State of Texas Assessments of Academic Readiness (STAAR ) Resources

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1 Texas Education Agency - State of Texas Assessments of Academic Readiness (STAAR... Page 1 of 2 6/3/2011 Contact TEA District Information A - Z Index Help Administrators school resources State of Texas Assessments of Academic Readiness (STAAR ) Resources Search Advanced Search Teachers teacher resources Student Assessment Home Assessment A Z Directory Contact Student Assessment Printing PDFs The State of Texas Assessments of Academic Readiness (STAAR ) will replace Funding school finance & grants the Texas Assessment of Knowledge and Skills (TAKS), which is the criterionreferenced assessment program that has been in place since STAAR includes the 12 end-of-course (EOC) assessments mandated by SB 1031 in Testing / Accountability student assessment & ratings 2007 and the new grade 3 8 assessments mandated by HB 3 in The new tests will be implemented in the school year. Curriculum standards, college prep & programs General STAAR Resources Reports data, statistics & research April 22, 2011 letter regarding the Implementation of the STAAR (PDF posted 04/25/11) October 15, 2010 letter regarding resources for the STAAR (PDF posted 10/18/10) News & Events communications & calendars ARRA stimulus and stabilization A New Assessment Model (PDF posted 10/15/10) A Comparison of Assessment Attributes TAKS to STAAR (PDF posted 10/15/10) Overview of State Assessment Program (PPT) Overview of State Assessment Program (508 compliant PDF) The STAAR Trek (PPT from the December 2010 Assessment Conference) House Bill 3 Transition Plan Assessment Home Page Administrator Resources Assessment A-Z Directory Contacts End-of-Course Assessments English Language Learner Assessments Frequently Asked Questions Letters to Districts Parent Resources Pearson Texas Assessment Progress Measures Released Tests Results Scoring Special Education Assessments STAAR Resources Student Resources Student Success Initiative TAKS Resources TAKS Alt Resources TAKS M Resources Teacher Resources Test Security Testing Calendar Performance Labels and Policy Definitions for STAAR (PDF posted 02/07/11) Grades 3 8 Assessments Assessed Curriculum Blueprint Grade 3 Reading Mathematics Reading Mathematics Grade 4 Reading Mathematics Writing Reading Mathematics Writing Grade 5 Reading Mathematics Science Reading Mathematics Science Grade 6 Reading Mathematics Reading Mathematics Grade 7 Reading Mathematics Writing Reading Mathematics Writing Grade 8 Reading Mathematics Science Social Studies Reading Mathematics Science Social Studies Grades 3 5 Spanish Assessments Assessed Curriculum Blueprint Grade 3 Reading Mathematics Reading Mathematics Grade 4 Reading Mathematics Writing Reading Mathematics Writing Grade 5 Reading Mathematics Science Reading Mathematics Science EOC Assessments Assessed Curriculum Blueprint English Language Arts English I English II English III English I English II English III Mathematics Algebra I Geometry Algebra II Algebra I Geometry Algebra II Science Biology Chemistry Physics Biology Chemistry Physics Social Studies World Geography World History U.S. History World Geography World History U.S. History Specific STAAR Resources Field-Test Administration Manuals Griddable Item Format for Science and Mathematics (PDF posted 12/01/10) Assessing Process Skills for Social Studies, Science, and Mathematics (PDF posted 12/01/10) Provided by: Education Service Center Region XI 3001 North Freeway Fort Worth Texas 1

2 Texas Education Agency - State of Texas Assessments of Academic Readiness (STAAR... Page 2 of 2 6/3/2011 Grade 3 Reading Test Design Schematic (English and Spanish) (PDF posted 11/04/10) Grade 4 Reading Test Design Schematic (English and Spanish) (PDF posted 11/04/10) Grade 4 Writing Test Design Schematic (English and Spanish) (PDF posted 11/04/10) Grade 5 Reading Test Design Schematic (English and Spanish) (PDF posted 11/04/10) Grade 6 Reading Test Design Schematic (PDF posted 11/04/10) Grade 7 Reading Test Design Schematic (PDF posted 11/04/10) Grade 7 Writing Test Design Schematic (PDF posted 11/04/10) Grade 8 Reading Test Design Schematic (PDF posted 11/04/10) English I Test Design Schematic (PDF posted 11/04/10) English II Test Design Schematic (PDF posted 11/04/10) English III Test Design Schematic (PDF posted 11/04/10) English I Expository Writing Rubric (PDF posted 12/22/10) English I Literary Writing Rubric (PDF posted 01/13/11) English I Short Answer Rubric Connecting Selections (PDF posted 03/03/11) English I Short Answer Rubric Single Selection (PDF posted 03/03/11) Algebra I Reference Materials (PDF posted 02/07/11) Geometry Reference Materials (PDF posted 02/07/11) Algebra II Reference Materials (PDF posted 02/07/11) Chemistry Reference Materials (PDF posted 02/18/11) Physics Reference Materials (PDF posted 02/07/11) For additional information, contact: Student Assessment Division 1701 North Congress Avenue, Room 3-122A Austin, Texas / student.assessment@tea.state.tx.us Last updated: April 25, 2011 Texas Education Agency 1701 N. Congress Avenue Austin, Texas, (512) Map Site Policies TEA Jobs Complaints Fraud Hotline Compact with Texans Open Records Requests Frequently Asked Questions Encrypted Instructions ESCs State of Texas Texas Legislature Homeland Security TRAIL Copyright Texas Education Agency (TEA) Military Families Where Our Money Goes Equal Educational Opportunity Governor s Committee on People with Disabilities Provided by: Education Service Center Region XI 3001 North Freeway Fort Worth Texas 2

3 The State of Texas Assessments of Academic Readiness (STAAR) A New Assessment Model The state assessments will continue to be based on the Texas Essential Knowledge and Skills (TEKS), the standards designed to prepare students to succeed in college and careers and to compete globally. However, consistent with a growing national consensus regarding the need to provide a more clearly articulated K 16 education program that focuses on fewer skills and addresses those skills in a deeper manner, the Texas Education Agency (TEA) is implementing a new assessment model for the STAAR tests for elementary, middle, and high school. The majority of the new STAAR assessments will test content students studied that year, as opposed to testing content studied over multiple years. Doing so will strengthen the alignment between what is taught and what is tested for a given course of study. While STAAR mathematics, reading, writing, and social studies assessments in grades 3 8 will continue to address only those TEKS taught in the given subject and grade, the content of other STAAR assessments will change in the following ways. Although the new science assessments for grades 5 and 8 will continue to address TEKS from multiple grade levels, these tests will focus on the science TEKS for those respective grades. The science assessments at these two grades will emphasize the 5 th and 8 th grade curriculum standards that best prepare students for the next grade or course; in addition, these assessments will include curriculum standards from two lower grades (i.e., grades 3 and 4 or grades 6 and 7) that support students success on future science assessments. In contrast, the current Texas Assessment of Knowledge and Skills (TAKS) assessments uniformly address TEKS from multiple grade levels without any specific emphasis. The new end-of-course assessments will address only the TEKS for a given course, as opposed to the high school level TAKS assessments, which address TEKS from multiple courses. By focusing on the TEKS that are most critical to assess, STAAR will better measure the academic performance of students as they progress from elementary to middle to high school. Based on educator committee recommendations, TEA has identified for each grade or course a set of knowledge and skills drawn from the TEKS eligible to be assessed and emphasized this set of knowledge and skills, called readiness standards, on the assessments. The remaining knowledge and skills are considered supporting standards and will be assessed, though not emphasized. 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 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. Provided by: Education Service Center Region XI 3001 North Freeway Fort Worth Texas 3

4 They play a role in preparing students for the next grade or course but not a central role. They address more narrowly defined ideas. Example Eligible Content Standards From TEKS Assessment Blueprint 70% 30% 35% 65% Readiness Standards Supporting Standards Readiness Standards Supporting Standards TEA is also implementing a number of changes that should serve to test knowledge and skills in a deeper way. Tests will contain a greater number of items that have a higher cognitive complexity level. Items will be developed to more closely match the cognitive complexity level evident in the TEKS. In reading, greater emphasis will be given to critical analysis than to literal understanding. In writing, students will be required to write two essays rather than one. 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. In science and mathematics, the number of open-ended (griddable) items will increase to allow students more opportunity to derive an answer independently. Provided by: Education Service Center Region XI 3001 North Freeway Fort Worth Texas 4

5 April 22, 2011 To the Administrator Addressed: SUBJECT: Information Regarding the Implementation of the State of Texas Assessments of Academic Readiness (STAAR ) In order to fulfill the requirements of House Bill 3 passed by the 81 st Texas Legislature and incorporated into Texas Education Code (TEC) Chapter 39, the Texas Education Agency (TEA) is developing the new State of Texas Assessments of Academic Readiness (STAAR). STAAR is a more rigorous assessment program that will provide the foundation for a new accountability system for Texas public education. This letter provides implementation information to school districts and charter schools based on current legislation. However, with the 82 nd Texas Legislature currently in session, the implementation of the STAAR program, as outlined below, may change. STAAR will replace the Texas Assessment of Knowledge and Skills (TAKS) beginning in spring The STAAR program at grades 3 8 will assess the same subjects and grades that are currently assessed on TAKS. At high school, however, grade-specific assessments will be replaced with 12 end-of-course (EOC) assessments: Algebra I, geometry, Algebra II, biology, chemistry, physics, English I, English II, English III, world geography, world history, and U.S. history. In addition to the information provided in this letter, there are several other resources available regarding the new STAAR program. In December 2010, the House Bill 3 Transition Plan was posted on TEA s website, and it can be accessed at This plan contains a detailed description of the process the commissioner of education is using to develop and implement the provisions of House Bill 3. STAAR Resources Many resources are available on the STAAR webpage at including assessment attributes, assessed curriculum documents, and test blueprints. The STAAR webpage will continue to be the best source of information for the STAAR program; for example, in fall 2011 STAAR sample items will be posted on the resources page. Test Administration Policies With the new assessment program, current administration policies have been reevaluated and modified as necessary to ensure that they fit the new structure and purpose of the STAAR program. The information below provides updates to current policies and is intended to assist in preparations for the spring 2012 STAAR administrations. More information on each of these topics will be communicated when it is available. Assessment Availability and Mode The chart in Attachment A outlines the assessments available in spring It also lists which assessments are offered on paper or online and includes assessment information for English language learners and students receiving special education services. Time Limits Based on feedback received from school district personnel, TEA will establish a 4-hour time limit for both the STAAR EOC assessments and the STAAR grades 3 8 assessments for the 2012 spring test administration. A 4-hour time limit should provide sufficient time for the majority of students to complete the test. This policy will align Texas testing practices with other timed state and national assessments. For example, SAT, ACT, and AP examinations are all administered in timed settings so there is concern that high school students are not being adequately prepared for testing expectations in the future. In addition, placing time limits on the tests should help minimize local practices that promote the overuse of test-taking strategies by students that do not contribute significantly to how well they perform on the tests but significantly extend the amount of time it takes to complete the tests. Extended time accommodations for students with unique learning needs or circumstances will continue to Provided by: Education Service Center Region XI 3001 North Freeway Fort Worth Texas 5

6 be offered. At the high school level, the 4-hour time limit will not preclude campuses from having two testing sessions within a given day. If two sessions are desired, early start times can be offered, sessions can overlap, or test sessions can extend beyond the typical school day. Most importantly, the TEA will review the 4-hour time limit for STAAR after the first administration in spring 2012 to determine if the policy needs to be reconsidered or adjusted for specific grades or subjects. In particular, the TEA will examine the amount of time necessary to complete assessments such as the writing sections of English I, II, and III. Make-up Testing Current plans for the STAAR program include offering make-up testing opportunities for all grades and subjects, not just those used in Adequate Yearly Progress (AYP) calculations. Make-ups are sometimes designated for particular days (e.g., English I) and sometimes are allowed over several days. Make-ups are planned for assessments given during all administrations, including summer administrations. Please note that the decision to allow make-up administrations in summer 2012 is different than what is currently indicated on the testing calendar. Dictionaries and Calculators The STAAR program has new policies for dictionary and calculator use on the state assessments based on the new curriculum requirements. The calculator policies for chemistry and physics were previously communicated to districts in a letter dated September 18, See Attachment B for the dictionary and calculator policies. More information regarding dictionary and calculator use as an accommodation will be provided as soon as it becomes available. Embedded Reference Materials Reference materials (e.g., formula charts) for STAAR mathematics and science assessments and graph paper for STAAR mathematics assessments will be included in test booklets. These materials will be printed on perforated pages so that students can remove them and use them during the test administration. Grade 3 Answer Documents Students taking STAAR grade 3 reading and mathematics assessments will now record their responses on a separate answer document, as is done for other assessments. Grade 3 students will no longer record their answers to test items in a scorable test booklet. Dyslexia Accommodations Current dyslexia accommodations for the TAKS program are limited to grades 3 8. However, for the STAAR program, TEA is expanding these testing policies to include high school students with dyslexia and other similar reading disabilities. Students will be allowed to take the STAAR English I, II, and III assessments as well as the grades 3 8 reading assessments with accommodations, such as the oral reading of item stems/answer options and extended time. These accommodations represent two of the three accommodations in the current dyslexia bundle. The only accommodation that will no longer be provided is the proper-nouns lists. More information about these accommodations as well as others that will be available to students will be provided in the future. Assessments for Students Receiving Special Education Services The STAAR program will include assessments for students receiving special education services. Accommodated forms will no longer be available, but format changes similar to TAKS (Accommodated) will be made to STAAR assessments for all grades and subjects. In addition, accommodation policies are being revisited to determine how they should be applied to the general assessment. STAAR Modified (similar to TAKS M) and STAAR Alternate (similar to TAKS Alt) assessments will be available, just as they were with the TAKS program. Beginning this fall for the school year, STAAR Alternate will be the only alternate assessment offered for students with significant cognitive disabilities rather than continuing TAKS Alt only for students in grades 10 and 11. For more information, refer to the special education assessments webpage at Assessments for English Language Learners With the development of the new STAAR program, all aspects of linguistic accommodations are being reviewed, including student eligibility criteria, grades and subjects included in the linguistically accommodated version of STAAR, known as STAAR L, and the types of accommodations that will Provided by: Education Service Center Region XI 3001 North Freeway Fort Worth Texas 6

7 be provided. The most important change for the STAAR program for English language learners is that linguistic accommodations will be available for most STAAR assessments, not just for those used in AYP calculations. Please note that there are no changes to the current TELPAS program and associated policies for the school year. Standard-Setting Activities Standard-setting meetings for STAAR EOC assessments will take place in February 2012, prior to spring results being reported to districts. Performance standards for the STAAR grades 3 8 assessments will be set in fall 2012, so only raw scores will be reported following the spring 2012 administrations. A phase-in of performance standards is likely to be implemented. STAAR performance labels and policy definitions, as well as the process used to develop them, can be found on TEA s website at the following link: Student Success Initiative (SSI) Because performance standards for STAAR grades 3 8 will not be set until after the spring 2012 administration, only raw-score information will be reported prior to the end of the school year. Therefore, SSI retest opportunities for STAAR grades 5 and 8 reading and mathematics will not be offered in May and June of For the school year, districts will use other relevant academic information to make promotion/retention decisions. More information will be provided in the future Sampling Plan TEA has made a concerted effort over the past several years to minimize the amount of instructional time used for testing purposes, particularly stand-alone field testing. However, there may be a need for some mandatory sampling for several STAAR EOC assessments in 2012 in order to provide adequate data required for legislative studies and to build a sufficient number of test forms to allow for multiple administrations. Field-test data from a sample of students representative of the state are critical to the state s ability to build high-quality assessments. STAAR Implementation Survey TEA continues to work on the implementation of the new STAAR program. We are requesting information from those in the field to help guide STAAR decisions. Please go to the following link to participate in a STAAR survey to assist us in this important work. If you have questions or need further clarification about this information, please contact the Student Assessment Division. Additional information about STAAR will be provided as it become available. Assessment Contact Information Texas Education Agency Department of Assessment, Accountability, and Data Quality, Criss Cloudt, Associate Commissioner Division of Student Assessment, Gloria Zyskowski, Deputy Associate Commissioner (512) studenta@tea.state.tx.us Attachment A: Texas Assessment Program for Attachment B: STAAR Dictionary and Calculator Policies Provided by: Education Service Center Region XI 3001 North Freeway Fort Worth Texas 7

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9 Enrolled Grade Grade 3 (English and Spanish) Grade 4 (English and Spanish) Grade 5 (English and Spanish) Attachment A Texas Assessment Program for Spring 2012 Assessment Subjects Assessed Mode of Other Assessments Available Program Assessment STAAR reading and mathematics paper STAAR L, subjects TBD STAAR Modified for all subjects STAAR Alternate for all subjects STAAR reading, mathematics, and paper STAAR L, subjects TBD writing STAAR Modified for all subjects STAAR reading, mathematics, and science STAAR Alternate for all subjects paper STAAR L, subjects TBD STAAR Modified for all subjects STAAR Alternate for all subjects Grade 6 STAAR reading and mathematics paper STAAR L, subjects TBD STAAR Modified for all subjects STAAR Alternate for all subjects Grade 7 STAAR reading, mathematics, and writing Grade 8* STAAR reading, mathematics, science, and social studies Grade 9** STAAR Algebra I, geometry, Algebra II, biology, chemistry, physics, English I, English II, English III, world geography, world history, and U.S. history Grade 10 TAKS English language arts, mathematics, science, and social studies Grade 11 Grade 12 Out-of-School TAKS Exit Level TAKS Exit Level Retests TAKS Exit Level Retests English language arts, mathematics, science, and social studies English language arts, mathematics, science, and social studies as needed English language arts, mathematics, science, and paper STAAR L, subjects TBD STAAR Modified for all subjects STAAR Alternate for all subjects paper STAAR L, subjects TBD STAAR Modified for all subjects STAAR Alternate for all subjects paper or online STAAR L, subjects TBD STAAR Modified for Algebra I, geometry, biology, English I, English II, world geography STAAR Alternate for Algebra I, geometry, biology, English I, English II, English III, world geography, world history, and U.S. history paper TAKS LAT for English language arts, mathematics, and science TAKS M for all subject areas STAAR Alternate for Algebra I, geometry, biology, English I, English II, English III, world geography, world history, and U.S. history paper TAKS M for all subject areas STAAR Alternate for Algebra I, geometry, biology, English I, English II, English III, world geography, world history, and U.S. history paper or online paper or online social studies as needed * If a student enrolled in grade 8 or below is taking a course for which there is a STAAR EOC assessment, that student will be required to take both the applicable grade level STAAR assessments and the applicable STAAR EOC assessment. ** If a student is a repeating grade 9 student in , TAKS is still his or her assessment graduation requirement. N/A N/A Provided by: Education Service Center Region XI 3001 North Freeway Fort Worth Texas 9

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11 Attachment B STAAR Dictionary Policies* Dictionaries must be available to all students taking STAAR reading assessments (including STAAR Modified and STAAR L) at grades 6 8 STAAR writing assessments (including STAAR Modified and STAAR L) at grade 7 STAAR English I, II, and III assessments (including STAAR Modified and STAAR L) *One dictionary should be available for every five students. STAAR Calculator Policies Calculators must be available to all students taking STAAR Algebra I, geometry, Algebra II, chemistry, physics, and biology assessments (including STAAR Modified and STAAR L). One graphing calculator required for each student taking o STAAR Algebra I assessment o STAAR geometry assessment o STAAR Algebra II assessment One scientific or graphing calculator required for each student taking o STAAR chemistry assessment o STAAR physics assessment One 4-function, scientific, or graphing calculator for every 5 students taking the STAAR biology assessment Provided by: Education Service Center Region XI 3001 North Freeway Fort Worth Texas 11

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13 State of Texas Assessments of Academic Readiness (STAAR ) Griddable Items for Science and Mathematics For the general science and mathematics assessments, the STAAR program will use a type of open-ended question known as a griddable item. The purpose of griddable items is to provide students opportunities to derive answers independently without being infl uenced by answer choices provided with the questions. Most science and mathematics assessments will include 3 to 5 griddable items. Griddable Items for STAAR Grades 3 8 Assessments The correct answer will be a positive number. The answer grids include a fi xed decimal point with the exception of grade 3, which does not have a decimal point. Students must enter their answer in the correct columns with respect to the fi xed decimal point. Students must enter their answer in the boxes and then fi ll in the corresponding bubbles. Students do not have to use all the boxes. Extra zeros may be fi lled in (either before or after the answer) as long as their placement does not affect the value of the answer. Grade 3 Assessment Grades 4 5 Assessments Grades 6 8 Assessments Griddable Items for STAAR EOC Assessments The correct answer can be a positive or a negative number. If the answer is a negative number, students must enter a negative sign. If no sign is marked, the answer will default to a positive number. The answer grid includes a fl oating decimal point. If the answer is a decimal number, students must enter a decimal point. Students must enter their answer in the boxes (paper and online) and then fi ll in the corresponding bubbles (paper only). Students do not have to use all the boxes and can place their answer in any set of consecutive boxes. Extra zeros may be fi lled in (either before or after the answer) as long as their placement does not affect the value of the answer. End-of-Course Assessments Provided by: Education Service Center Region XI 3001 North Freeway Fort Worth Texas 13 Texas Education Agency Student Assessment Division Fall 2010

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15 State of Texas Assessments of Academic Readiness (STAAR TM ) Assessing Process Skills As part of the effort to provide a clearly articulated assessment program that focuses on fewer skills and addresses those skills in a deeper manner, the Texas Education Agency (TEA) is changing the way process skills are assessed on all social studies tests, all science tests, and grades 3 8 mathematics tests. For the STAAR program, process skills in social studies, science, and mathematics will be assessed in context, not in isolation, which will allow for a more integrated and authentic assessment of these content areas. Process skills will be incorporated into test questions and reported along with content skills under the content reporting categories. Process skills will not be listed under a separate reporting category as was done previously with the Texas Assessment of Knowledge and Skills (TAKS) program. TEA will report both content and process student expectations for test questions that address a content skill and incorporate a process skill. Tests will have a minimum percent of questions that include both content and process skills. More detailed information about assessing process skills in social studies, science, and mathematics is provided below. STAAR Social Studies Assessments The student expectations addressing social studies skills remain part of the TEKS for social studies at all grade levels. In the new STAAR social studies assessments, there is not a separate reporting category for process skills similar to TAKS objective 5. Instead, these skills will be incorporated into at least 30% of the test questions from the content reporting categories and will be reported along with the content standards. Examples of a few of the process skills included in the social studies skills strand of the TEKS are listed below. (WH.30) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to (C) interpret and create written, oral, and visual presentations of social studies information. (US.29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to (B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations, making predictions, drawing inferences, and drawing conclusions. (8.29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to (D) identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants. Provided by: Education Service Center Region XI 3001 North Freeway Fort Worth Texas 15

16 Test Question from Grade 8 Social Studies Use the diagram and your knowledge of social studies to answer the following question. What conclusion can be drawn from the diagram above? A* The United States was becoming increasingly concerned with individual liberties. B The United States was becoming increasingly isolated from foreign affairs. C The United States increasingly limited opportunities for minorities. D The United States increasingly feared the creation of a strong central government. This test question addresses Content: 8.15D, 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 Process: 8.29B, 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 Provided by: Education Service Center Region XI 3001 North Freeway Fort Worth Texas 16

17 Test Question from High School Social Studies The movement of Southeast Asian refugees between 1975 and 1995, as shown in the map above, was a direct result of A the spread of capitalism in the region B* political upheaval in Vietnam and Cambodia C numerous job opportunities in the Philippines D destructive floods in Cambodia and Laos This test question addresses Content: G.18A, analyze cultural changes in specific regions caused by migration, war, trade, innovation and diffusion Process: G.21C, create and interpret different types of maps to answer geographic questions, infer relationships, and analyze change Provided by: Education Service Center Region XI 3001 North Freeway Fort Worth Texas 17

18 STAAR Science Assessments The student expectations addressing scientific processes remain part of the TEKS for science at all grade levels. In the new STAAR science assessments, there is not a separate reporting category for process skills similar to TAKS objective 1. Instead, these skills will be incorporated into at least 40% of the test questions from the content reporting categories and will be reported along with the content standards. Examples of a few of the process skills included in the scientific processes strand of the TEKS for science are listed below. (B.1) Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The student is expected to (A) demonstrate safe practices during laboratory and field investigations. (P.2) Scientific processes. The student uses a systematic approach to answer scientific laboratory and field investigative questions. The student is expected to (E) design and implement investigative procedures, including making observations, asking well-defined questions, formulating testable hypotheses, identifying variables, selecting appropriate equipment and technology, and evaluating numerical answers for reasonableness. (8.2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to (C) collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers. (5.3) Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to (B) evaluate the accuracy of the information related to promotional materials for products and services such as nutritional labels. Test Question from Grade 5 Science The drawing shows a model of the Earth, moon, and sun system made from foam balls. What is one way to make this model more accurate? A Use wooden blocks instead of foam balls B* Make the sun larger than the Earth and the moon smaller C Move the sun closer to the Earth D Change the order of the foam balls to be moon, sun, Earth This test question addresses Content: 5.8D, identify and compare the physical characteristics of the Sun, Earth, and Moon Process: 5.3C, draw or develop a model that represents how something works or looks that cannot be seen such as how a soda dispensing machine works Provided by: Education Service Center Region XI 3001 North Freeway Fort Worth Texas 18

19 Test Question from High School Science The illustration above shows a cell model with starch solutions both inside and outside the cell. In which of the following situations will the solution rise highest in the tube? This test question addresses Content: B.4B, investigate and explain cellular processes, including homeostasis, energy conversions, transport of molecules, and synthesis of new molecules Process: B.2E plan and implement descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology Provided by: Education Service Center Region XI 3001 North Freeway Fort Worth Texas 19

20 STAAR Mathematics Assessments for Grades 3 8 The student expectations addressing underlying processes and mathematical tools remain part of the TEKS for mathematics in grades 3 8. In the new STAAR mathematics assessments for grades 3 8, there is not a separate reporting category for process skills similar to TAKS objective 6. Instead, these skills will be incorporated into at least 75% of the test questions from the content reporting categories and will be reported along with the content standards. Examples of a few of the process skills included in the underlying processes and mathematical tools strand of the TEKS for grades 3 8 mathematics are listed below. (8.14) Underlying processes and mathematical tools. The student applies Grade 8 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to (A) identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics. (6.11) Underlying processes and mathematical tools. The student applies Grade 6 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to (B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness. (4.15) Underlying processes and mathematical tools. The student communicates about Grade 4 mathematics using informal language. The student is expected to (B) relate informal language to mathematical language and symbols. (3.16) Underlying processes and mathematical tools. The student uses logical reasoning. The student is expected to (A) make generalizations from patterns or sets of examples and nonexamples. Test Question from Grade 3 Mathematics Melissa had some money in her purse when she went to the mall with her mother. She spent $5 on a book. Then her mother gave her $10. After Melissa spent $2 on a snack, she had $23 in her purse. How much money did Melissa have in her purse when she first went to the mall? Mark your answer. A $26 B $17 C* $20 D $6 This test question addresses Content: 3.3B, select addition or subtraction and use the operation to solve problems involving whole numbers through 999 Process: 3.14C, select or develop an appropriate problem-solving plan or strategy, 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 Provided by: Education Service Center Region XI 3001 North Freeway Fort Worth Texas 20

21 Test Question from Grade 5 Mathematics There are 319 students who volunteered to work at a craft fair. An equal number of volunteers came from each of 4 grade levels. About how many volunteers came from each grade level? A 100 B* 80 C 325 D 40 This test question addresses Content: 5.4A, use strategies, including rounding and compatible numbers to estimate solutions to addition, subtraction, multiplication, and division problems Process: 5.14B, solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness Additional examples of test questions that assess content and incorporate process skills from the TEKS will be provided in the future. Provided by: Education Service Center Region XI 3001 North Freeway Fort Worth Texas 21

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23 Performance Labels and Policy Definitions for the State of Texas Assessments of Academic Readiness (STAAR TM ) The Texas Education Agency (TEA), in cooperation with the Texas Higher Education Coordinating Board (THECB), convened a Performance Descriptor Advisory Committee (PDAC) in fall 2010 to recommend performance labels and policy definitions for the performance standards of the State of Texas Assessments of Academic Readiness (STAAR). The purpose of the performance labels and policy definitions is to describe the general level of knowledge and skills evident at each performance level for all grades and subjects. The committee represented the diversity of stakeholders in public education and higher education in Texas. For more information about committee membership and the discussions and recommendations of this committee, a report is available in Appendix A of the House Bill 3 Transition Plan at Following the meeting, TEA staff used the PDAC recommendations to draft final TEA staff recommendations for performance labels and policy definitions. These staff recommendations were presented to a representative group of PDAC members and received their unanimous approval. The commissioner of education subsequently approved the recommendations. There will be two cut scores, which will identify three performance categories. For the general STAAR assessments, STAAR Modified, and linguistically accommodated forms of STAAR, the labels for the performance categories are Level III: Advanced Academic Performance Level II: Satisfactory Academic Performance Level I: Unsatisfactory Academic Performance Below are the policy definitions for the general STAAR assessments. Level III: Advanced Academic Performance* Performance in this category indicates that students are well prepared for the next grade or course. They demonstrate the ability to think critically and apply the assessed knowledge and skills in varied contexts, both familiar and unfamiliar. Students in this category have a high likelihood of success in the next grade or course with little or no academic intervention. *For Algebra II and English III, this level of performance also indicates students postsecondary readiness. Level II: Satisfactory Academic Performance Performance in this category indicates that students are sufficiently prepared for the next grade or course. They generally demonstrate the ability to think critically and apply the assessed knowledge and skills in familiar contexts. Students in this category have a reasonable likelihood of success in the next grade or course but may need short-term, targeted academic intervention. Level I: Unsatisfactory Academic Performance Performance in this category indicates that students are inadequately prepared for the next grade or course. They do not demonstrate a sufficient understanding of the assessed knowledge and skills. Students in this category are unlikely to succeed in the next grade or course without significant, ongoing academic intervention. For the STAAR Alternate assessments, the performance labels are Level III: Accomplished Academic Performance Level II: Satisfactory Academic Performance Level I: Unsatisfactory Academic Performance Provided by: Education Service Center Region XI 3001 North Freeway Fort Worth Texas 23

24 Now that the definitions have been approved for the general assessments, policy definitions for STAAR Modified and STAAR Alternate will be developed. These definitions will be posted when they have been approved. Provided by: Education Service Center Region XI 3001 North Freeway Fort Worth Texas 24

25 Texas Education Agency - Special Education Assessments Page 1 of 2 6/3/2011 Contact TEA District Information A - Z Index Help Administrators school resources Special Education Assessments Student Assessment Home Contact Student Assessment Printing PDFs Search Advanced Search Teachers teacher resources Funding school finance & grants Testing / Accountability student assessment & ratings Curriculum standards, college prep & programs Reports data, statistics & research News & Events communications & calendars ARRA stimulus and stabilization Information and resources on special education assessments can be found on this webpage. Updates Information about special education assessments and accommodations for the State of Texas Assessments of Academic Readiness (STAAR ) in will be posted as it becomes available. STAAR Modified Implementation Plan (PDF posted 02/24/11) STAAR Assessed Curriculum (Eligible Texas Essential Knowledge and Skills) This link directs you to the assessed curriculum documents for STAAR, the general assessment. STAAR Modified will assess the same curriculum (the Texas Essential Knowledge and Skills, or TEKS) as the general assessment; however, some TEKS will be assessed differently due to the modification process. To determine the modifications applied to each subject-area STAAR Modified assessment, refer to the Modifications Guidelines document. This document will be posted when it is finalized. Grade 3 Reading Test Design Schematic (posted 05/12/11) Grade 4 Reading Test Design Schematic (posted 05/12/11) Grade 5 Reading Test Design Schematic (posted 05/12/11) Grade 6 Reading Test Design Schematic (posted 05/12/11) Grade 7 Reading Test Design Schematic (posted 05/12/11) Grade 8 Reading Test Design Schematic (posted 05/12/11) Assessment Home Page Administrator Resources Assessment A-Z Directory Contacts End-of-Course Assessments English Language Learner Assessments Frequently Asked Questions Letters to Districts Parent Resources Pearson Texas Assessment Progress Measures Released Tests Results Scoring Special Education Assessments STAAR Resources Student Resources Student Success Initiative TAKS Resources TAKS Alt Resources TAKS M Resources Teacher Resources Test Security Testing Calendar Grade 4 Writing Test Design Schematic (posted 05/25/11) Grade 7 Writing Test Design Schematic (posted 05/25/11) English I Test Design Schematic (coming soon) English II Test Design Schematic (coming soon) English III Test Design Schematic (coming soon) STAAR Modified Modification Guidelines (coming soon) STAAR Modified Test Blueprints (coming soon) STAAR Modified Participation Requirements (coming soon) STAAR Alternate Participation Requirements (coming soon) Assessment Options for Students Receiving Special Education Services The admission, review, and dismissal (ARD) committee determines which assessment is appropriate for each student based upon his/her individual needs. In order to make this decision, ARD committees must be familiar with the testing options available to students as well as what accommodations are available. In addition, ARD committees must be aware of how their decisions impact a student s academic future. State Assessments for... Federal Requirements for the Assessment of Students with Disabilities Grades and students Grade 3 entering freshman in repeating 9th grade in General assessment (with or without TAKS, including TAKS STAAR accommodations) (Accommodated) Alternate assessment based on modified TAKS Modified (TAKS M) STAAR Modified academic achievement standards (2%) Alternate assessment based on alternate TAKS Alternate (TAKS Alt) STAAR Alternate academic achievement standards (1%) Training and Presentations Presentations from conferences, training sessions, and TETN broadcasts are listed here. Student Assessment TETN Schedule (new for ) Update on STAAR for Students Receiving Special Education Services TETN #7960 (PPT posted 05/20/11) Provided by: Education Service Center Region XI 3001 North Freeway Fort Worth Texas 25

26 Texas Education Agency - Special Education Assessments Page 2 of 2 6/3/2011 Additional Resources ARD Committee Resources Accommodations Resources Student Success Initiative (SSI) LPAC Decision-Making Process for the Texas Assessment Program Procedural Manual Access to the General Curriculum (AGC) - Education Service Center Region XX in San Antonio serves as the AGC Decentralized Function for Texas. In carrying out this function, Region XX is responsible for organizing and conducting professional development and technical support that facilitates students with disabilities gaining access to curriculum and instruction based on the Texas Essential Knowledge and Skills (TEKS) in the least restrictive environment. Information and training opportunities are available online. Adequate Yearly Progress (AYP) - Information about federal accountability requirements and AYP. Performance Reporting - Information about accountability IDEA Coordination - Information about special education programs, individualized education programs, graduation guidance, complaints, and deaf services Curriculum - Information about the TEKS Bilingual Education Unit - Information about LEP student services State Dyslexia Handbook No Child Left Behind (NCLB) (external link) Individuals with Disabilities Education Improvement Act (IDEA) (external link) Archive View archived Special Education Assessment files that are no longer in use. For additional information, contact: Student Assessment Division 1701 North Congress Avenue, Room 3-122A Austin, Texas / assessment.studentswithdisabilities@tea.state.tx.us Last updated: May 20, 2011 Texas Education Agency 1701 N. Congress Avenue Austin, Texas, (512) Map Site Policies TEA Jobs Complaints Fraud Hotline Compact with Texans Open Records Requests Frequently Asked Questions Encrypted Instructions ESCs State of Texas Texas Legislature Homeland Security TRAIL Copyright Texas Education Agency (TEA) Military Families Where Our Money Goes Equal Educational Opportunity Governor s Committee on People with Disabilities Provided by: Education Service Center Region XI 3001 North Freeway Fort Worth Texas 26

27 STAAR Modified Implementation Plan STAAR Modified Assessment Grades 3 8 Reading Spring 2012 Spring 2013 Spring 2014 Spring 2015 Operational* Operational with embedded field test Grades 3 8 Mathematics Operational* Operational with embedded field test Grades 4 and 7 Writing Operational* Operational with embedded field test Grades 5 and 8 Science Operational* Operational with embedded field test Grade 8 Social Studies Operational* Operational with embedded field test Algebra I Operational* Operational with embedded field test English I Operational* Operational with embedded field test Biology Operational* Operational with embedded field test World Geography Operational* Operational with embedded field test English II Stand-alone field test Operational with embedded field test Geometry Stand-alone field test Operational with embedded field test World History Not Applicable Operational* Operational with embedded field test English III Not Applicable Not Applicable Operational* U. S. History Not Applicable Not Applicable Operational* Operational with embedded field test Operational with embedded field test * Test is part of a special spring administration. Only raw scores (number of items correct) will be reported in the spring. After passing standards are set in the fall, students will receive a test score with performance standards applied. Note: Algebra II, chemistry, and physics will not be assessed on STAAR Modified. Provided by: Education Service Center Region XI 3001 North Freeway Fort Worth Texas 27

28 Provided by: Education Service Center Region XI 3001 North Freeway Fort Worth Texas 28

29 Texas Education Agency - STAAR Alternate Resources Page 1 of 2 6/3/2011 Contact TEA District Information A - Z Index Help Administrators school resources Teachers teacher resources Funding school finance & grants Testing / Accountability student assessment & ratings Curriculum standards, college prep & programs Reports data, statistics & research News & Events communications & calendars ARRA stimulus and stabilization Assessment Home Page Administrator Resources Assessment A-Z Directory Contacts End-of-Course Assessments English Language Learner Assessments Frequently Asked Questions Letters to Districts Parent Resources Pearson Texas Assessment Progress Measures Released Tests Results Scoring Special Education Assessments STAAR Resources Student Resources Student Success Initiative TAKS Resources TAKS Alt Resources TAKS M Resources Teacher Resources Test Security Testing Calendar STAAR Alternate Resources Search Advanced Search Student Assessment Home Assessment A Z Directory Contact Student Assessment Printing PDFs Printing PPTs The Texas Education Agency (TEA) has developed the State of Texas Assessments of Academic Readiness Alternate (STAAR Alternate) to meet the federal requirements mandated under the Elementary and Secondary Education Act (ESEA), a federal education law previously known as No Child Left Behind. STAAR Alternate is designed for the purpose of assessing students in grades 3 8 and high school who have significant cognitive disabilities and are receiving special education services. Documents housed on this website are subject to updates and revisions. The date shown on each document will indicate when the document was last revised. If the documents are printed for use, please check to make sure you are referencing the most current version. Use the following links to go directly to the selected STAAR Alternate information: Note that some links include bullets below them that list the contents available at that link but are not links themselves. Assessment Tasks Step-by-Step Test Administration Process About the Standardized Assessment Tasks STAAR Alternate Checklist Complexity Levels Teacher Tracking Tool Clarifying Components of Complexity Levels Process for Generalization of Skill Student Characteristics for the STAAR Alternate TEKS Curriculum Frameworks Complexity Levels TEKS Vertical Alignments Cueing and Prompting Template for Planning Clarification of Support vs. Cueing/Prompting Template for Planning Assessment Tasks Terms Directions for Using the Template for Planning Assisting Students Performing Tasks Level 1 Example of Template for Planning Essence Statements Level 2 Example of Template for Planning Flowcharts Level 3 Example of Template for Planning Participation Requirements TETNs Presentation Supports/Materials (PDF) Verb Documents Ways to Demonstrate the Verbs Used in the Assessment Tasks For additional information, contact: Student Assessment Division 1701 North Congress Avenue, Room 3-122A Austin, Texas / taksalt@tea.state.tx.us Last updated: May 25, 2011 Texas Education Agency 1701 N. Congress Avenue Complaints Fraud Hotline ESCs State of Texas Military Families Where Our Money Goes Provided by: Education Service Center Region XI 3001 North Freeway Fort Worth Texas 29