crest presentation fall 2015 state of texas assessments of academic readiness (staar ® ) grades...

CREST Presentation Fall 2015

State of Texas Assessments of Academic Readiness (STAAR®)

Grades 3−8 ReadingGrades 4 and 7 Writing

English I and II

Steve WilderManager of ELA AssessmentsStudent Assessment DivisionTexas Education Agency

Legislative Changes for 2015–2016HB 743

STAAR grades 3–5 assessments should be redesigned so that 85% of students can complete in 2 hours.

STAAR grades 6–8 assessments should be redesigned so that 85% of students can complete in 3 hours.

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Legislative Changes for 2015–2016

STAAR grades 4 and 7 writing tests will be redesigned this year.

All other 3 through 8 assessments will be redesigned for the spring 2017 administrations.

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Legislative Changes for 2015–2016 Redesign of STAAR grades 4 and 7

writing tests One-day test Fewer multiple-choice items One writing prompt

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Legislative Changes for 2015–2016 Redesign of STAAR grades 4 and 7

writing tests Release of new blueprints, test design

schematics, and assessed curriculum documents in fall 2015

Convene standard-setting committees to set new standards on redesigned tests

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Legislative Changes for 2015–2016HB 1164

In 2015-2016, this bill requires TEA to plan a study to develop a writing assessment methodology as an alternative to the Grades 4 and 7 writing tests.

In 2016-2017 and 2017-2018, this bill requires TEA to implement a pilot program.

Students participating in the pilot program would not be required to take the grades 4 and 7 writing tests.

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Legislative Changes for 2015–2016HB 1164: Alternative Writing Assessment

Pilot Program Design Must assess students’ mastery of TEKS in

writing through timed writing samples Must assess improvement of a student’s writing

skills from the beginning to the end of the school year

Must assess a student’s ability to follow the writing process from rough draft to final product

Must assess a student’s ability to produce more than one type of writing style

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Legislative Changes for 2015–2016HB 1164: Alternative Writing Assessment

Pilot Program Design Will include 300 Grade 4 students Will include 300 Grade 7 students Will include a diverse group of students from at

least one urban, one suburban, and one rural district

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Student Assessment New Contract The Student Assessment Division awarded ETS

the primary testing contract through 2019. ETS took over primary responsibilities on September

1, 2015. ETS will be writing items to be shown to teachers at

external item review meetings next summer. First time students will see ETS items will be in

spring of 2017.*

*ELA/Writing and Grade 8 and above mathematics tests only (For all other tests, ETS has been subcontractor through Pearson.)

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Changes to the Assessment Program

Questions

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STAAR Reading Scores

2014 Level II(Phase-in I)

2014 Level III

2015 Level II(Phase-in I)

2015 Level III

Grade 3 76 17 77 22

Grade 4 74 18 74 21

Grade 5 76 20 78 24

Grade 6 77 15 76 19

Grade 7 75 19 75 19

Grade 8 83 23 78 23

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STAAR Writing Scores

2014 Level II(Phase-In I)

2014 Level III


2015 Level III

Grade 4 73 6 70 7

Grade 7 70 6 72 10

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STAAR End of Course Scores


2014 Level III


2015 Level III

English I(First-time testers only)

72 8 71 10

English II(First-time testers only)

73 7 73 5

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Grade 4 Expository Statewide Distributions2014 2015

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2014 ExpositorySummed Scores


1/1 = 2 17% 1/1 = 2 18%

1/2 = 3 14% 1/2 = 3 15%

2/2 = 4 38% 2/2 = 4 39%

2/3 = 5 15% 2/3 = 5 15%

3/3 = 6 11% 3/3 = 6 10%

3/4 = 7 3% 3/4 = 7 2%

4/4 = 8 1% 4/4 = 8 1%

Grade 4 Pers. Narr. Statewide Distributions2014 2015

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2014 Personal NarrativeSummed Scores


1/1 = 2 11% 1/1 = 2 15%

1/2 = 3 12% 1/2 = 3 13%

2/2 = 4 34% 2/2 = 4 31%

2/3 = 5 19% 2/3 = 5 17%

3/3 = 6 17% 3/3 = 6 14%

3/4 = 7 5% 3/4 = 7 6%

4/4 = 8 2% 4/4 = 8 3%

Grade 7 Expository Statewide Distributions2014 2015

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1/1 = 2 10% 1/1 = 2 10%

1/2 = 3 13% 1/2 = 3 15%

2/2 = 4 44% 2/2 = 4 41%

2/3 = 5 17% 2/3 = 5 18%

3/3 = 6 10% 3/3 = 6 11%

3/4 = 7 3% 3/4 = 7 3%

4/4 = 8 1% 4/4 = 8 1%

Grade 7 Pers. Narr. Statewide Distributions2014 2015

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1/1 = 2 6% 1/1 = 2 10%

1/2 = 3 7% 1/2 = 3 11%

2/2 = 4 30% 2/2 = 4 34%

2/3 = 5 22% 2/3 = 5 19%

3/3 = 6 23% 3/3 = 6 16%

3/4 = 7 7% 3/4 = 7 6%

4/4 = 8 4% 4/4 = 8 3%

English I Expository Statewide Distributions2014 2015 (First-time Testers)

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1/1 = 2 7% 1/1 = 2 9%

1/2 = 3 8% 1/2 = 3 10%

2/2 = 4 39% 2/2 = 4 37%

2/3 = 5 21% 2/3 = 5 18%

3/3 = 6 18% 3/3 = 6 17%

3/4 = 7 4% 3/4 = 7 4%

4/4 = 8 1% 4/4 = 8 2%

English II Persuasive Statewide Distributions2014 2015 (First-time Testers)

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2014 PersuasiveSummed Scores

2015 PersuasiveSummed Scores

1/1 = 2 7% 1/1 = 2 8%

1/2 = 3 9% 1/2 = 3 10%

2/2 = 4 32% 2/2 = 4 33%

2/3 = 5 21% 2/3 = 5 20%

3/3 = 6 20% 3/3 = 6 19%

3/4 = 7 6% 3/4 = 7 6%

4/4 = 8 3% 4/4 = 8 3%

STAAR Reading

Students are expected to read for meaning, making connections both within and across texts.

Students have the most difficulty reading on a “macro,” or broad, level.

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Grade 3 Reading

#34 What is the best summary of the section titled “Arturo’s Desert Eagle”? A A team built a giant paper airplane. It could fly higher and farther

than a small paper airplane. A helicopter was used to release the giant paper airplane into the air. 18%

B Arturo Valdenegro won the paper airplane contest after several rounds of competition. He worked with experts at the museum to build a giant paper airplane. It was called Arturo’s Desert Eagle. 21%

C After the contest a team built a giant paper airplane. It was based on the design of the winning paper airplane. A helicopter released the paper airplane into the air. After a short flight the paper airplane crashed into the desert.* 38%

D A boy named Arturo Valdenegro won a paper airplane contest. Winning the contest meant that his airplane design would be used to build a giant paper airplane. The giant paper airplane was called Arturo’s Desert Eagle. 22%

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Grade 4 Reading

#34 The speaker in the poem and the author of the selection both emphasize the importance of − A selecting the perfect location for building a

sandcastle 25% B using items from nature to decorate a

sandcastle 18% C mixing the sand just right before building

a sandcastle* 41% D finishing the details of a sandcastle in just

one day 15%

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Grade 5 Reading

#37 What is the best summary of the section titled “A Difficult Journey”? A Jackson and Crocker left San Francisco and after only 15

miles of driving, their rear tire went flat. They were able to use a spare tire for the rest of the day. They had trouble getting accurate directions at times, and bad weather was also an obstacle to completing their journey. 34%

B Jackson and Crocker encountered many difficulties on their trip. Sometimes they got lost, their car frequently needed repairs, and they encountered harsh weather. They planned well, though, and received help when they needed it.* 35%

C When Jackson and Crocker left San Francisco, they could not predict what would happen to them in the next three months. During their journey they drove on many dirt paths. People helped the two men repair their car when it broke down from the rough travel. 21%

D When Jackson and Crocker drove across the country, the land was difficult to cross. The roads were bumpy, and fields were often muddy. Bad weather made travel even more difficult and caused the car to break down at times. 10%

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Grade 6 Reading

#9 Which idea is developed throughout the section “A Growing Need for Height”? A Cities provide better living environments

than rural areas. 23% B Changing conditions can create

unexpected demands.* 41% C Opportunities to demonstrate skill are

rare. 16% D Laws help maintain the beauty of an

environment. 19%

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Grade 7 Reading

#43 Read these sentences from the story.

Based on these sentences, the reader can infer that Kirby thinks he −

A has natural talent that he has been unable to demonstrate 20%

B is obligated to participate in activities related to basketball* 41%

C should make a strong effort to improve his shooting technique 12%

D is a disappointment to his family because of his lack of athletic skill 27%

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For somebody like me, growing up in a basketball-loving family in a basketball-crazed town, you’d think I’d be screeching around the gym, too. (paragraph 3)

Being a basketball fan and a citizen of the Basketball Capital of Kansas, I owed it to my fellow seventh graders to support the team. (paragraph 39)

For somebody like me, growing up in a basketball-loving family in a basketball-crazed town, you’d think I’d be screeching around the gym, too. (paragraph 3)

Being a basketball fan and a citizen of the Basketball Capital of Kansas, I owed it to my fellow seventh graders to support the team. (paragraph 39)

Grade 8 Reading

#40 What can readers conclude about Hallie based on her father’s description of their experience with the crab on the beach? A She respects the crab’s efforts to avoid being

captured.* 53% B She realizes that she needs her father’s help

in order to catch the crab. 13% C She is not very experienced at catching

crabs. 4% D She thinks that chasing crabs is an activity

that families should do together. 28%

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English I Reading

#41 The author uses an aside in paragraph 3 to − A supply additional information 31% B provide some humor* 39% C criticize public speakers 5% D give an example 25%

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English II Reading

#48 One theme in the poem involves − A the impulse to connect with nature* 52% B the faithfulness of an animal companion

8% C the desire to control nature 4% D the perceptiveness of wild animals 35%

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STAAR Reading

Genre Content

Grade 3 Expository Main Idea of 2 Paragraphs

Grade 4 Poetry/Expository Crossover—Similarity of 2 Ideas Presented

Grade 5 Expository Main Idea of 4 Paragraphs

Grade 6 Expository Analysis of Main Idea of 2 Paragraphs

Grade 7 Fiction Drawing an Inference About Character from 2 Parts of Story

Grade 8 Literary Nonfiction Conclusion about Character Development

English I Expository Author’s Craft

English II Poetry Theme

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Conclusions from Reading Data Students are having difficulties making

connections within and across the selections.

Students are not going back to the selections and checking to make sure their answers are correct.

There are indications that students are not actually reading the selections before they begin answering questions.

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Grade 4 Writing (Editing)

Sentence 23 from “We Need a Rock-Climbing Wall”

(23) With proper instruction and supervision, the fourth and fifth graders at our school would really benefit from the addition of a rock-climbing wall to our playground.

#22 What change should be made in sentence 23? A Change proper to propper 31% B Change graders to grader’s 20% C Change from to it would be from 9% D No change should be made in sentence 23.* 39%

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Grade 7 Writing (Editing)

Sentence 20 from “The Bugman Stumbles” (20) I jotted down some notes about the word’s origins along with a

couple of example sentences, the rest of the paper would be a breeze.

#37 What is the correct way to write sentence 20? A I jotted down some notes about the word’s origin along with a

couple of example sentences. Sure that the rest of the report would be a breeze. 12%

B I jotted down some notes about the word’s origin. Which along with a couple of example sentences meant that the rest of the report would be a breeze. 10%

C I jotted down some notes about the word’s origin along with a couple of example sentences. The rest of the report would be a breeze.* 40%

D The sentence is written correctly in the paper. 37%

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English I Writing (Editing)

Sentence 21 from “The Global Soap Project” (21) Although Uganda is recovering from years of war, the nation is

still plagued by poverty, many workers earn no more than a dollar a day.

#20 What is the correct way to write sentence 21? A Although Uganda is recovering from years of war, the nation is still

plagued by poverty. With many workers earning no more than a dollar a day. 16%

B Although Uganda is recovering from years of war. The nation is still plagued by poverty, and many workers earn no more than a dollar a day. 20%

C Although Uganda is recovering from years of war, the nation is still plagued by poverty. Many workers earn no more than a dollar a day.* 41%

D The sentence is written correctly in the paper. 23%

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English II Writing

Paragraph 4 from “Fearless Felix” (19) The jump was the culmination of five

years of planning and preparation by Baumgartner and his team. (20) Those who were involved say that they hope the data collected will help future aerospace pioneers. (21) However, information obtained from testing the pressurized flight suit and helmet could be used to help pilots, astronauts, and even space tourists who might one day need to quickly evacuate a damaged space vehicle….

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English II Writing (Revision)

#11 Catherine has not used an appropriate transition in sentence 21. Which of these could best replace However and create a more appropriate transition between sentences 20 and 21? A Meanwhile 25% B Coincidentally 17% C For example* 47% D Likewise 11%

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STAAR Writing

Content

Grade 4 Editing Make No Change

Grade 7 Editing Run-on: Comma Splice

English I Editing Run-on: Comma Splice

English II Revision Transition: Conjunctive Adverb

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Conclusions from Writing Data Students are having difficulty

recognizing grammatically correct complete sentences.

Students are having difficulties recognizing that transitional sentences don’t merely repeat the information preceding the statement.

Students are having difficulty recognizing effective thesis statements.

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STAAR Informational Writing

Thesis statementsShould tell the reader what the essay is going to be aboutShould appear near the beginning of the essayProvide a “framework” for the rest of the essay

For STAAR, the good, effective thesis statements go above and beyond a mere repetition of the writing prompt.

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STAAR Informational Writing

Thesis statementsWhen writing, students should keep in mind what their thesis says.After completing an essay, the student should re-read what he/she has written. If the body of the essay is no longer what the original thesis says, the student should revise his/her thesis.

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English II Short Answer

The Fox by Faith Shearin

It was an ordinary morning: November, thin light,

and we paused over our pancakes to watch

something red move outside. Our house is on

an untamed patch of land and, across the lagoon,

another house surrounded by trees. On the banks

of their shore, facing us: a fox. We thought

he might be a dog at first for he trotted and sniffed

like a dog but when he turned to us

we knew he was nobody’s pet. His face was arranged

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like a child’s face—playful, dainty—and his eyes

were liquid and wild. He stood for awhile, looking out,

as if he could see us in our pajamas, then found

a patch of sand beneath a tree and turned himself

into a circle of fur: his head tucked into his tail.

It was awful to watch him sleep: exposed,

tiny, his eyes closed. How can any animal

be safe enough to rest? But while I washed

our dishes he woke again, yawned, and ran

away to the places only foxes know. My God

I was tired of being a person. Even now his tail

gestures to me across the disapproving lagoon.“The Fox” by Faith Shearin, from MOVING THE PIANO, Stephen F. Austin Press, 2011. Used by permission.

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The question:

In “The Fox,” how would you describe the speaker’s attitude toward the fox? Support your answer with evidence from the selection.

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Score point 0:

In “The Fox,” the speaker seems to be amazed.

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Score Point 1

In “The Fox,” the speaker seems to be amazed and almost jealous of the fox.

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Score point 2

In “The Fox,” the speaker seems to be amazed and almost jealous of the fox. He says “My God I was tired of being a person.”

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Score point 3

In “The Fox,” the speaker seems to be amazed and almost jealous of the fox. He says “My God I was tired of being a person,” which emphasizes the longing and yearning of the speaker to live the “untamed” and “exposed” life that the fox lives. The speaker also asks “How can any animal be safe enough to rest?” Which implies that the speaker feels too safe and secure in his own mundane life. The speaker wishes to be set free of his human chains and responsibilities. He wants to live as the fox lives − free.

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CONTACT INFORMATION

Steve WilderManager of ELA Assessments

Texas Education Agency512-463-9536

[email protected]

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crest presentation fall 2015 state of texas assessments of academic readiness (staar ® ) grades...

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