January 22, /25/20151

STAAR: A New Assessment Model STAAR is a clearly articulated assessment program. Assessments are vertically aligned within a content area from one grade/course to the next. The focus is on the most essential curriculum. Skills are addressed at a greater depth and cognitive complexity. 4/25/20152

Approach for STAAR More questions with a higher cognitive complexity level to match the TEKS Greater emphasis on critical thinking and reading across different genres Process skills assessed in the context of content in mathematics, science, and social studies Greater number of open-ended (griddable) questions in mathematics and science Focus is on application in a variety of contexts Content/skills divided into readiness and supporting standards 4/25/20153

STAAR Grades 3–8 Mathematics at grades 3–8 Reading at grades 3–8 Writing at grades 4 and 7 Science at grades 5 and 8 Social studies at grade 8 4/25/20154

STAAR EOC Assessments Required to pass for graduation English I (combined reading and writing) English II (combined reading and writing) Algebra I Biology U.S. History 4/25/20155

STAAR EOC Assessments No longer include A cumulative score requirement for graduation A minimum score to count toward the cumulative score The requirement that the score count as 15% of the final course grade 4/25/20156

Voluntary STAAR EOC Assessments Algebra II and English III (postsecondary readiness assessments) Will not be administered until 2015–2016 Will be administered on a voluntary basis Are not required for high school graduation No longer have specific performance requirements Can be used only for diagnostic purposes 4/25/20157

Voluntary STAAR EOC Assessments Algebra II and English III (postsecondary readiness assessments) Cannot be used for accountability Cannot be used for the purpose of teacher evaluations Cannot be used in determining a student’s final course grade or class rank Cannot be used for college admission purposes 4/25/20158

9 STAAR Performance Labels and Policy Definitions There are two cut scores identifying three performance categories – Level III: Advanced Academic Performance – Level II: Satisfactory Academic Performance – Level I: Unsatisfactory Academic Performance 4/25/20159

10 Policy Definition of Level III: Advanced Academic Performance Performance in this category indicates that students – are well prepared for the next grade or course – demonstrate the ability to think critically – demonstrate the ability to apply the assessed knowledge and skills in varied contexts, both familiar and unfamiliar – have a high likelihood of success in the next grade or course with little or no academic intervention 10 4/25/201510

11 Policy Definition of Level II: Satisfactory Academic Performance Performance in this category indicates that students – are sufficiently prepared for the next grade or course – generally demonstrate the ability to think critically – generally demonstrate the ability to apply the assessed knowledge and skills in familiar contexts – have a reasonable likelihood of success in the next grade or course – may need short-term, targeted academic intervention 11 4/25/201511

12 Policy Definition of Level I: Unsatisfactory Academic Performance Performance in this category indicates that students – are inadequately prepared for the next grade or course – do not demonstrate a sufficient understanding of the assessed knowledge and skills – are unlikely to succeed in the next grade or course without significant, ongoing academic intervention 12 4/25/201512

Provide new professional development to increase teacher effectiveness Improve Instruction Close Knowledge Gaps Phase-In of Performance Standards 4/25/201513

STAAR Performance Standards Through commissioner of education rules, TEA is proposing to maintain phase-in 1 performance standards for STAAR for the 2013–2014 school year 4/25/201514

STAAR Progress Measures The STAAR progress measure provides information about the amount of improvement or growth a student has made from year to year. Individual student progress will be categorized as – Did Not Meet – Met – Exceeded 4/25/201515

STAAR Progress Measures Progress will be measured by a student’s “gain score”, the difference between a student’s prior year and current year scores. The “gain score” will be compared to a “progress target.” “Progress targets” are based on final recommended performance standards and vary by grade/subject. 4/25/201516

STAAR Progress Measures In summer 2013 districts received progress measure information within their district accountability files for STAAR. In spring 2014 progress measures will be provided on Confidential Student Reports, in the accountability file, and in the student data portal for STAAR, STAAR Modified, and STAAR Alternate. 4/25/201517

ELL Progress Measure Defines progress differently for this population Sets reasonable expectations of academic performance – Accounts for language acquisition – Defines path to Level II STAAR performance (or greater) in realistic timeframe Classifies progress as Did Not Meet, Met, or Exceeded 4/25/201518