staar and special education may 13, 2011

STAAR and Special Education

May 13, 2011

Lisa Kirby

[email protected]

210-370-5469Kelly Woodiel

[email protected]

210-370-5432

Cindy Miller

[email protected]

210-370-

Kimberly Baumgardner

[email protected]

210-370-5431

mailto:[email protected]




Number of Testing Days

Grade Assessment # of testing days # of testing days w/SSI

3-8 TAKS 19 27

3-8 STAAR 19 27

High School TAKS 13 25 (w/Exit-level retesting)

High School STAAR EOC 15 45 (w/retesting)

• Will begin in 2011-12– Grades 3 through 8– First year 9th graders

• Will be “significantly more rigorous” than TAKS

• Will measure student performance AND academic growth

• Grades 3-8 STAAR tests in Reading and Math will be linked (from grade to grade) to performance expectations for– English III STAAR and– Algebra II STAAR

STAARFor grades 3–8, students are tested in the same grades and subjects as TAKS:

– Grades 3–8 reading– Grades 3-8 mathematics– Grades 4 and 7 writing– Grades 5 and 8 science– Grade 8 social studies

For high school, twelve end-of-course tests replace ten grade-level tests.

Subjects Tested for EOCsEnglish Math Science Social

Studies

English I Algebra I Biology World Geography

English II Geometry Chemistry World History

English III Algebra II Physics U.S. History

Plan for phase-out of HS TAKS and phase-in

of EOC assessments

*Out-of-school testers and 12th grade retesters

2010–2011 2011–2012 2012–2013 2013–2014 2014–2015

GR 9 TAKS EOC EOC EOC EOC

GR 10 TAKS TAKS EOC EOC EOC

GR 11 TAKS TAKS TAKS EOC EOC

GR 12 TAKS* TAKS* TAKS* TAKS* EOC or TAKS*

Assessment Program for Spring 2012

Enrolled Grade Assessment Program

Subjects Assessed Mode of Assessment Other Assessments Available

Grade 3 (English and Spanish)

STAAR reading and mathematics paper • STAAR L, subjects TBD • STAAR Modified for all subjects • STAAR Alternate for all subjects


STAAR reading, mathematics, and writing paper • STAAR L, subjects TBD • STAAR Modified for all subjects • STAAR Alternate for all subjects


STAAR reading, mathematics, and science 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 paper • STAAR L, subjects TBD • STAAR Modified for all subjects • STAAR Alternate for all subjects

Grade 8* STAAR reading, mathematics, science, and social studies

paper • STAAR L, subjects TBD • STAAR Modified for all subjects • STAAR Alternate for all subjects

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

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

Grade 10 TAKS English language arts, mathematics, science, and social studies

paper • TAKS LAT for English language arts, mathematics, and science

• TAKS–M for all subject areas • STAAR Alternate for Algebra I, geometry, biology,


Grade 11 TAKS Exit Level English language arts, mathematics, science, and social studies

paper

• TAKS–M for all subject areas • STAAR Alternate for Algebra I, geometry, biology,


Grade 12 TAKS Exit Level Retests

English language arts, mathematics, science, and social studies as needed

paper or online N/A

Out-of-School TAKS Exit Level Retests

English language arts, mathematics, science, and social studies as needed

paper or online N/A

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.

• SSI retest opportunities for STAAR grades 5 and 8 reading and mathematics will not be offered in May and June of 2012.

• For the 2011–2012 school year, districts will use other relevant academic information to make promotion/retention decisions. More information will be provided in the future.

Fewer + Deeper = Longer

• Math Gr. 3-8 – +6 questions

• Reading Gr. 3 8 ‐– +4 questions

• Writing – +1 composition

• Social Studies Gr. 8 – +4 questions

• EOC – +6 to 10 questions

From the 2011 SWEP Conference; John Fessenden, lead 4ward

What does it mean to be an assessment of academic readiness?

• TAKS– Did I learn what I was supposed to learn in 6th grade?

• STAAR– Did I learn what I was supposed to learn in 6th grade?– Am I ready for 7th grade?– And 8th grade?

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NEW ASSESSMENT DESIGN: STAAR • “Fewer, deeper, clearer ” focus

• Linked to college and career readiness (CCRS)

• Will emphasize “readiness” standards, defined as those TEKS considered critical for success in the current grade or subject and important for preparedness in the grade or subject that follows

• Will include other TEKS that are considered supporting standards and will be assessed, though not emphasized

More rigorous items

• assessing content and skills at a greater depth and higher level of cognitive complexity

• assessing more than one student expectation in an item

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A more rigorous test…

• assessing more focused student expectations but doing so multiple times and in more complex ways

• including a greater number of rigorous items on the test, thereby increasing the overall test difficulty

Readiness Standards≈30% of eligible TEKS

• Are essential for success in the current grade or course

• Are important for preparedness for the next grade or course

• Support college and career readiness

• Necessitate in-depth instruction

• Address broad and deep ideas

Supporting Standards≈70% of eligible TEKS

– Although introduced in the current grade or course, they may be emphasized in a subsequent year

– Although reinforced in the current grade or course, they may be emphasized in a previous year

– They play a role in preparing students for the next grade or course but not a central role

– They address more narrowly defined ideas

Readiness vs. Supporting Standards

% of Assessed Curriculum

% of TEKS Tested on STAAR

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

30%

65%

70%

35%Supporting Standards

Readiness Standards

Reviewing Readiness and Supporting Standards

17

Readiness Standards

≈ 30% of Assessed Curriculum

≈ 65% of STAAR test

• 2-4 questions per

standard

Supporting Standards

≈ 70% of Assessed Curriculum

≈ 35% of STAAR test

• 0-1 question per standard

STAAR Assessment Options

STAAR

STAAR With accommodations

Modified

Alternate

Linguistically Accommodated Testing (L)

Spanish (Grades 3-5)

Not a separate test

– Accommodations WILL be allowed on STAAR

– STAAR will be in Verdana font, larger type, more white space

2011–2012 Accommodations Manual

Plan to post around May 2011Will address grades 3–8 and EOCCurrent discussions on accommodation

policy regarding: Calculators Dictionaries Supplemental Aids Oral Administration – standardized options Electronic Devices Dyslexia Bundled Accommodations Photocopying Extended Time for Testing

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2011–2012 Accommodations Manual

Online Accommodation Request Form only

Faxing ARFS only in special circumstances

Documentation for accommodations that require TEA review should be noted as “pending TEA approval.” This is especially important for STAAR

accommodations since accommodation policy is under development.

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Dyslexia Accommodations

• Current dyslexia accommodations for the TAKS program are limited to grades 3–8.

• 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.

Subjects Tested for Modified and Alternate EOC

English Math Science Social Studies

English I Algebra I Biology World Geography

English II Geometry Chemistry World History

English III Algebra II Physics U.S. History

Differences Between TAKS–M & STAAR Modified

• As with the current modified assessments, the STAAR Modified assessments will cover the same content as the general STAAR assessments but will be modified in format and test design. – Grades 3-8– 9 of the 12 EOCs

• Will have the same increased rigor and focus of the general assessments with approximately 20% less items decreased proportionally over the reporting categories.

STAAR Alternate

• “Higher standard of rigor” than TAKS-Alt

• Testing format will be the same

Alternate for ALL Assessed Grades in 2011-2012

• Fall 2011-2012, STAAR Alternate will be the only alternate assessment offered for students with significant cognitive disabilities.

• The ARD Committee will select the STAAR Alternate assessments for students who meet the participation requirements for the students’ enrolled grade (grades 3-8).

• For students in grades 9, 10, 11, 12 and beyond, the ARD committee will determine which EOC courses listed on the minimum plan will be addressed each year.

Plan for phase-out of TAKS-Alternate and the

phase-in of EOC Alternate

2010–2011 Fall2011–2012 2012–2013 2013–2014 2014–2015

GR 9 TAKSAlternate

EOCAlternate

EOCAlternate

EOCAlternate

EOCAlternate

GR 10 TAKSAlternate

EOCAlternate

EOCAlternate

EOCAlternate

EOCAlternate

GR 11 TAKSAlternate

EOCAlternate

EOCAlternate

EOCAlternate

EOCAlternate

STAAR AlternateStudents will be given credit for the TAKS-Alt assessments previously administered for grades 9 & 10

Previous Grades:

Prior to 2011-2012 2011-2012

9 Reading ELA I

9 Math Algebra I

10 ELA ELA II

10 Math Geometry

10 Science Biology

10 Social Studies World Geography

Grade 11 for the 2011-2012 School Year

Students will take the following assessments prior to graduation:

• ELA III• World History• U.S. History

Rationale?

• HS teachers would have to navigate two different online systems

• New teachers would have to complete all the TAKS-Alt and STAAR Alternate modules and qualifications in one year.

• The prerequisite skills targeted for STAAR Alternate (PK-6) are those student expectations that will be assessed in STAAR for the general population.

Modules 1, 2, & 3: August 29, 2011Module 4: October 3, 2011

**Teachers will need to print the new resources

No more TAKS-Alt training !!

New STAAR Modules and Resources

2011STAAR Alternate Resources

• Essence Statements • Assessment Tasks • Vertical Alignment • Curriculum Framework

* Delayed posting of the following subject areas: Social Studies ~ due to possible curriculum revisionsELA ~ due to reporting issues

TEA Guidance for ARDs

• Do we need to hold an ARD because we are moving from TAKS to STAAR? – No, however ARD committees must make sure

students taking the STAAR Modified meet the updated participation requirements.

The Issue of Rigor

Goal of STAAR is to increase rigor (“fewer, deeper, clearer” )

Focuses on fewer skills Addresses those skills in a deeper manner

Provides a more clearly articulated assessment program

So…How can we increase rigor from

TAKS-M and TAKS-Alt but still create modified and alternate STAAR tests?

Start with a More Rigorous Test

• High school end-of-course tests will include questions that are subject-specific, not grade-specific• STAAR Modified tests will be longer• STAAR tests will most likely have higher passing standards

STAAR features that will directly impact Modified and in some cases Alternate

Reading, English, Writing Will assess different genres since the curriculum is now genre-

based Will include multiple written compositions for students to

respond to Written compositions will include different modes of writing

depending upon the grade level Test questions will be geared toward higher order thinking skills

Social Studies Social studies skills (Obj. 5 or 6) will no longer be tested in

isolation, but will be embedded into other objectives resulting in more complex questions

Questions will require a deeper understanding of concepts

• Science– Process skills (Obj. 1) will no longer be tested in

isolation, but will be embedded into other objectives resulting in more complex questions

– Questions will be developed at a higher level, as reflected in the new science curriculum

• Math– Problem-solving skills (Obj. 6 or 10) will no longer be

tested in isolation, but will be embedded into other objectives resulting in more complex questions

– Will include more questions that require multiple steps with more than one operation

STAAR features that will directly impact Modified

STAAR Modified and Alternate Assessments

Critical Amendment to 19 TAC 89.1070. Graduation Requirements

• In accordance with state and federal law, an ARD committee may determine that, for a student receiving special education services, a locally developed course is an appropriate substitute for a course that meets state graduation requirements for the minimum high school program.

• Under current policy, however, there is no requirement for locally developed courses to be aligned with the courses for which they substitute.

• For example, a student taking Consumer Math or Fundamentals of Math to substitute for Algebra I or Geometry may not receive adequate instruction in the Texas essential knowledge and skills (TEKS) for Algebra I or Geometry, which are both required to be assessed through end-of-course (EOC) assessments.

STAAR Modified and Alternate Assessments

Critical Amendment to 19 TAC 89.1070. Graduation Requirements

• Therefore, a student taking a locally developed course as a substitute for an assessed course would not be prepared to participate in a state assessment. This would include students receiving special education services participating in the general assessments as well as alternate assessments.

• Beginning with the 2011-2012 school year, school districts will be required to review the content of locally developed courses for alignment with the TEKS to ensure students receive instruction that is aligned with the required course and respective EOC assessment.

Assessment 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 be provided.

Assessment for English Language Learners

• 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.

• There are no changes to the current TELPAS program and associated policies for the 2011–2012 school year.

COLLEGE READINESS

• House Bill 3 defines college readiness as the level of preparation a student must attain in English language arts and mathematics courses to enroll and succeed, without remediation, in an entry-level general education course for credit in that same content area for a baccalaureate degree or associate degree program (Section 39.024a)

College and Career Readiness

• Most changes are effective 2011-2012• Response to Senate Bill 1031 (80 Texas

Legislature, 2007) and House Bill 3 (81st Texas Legislature, 2009)– Increase rigor and relevance – standards and assessments– Creation and assessment of postsecondary readiness

standards – College and Career Readiness Standards (CCRS)

– Accountability based on CCRS on STAAR and distinctions outside of STAAR

Alignment with Postsecondary

• CCRS content standards fully incorporated into the TEKS – Assessed on EOC

• Performance standards set using empirical data linking performance from year-to-year, from high school down through grade 3, and from specific courses to college readiness.

College and Career Readiness Standards (CCRS):

First integrated into the EOC assessment at the end of the

sequence (English III and Algebra II) Then mapped backwards across courses and grades to

form a content-aligned system

TAKS: Standards were set separately for each

grade and subject and were primarily informed by

examination of test content

STAAR Performance Categories

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Grades 3-8 STAARLevel III: Advanced Academic Performance

• Accomplished Academic Performance for STAAR Alternate

Level II: Satisfactory Academic Performance (to be phased in)

Level I: Unsatisfactory Academic Performance

EOC STAARLevel III: Advanced Academic Performance

• Accomplished Academic Performance for STAAR Alternate

Level II: Satisfactory Academic Performance (to be phased in)

Level I: Unsatisfactory Academic Performance

TAKS is horizontal ---------

STAAR is vertical!

• Learning builds between grades• Learning DEPENDS on earlier grades• Intervention areas are easier to identify• Differentiation is predictable • Growth measures are built in (score and

concept)

Resources Coming Soon

• Accommodations Manual• ARD Manual• Participation Requirements• Modification Guidelines• PEIMS Codes for EOCs Modified and

Alternate• 19 TAC 89.1070: Guidance Document for

Graduation

staar and special education may 13, 2011

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