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Texas Assessment Conference 2011. Notes from Sessions C. Castillo Dec. 5 & 6, 2011. Standards for STAAR Grades 3-8. Will be set in October 2012 EOC standards are set first (in February 2012). Accommodations for STAAR, STAAR-M, STAAR-L, & TELPAS. - PowerPoint PPT Presentation
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TEXAS ASSESSMENT CONFERENCE 2011Notes from Sessions
C. Castillo
Dec. 5 & 6, 2011
STANDARDS FOR STAAR GRADES 3-8
Will be set in October 2012 EOC standards are set first (in February
2012)
ACCOMMODATIONS FOR STAAR, STAAR-M, STAAR-L, & TELPASPresented by TEA’s Cari Wieland, Jana Owen, & Kim Brannan
ACCOMMODATION UPDATES
The TEA Accommodations webpage is currently down as updates are being made in correlation to the sessions at the Conference
By the middle of December, TEA will repost this information, hopefully at or near full completion
The link to the website is http://www.tea.state.tx.us/student.assessment/accommodations/staar-telpas/
This webpage replaces the Accommodations Manual that was published annually under TAKS
OPTIONAL TEST ACCOMMODATIONS
Should not be distributed to all students; instead, they should be made available in front of the classroom or you may ask students prior to testing if they need them (i.e. highlighters, overlays, scratch paper, place markers)
The teacher’s documentation can show who used these accommodations
No documentation is required by the Campus Coordinator beyond that which is normally used for planning the testing day
The Individual / Small Group Testing accommodation has been reclassified as Type 1
ROUTINELY, INDEPENDENTLY, & EFFECTIVELYKeywords when determining whether an accommodation is appropriate for a child in a testing situation
DYSLEXIA BUNDLE
No longer in place for STAAR Type 1 accommodation available that allows
TA to read aloud test questions & answer choices (NEVER the passage; never the grammar revising & editing portion)
Extra testing time (to the end of the day) may be allowed if the student meets the eligibility criteria
SPELLING ASSISTANCE
Slides from Nov. 18 TETN were referenced (link on accommodations slide earlier in PPT)
Spelling assistance does not include the TA writing the student’s response to the writing prompt
REMINDERS TO STAY ON TASK
Being added to triangle as Type 1 Examples:
More frequent reminders (or maybe less frequent)
Visual reminders (i.e. color cards) Tactile reminders (i.e. paper clipping portions of
the test and working in chunks)
BASIC TRANSCRIBING Transcribing is being broken down into two levels of
support (change from original triangle) Type 2 TA transfers student responses when student can’t
independently Eligibility criteria is still under development
May include braille, large print, fine motor disability, physical disability, visual tracking issues, or emergency situation (i.e. broken arm)
Student circles or points to answer & TA marks on form Student may also type or write responses to multiple
choice questions, griddables, or prompt & the TA transfers the information
Could also involve those who use speak-to-text software
COMPLEX TRANSCRIBING
Type 3 (requires ARF) TA records on answer document student’s
dictated response when student is unable to do so
Guidelines forthcoming
EXTRA TIME (SAME DAY) – TYPE 2
TA allows extra time beyond four-hour limit until end of regular school day for student to complete testing
Student must meet one of these criteria: Impairment in vision Dyslexia Disability that affects ability to focus (i.e. ED) Physical condition / disability that necessitates
multiple or frequent breaks NOT for test anxiety Testing should start at the beginning of the day
and students should be allowed to leave the room when done
EXTRA DAY (TYPE 3 - ARF)
Disability that child cannot complete testing Severe visual impairment Emotional or behavioral disability – can’t
sustain working and the end of day accommodation is not effective
Medical or physical disability with severe fatigue – decreased energy / stamina
Two full, consecutive, regular school days Writing test would be three full regular school
days ARD paperwork indicates “pending TEA
approval”
SUPPLEMENTAL AIDS
TEA’s revisions to this subcategory were intended to be specific and allow for consistency
References were made and examples shown that correlate again to the Nov. 18 TETN
Mnemonic devices in all content areas can’t contain real content (i.e. PEMDAS – Please Excuse My Dear Aunt Sally [not parenthesis, exponents, etc.])
Blank graphic organizers in all contents – NO words, colors
Place value chart with column labels is OK, but no numerical examples
SUPPLEMENTAL AIDS (CONT.)
Math pictoral models OK (i.e. bars with fractional equivalents ½, 1/3, ¼)
Parts of speech OK and language/mechanical rules (see examples on TETN)
ANSWER DOCUMENTS
Will have columns for each content area to bubble whether Type 1, 2, and/or 3 were used for that content
TEA ACCOMMODATIONS TASK FORCE REP FOR HCISD
Erin McNeely
STAAR-MODIFIEDPresented by TEA’s Cari Wieland, Jana Owen, & Kim Brannan
GENERAL INFORMATION ON THE TEST
Participation Requirements Form will be released in Spanish form
For the content areas of Math and Science, these tests may be given in the same testing room as STAAR (at discretion of CTC)
The test is okay at the federal level until 2015. It may change at that point [AGAIN!]
CUTPOINTS AND STANDARDS SETTING FOR STAARPresented by TEA’s Gloria Zyskowski & Pearson’s Laurie Davis
STANDARDS
Cut scores that match students to their appropriate achievement levels
STAAR Standards: Content Performance Accountability
This session addressed Performance standards only
ALIGNMENT OF PERFORMANCE STANDARDS
Starts with1. College readiness (EOC)2. Align to high school standards3. Vertically align down to elementary
ACHIEVEMENT LEVELS
I – Advanced (former Commended) II – Satisfactory (former Met Standard) III – Unsatisfactory (former Did Not Meet
Standard)
ADVANCED
Well-prepared for next course or grade Think critically Apply assessed knowledge in varied
contexts, both familiar and unfamiliar High likelihood of success in next grade /
course with little or no academic intervention
SATISFACTORY
Sufficiently prepared for next course / grade Generally demonstrate Reasonable likelihood of future success May still require academic intervention
UNSATISFACTORY
Inadequately prepared Don’t demonstrate sufficient understanding Unlikely to succeed without significant,
ongoing academic intervention
IMPLEMENTING NEW PERFORMANCE STANDARDS
STAAR 3-8 in late fall 2012 or early 2013 New standards will be used in state and
federal accountability starting in 2013 Legislative requirement to review
performance standards at least once every 3 years (1st review would then be in 2014)
Phase-in for Level II (Satisfactory) to provide districts with appropriate amount of time to: Improve instruction Provide new professional development Increase teacher effectiveness Close knowledge gaps
STAAR READING – CREATING MEANINGFUL CONNECTIONS BETWEEN ASSESSMENT AND INSTRUCTION IN GRADES 3-8Presented by TEA’s Susan Robertson and Catherine Stapleton
STAAR READING ASSESSMENTS WILL EMPHASIZE STUDENTS’ ABILITY
To go beyond a literal understanding of what they read
To make connections within and across texts To think critically / inferentially about
different types of texts To understand how to use text evidence to
confirm the validity of their ideas
STAAR READING SAMPLE RELEASED TEST QUESTIONS
Released sample test questions are representative of the cognitive complexity of STAAR Reading items
The grades 3-8 Reading sample release includes two reading selections and 15 sample items per grade level
The newly-assessed genres of poetry, drama, and persuasive texts are represented in the sample release
Release items come largely from supporting standards, although the test has these items in a minority, because these are new genres being assessed differently from TAKS
2011 STAAR READING FIELD TEST DATA
Spring 2011 were field test items Overall students performed well on the
STAAR field test items across all genres The data suggests that students are less
familiar with poetry, drama, and persuasive genres
Results suggest that identifying theme is a weakness across all genres
Theme: A theme is an underlying central and/or unifying idea that is repeated or developed throughout a work. Themes often explore timeless and universal ideas and are almost always implied
ELA/R STUDENT EXPECTATIONS AND STAAR
The specific language of the student expectations is reflected on the STAAR Reading assessments
The focus of instruction needs to be on more than the verbs in the student expectations
Student success on STAAR requires that students know and use the language of the ELA/R TEKS in the classroom
Ex: Which poetic structure is found in the poem (Grade 4)? 4(A): Students are expected to explain how the
structural elements of poetry (e.g. rhyme, meter, stanzas, line breaks) relate to form (e.g. lyrical poetry, free verse)
ADDITIONAL EXAMPLES OF STUDENT EXPECTATIONS
Grade 5 Fiction 6(B): Students are expected to explain the roles and functions of characters in various plots, including their relationships and conflicts
Grade 3 Sensory Language 10(A): Students are expected to identify language that creates a graphic, visual experience and appeals to the senses
STUDENT SUCCESS IN READING AND ON STAAR
Students must be provided in-depth instruction in all genres represented by the ELA/R TEKS
Genres should not be taught in isolation and/or at only one point in the school year
Students should routinely compare/contrast genres. Ex: How does drama differ from other literary genres? How do persuasive texts differ from expository texts? How does author’s purpose differ across genres?
STUDENT SUCCESS IN READING AND ON STAAR (CONT.)
Students must learn to analyze both fiction and expository genres – the readiness genres – at elementary, middle, and high school
Students must receive thorough instruction in the genres/TEKS prior to the year the genre is assessed on STAAR Literary nonfiction begins in 1st grade Drama begins in 2nd grade Persuasive text begins in 3rd grade
STUDENT SUCCESS IN READING AND ON STAAR (CONT.)
Students must understand the relationship between reading test-taking strategies and making meaning
Students should be taught to use test-taking strategies as an individual “toolkit” (i.e. process of elimination)
Students must learn to use reading test-taking strategies judiciously, especially given the four-hour time limit
STAAR is an inferential test, so old TAKS test-taking strategies won’t work
STAAR READING
Should be real-world, authentic reading
DATA, DATA, DATA…NOW WHAT?Presented by Kristi Hartwick, Dana Curry, Doris Scoggin, and Dawne McDougall
THREE TYPES OF ASSESSMENT
Summative STAAR SAT/ACT
Formative STAR
Diagnostic IRI TPRI
SUMMATIVE ASSESSMENT
A “culmination” measure that “sums it up” Mastery assessment Assessment after instruction Data that tells “what happened”
FORMATIVE ASSESSMENT
Process of assessing student achievement during instruction to help determine whether an instructional program is effective for individual students or groups of students
General indicators allow for both the Universal Screening and the frequent monitoring of student progress through direct, continuous assessment of basic skills
Data tells us “what’s happening” (right now!!) When students are progressing, you continue
using the instructional program When tests show that students are not
progressing, you can adjust your instructional programs in meaningful ways
DIAGNOSTIC ASSESSMENTS
Measures that indicate specific skill strengths and those areas needing improvement
Results may indicate skill areas needing intervention/instruction. Programming may then address students’ needs
HOW THESE ASSESSMENTS WORK TOGETHER:
Formative data allows us to understand students’ baseline performance and ongoing growth, monitor progress toward successful performance standards, adjust instruction based on data…thus, you can “Do something about it” every step of the way
Diagnostic data is collected as needed for certain students. Provides a deeper understanding that allows us to “zone in” and implement instructional strategies and/or supports needed to promote achievement
Summative data tells us if students “got there” successfully, once instruction is complete
USE FORMATIVE ASSESSMENT DATA TO ANSWER THESE QUESTIONS
Are most students achieving comparable to their typical peers?
Are high performing students being challenged so that their high growth rates are maintained?
Are struggling students learning at a faster rate that will close the gap? Struggling learners must learn at a faster rate in
order to “catch up” with their “average” peers (moving target)
Are all student groups (AYP) progressing at similar rates?
PREPARING STUDENTS FOR STAAR
Assess the rigor of the district’s core curriculum under STAAR standards
Identify struggling learners through a process of universal screening (formative assessment)
Plan for differentiation within core instruction Add targeted interventions to core instruction Focus on transforming instruction through the
use of formative assessment Use universal screening data to determine if
students have enrolled grade level reading, writing, and math skills in order to access grade level TEKS
Use curriculum related benchmark data tied to the specificity and complexity of the assessed TEKS
PREPARING STUDENTS FOR STAAR (CONT.)
Add interventions to core instruction Match reading, writing, and math skills below
enrolled grade level to interventions that target these specific skills
Match identified deficits in academic vocabulary, persistence with problem-solving, or lack of real-world application of learning to interventions that target these curriculum processes
INTERVENTION / ACCELERATION
“A school district shall provide accelerated instruction to each student who fails to perform satisfactorily on: Grade 5 & 8 Reading and Math Any EOC assessment
Any struggling student needs data-informed instruction driven by formative assessment
The earlier difficulties are detected through formative & diagnostic assessments, the greater the likelihood that growth can occur
FROM A STRUGGLING STUDENT TO AN ACHIEVING STUDENT
Do you know the student’s baseline skill level?
Do you know the achievement goal for the student? (should be the end of enrolled grade level)
Do you know the weekly rate of improvement the student needs to make in order to attain the goal?
High school students need at least end of 8th grade average reading, writing, and math skills in order to access TEKS for any required course
STAAR ANSWER DOCUMENTSPresented by TEA’s Mariana Vassileva & Pearson’s Paul Matzen
ANSWER DOCUMENTS
STAAR, STAAR Spanish, and STAAR-L – one combined answer document
STAAR Modified – separate answer document STAAR Alternate – no answer documents
submitted Grade 3 – answer document, not a scorable
booklet (alternating ABCD, FGHJ) Precoded labels – EOC, Modified, and grade 4
and 7 writing Precoded answer documents – STAAR grades
3-8 reading, math, science, and social studies
ANSWER DOCUMENTS (CONT.)
Less score codes in STAAR: S – Tested A – Absent O – Other (illness, testing irregularity, EOC/above
grade level, etc.) * - paper/online or STAAR / STAAR Modified
NOTE: For each subject area, only one score code should be gridded
An “*” score code is present on all STAAR and STAAR Modified answer documents that have two subject areas tested
ANSWER DOCUMENTS (CONT.)
TEST TAKEN INFO field – information about the test form (STAAR or STAAR-L) and the language version (English or Spanish) must be recorded in this field EN or SP for grade 3, 4, & 5 Blank bubble for grades 6, 7, 8 L bubble for math, science, and social studies
STAAR L is NOT available for the subjects listed below: Reading, Writing, English I, English II, English III,
STAAR Spanish, STAAR Modified
PREVIEW OF TEST TAKEN FIELDS
TEST TAKEN INFO
If student is testing above grade level, score O code O and test taken info as above grade level Ex: 5th grader testing 7th grade level for math
would have O and Above Grade on 5th grade answer sheet
In a case like this, the student’s results are reported with other 7th grade students, not with 5th grade Two labels, two sets of CSR’s