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STAAR Gazing A Look Into A New Assessment

STAAR. State of Texas Assessments of Academic Readiness. What is STAAR?. STAAR is the state's student testing program. Over the course of their public school career, students will be tested in the core subject areas-reading, writing, mathematics, science, and social studies. The number of tests ta

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STAAR Gazing A Look Into A New Assessment

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    1. STAAR Gazing A Look Into A New Assessment Sienna Crossing Elementary February 21 & 23 , 2012 www.tea.state.tx.us

    2. STAAR State of Texas Assessments of Academic Readiness

    3. What is STAAR? STAAR is the state’s student testing program. Over the course of their public school career, students will be tested in the core subject areas-reading, writing, mathematics, science, and social studies. The number of tests taken each year will vary from two to four, depending on the grade level.

    4. What is the difference between TAKS and the new STAAR test?

    5. TAKS vs STAAR The STAAR will be: More rigorous than previous test It will contain more test questions at most grade levels “No changes needed” is now an answer choice on revising/editing

    6. TAKS vs STAAR (cont.) 3rd graders record on a separate answer document The majority of new STAAR assessments will test material students studied that year Will have a time limit (4 hours to test) No May and June retest opportunities in 2011–2012. *

    7. In addition to differences Deeper… More questions with a higher cognitive complexity level Greater emphasis on critical thinking & reading across genres Two essays required in writing Greater number of open-ended (griddable) questions in mathematics and science

    8. TAKS vs. STAAR Number of Test Items

    9. STAAR At-A-Glance Testing Days 3rd(2) 4th(4) 5th(3) 6th (2) Reading 1 1 1 1 Math 1 1 1 1 Science n/a n/a 1 n/a Writing n/a 2 n/a n/a

    10. STAAR Gazing Performance Standards Level I: Unsatisfactory Academic Performance Level II: Satisfactory Academic Performance Level III: Advanced Academic Performance

    11. STAAR Gazing Performance Standards Grades 3–8: Raw score information will be available in late spring 2012. Standards will be set in October 2012 after first administration in spring 2012. First reports with performance standards applied will be available in late fall 2012.

    12. Testing Dates

    13. Resources Texas Education Agency www.tea.state.tx.us/student.assessment/staar www.tea.state.tx.us/student.assessment/special-ed/staaralt/ www.tea.state.tx.us/student.assessment/special-ed/staarm/ Region XIII website www5.esc13.net/staar/resources.html FBISD Department of Testing

    15. STAAR

    16. STAAR Assessment Blueprint

    18. STAAR Grade 4 Math Blueprint In mathematics, the number of open-ended (griddable) items will increase to allow students more opportunity to derive an answer independently. Problem Solving: Underlying Processes and Mathematical Tools All problem solving TEKS are embedded into each strand. -Not a separate reporting category. -Embedded into at least 75% of the test questions from reporting categories 1-5.

    19. Comparing STAAR to TAKS TAKS: 4.4d

    20. Comparing STAAR to TAKS STAAR: 4.4d (4.14b)

    21. Comparing STAAR to TAKS TAKS: 4.13b

    22. Comparing STAAR to TAKS STAAR: 4.13b (4.14b)

    23. Comparing STAAR to TAKS TAKS: 4.4e

    24. Comparing STAAR to TAKS STAAR: 4.4e (4.14b)

    25. Questions?

    26. STAAR Reading Grades 3-5 and Writing Grade 4

    27. Reading STAAR reading assessments will emphasize students’ ability to “go beyond” a literal understanding of what they read to make connections within and across texts (“across texts” begins at grade 4 on STAAR but needs to begin much earlier instructionally) to think critically/inferentially about different types of texts to understand how to use text evidence to confirm the validity of their ideas (new on STAAR—understanding how text evidence works with poetry, drama, and persuasive pieces; e.g., text evidence for drama includes both dialogue and stage directions)

    28. Readiness and Supporting Standards Readiness Standards Encompass 30–40% of the eligible TEKS Will make up 60–65% of the assessment Supporting Standards Encompass 60–70% of the eligible TEKS Will make up 35–40% of the assessment

    29. Student Success in Reading and on STAAR Students must be provided in-depth instruction in all genres represented by the ELA/R TEKS Students must learn to analyze both fiction and expository genres—the readiness genres—at elementary, middle, and high school Instruction must emphasize critical/ inferential thinking rather than isolated skills Students must be able to make connections between different genres and strands (and be able to “see” the thematic links) 29

    30. Student Success in Reading and on STAAR Students must understand the relationship between reading strategies and making meaning. Students must learn to use reading strategies judiciously, especially given the 4-hour time limit. 30

    32. STAAR Written Composition Students will write two one-page essays (26 lines maximum) addressing different types of writing Grade 4-personal narrative and expository Essays will be weighted equally No “gatekeeper” (automatic fail of the writing test for a 1) Each paper will be scored by two scorers and the scores will be added. There is a total of 8 points possible for each composition. 32

    34. STAAR Writing Prompts Expository prompts contain a stimulus and are scaffolded: Read, Think, Write, Be Sure to - 34

    35. STAAR Writing Prompts—Scaffolding Read: A short synopsis of some kind or a quotation Think: The synopsis or quotation generalized and reworded Write: An even more focused rewording Be Sure to?: 4-5 bullets here (stating a clear thesis, organizing your writing, developing it, choosing words carefully, proofreading) 35

    36. STAAR Expository Prompt READ: There are people in our lives who are special to us. Sometimes this person is a teacher or coach, a parent, a brother or sister, or even a friend. THINK: About people you care about WRITE: About one person who has been important to you. Explain what makes that person special. BE SURE TO: Clearly state your central idea Organize your writing Develop your writing in detail Choose your words carefully Use correct spelling, capitalization, punctuation, grammar, and sentences 36

    37. STAAR Personal Narrative Personal narrative prompts contain a stimulus and are scaffolded, though less so than other prompts. 37

    38. Personal Narrative Prompt LOOK at picture below (picture of child balancing a basketball on finger) THINK: It takes talent to balance a basketball on your finger WRITE: About a time when you discovered that you were good at something BE SURE TO: Write about a personal experience Organize your writing Develop your writing in detail Choose your words carefully Use correct spelling, capitalization, punctuation, grammar, and sentences 38

    39. STAAR Writing—What We’ve Learned So Far Form/purpose match. Many students scored 1s and 2s because their overall organizational structure and form did not match the purpose for writing or were weakly matched. Some students started out in the right form but then “drifted” into another purpose: TAKS personal narrative instead of expository fantasy rather than personal narrative 39

    40. STAAR Writing—What We’ve Learned So Far High scores require an economical use of space: tight, specific, logical development—no wasted words. Short, effective introduction and conclusion. Bottom line: Both planning and revision are absolutely essential since students don’t have the space to “write their way into” a better piece. Synthesizing across the Read, Think, Write. Some students scored 1s and 2s because they could not move from the stimulus (the “Read”) to the generalization (the “Think”) to the charge (the “Write about”). Students who did not synthesize information across the prompt tended to have these problems: getting stuck in the stimulus ignoring the charge and writing only about the “Think” statement Students will have 2 blank pages per prompt in the test booklet for planning purposes. 40

    41. In a Nutshell—Lower Score Range Typical Problems in Lower-Scoring Responses Wrong organizational structure/form for purpose Weak, evolving, or nonexistent central idea/controlling idea Wasted space: repetition, wordiness, meandering, meaningless introductions and conclusions (e.g., the “bed-to-bed” approach we often saw on TAKS) Inclusion of too many different ideas for 1 page General/vague/imprecise use of language or inappropriate tone for purpose Essay poorly crafted Weak conventions 41

    42. In a Nutshell—Higher Score Range Typical Strengths in Higher-Scoring Responses Explicit central or controlling idea “Narrow and deep” development with no wasted words Quality over Quantity! Introduction and conclusion: short but effective Specific use of language and appropriate tone for purpose Essay well crafted Strong conventions (Remember: “Strong”doesn’t mean “Perfect”!) 42

    43. What can I do at home to help my child?

    44. Writing Personal Narrative: Focus on one moment in time and revise and edit their own paper with TOPSAVE. T – Thought shot O – Onomatopoeia P – Prove it (show don’t tell) S – Simile A – Awesome Adjectives V – Vivid Verbs E – Exciting Ending

    45. Writing Expository: Explain what the prompt is asking and revise and edit their own paper using TOPSAVE. Remind your child that if the prompt says to EXPLAIN that it is an EXPOSITORY.

    46. Writing – Revising and Editing Examples Samantha would like to add the following sentence to the third paragraph (sentences 11–16). In fact, some of today’s most successful businesswomen say they got their start by selling Girl Scout cookies. Where is the BEST place to insert this sentence? At the beginning of the paragraph After sentence 13 At the end of the paragraph This sentence should not be added to the paragraph.

    47. Writing – Revising and Editing Examples What is the BEST way to combine sentences 19 and 20? A. Her mother helped her sell cookies every day, rain or shine, throughout the cookie season for Jennifer. B. Before her mother helped her, Jennifer sold cookies every day, rain or shine, throughout the cookie season. C. Her mother helped her, Jennifer sold cookies every day, rain or shine, throughout the cookie season. D. With her mother’s help, Jennifer sold cookies every day, rain or shine, throughout the cookie season.

    48. Math Practice multi-step word problems at home. Strategies to use: G – Get to the question A – Action T – Total (HAT or NAT) O – Organize your information and solve R – Reasonable S – Solution

    49. Math Examples Marsha buys 75 tickets at Gator Palooza. She keeps 35 tickets for herself and gives the remaining tickets to her two sisters. If each of Marsha’s sisters gets the same number of tickets, how many tickets does each sister receive?

    50. Math Examples The numbers below follow a pattern. 70 700 7,000 70,000 ____ Which expression shows one way to find the next number in this pattern? A. 7 ×10 B. 7 ×100 C. 70 , 000 ×10 D. 70 , 000 ×100

    51. Reading Strategies to use at home: 1. Stop and think about what they are reading after each paragraph. 2. Write some notes telling what each paragraph was about. 3. Read the questions, circle or highlight key words, and eliminate the answer choices that do not make sense (X and P). 4. Go back into the passage to prove which answer is the best (even if it is an inference).

    52. Reading Examples Read this sentence from paragraph 2. Even the spicy aroma of pine trees made Lady Bird feel at home. The imagery in these lines appeals most to the reader’s sense of — Sight smell taste touch

    53. Reading Examples Which sentence shows that Lady Bird Johnson tried to inspire others to beautify the land? A. Lady Bird attended one such ceremony in 1964, when she spoke at the opening of the Flaming Gorge Dam in Utah. B. Lady Bird visited many areas of the American West. C. She even gave awards to highway districts that placed native plants along their highways. D. Lady Bird also helped create hiking and biking trails in an area of Austin called Town Lake.

    54. STAAR Sample Questions http://www.tea.state.tx.us/student.assessment/staar/

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