian Removal Act, Worcester v. Georgia, and the Trail of Tears

8.6.C analyze the relationship between the concept of Manifest Destiny and the westward growth of the nation

8.6.E identify areas that were acquired to form the United States, including the Louisiana Purchase

8.7.A analyze the impact of tariff policies on sections of the United States before the Civil War

8.7.B compare the effects of political, economic, and social factors on slaves and free blacks

8.7.D identify the provisions and compare the effects of congressional conflicts and compromises prior to the Civil War, including the roles of John Quincy Adams, John C. Calhoun, Henry Clay, and Daniel Webster

8.8.A explain the roles played by significant individuals during the Civil War, including Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Abraham Lincoln, and heroes such as congressional Medal of Honor recipients William Carney and Philip Bazaar

8.8.C analyze Abraham Lincoln's ideas about liberty, equality, union, and government as contained in his first and second inaugural addresses and the Gettysburg Address and contrast them with the ideas contained in Jefferson Davis's inaugural address

8.9.A evaluate legislative reform programs of the Radical Reconstruction Congress and reconstructed state governments

8.9.B evaluate the impact of the election of Hiram Rhodes Revels 8.9.D identify the effects of legislative acts such as the Homestead Act, the

Dawes Act, and the Morrill Act

2

Ge

ogr

aph

y an

d C

ult

ure

12 10

8.10.B compare places and regions of the United States in terms of physical and human characteristics

8.10.C analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States

8.11.A analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 17th, 18th, and 19th centuries

8.23.A identify selected racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration

8.24.B evaluate the impact of reform movements, including educational reform, temperance, the women's rights movement, prison reform, abolition, the labor reform movement, and care of the disabled

8.25.C analyze the impact of the First Amendment guarantees of religious freedom on the American way of life

8.10.A locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries

8.11.B describe the positive and negative consequences of human modification of the physical environment of the United States

8.11.C describe how different immigrant groups interacted with the environment in the United States during the 17th, 18th, and 19th centuries

8.23.B explain the relationship between urbanization and conflicts resulting from differences in religion, social class, and political beliefs

8.23.C identify ways conflicts between people from various racial, ethnic, and religious groups were resolved

8.23.D analyze the contributions of people of various racial, ethnic, and religious groups to our national identity

8.23.E identify the political, social, and economic contributions of women to American society

8.24.A describe the historical development of the abolitionist movement 8.25.A trace the development of religious freedom in the United States 8.25.B describe religious motivation for immigration and influence on social

movements, including the impact of the first and second Great Awakenings

8.26.A describe developments in art, music, and literature that are unique to American culture such as the Hudson River School artists, John James Audubon, "Battle Hymn of the Republic," transcendentalism, and other cultural activities in the history of the United States

8.26.B identify examples of American art, music, and literature that reflect society in different eras

8.26.C analyze the relationship between fine arts and continuity and change in the American way of life


Source: Texas Education Agency STAAR Resources REVISED: Sep 2011

STAAR Standards Snapshot - Grade 8 Social Studies

Rptg Cat

STAAR STAAR


3

Go

vern

me

nt

an

d C

itiz

en

ship g

12 10

8.15.A identify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Federalist Papers, and selected Anti‐Federalist writings, on the U.S. system of government

8.15.C identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights

8.15.D 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

8.16.A summarize the purposes for and process of amending the U.S. Constitution

8.16.B describe the impact of 19th‐century amendments, including the 13th, 14th, and 15th amendments, on life in the United States

8.17.A analyze the arguments of the Federalists and Anti‐Federalists, including those of Alexander Hamilton, Patrick Henry, James Madison, and George Mason

8.17.B explain constitutional issues arising over the issue of states' rights, including the Nullification Crisis and the Civil War

8.18.A identify the origin of judicial review and analyze examples of congressional and presidential responses

8.19.A define and give examples of unalienable rights 8.19.B summarize rights guaranteed in the Bill of Rights

8.15.B summarize the strengths and weaknesses of the Articles of Confederation 8.18.B summarize the issues, decisions, and significance of landmark Supreme

Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden

8.18.C evaluate the impact of selected landmark Supreme Court decisions, including Dred Scott v. Sandford, on life in the United States

8.19.D identify examples of responsible citizenship, including obeying rules and laws, staying informed on public issues, voting, and serving on juries

8.19.E summarize the criteria and explain the process for becoming a naturalized citizen of the United States

8.20.A explain the role of significant individuals such as Thomas Hooker, Charles de Montesquieu, John Locke, William Blackstone, and William Penn in the development of self‐government in colonial America

8.20.B evaluate the contributions of the Founding Fathers as models of civic virtue 8.20.C analyze reasons for and the impact of selected examples of civil

disobedience in U.S. history such as the Boston Tea Party and Henry David Thoreau's refusal to pay a tax

8.21.A identify different points of view of political parties and interest groups on important historical and contemporary issues

8.21.B describe the importance of free speech and press in a constitutional republic

8.21.C summarize a historical event in which compromise resulted in a peaceful resolution

8.22.A analyze the leadership qualities of elected and appointed leaders of the United States such as George Washington, John Marshall, and Abraham Lincoln

8.22.B describe the contributions of significant political, social, and military leaders of the United States such as Frederick Douglass, John Paul Jones, James Monroe, Stonewall Jackson, Susan B. Anthony, and Elizabeth Cady Stanton

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8.12.B explain reasons for the development of the plantation system, the transatlantic slave trade, and the spread of slavery

8.12.D analyze the causes and effects of economic differences among different regions of the United States at selected times in U.S. history

8.13.B identify the economic factors that brought about rapid industrialization and urbanization

8.27.A explain the effects of technological and scientific innovations such as the steamboat, the cotton gin, and interchangeable parts

8.27.B analyze the impact of transportation and communication systems on the growth, development, and urbanization of the United States

8.12.A identify economic differences among different regions of the United States 8.12.C explain the reasons for the increase in factories and urbanization 8.13.A analyze the War of 1812 as a cause of economic changes in the nation 8.14.A explain why a free enterprise system of economics developed in the new

nation, including minimal government intrusion, taxation, and property rights

8.14.B describe the characteristics and the benefits of the U.S. free enterprise system during the 18th and 19th centuries

8.27.C analyze how technological innovations changed the way goods were manufactured and marketed, nationally and internationally

8.27.D explain how technological innovations brought about economic growth such as how the factory system contributed to rapid industrialization and the Transcontinental Railroad led to the opening of the west

8.28.A compare the effects of scientific discoveries and technological innovations that have influenced daily life in different periods in U.S. history

8.28.B identify examples of how industrialization changed life in the United States

STAAR 52 31‐34 questions from Readiness Standards 18‐21 questions from Supporting Standards

STAAR Modified 42 25‐27 questions from Readiness Standards 15‐17 questions from Supporting Standards

Process Standards (Social Studies Skills)

STAAR STAAR

Modified 8.29.A differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States

8.29.B analyze information by sequencing, categorizing, identifying cause‐and‐effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions

8.29.C organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps 8.29.D identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants 8.29.E support a point of view on a social studies issue or event 8.29.H use appropriate mathematical skills to interpret social studies information such as maps and graphs 8.29.J pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases 8.30.A use social studies terminology correctly

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English Language Arts


Supply List lead4ward STAAR Snapshots (combines

assessed curriculum, blueprints) STAAR Teacher Field Guides ELAR Data Heat Maps K‐2 TEKS Snapshots Expository Writing Scaffold Reading Blueprints Overview

TEA Reading Text Design Schematics Writing Rubrics (Personal

narrative, literary, expository) Short Answer Rubrics “mini” scoring guides STAAR Sample Items Dictionary Usage Guidelines




STAAR Modified English Language Learners General subject area modifications Pre‐reading text ‐ read aloud No paired selections Gr. 4‐8 (no

thematically linked crossover questions) Divide reading and editing selections into

chunks Score writing compositions on 3‐point

rubric See TEA Modification Guidelines for

additional modifications

NO STAAR L STAAR with linguistic

accommodations ‐ Clarification in English of

o Words in Writing prompt o Words in open‐ended

questions (English I, II, III) ‐ Bilingual dictionary ‐ Extra time/same day



Reporting Categories (relative distribution of items – Reading Grade 3 through English III)


STAAR Sample Items English Language Arts

















STAAR Standards Snapshot - Grade 8 Reading

Rptg Cat

STAAR STAAR Modified Readiness Standards Supporting Standards

1

Un

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nd

ing

and A

nal

ysis

Acr

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10 8

8.2.A determine the meaning of grade‐level academic English words derived from Latin, Greek, or other linguistic roots and affixes

8.2.B use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words or words with novel meanings

8.2.E use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words

Fig.19.F make intertextual links among and across texts, including other media (e.g., film, play), and provide textual evidence

8..3.A analyze literary works that share similar themes across cultures8.3.B compare and contrast the similarities and differences in

mythologies from various cultures (e.g., ideas of afterlife, roles and characteristics of deities, purposes of myths)

8.9.A analyze works written on the same topic and compare how the authors achieved similar or different purposes

8.11.A compare and contrast persuasive texts that reached different conclusions about the same issue and explain how the authors reached their conclusions through analyzing the evidence each presents

2

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ing

and A

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ysis o

f Li

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22 18

8.6.A analyze linear plot developments (e.g., conflict, rising action, falling action, resolution, subplots) to determine whether and how conflicts are resolved

8.6.B analyze how the central characters’ qualities influence the theme of a fictional work and resolution of the central conflict

Fig.19.D make complex inferences about text and use textual evidence to support understanding (Fiction)

Fig.19.E summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts (Fiction)

8.3.C explain how the values and beliefs of particular characters are affected by the historical and cultural setting of the literary work

8.4.A compare and contrast the relationship between the purpose and characteristics of different poetic forms (e.g., epic poetry, lyric poetry)

8.5.A analyze how different playwrights characterize their protagonists and antagonists through the dialogue and staging of their plays

8.6.C analyze different forms of point of view, including limited versus omniscient, subjective versus objective

8.7.A analyze passages in well‐known speeches for the author’s use of literary devices and word and phrase choice (e.g., aphorisms, epigraphs) to appeal to the audience

8.8.A explain the effect of similes and extended metaphors in literary text

8.13.A evaluate the role of media in focusing attention on events and informing opinion on issues

8.13.C evaluate various techniques used to create a point of view in media and the impact on audience

Fig.19.D make complex inferences about text and use textual evidence to support understanding (Literary Nonfiction, Poetry, Drama)

Fig.19.E summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts (Literary Nonfiction, Poetry, Drama)

3

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20 16

8.10.A summarize the main ideas, supporting details, and relationships among ideas in text succinctly in ways that maintain meaning and logical order

8.10.C make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns

8.10.D synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres and support those findings with textual evidence

Fig.19.D make complex inferences about text and use textual evidence to support understanding (Expository)

Fig.19.E summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts (Expository)

8.10.B distinguish factual claims from commonplace assertions and opinions and evaluate inferences from their logic in text

8.11.B analyze the use of such rhetorical and logical fallacies as loaded terms, caricatures, leading questions, false assumptions, and incorrect premises in persuasive texts

8.12.B evaluate graphics for their clarity in communicating meaning or achieving a specific purpose

8.13.A evaluate the role of media in focusing attention on events and informing opinion on issues

8.13.C evaluate various techniques used to create a point of view in media and the impact on audience

Fig.19.D make complex inferences about text and use textual evidence to support understanding (Persuasive)

Fig.19.E summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts(Persuasive)

STAAR 52 31‐36 questions from Readiness Standards 16‐21 questions from Supporting Standards


Genres Assessed

Literary Informational

Fiction (Readiness)

Literary Nonfiction (Supporting)

Poetry (Supporting)

Drama (Supporting)

Media Literacy(Embedded)

Expository (Readiness)

Persuasive (Supporting)

Procedural (Embedded)

Media Literacy (Embedded)


Read

ing

Blue

prin

ts

G

r. 3

Gr. 4

Gr. 5

Gr. 6

Gr. 7

Gr. 8

Eng. I

Eng. II

Eng. II

IGenres Assessed

Literary Fi

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n

Lite

rary N

on

fict

ion

Po

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Dra

ma

Med

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(em

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* *

* *

* *

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* *

* *

* *

* *

*

Test Length

Base Test

Mu

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44

46

48

50

52

38

38

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27

00

31

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33

00

37

00

39

00

44

00

31

00

33

00

35

00

Field Test

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8

8

8

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Expository Writing Scaffold Read, Think, Write, Be Sure to −

READ the statement or quotation – note what it means

THINK about another way to say the big idea

WRITE a more focused rewording

Be Sure To -

q State a clear thesis q Organize the writing q Develop the writing q Choose words carefully (precise and concise)


1

2

3

4

5

6

7

8

9

10

11

13

13

14

15

16

17

18

19

20

21

22

23

24

25

26


Science


Supply List lead4ward STAAR Snapshot (combines

assessed curriculum, blueprints) STAAR Teacher Field Guides Science Data Heat Maps Science Inquiry Framework

TEA Science Reference Materials Griddable Item Format STAAR Sample Items TMSDS Calculator Usage

District Curriculum Documents Local Assessment Data Aligned/vetted Resources Science equipment – TEKS based Expository writing framework



STAAR Modified English Language Learners Reduce # of steps and/or operations Provide formula and/or conversion (from

Reference Materials) in a text box within the item

Provide explicit directions to explain a process (e.g., measuring)

Delete griddable items Direct student attention to the periodic

table on Reference Materials Bold defined, non‐tested, subject‐specific

terms in a text box or provide definition in parenthesis after the word in the item

See TEA Modification Guidelines for additional modifications






STAAR Sample Items Science



STAAR Standards Snapshot - Grade 8 Science

Rptg Cat

STAAR STAAR


1

Mat

ter

an

d

Ene

rgy

14 11

8.5.A describe the structure of atoms, including the masses, electrical charges, and locations, of protons and neutrons in the nucleus and electrons in the electron cloud

8.5.B identify that protons determine an element’s identity and valence electrons determine its chemical properties, including reactivity

8.5.C interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify elements

8.5.D recognize that chemical formulas are used to identify substances and determine the number of atoms of each element in chemical formulas containing subscripts

8.5.E investigate how evidence of chemical reactions indicate that new substances with different properties are formed

8.5.F recognize whether a chemical equation containing coefficients is balanced or not and how that relates to the law of conservation of mass

7.5.C diagram the flow of energy through living systems, including

food chains, food webs, and energy pyramids 7.6.A identify that organic compounds contain carbon and other

elements such as hydrogen, oxygen, phosphorus, nitrogen, or sulfur

7.6.B distinguish between physical and chemical changes in matter in the digestive system

6.5.C differentiate between elements and compounds on the most

basic level 6.6.A compare metals, nonmetals, and metalloids using physical

properties such as luster, conductivity, or malleability 6.6.B calculate density to identify an unknown substance

2

Forc

e, M

oti

on

and E

ne

rgy

12 10

8.6.A demonstrate and calculate how unbalanced forces change the speed or direction of an object’s motion

8.6.C investigate and describe applications of Newton’s law of inertia, law of force and acceleration, and law of action‐reaction such as in vehicle restraints, sports activities, amusement park rides, Earth’s tectonic activities, and rocket launches

8.6.B differentiate between speed, velocity, and acceleration 7.7.A contrast situations where work is done with different amounts

of force to situations where no work is done such as moving a box with a ramp and without a ramp, or standing still

6.8.A compare and contrast potential and kinetic energy 6.8.C calculate average speed using distance and time measurements 6.8.D measure and graph changes in motion 6.9.C demonstrate energy transformations such as energy in a

flashlight battery changes from chemical energy to electrical energy to light energy

3

Eart

h a

nd S

pac

e

14 11

8.7.A model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves around the Sun causing changes in seasons

8.7.B demonstrate and predict the sequence of events in the lunar cycle

8.8.A describe components of the universe, including stars, nebulae, and galaxies, and use models such as the Hertzsprung‐Russell diagram for classification

8.9.B relate plate tectonics to the formation of crustal features

8.9.C interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering

8.7.C relate the position of the Moon and Sun to their effect on ocean tides

8.8.B recognize that the Sun is a medium‐sized star near the edge of a disc‐shaped galaxy of stars and that the Sun is many thousands of times closer to Earth than any other star

8.8.C explore how different wavelengths of the electromagnetic spectrum such as light and radio waves are used to gain information about distances and properties of components in the universe

8.8.D model and describe how light years are used to measure distances and sizes in the universe

8.9.A describe the historical development of evidence that supports plate tectonic theory

8.10.A recognize that the Sun provides the energy that drives convection within the atmosphere and oceans, producing winds and ocean currents

8.10.B identify how global patterns of atmospheric movement influence local weather using weather maps that show high and low pressures and fronts

8.10.C identify the role of the oceans in the formation of weather systems such as hurricanes

7.8.C model the effects of human activity on groundwater and surface

water in a watershed 6.11.B understand that gravity is the force that governs the motion of

our solar system



STAAR Standards Snapshot - Grade 8 Science

Rptg Cat

STAAR STAAR


4

Org

anis

ms

and

Envi

ron

me

nts

14 11

8.11.A describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems

8.11.B investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition

8.11.C explore how short‐and long‐term environmental changes affect organisms and traits in subsequent populations

8.11.D recognize human dependence on ocean systems and explain how human activities such as runoff, artificial reefs, or use of resources have modified these systems

7.10.B describe how biodiversity contributes to the sustainability of an

ecosystem 7.10.C observe, record, and describe the role of ecological succession

such as in a microhabitat of a garden with weeds 7.11.A examine organisms or their structures such as insects or leaves

and use dichotomous keys for identification 7.11.C identify some changes in genetic traits that have occurred over

several generations through natural selection and selective breeding such as the Galapagos Medium Ground Finch (Geospiza fortis) or domestic animals

7.12.B identify the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems

7.12.D differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole

7.12.F recognize that according to cell theory all organisms are composed of cells and cells carry on similar functions such as extracting energy from food to sustain life

7.14.B compare the results of uniform or diverse offspring from sexual reproduction or asexual reproduction

7.14.C recognize that inherited traits of individuals are governed in the genetic material found in the genes within chromosomes in the nucleus

6.12.D identify the basic characteristics of organisms, including

prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction, that further classify them in the currently recognized Kingdoms

STAAR 54



Process Standards (Scientific Investigation and Reasoning Skills)

STAAR STAAR

Modified 8.1.A demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards 8.1.B practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials 8.2.A plan and implement comparative and descriptive investigations by making observations, asking well‐defined questions, and using

appropriate equipment and technology 8.2.B design and implement comparative and experimental investigations by making observations, asking well‐defined questions,

formulating testable hypotheses, and using appropriate equipment and technology 8.2.C collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and

graphic organizers 8.2.D construct tables and graphs, using repeated trials and means, to organize data and identify patterns 8.2.E analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends 8.3.A in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and

experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student

8.3.B use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic feature 8.3.C identify advantages and limitations of models such as size, scale, properties, and materials 8.3.D relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as

related to the content 8.4.A use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter sticks, graduated

cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators, computers, spectroscopes, timing devices, and other equipment as needed to teach the curriculum

8.4.B use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher


≈ 22

items will be dual

coded


≈ 14

items will be dual

coded


Investigations – STAAR Science – Content Through Inquiry Grade

Unit

Descriptive Investigations Kinder Gr. 1 Gr. 2 Gr. 3 Gr. 4 Gr. 5 Gr. 6 Gr. 7 Gr. 8 Biology Chemistry Physics Descriptive investigations involve collecting qualitative and/or quantitative data to draw conclusions about a natural or man‐made system (e.g., rock formation, animal behavior, cloud, bicycle, electrical circuit).

A descriptive investigation includes a question, but no hypothesis

Observations are recorded, but no comparisons are made

No variables are manipulated.

Descriptive Investigations Concepts Investigated Distractor Factor (conceptual)

Comparative Investigations Gr. 5 ^ Gr. 6 Gr. 7 Gr. 8 Biology Chemistry Physics Comparative investigations involve collecting data on different organisms/objects/ features/events, or collecting data under different conditions (e.g., time of year, air temperature, location) to make a comparison.

The hypothesis identifies one independent (manipulated) variable and one dependent (responding) variable.

A fair test (conducted by making sure that only one factor (variable) is changed at a time, while keeping all other conditions the same) can be designed to measure variables so that the relationship between them is determined.

Comparative Investigations Concepts Investigated Distractor Factor (conceptual)

^ Comparative investigations not specified in Grade 5 TEKS Introduction; however, student expectations require comparative investigation.

Experimental Investigations Gr. 5 Gr. 6 Gr. 7 Gr. 8 Biology Chemistry Physics Experimental investigations involve designing a fair test similar to a comparative investigation, but a control is identified. The variables are measured in an effort to gather evidence to support or not support a causal relationship. This is often called a controlled experiment.

All known variables have been identified.

Has a research question, hypothesis, procedures, control, and conclusion

Has independent/manipulated and dependent/response variables

All factors can be held constant except the one manipulated

Experimental Investigations Concepts Investigated Distractor Factor (conceptual)

SOURCE: Adapted from Texas Education Agency, Science Curriculum, August 2010


Teaching for Inquiry

TEACHING that is consistent with the 5E Instructional Model

TEACHING that is inconsistent with the 5E Instructional Model

Engage

§ Piques students’ curiosity and generates interest

§ Determines students’ current understanding (prior knowledge) of a concept or idea

§ Invites students to express what they think § Invites students to raise their own questions

§ Introduces vocabulary § Explains concepts § Provides definitions and answers § Provides closure § Discourages students’ ideas and questions

Explore

§ Encourages student-‐to-‐student interaction § Observes and listens to the students as they

interact § Asks probing questions to help students make

sense of their experiences § Provides time for students to puzzle through

problems

§ Provides answers § Proceeds too rapidly for students to make sense

of their experiences § Provides closure § Tells the students that they are wrong § Gives information and facts that solve the

problem § Leads the students step-‐by-‐step to a solution

Explain

§ Encourages students to use their common experiences and data from the Engage and

§ Explore lessons to develop explanations § Asks questions that help students express

understanding and explanations § Requests justification (evidence) for students’

explanations § Provides time for students to compare their

ideas with those of others and perhaps to revise their thinking

§ Introduces terminology and alternative explanations after students express their ideas

§ Neglects to solicit students’ explanations § Ignores data and information students gathered

from previous lessons § Dismisses students’ ideas § Accepts explanations that are not supported by

evidence § Introduces unrelated concepts or skills

Elaborate

§ Focuses students’ attention on conceptual connections between new and former experiences

§ Encourages students to use what they have learned to explain a new event or idea

§ Reinforces students’ use of scientific terms and descriptions previously introduced

§ Asks questions that help students draw reasonable conclusions from evidence and data

§ Neglects to help students connect new and former experiences

§ Provides definitive answers § Tells the students that they are wrong § Leads students step-‐by-‐step to a solution

Evaluate

§ Observes and records as students demonstrate their understanding of the concepts and performance of skills

§ Provides time for students to compare their ideas with those of others and perhaps to revise their thinking

§ Interviews students as a means of assessing their developing understanding

§ Encourages students to assess their own progress

§ Tests vocabulary words, terms, and isolated facts § Introduces new ideas or concepts § Creates ambiguity § Promotes open-‐ended discussion unrelated to

the concept or skill

Source: BSCS, 2005


Reporting Category

# of Items Readiness Standards Supporting Standards

1 Matter a

nd

Energy

8

5.5.A classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy

5.5.B identify the boiling and freezing/melting points of water on the Celsius scale

5.5.C demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and sand

5.5.D identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving salt in water or adding lemon juice to water

6 Michelle was trying to find the freezing point of water during an experiment. How many degrees will the water have to still cool when she looks at the thermometer above?

F 6 degrees G 32 degrees H 36 degrees J degrees

SE: 5.5(A) Cognitive Complexity: Analyze Taught

SE: 5.5(D) Cognitive Complexity: Understand Learned

SE: 5.5(C) Cognitive Complexity: Apply Learned

SE: 5.5(A) Cognitive Complexity: Analyze Learned

SE: 5.5(B), 5.2(D) (collect info) Cognitive Complexity: Remember Learned

SE: 5.5(B) Cognitive Complexity: Remember Taught

SE: 5.5(A) Cognitive Complexity: Analyze Taught

SE: 5.5(A) Cognitive Complexity: Analyze Learned © lead4ward, LLC 2011 page 44

Professional Learning Community Agenda Grade/Course/Content Area Date

Question Our Resources Our Learning

What is it we expect our students to learn?

How will we know when they have learned?

How will we respond when they don’t learn?

How will we respond when they already know it?


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Intervention Areas

Grade 8 Math

Grade 8 Science

1st Semester 1st Semester

First Six Weeks First Six Weeks

Unit 01: Numerical Understanding: Rational Numbers (10 days) 8 . 1 AD E ; 8 . 1 4 AC D ; 8 . 1 5 AB ; 8 . 1 6 AB Unit 02: Numerical Operations: Rational Numbers (15 days) 8 . 1 B ; 8 . 2 AB C ; 8 . 5 A ; 8 . 1 4 AB C

Unit 01: Science Safety and Procedures (3 days) 8 . 1 A ; 8 . 4 B Unit 02: Atoms (8 days) 8 . 2 C ; 8 . 3 B D ; 8 . 5 AB Unit 03: Periodic Table (9 days) 8 . 2 E ; 8 . 5 B C

Second Six Weeks Second Six Weeks

Unit 03: Proportionality: Representations and Applications (17 days) 8 . 1 B ; 8 . 2 B D ; 8 . 3 AB ; 8 . 7 B ; 8 . 9 B ; 8 . 1 4 AB C D ; 8 . 1 5 A ; 8 . 1 6 AB Unit 04: Geometry: Transformations in the Coordinate Plane and Perspectives (8 days) 8 . 2 D ; 8 . 3 B ; 8 . 6 AB ; 8 . 7 A B D ; 8 . 1 4 AD ; 8 . 1 5 AB ; 8 . 1 6 A B

Unit 04: Chemical Formulas, Equations, and Reactions (15 days) 8 . 2 C E ; 8 . 3 B C ; 8 . 5 D E F Unit 05: Force and Motion (8 days) 8 . 1 A ; 8 . 2 B C D E ; 8 . 4 A ; 8 . 6 AB

Third Six Weeks Third Six Weeks

Unit 05: Algebraic Representations and Applications (13 days) 8 . 2 AB ; 8 . 3 A ; 8 . 4 ; 8 . 5 AB , 8 . 7 D ; 8 . 1 4 AB C D ; 8 . 1 5 AB ; 8 . 1 6 AB Unit 06: Irrational Numbers and Pythagorean Theorem (7 days) 8 . 1 C E ; 8 . 2 B ; 8 . 7 B C ; 8 . 9 A ; 8 . 1 4 AB C D ; 8 . 1 5 A ; 8 . 1 6 A B

Unit 06: Newton’s Laws (10 days) 8 . 2 C E ; 8 . 3 B C D ; 8 . 4 A ; 8 . 6 C Unit 07: Forces that Change the Earth (15 days) 8 . 2 E ; 8 . 3 AB C D ; 8 . 9 AB C

2nd Semester 2nd Semester

Fourth Six Weeks Fourth Six Weeks

Unit 07: Measurement: Two- and Three-Dimensional (19 days) 8 . 2 B C D ; 8 . 7 AB ; 8 . 8 AB C ; 8 . 9 B ; 8 . 1 0 AB ; 8 . 1 4 AB C D ; 8 . 1 5 A Unit 08: Probability (6 days) 8 . 2 B ; 8 . 1 1 AB C ; 8 . 1 4 AC D ; 8 . 1 5 A ; 8 . 1 6 A B

Unit 08: Climatic Interactions (10 days) 8 . 2 C E ; 8 . 3 D ; 8 . 1 0 AB C Unit 09: Earth Cycles (10 days) 8 . 2 E ; 8 . 3 B C ; 8 . 7 AB C Unit 10: Light Years and Theories (5 days) 8 . 2 C ; 8 . 3 AB C D ; 8 . 8 D E

Fifth Six Weeks Fifth Six Weeks

Unit 09: Statistical Representations and Analysis (15 days) 8 . 2 B ; 8 . 4 ; 8 . 1 2 AB C ; 8 . 1 3 AB ; 8 . 1 4 AC D ; 8 . 1 5 AB ; 8 . 1 6 AB Unit 10: Making Connections (10 days) 8 . 1 C ; 8 . 2 B ; 8 . 3 B ; 8 . 4 ; 8 . 6 A ; 8 . 8 C ; 8 . 9 AB ; 8 . 1 0 A B ; 8 . 1 1 A ; 8 . 1 3 B ; 8 . 1 4 AB C D ; 8 . 1 5 AB ; 8 . 1 6 AB

Unit 11: Characteristics of the Universe (13 days) 8 . 2 E ; 8 . 3 AB C D ; 8 . 8 AB C Unit 12: Interdependence Among Living Systems (12 days) 8 . 1 B ; 8 . 2 AE ; 8 . 1 1 AB C D

Sixth Six Weeks Sixth Six Weeks

Unit 11: Graphing Calculator Investigations (20 days) 8 . 1 D E ; 8 . 2 AD ; 8 . 3 A ; 8 . 4 ; 8 . 5 AB ; 8 . 7 D ; 8 . 1 2 AB C ; 8 . 1 4 D

Unit 13: Experimental Design (20 days) 8 . 1 A ; 8 . 2 AB C D E ; 8 . 4 AB


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Numbers, Operations, and

Quantitative Reasoning

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s as t

hey a

rise f

rom

pro

ble

m s

itu

ao

ns

(su

ch a

s π

,√2

)

Wh

ere a

re m

y st

ren

gth

s?

Wh

ere c

an I

imp

rove

? W

hat a

ctio

ns

do I

ne

ed t

o t

ake

?

8.1

.D e

xpre

ss n

um

ber

s in s

cien

tifi

c n

ota

tio

n,

incl

ud

ing

neg

ativ

e ex

po

nen

ts, i

n a

pp

rop

riat

e p

rob

lem s

itu

atio

ns

8.2

.A s

ele

ct a

pp

rop

riat

e o

per

atio

ns

to s

olv

e p

rob

lem

s in

volv

ing

rati

on

al n

um

ber

s an

d ju

stif

y th

e se

lect

ion

s

8.2

.C e

valu

ate

a so

luti

on f

or

reas

on

able

nes

s

8.2

.D u

se m

ult

iplic

atio

n b

y a

give

n c

on

stan

t fa

cto

r (i

ncl

ud

ing

un

it r

ate) t

o r

epre

sen

t an

d s

olv

e p

rob

lem

s in

volv

ing

pro

po

rtio

nal r

elat

ion

ship

s in

clu

din

g co

nve

rsio

ns

bet

we

en m

easu

rem

ent

syst

ems

R

ptg

Cat #

2

Re

adin

ess

Stan

dar

ds

My

Go

al

Test 1

Test 2

Test 3

Sup

po

rtin

g St

and

ard

s M

yG

oal

Test 1

Test 2

Test 3

Patterns, Relationships, Algebraic

Reasoning

8.3

.B e

stim

ate

and f

ind s

olu

tio

ns

to a

pp

licat

ion

pro

ble

ms

invo

lvin

g p

erce

nts a

nd o

ther p

rop

ort

ion

al

rela

tio

nsh

ips

such a

s si

mila

rity a

nd r

ates

8.3

.A c

om

par

e an

d c

on

tras

t p

rop

ort

ion

al a

nd

no

n‐p

rop

ort

ion

al li

nea

r re

lati

on

ship

s

8.4

.A g

en

era

te a d

iffe

ren

t re

pre

sen

tati

on o

f d

ata

give

n

ano

ther r

epre

sen

tati

on o

f d

ata

(su

ch a

s a

tab

le, g

rap

h,

equ

atio

n, o

r ve

rbal d

escr

ipti

on

)

8.5

.B f

ind a

nd e

valu

ate

an a

lgeb

ra i

c ex

pre

ssio

n

to d

eter

min

e a

ny

term

in a

n a

rith

met

ic s

equ

ence

(wit

h a c

on

stan

t ra

te o

f ch

ange

)

8.5

.A p

red

ict, f

ind

, an

d ju

stif

y so

luti

on

s to a

pp

licat

ion

pro

ble

ms

usi

ng

app

rop

riat

e ta

ble

s, g

rap

hs, a

nd

alge

bra

ic e

qu

atio

ns

Wh

ere a

re m

y st

ren

gth

s?

Wh

at a

ctio

ns

do I

ne

ed t

o t

ake

?

Wh

ere c

an I

imp

rove

?


Con

nect

ing

the

Syst

ems

STA

AR

– C

urri

culu

m –

PLC

Pro

cess

Area

STAA

R Cu

rriculum

Th

e PLC Process

Notes:

What is it w

e expe

ct

our stude

nts to

learn?

The TEKS

• Re

adiness

• Supp

ortin

g •

Process

• [in

eligible]

Vertical Alignm

ent

Documen

ts

Unit P

lann

ers

• Specificity

• Co

ncep

ts

• Ke

y Und

erstandings

Conten

t Co

ntext

Cognitive Level

Hard to

Teach – Hard to

Reach

How will we know

whe

n they have

learne

d?

Performance

Categorie

s Level III – Ad

vanced

Level II – Satisfactory

Level I –

Unsatisfactory

Unit o

rganize

rs

• Pe

rformance

Indicators

Common

Assessm

ents

Curriculum

Based

Assessmen

ts (local)

Benchm

arks

SE Analysis

Unit a

ssessm

ents

Form

ative assessmen

t §

Observatio

n §

CBA

How will we respon

d whe

n they don

’t learn?

SSI

EOC Re

test

Unit O

rganize

rs

• Academ

ic

Vocabu

lary

• Distractor Factor

Supp

lemen

tal Lessons

Diffe

rentiated Lesson

s

Plan Distractor Factor

Form

ative assessmen

t §

Observatio

n §

CBA

Diffe

rentiatio

n

How will we respon

d whe

n they alre

ady

know

it?

Graduate th

em!!!!

Unit o

rganize

rs

• Distractor Factor

Diffe

rentiated Lesson

s

Make sure th

e way th

ey

got it is c

onsistent over

time

Extend


Aligning the STAARs CIA Checklist

Stuff

q Know where to get the materials to get ready o http://www.tea.state.tx.us/student.assessment/staar/ o http://lead4ward.com/resources/ o District resources

Curriculum

q Understand the difference between readiness, supporting, and process standards

q Know when the hard-‐to-‐teach/hard-‐to-‐reach standards are taught q Know what parts of my curriculum support success on STAAR q District Resources

Instruction

q Use academic vocabulary q Teach more on Less (err… fewer) – more novel ways to show learning q Evaluate instructional materials to ensure they are at the level of the TEKS q Teach/use processes in context q Define my questioning strategy q Teaching for my course in a way that prepares students for the next two courses q District Resources

Assessment

q Test what I teach q Test what students are supposed to learn q Know my own data and know where to get it q District Resources


We Are . . . Ready for STAAR!

1 STAAR is designed to be a rigorous assessment of all of the TEKS for a particular grade level subject or course.

2 Readiness Standards represent about 65% of the TEKS for a grade-level subject or course.

3 A first-year 9th grader in 2011-12 who earns course credit for Algebra I at the end of the fall semester will not be required to take the STAAR Algebra I test in the Spring of 2012.

4 Process Standards, which were separately assessed in TAKS, will not be assessed in STAAR – since they cannot be assessed in a traditional paper/pencil test.

5 STAAR End-of-Course assessments have a 4-hour time limit for completion; however, subject area STAAR assessments in Grades 3 through 8 will continue to be untimed.

6 A student below grade 9 in 2011-12 who is enrolled in a course for which there is a STAAR EOC assessment is required to take the STAAR EOC assessment for the course - but is not required to take the corresponding subject area STAAR assessment in his/her grade level (unless district policy requires the student to take both assessments).

7 A student who has a passing grade in a course before taking the STAAR EOC, but a failing grade once the STAAR EOC score is averaged in as 15% of his/her final grade cannot be given credit for the course.

8 First year 9th graders in 2011-12 will be the only students who will be required to take STAAR EOC assessments.

9 Since the passing standard for the STAAR 5th and 8th grade assessments will not be set until the Fall of 2012, there are no GPC requirements in Grades 5 and 8 in 2011-12.

10 Supporting Standards are less important than Readiness Standards because they address narrowly defined ideas and only require students to demonstrate learning at the lowest levels of Bloom’s taxonomy.


Acc

om

mo

dat

ion

s fo

r St

ude

nts

wit

h D

isab

ilit

ies

– Q

uic

k L

ook

© le

ad4w

ard,

LLC

*

RIE

= Ro

utin

ely,

Inde

pend

entl

y (i

f ap

plic

able

) an

d Ef

fect

ivel

y U

se d

Inst

ruct

ion

and

Test

ing

pag

e 1

of 2

A

ccom

mod

atio

n

Sp

Ed

50

4

Oth

er D

isab

ility

Te

sts

Ad

dit

ion

al I

nfo

rmat

ion

Type 1

Am

plif

icat

ion

D

evic

es

Yes

Y

es

Yes

STA

AR

STA

AR S

pani

sh

STA

AR L

STA

AR M

odifi

ed

TELP

AS (

2-12

Rdg

)

Des

crip

tio

n:

Red

uces

inte

rfer

ence

of ba

ckgr

ound

noi

se a

nd

dist

ance

for

a s

tude

nt w

ho h

as d

iffic

ulty

hea

ring

or

mai

ntai

ning

fo

cus

Elig

ibil

ity:

Rou

tinel

y an

d ef

fect

ivel

y us

e (i

nstr

uctio

n &

tes

ting)

Ex

amp

les:

Spe

aker

s an

d FM

sys

tem

Pro

ject

ion

Dev

ices

Y

es

Yes

Y

es

STA

AR

STA

AR S

pani

sh

STA

AR L

STA

AR M

odifi

ed

TELP

AS (

2-12

Rdg

)

Des

crip

tio

n:

Enl

argi

ng t

ext,

gra

phic

s, o

r th

e di

spla

y on

a

com

pute

r sc

reen

for

a s

tude

nt w

ho h

as a

n im

pairm

ent

in v

isio

n El

igib

ilit

y: R

outin

ely

and

effe

ctiv

ely

use

(ins

truc

tion

& t

estin

g)

Exam

ple

s: C

CTV

and

doc

umen

t ca

mer

a

Type 2 (Eligibility = Need + RIE* + Accommodation-Specific Criteria)

Bra

ille

Cal

cula

tio

n

Dev

ices

Yes

IF

Yes

IF

No

STA

AR

STA

AR S

pani

sh

STA

AR L

STA

AR M

odifi

ed

Ava

ilab

le in

Mat

h a

nd

Sci

ence

– G

rad

e 8

an

d b

elo

w

ON

LY in

clud

es:

four

-fun

ctio

n ca

lcul

ator

, sc

ient

ific

calc

ulat

or,

grap

hing

cal

cula

tor,

larg

e-ke

y ca

lcul

ator

, ab

acus

or

Cra

nmer

m

odifi

ed a

bacu

s, a

udio

-gra

phin

g ca

lcul

ator

, sp

eech

-out

put

calc

ulat

or

Req

uire

d ca

lcul

ator

s fo

r STA

AR E

OCs

in M

ath

and

Sci

ence

are

not

co

nsid

ered

acc

omm

odat

ions

Fo

r an

y STA

AR E

OC in

Mat

h or

Sci

ence

, a

four

-fun

ctio

n ca

lcul

ator

m

ay b

e pr

ovid

ed a

long

with

the

req

uire

d ca

lcul

ator

to

a st

uden

t re

ceiv

ing

spec

ial e

duca

tion

or S

ectio

n 50

4 se

rvic

es

See

Stu

den

t S

cen

ario

s

Gra

des

3-8

: 1.

has

a p

hysi

cal d

isab

ility

tha

t pr

even

ts

inde

pend

ently

writing

#s

requ

ired

for

com

puta

tions

(a

nd c

anno

t ef

fect

ivel

y us

e ot

her

allo

wab

le m

ater

ials

) o

r 2.

has

an

impa

irm

ent

in v

isio

n th

at p

reve

nts

seei

ng

#s

writt

en d

urin

g co

mpu

tatio

ns (

and

cann

ot

effe

ctiv

ely

use

othe

r al

low

able

mat

eria

ls)

o

r (f

or

Gra

des

5-8

on

ly)

3. h

as a

dis

abili

ty t

hat

affe

cts

mat

h ca

lcul

atio

ns a

nd

even

aft

er in

tens

ive

inst

ruct

ion

& r

emed

iatio

n, t

he

stud

ent

is c

onsi

sten

tly u

nabl

e to

mem

oriz

e ba

sic

addi

tion,

sub

trac

tion,

mul

tiplic

atio

n, o

r di

visi

on fac

ts

or p

erfo

rm t

he s

teps

in a

n al

gori

thm

cor

rect

ly w

hen

solv

ing

prob

lem

s

Dic

tio

nar

y

Yes

IF

Yes

IF

No

STA

AR

STA

AR S

pani

sh

STA

AR M

odifi

ed

Ava

ilab

le O

NLY

in R

ead

ing

– G

rad

es 3

-5

ON

LY in

clud

es:

stan

dard

/gen

eral

dic

tiona

ry in

Eng

lish

(or

Spa

nish

fo

r Spa

nish

-ver

sion

tes

ts),

dic

tion

ary/

thes

auru

s co

mbi

natio

n,

elec

tron

ic d

ictio

nary

(no

Int

erne

t ac

cess

), b

iling

ual d

ictio

nary

, ES

L di

ctio

nary

, pi

ctur

e di

ctio

nary

, si

gn la

ngua

ge d

ictio

nary

See

Stu

den

t S

cen

ario

s

has

a di

sabi

lity

that

affec

ts m

emor

y re

trie

val a

nd/o

r de

codi

ng s

kills

Extr

a Ti

me

Larg

e P

rin

t

Yes

IF

Yes

IF

Yes

IF

STA

AR

STA

AR S

pani

sh

STA

AR L

STA

AR M

odifi

ed

Stu

dent

res

pons

es o

n la

rge-

prin

t te

sts

mus

t be

tra

nscr

ibed

to

an

answ

er d

ocum

ent

(see

bel

ow –

Tra

nscr

ibin

g) o

r el

se s

tude

nt’s

te

st c

anno

t be

sco

red

Tech

nolo

gy-b

ased

acc

omm

odat

ions

for

onl

ine

test

s en

able

mos

t st

uden

ts w

ho r

equi

re la

rge-

prin

t te

st m

ater

ials

to

test

onl

ine

See

Stu

den

t S

cen

ario

s

1. h

as a

n im

pairm

ent

in v

isio

n (e

.g.,

unc

orre

cted

vis

ion,

nys

tagm

us,

qual

ifies

for

sp

ed s

ervi

ces

with

VI)

or

2. h

as a

dis

abili

ty t

hat

affe

cts

accu

racy

in t

rack

ing

lett

er t

o le

tter

, w

ord

to w

ord,

an

d/or

line

to

line

or

3. h

as a

phy

sica

l dis

abili

ty w

hich

nec

essi

tate

s th

e us

e of

larg

e-pr

int

mat

eria

ls

Acc

om

mo

dat

ion

s fo

r St

ude

nts

wit

h D

isab

ilit

ies

– Q

uic

k L

ook

© le

ad4w

ard,

LLC

*

RIE

= Ro

utin

ely,

Inde

pend

entl

y (i

f ap

plic

able

) an

d Ef

fect

ivel

y U

se d

Inst

ruct

ion

and

Test

ing

pag

e 2

of 2

A

ccom

mod

atio

n

Sp

Ed

50

4

Oth

er D

isab

ility

Te

sts

Ad

dit

ion

al I

nfo

rmat

ion

Type 2 (Eligibility = Need + RIE + Accommodation-Specific Criteria)

Man

ipu

lati

ng

Tes

t M

ater

ials

Yes

IF

Yes

IF

Yes

IF

STA

AR

STA

AR S

pani

sh

STA

AR L

STA

AR M

odifi

ed

TELP

AS (

2-12

Rdg

)

May

in

clu

de

but

not

limite

d to

: tu

rnin

g te

st b

ookl

et p

ages

, po

sitio

ning

the

rul

er,

usin

g th

e m

ouse

to

navi

gate

an

onlin

e ad

min

istr

atio

n, o

pera

ting

tech

nolo

gy

has

a di

sabl

ing

cond

ition

tha

t in

terf

eres

with

the

phy

sica

l m

anip

ulat

ion

of t

est

mat

eria

ls

Mat

hem

atic

s M

anip

ula

tive

s

Yes

IF

has

a di

sabi

lity

that

af

fect

s m

emor

y re

trie

val,

focu

s, o

r or

gani

zatio

n

No

N

o

STA

AR

STA

AR S

pani

sh

STA

AR L

STA

AR M

odifi

ed

On

ly a

vaila

ble

in M

ath

O

NLY

incl

udes

: r

eal o

r pl

ay m

oney

, cl

ocks

, ba

se-t

en b

lock

s,

variou

s ty

pes

of c

ount

ers,

alg

ebra

tile

s, fra

ctio

n pi

eces

(N

EVER

to

incl

ude

equi

vale

nces

or

the

cum

ulat

ive

sequ

ence

), g

rade

ap

prop

riat

e ge

omet

ric

figur

es

Ora

l/S

ign

ed

Ad

min

istr

atio

n

Yes

IF

Yes

IF

Yes

IF

iden

tifie

d w

ith

dysl

exia

STA

AR

STA

AR S

pani

sh

STA

AR L

STA

AR M

odifi

ed

Rea

din

g:

Tes

t qu

estio

ns a

nd a

nsw

er c

hoic

es O

NLY

W

riti

ng

: P

rom

pt O

NLY

M

ath

: T

est

ques

tions

and

ans

wer

cho

ices

S

cien

ce:

Te

st q

uest

ions

and

ans

wer

cho

ices

S

oci

al S

tud

ies:

Te

st q

uest

ions

and

ans

wer

cho

ices

iden

tifie

d w

ith d

ysle

xia

or h

as e

vide

nce

of

read

ing

diff

icul

ties

Sp

ellin

g

Ass

ista

nce

Su

pp

lem

enta

l A

ids

Yes

IF

has

a di

sabi

lity

that

af

fect

s m

emor

y re

trie

val,

focu

s, o

r or

gani

zatio

n

No

N

o

STA

AR

STA

AR S

pani

sh

STA

AR L

STA

AR M

odifi

ed

ON

LY in

clu

des

: A

ll S

ub

ject

s: M

nem

onic

Dev

ices

, Bla

nk G

raph

ic O

rgan

izer

s W

riti

ng

: G

ram

mar

and

Mec

hani

cs R

ules

M

ath

: M

ath

Cha

rts,

Gra

phic

s an

d Pi

ctor

ial M

odel

s S

cien

ce:

Gra

phic

s (e

.g.,

sci

entific

con

cept

s, for

mul

a tr

iang

les)

S

oci

al S

tud

ies:

Gra

phic

s (e

.g.,

bla

nk m

aps,

tim

elin

es)

Tran

scri

bin

g b

y Te

st A

dm

inis

trat

or

Type 3

Extr

a D

ay

Ph

oto

cop

y

Oth

er

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