Moving Forward Making a Difference

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3 Introduction The STAAR Modified Item Comparison Guide is designed with general education and special education classroom teachers in mind. This resource provides a structure and a process for evaluating the differences between STAAR and STAAR Modified. The reader can compare the differences between STAAR and STAAR Modified to aid instructional decisions for classroom use. As teachers review each item and the corresponding modifications from the Modification Guidelines, it is important to keep in mind that the complexity of the item is similar to its general STAAR counterpart, yet the word usage, sentence structure, vocabulary and content for STAAR Modified has been simplified throughout the grades and courses. When making instructional decisions, educators should align instruction to the information contained within a student s Individualized Education Program (IEP). The STAAR Modified Item Comparison Guide includes the STAAR released items for each grade level and content area with the specific Texas Essential Knowledge and Skills (TEKS) embedded to allow efficient and effective analysis of each item within the context of the TEKS that the item assesses. This Guide is designed to provide teachers a view of academic readiness that is required for each grade level or course to ensure students who receive special education services and instruction in modified content have access to and make progress in the general curriculum at their enrolled grade-level. Also included in the Guide are the Participation Requirements for STAAR Modified. Remember, it is the ARD committee s responsibility at each annual ARD/IEP meeting to determine if the student meets or continues to meet the participation requirement for STAAR Modified. Failing a previous TAKS or STAAR assessment does not automatically qualify the student to take a modified assessment. 3

4 Table of Contents Modification Guidelines for STAAR Modified... 5 Released Test Questions...7 Modified STAAR English II Blueprints STAAR Modified Quick Reference Sheets STAAR English I Test Designs STAAR Modified Participation Requirements Copyright Texas Education Agency, Copyright Notice The materials found on this website are copyrighted and trademarked as the property of the Texas Education Agency and may not be reproduced without the express written permission of the Texas Education Agency, except under the following conditions: 1) Texas public school districts, charter schools, and Education Service Centers may reproduce and use copies of the Materials and Related Materials for the districts and schools educational use without obtaining permission from the Texas Education Agency; 2) Residents of the state of Texas may reproduce and use copies of the Materials and Related Materials for individual personal use only without obtaining written permission of the Texas Education Agency; 3) Any portion reproduced must be reproduced in its entirety and remain unedited, unaltered and unchanged in any way; 4) No monetary charge can be made for the reproduced materials or any document containing them; however, a reasonable charge to cover only the cost of reproduction and distribution may be charged. Private entities or persons located in Texas that are not Texas public school districts or Texas charter schools or any entity, whether public or private, educational or non-educational, located outside the state of Texas MUST obtain written approval from the Texas Education Agency and may be required to enter into a license agreement that may involve the payment of a licensing fee or a royalty fee. 4 4

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8 STAAR Released Test Questions The poem, Those Winter Sundays, and its corresponding questions have been deleted to reflect the modification of separating a paired STAAR selection and testing a single selection for STAAR Modified. As a result, thematically-linked crossover questions associated with the paired STAAR selection have been deleted, as have short answer questions. Please refer to the schematics for STAAR English I Design and STAAR Modified English I Design on pages 42 and 43 for further information. The selection All My Babies Are Gone Now is located in both STAAR and STAAR Modified Released Selections and Test Questions. Due to the nature of the modifications for the reading passages on STAAR Modified, the questions are patterned to follow the progression of the passage in order to segment or chunk the reading selections and to place the questions associated with each chunk immediately following. Questions that require the student to consider the entire article, such as author s purpose, are last in the series of questions. 8

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12 STAAR Released Test Questions Correct Answer: A (E.1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to (B) analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words. Readiness Standard Correct Answer: C (E.12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students are expected to (D) evaluate changes in formality and tone within the same medium for specific audiences and purposes. Supporting Standard 12

13 STAAR Released Test Questions Correct Answer: D (E.2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Note: Portion of standard identified above indicates a shift in focus, by the state, from the student expectation to the knowledge and skills statement. (Figure 19) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. The student is expected to (B) make complex inferences about text and use textual evidence to support understanding. Readiness Standard (Fiction) / Supporting Standard (Literary Nonfiction, Poetry, Drama). Correct Answer: A (E.3) Reading/Comprehension of Literary Text/ Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Note: Portion of standard identified above indicates a shift in focus, by the state, from the student expectation to the knowledge and skills statement. (Figure 19) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. The student is expected to (B) make complex inferences about text and use textual evidence to support understanding. Readiness Standard (Fiction) / Supporting Standard (Literary Nonfiction, Poetry, Drama). 13

14 STAAR Released Test Questions Correct Answer: D (E.3) Reading/Comprehension of Literary Text/ Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Note: Portion of standard identified above indicates a shift in focus, by the state, from the student expectation to the knowledge and skills statement. (Figure 19) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. The student is expected to (B) make complex inferences about text and use textual evidence to support understanding. Readiness Standard (Fiction) / Supporting Standard (Literary Nonfiction, Poetry, Drama). Correct Answer: C (E.3) Reading/Comprehension of Literary Text/ Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to (A) analyze the structure or prosody (e.g., meter, rhyme scheme) and graphic elements (e.g., line length, punctuation, word position) in poetry. Supporting Standard 14

15 STAAR Released Test Questions Correct Answer: C (E.6) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to (A) evaluate the role of syntax and diction and the effect of voice, tone, and imagery on a speech, literary essay, or other forms of literary nonfiction. Supporting Standard Correct Answer: C (E.6) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to (A) evaluate the role of syntax and diction and the effect of voice, tone, and imagery on a speech, literary essay, or other forms of literary nonfiction. Supporting Standard 15

16 STAAR Released Test Questions Correct Answer: D (E.6) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to (A) evaluate the role of syntax and diction and the effect of voice, tone, and imagery on a speech, literary essay, or other forms of literary nonfiction. Supporting Standard Correct Answer: A (E.6) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Note: Portion of standard identified above indicates a shift in focus, by the state, from the student expectation to the knowledge and skills statement. 16 (Figure 19) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. The student is expected to (B) make complex inferences about text and use textual evidence to support understanding. Readiness Standard (Fiction) / Supporting Standard (Literary Nonfiction, Poetry, Drama).

17 STAAR Released Test Questions Correct Answer: B (E.6) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Note: Portion of standard identified above indicates a shift in focus, by the state, from the student expectation to the knowledge and skills statement. (Figure 19) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. The student is expected to (B) make complex inferences about text and use textual evidence to support understanding. Readiness Standard (Fiction) / Supporting Standard (Literary Nonfiction, Poetry, Drama). 17

18 STAAR Released Test Questions Correct Answer: A (E.6) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Note: Portion of standard identified above indicates a shift in focus, by the state, from the student expectation to the knowledge and skills statement. 18 (Figure 19) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. The student is expected to (B) make complex inferences about text and use textual evidence to support understanding. Readiness Standard (Fiction) / Supporting Standard (Literary Nonfiction, Poetry, Drama).

19 STAAR Released Test Questions Correct Answer: C (Figure 19) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. The student is expected to (B) make complex inferences about text and use textual evidence to support understanding. Readiness Standard 19

20 STAAR Released Test Questions Correct Answer: B (Figure 19) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. The student is expected to (B) make complex inferences about text and use textual evidence to support understanding. Readiness Standard 20

21 STAAR Released Test Questions Correct Answer: A (Figure 19) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. The student is expected to (B) make complex inferences about text and use textual evidence to support understanding. Readiness Standard (Figure 19) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. The student is expected to (B) make complex inferences about text and use textual evidence to support understanding. Readiness Standard 21

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23 STAAR Released Test Questions Modified 1 Modifications Provide prereading text that states the topic of the selection, explains difficult concepts, introduces unfamiliar or difficult-to-decode vocabulary words and proper nouns (including a pronunciation key when needed), and provides a general purpose for reading the selection Separate paired STAAR selections and test as single selections in reading passages that are not thematically linked Delete all thematically-linked crossover questions associated with paired STAAR selections, thereby not testing student expectations in Reporting Category 1 associated with making connections across texts (only vocabulary will be tested in Reporting Category 1) Delete short answer questions Increase white space within and around tables, charts, maps, and other graphics Increase the point size of text and graphics 1 Note to Test Administrators: The test administrator reads the prereading text to the students before each student reads the selection independently. Test administrators can read the pre-reading text as many times as necessary, as long as it is prior to the students reading the selection. The test administrator MAY NOT READ ANYTHING IN THE READING SELECTION. 23

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25 STAAR Released Test Questions Modified Modification Divide reading selections into segments (chunks) and place questions associated with each chunk immediately following (poems are not chunked) 25

26 STAAR Released Test Questions Modified 1 2 Correct Answer: B (E.6) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to (A) evaluate the role of syntax and diction and the effect of voice, tone, and imagery on a speech, literary essay, or other forms of literary nonfiction. Supporting Standard STAAR Modified Question 1 directly corresponds to general STAAR Question 8, page 15 Modifications Simplify complex sentence structure in question 1 Simplify non-subject-specific vocabulary, implies vs. infer All distractors from the reading selection must come from the associated chunk or from a preceding chunk when necessary Increase the point size of text and graphics Delete one answer choice 2 26

27 STAAR Released Test Questions Modified Correct Answer: A (E.6) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Note: Portion of standard identified above indicates a shift in focus, by the state, from the student expectation to the knowledge and skills statement. (Figure 19) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. The student is expected to (B) make complex inferences about text and use textual evidence to support understanding. Readiness Standard (Fiction) / Supporting Standard (Literary Nonfiction, Poetry, Drama). STAAR Modified Question 2 directly corresponds to general STAAR Question 11, page 17 Modifications Provide definition of literary terms to reading selections when appropriate 1 Simplify complex sentence structure and non-subject-specific vocabulary; i.e., to convey vs. to communicate 2 Increase white space within and around tables, charts, maps, and other graphics Bold literary term 3 4 All distractors from the reading selection must come from the associated chunk or from a preceding chunk when necessary Increase the point size of text and graphics Delete one answer choice 27

28 STAAR Released Test Questions Modified Modification Divide reading selections into segments (chunks) and place questions associated with each chunk immediately following (poems are not chunked) 28

29 STAAR Released Test Questions Modified 1 2 Correct Answer: A (E.6) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to (A) evaluate the role of syntax and diction and the effect of voice, tone, and imagery on a speech, literary essay, or other forms of literary nonfiction. Supporting Standard STAAR Modified Question 3 directly corresponds to general STAAR Question 9, page 16 Modifications Simplify non-subject-specific vocabulary; i.e., to generalize her experience vs. to minimize her responsibility as a parent Reorder the answer choices to sequence the lines as they appear in the passage All distractors from the reading selection must come from the associated chunk or from a preceding chunk when necessary Increase the point size of text and graphics Delete one answer choice

30 STAAR Released Test Questions Modified Correct Answer: B (E.6) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to (A) evaluate the role of syntax and diction and the effect of voice, tone, and imagery on a speech, literary essay, or other forms of literary nonfiction. Supporting Standard STAAR Modified Question 4 directly corresponds to general STAAR Question 7, page 15 Modifications Provide definition of literary terms to reading selections when appropriate Simplify non-subject-specific vocabulary; i.e., optimistic to cynical vs. hopeful to skeptical Increase white space within and around tables, charts, maps, and other graphics Bold literary term All distractors from the reading selection must come from the associated chunk or from a preceding chunk when necessary Increase the point size of text and graphics Delete one answer choice

31 STAAR Released Test Questions Modified Correct Answer: A (E.6) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Note: Portion of standard identified above indicates a shift in focus, by the state, from the student expectation to the knowledge and skills statement. (Figure 19) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. The student is expected to (B) make complex inferences about text and use textual evidence to support understanding. Readiness Standard (Fiction) / Supporting Standard (Literary Nonfiction, Poetry, Drama). STAAR Modified Question 5 directly corresponds to general STAAR Question 10, page 16 Modifications Direct student attention to the sentences from paragraph 9 1 Increase white space within and around tables, charts, maps, and other graphics Provide sentences from the passage 2 3 All distractors from the reading selection must come from the associated chunk or from a preceding chunk when necessary Increase the point size of text and graphics Delete one answer choice 31

32 STAAR Released Test Questions Modified 1 2 Correct Answer: A (E.6) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Note: Portion of standard identified above indicates a shift in focus, by the state, from the student expectation to the knowledge and skills statement. (Figure 19) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. The student is expected to (B) make complex inferences about text and use textual evidence to support understanding. Readiness Standard (Fiction) / Supporting Standard (Literary Nonfiction, Poetry, Drama). STAAR Modified Question 6 directly corresponds to general STAAR Question 12, page 18 Modification Direct student attention to use the whole selection, pages 3-6, to answer question 6 Increase white space within and around tables, charts, maps, and other graphics Increase the point size of text and graphics Delete one answer choice

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36 STAAR English II Blueprint Reporting Categories Number of Standards Number of Questions Reporting Category 1: Understanding/Analysis Across Genres (Reading) Readiness Standards 3 8 Multiple Choice Supporting Standards 5 2 Short Answer* (1 single selection; Total 8 1 connecting selections) Reporting Category 2: Readiness Standards 2 Understanding/Analysis of Supporting Standards Multiple Choice Literary Texts (Reading) Total 13 Reporting Category 3: Readiness Standards 4 Understanding/Analysis of Supporting Standards 7 14 Multiple Choice Informational Texts (Reading) Total 11 Readiness Standards Total Number of Standards 9 60% 70% Supporting Standards Total Number of Standards 23 30% 40% Total Reading 38 Multiple Choice 2 Short Answer Readiness Standards 5 Reporting Category 4: Supporting Standards 0 Composition (Writing) 2 Compositions** Total 5 Readiness Standards 1 Reporting Category 5: Supporting Standards 11 Revision (Writing) 15 Multiple Choice Total 12 Readiness Standards 6 Reporting Category 6: Supporting Standards 5 Editing (Writing) 15 Multiple Choice Total 11 Readiness Standards Total Number of Standards 12 60% 70% Supporting Standards Total Number of Standards 16 30% 40% Multiple Choice Total Writing 2 Compositions * Short answer questions are always designated as Readiness Standards. ** The two types of writing assessed each year expository and persuasive are always designated as Readiness Standards. Texas Education Agency Student Assessment Division Spring

37 STAAR Modified English II Blueprint Reporting Categories Number of Standards Number of Questions *Reporting Category 1: Understanding Across Genres (Reading) Reporting Category 2: Understanding/Analysis of Literary Texts (Reading) Reporting Category 3: Understanding/Analysis of Informational Texts (Reading) Readiness Standards 2 Supporting Standards 3 Total 5 Readiness Standards 2 Supporting Standards 11 Total 13 Readiness Standards 4 Supporting Standards 7 Total 11 6 Multiple Choice 13 Multiple Choice 11 Multiple Choice Readiness Standards Total Number of Standards 8 60% 70% Supporting Standards Total Number of Standards 21 30% 40% 9 12 Total Reading Reporting Category 4: Composition (Writing) Reporting Category 5: Revision (Writing) Reporting Category 6: Editing (Writing) Readiness Standards 4 Supporting Standards 0 Total 4 Readiness Standards 1 Supporting Standards 11 Total 12 Readiness Standards 6 Supporting Standards 5 Total Multiple Choice 1 Composition** 12 Multiple Choice 12 Multiple Choice Readiness Standards Total Number of Standards 11 60% 70% Supporting Standards Total Number of Standards 16 30% 40% 7 10 Total Writing 24 Multiple Choice 1 Composition * Only vocabulary is assessed in Reporting Category 1 on STAAR Modified. Short answer reading questions and questions requiring students to make connections across texts (crossover questions for paired selections) are not assessed on STAAR Modified. Therefore, the number of standards assessed in Reporting Category 1 on STAAR Modified is different from the number assessed on the comparable STAAR tests. ** The type of writing assessed each year expository is always designated as a Readiness Standard. Texas Education Agency Student Assessment Division Summer 2011 Blueprints for STAAR assessments delineate the set of reporting categories and corresponding student expectations to be measured on an assessment as well as the number of items to be tested for each reporting category. The STAAR Modified assessments are based on the general STAAR blueprints and reflect that the students taking STAAR Modified are assessed on the same grade-level curriculum as general education students. The number of items on the STAAR Modified blueprints has been decreased proportionally by approximately 20% for each reporting category. The STAAR Modified assessments reflect the similar percentages of content and process student expectations as the STAAR assessments. Adapted from the House Bill 3 Transition Plan (81st Texas Legislature, 2009) 37

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39 STAAR Modified Quick Reference Sheet English II EOC Reading General: G - 38 Multiple Choice and 2 Short Answer Modified: M - 30 Multiple Choice and 0 Short Answer * * RS = Readiness Standard SS = Supporting Standard 39

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