Charting the Course: Effective Instruction Using STAAR as a Guide RRISD ELA/R Job-Alike with slides and excerpts from TEA RRISD ELA/R Job-Alike with slides and excerpts from TEA

Now That We Know Where We’re Going... New Directions:

... How Do We Get There? Charting the Course:

Takeoff-Touchdown 1. Presenter makes a statement 2. Participants to whom the statement applies stand up (“Takeoff”) 3. Those to whom statement does NOT apply remain seated 4. Presenter makes the next statement. If statement does not apply, standing participants sit (“Touchdown”); if statement applies, “Takeoff!” 1. Presenter makes a statement 2. Participants to whom the statement applies stand up (“Takeoff”) 3. Those to whom statement does NOT apply remain seated 4. Presenter makes the next statement. If statement does not apply, standing participants sit (“Touchdown”); if statement applies, “Takeoff!”

Takeoff-Touchdown Years of Service: First Year Teachers; New to Round Rock ISD; Twenty years of teaching or more Summer plans: Vacation in US; Vacation out of the US; “Staycation”; Taught summer school; Took summer classes of some sort; Reading Teachers; Middle School Teachers, High School English Teachers; English I Teachers; Members of the Writing Leadership Cohort Years of Service: First Year Teachers; New to Round Rock ISD; Twenty years of teaching or more Summer plans: Vacation in US; Vacation out of the US; “Staycation”; Taught summer school; Took summer classes of some sort; Reading Teachers; Middle School Teachers, High School English Teachers; English I Teachers; Members of the Writing Leadership Cohort

Objectives Today To become familiar with the new English STAAR Assessments for Grades 6-11  Overview and assessment logistics  Content of assessments Examine changes in the ARRC and implications for instruction (brief) To become familiar with the new English STAAR Assessments for Grades 6-11  Overview and assessment logistics  Content of assessments Examine changes in the ARRC and implications for instruction (brief)

STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS (STAAR) Grades 3−8 Reading Grades 4 and 7 Writing English I, II, and III

Assessment Design STAAR 3-8 and High School 8 Linked to college and career readiness TEKS eligible for assessment split into two categories readiness standards, defined as those TEKS considered necessary for success in the current grade/course and important for preparedness in the grade/course that follows supporting standards, defined as those TEKS which are important to teach but which will receive less emphasis by being assessed across years/administrations Linked to college and career readiness TEKS eligible for assessment split into two categories readiness standards, defined as those TEKS considered necessary for success in the current grade/course and important for preparedness in the grade/course that follows supporting standards, defined as those TEKS which are important to teach but which will receive less emphasis by being assessed across years/administrations

English I, II, and III 9 Advanced high school course readiness measure for English I and II College and career readiness measure for English III Scores are reported separately for reading and writing Students retest only in the section they fail Advanced high school course readiness measure for English I and II College and career readiness measure for English III Scores are reported separately for reading and writing Students retest only in the section they fail

Reading Test Design Grades 3−8 and High School 10 Genre-based  Literary strand: fiction, literary nonfiction, poetry, and drama (drama beginning at grade 4)  Informational strand: expository and persuasive (persuasive beginning at grade 5)  Fiction and expository reading are considered readiness genres from grade 3 though high school  Literary nonfiction, poetry, drama, and persuasive reading are considered supporting genres  Procedural elements embedded in informational pieces and media literacy embedded in either literary or informational pieces Genre-based  Literary strand: fiction, literary nonfiction, poetry, and drama (drama beginning at grade 4)  Informational strand: expository and persuasive (persuasive beginning at grade 5)  Fiction and expository reading are considered readiness genres from grade 3 though high school  Literary nonfiction, poetry, drama, and persuasive reading are considered supporting genres  Procedural elements embedded in informational pieces and media literacy embedded in either literary or informational pieces

Reading Test Design Grades 3−8 and High School 11 Test Length  Word count attached to overall test rather than to individual pieces (as in TAKS)  Maximum word count increases from grade to grade but is consistent at high school  Number of pieces included on a test can vary from year to year, dependent on length  Different numbers of questions attached to different-length pieces Test Length  Word count attached to overall test rather than to individual pieces (as in TAKS)  Maximum word count increases from grade to grade but is consistent at high school  Number of pieces included on a test can vary from year to year, dependent on length  Different numbers of questions attached to different-length pieces

Reading Test Design Grades 3−8 and High School 12 Paired selections mix strands and genres:  Literary−Literary (e.g. fiction−poetry, literary nonfiction−drama, fiction−literary nonfiction  Informational−Informational (e.g. expository −expository, expository−persuasive)  Literary −Informational (e.g. fiction−expository, poetry−expository, literary nonfiction−persuasive) Paired selections mix strands and genres:  Literary−Literary (e.g. fiction−poetry, literary nonfiction−drama, fiction−literary nonfiction  Informational−Informational (e.g. expository −expository, expository−persuasive)  Literary −Informational (e.g. fiction−expository, poetry−expository, literary nonfiction−persuasive)

Reading Test Design STAAR reading assessments will emphasize students’ ability:  to understand how to use text evidence to confirm the validity of their ideas  to make connections within and across texts (“across texts” begins at grade 4)  to think critically/inferentially  to “go beyond” a literal understanding of what they read STAAR reading assessments will emphasize students’ ability:  to understand how to use text evidence to confirm the validity of their ideas  to make connections within and across texts (“across texts” begins at grade 4)  to think critically/inferentially  to “go beyond” a literal understanding of what they read 13

Student Success in Reading and on STAAR Students must be provided in-depth instruction in all genres represented by the ELA/R TEKS Equal weight must be given to fiction and expository genres at elementary, middle, and high school Students must be provided in-depth instruction in all genres represented by the ELA/R TEKS Equal weight must be given to fiction and expository genres at elementary, middle, and high school 14

Turn and Talk Do you currently place a balanced emphasis on literary (including literary nonfiction) and informational genres? What are some of the advantages of such a balanced approach?

Student Success in Reading and on STAAR Instruction must emphasize critical/ inferential thinking rather than isolated skills Students must be able to make connections between different genres (and be able to “see” the thematic links) Instruction must emphasize critical/ inferential thinking rather than isolated skills Students must be able to make connections between different genres (and be able to “see” the thematic links) 16

Reading Success Assessing Details Details in literary texts in grades 3−5 only: they must be significant and support the development of the plot, characters, or main idea/theme Details in expository texts in grades 3−8: they must be significant and support the development of the main idea No details assessed at any grade for persuasive texts, and no details assessed for any type of text at high school Details in literary texts in grades 3−5 only: they must be significant and support the development of the plot, characters, or main idea/theme Details in expository texts in grades 3−8: they must be significant and support the development of the main idea No details assessed at any grade for persuasive texts, and no details assessed for any type of text at high school 17

Think-Ink-Pair-Share (TIPS) STAAR treats knowledge of details quite differently than some traditional assessments. How will this affect your assessment? How will it affect you instruction?

Reading Success Assessing Details Details in literary texts in grades 3−5 only: they must be significant and support the development of the plot, characters, or main idea/theme Details in expository texts in grades 3−8: they must be significant and support the development of the main idea No details assessed at any grade for persuasive texts, and no details assessed for any type of text at high school Details in literary texts in grades 3−5 only: they must be significant and support the development of the plot, characters, or main idea/theme Details in expository texts in grades 3−8: they must be significant and support the development of the main idea No details assessed at any grade for persuasive texts, and no details assessed for any type of text at high school 19

Reading Success Assessing Poetry Varying types of poems being developed for STAAR, but the emphasis not on identification (what type) Focus is on how poet creates meaning At middle and high school, how speaker’s point of view or perspective affects meaning Varying types of poems being developed for STAAR, but the emphasis not on identification (what type) Focus is on how poet creates meaning At middle and high school, how speaker’s point of view or perspective affects meaning 20

Reading Success Assessing Drama Limited number of characters Mostly excerpts being used in text - one or two scenes Focus is on how the playwright creates meaning through the dialogue - interaction between and among characters Questions about stage directions are focused on their purpose: why they are there and how they influence the way the reader reads the scene Limited number of characters Mostly excerpts being used in text - one or two scenes Focus is on how the playwright creates meaning through the dialogue - interaction between and among characters Questions about stage directions are focused on their purpose: why they are there and how they influence the way the reader reads the scene 21

STAAR Reading Rubrics (HS) Text Evidence for the Short Answer Students must know that text evidence is always flawed when it is  only a general reference to the text  too partial to support the idea  weakly linked to the idea  used inappropriately because it wrongly manipulates the meaning of the text Students must know that to score a 2 or 3 on short answer reading (HS), text evidence must be considered accurate and relevant (SP 2) or specific and well chosen (SP 3) Students must know that text evidence is always flawed when it is  only a general reference to the text  too partial to support the idea  weakly linked to the idea  used inappropriately because it wrongly manipulates the meaning of the text Students must know that to score a 2 or 3 on short answer reading (HS), text evidence must be considered accurate and relevant (SP 2) or specific and well chosen (SP 3) 22

Writing Test Design Grades 4 and 7 and High School 23 Assessments at grades 4 and 7 administered over two days Writing component of English I, II, and III administered on Day 1 of test (with reading component on Day 2) Field tests embedded for grade 7 and English I, II, and III Assessments at grades 4 and 7 administered over two days Writing component of English I, II, and III administered on Day 1 of test (with reading component on Day 2) Field tests embedded for grade 7 and English I, II, and III

STAAR Writing Design Revising and Editing 24 Revision and editing assessed separately, with increased focus on revision as students become more experienced and skilled writers  For Grade 4, 32% of multiple-choice score from revision (9 items) and 68% of score from editing (19 items)  For Grade 7, 40% of multiple-choice score from revision (16 items) and 60% of score from editing (24 items)  For English I, II, and III, 50% of multiple-choice score from revision (15 items) and 50% of score from editing (15 items) Revision and editing assessed separately, with increased focus on revision as students become more experienced and skilled writers  For Grade 4, 32% of multiple-choice score from revision (9 items) and 68% of score from editing (19 items)  For Grade 7, 40% of multiple-choice score from revision (16 items) and 60% of score from editing (24 items)  For English I, II, and III, 50% of multiple-choice score from revision (15 items) and 50% of score from editing (15 items)

Revision and Editing Grades 4 and 7 Example of Grade 4 Revision Stem: Eddie would like to improve his story by adding a strong concluding sentence after sentence 27. Which of these would be the BEST sentence to add? Example of Grade 7 Revision Stem: The transition between the third paragraph (sentences 13–19) and the fourth paragraph (sentences 20–25) is abrupt. Which sentence could Gina add before sentence 20 to help with this transition? Example of Grade 4 Revision Stem: Eddie would like to improve his story by adding a strong concluding sentence after sentence 27. Which of these would be the BEST sentence to add? Example of Grade 7 Revision Stem: The transition between the third paragraph (sentences 13–19) and the fourth paragraph (sentences 20–25) is abrupt. Which sentence could Gina add before sentence 20 to help with this transition? 25

Revision and Editing English I, II, and III 26 Examples of high school revision questions:  Raul wants to more effectively establish the thesis in his paper. Which revision of sentence 5 can help him accomplish his goal?  Tina wants to strengthen the transition between the second and third paragraphs. What sentence should she add before sentence 10? (beginning of paragraph 3) Examples of high school revision questions:  Raul wants to more effectively establish the thesis in his paper. Which revision of sentence 5 can help him accomplish his goal?  Tina wants to strengthen the transition between the second and third paragraphs. What sentence should she add before sentence 10? (beginning of paragraph 3)

STAAR Written Composition 27 Students will write two one-page essays (26 lines maximum) addressing different types of writing. A third essay will be included as a field test item.  Grade 4 - personal narrative and expository  Grade 7 - personal narrative (with extension) and expository  English I - literary and expository  English II - expository and persuasive  English III - persuasive and analytic Essays will be weighted equally No “gatekeeper” (automatic fail of the writing test for a 1) Students will write two one-page essays (26 lines maximum) addressing different types of writing. A third essay will be included as a field test item.  Grade 4 - personal narrative and expository  Grade 7 - personal narrative (with extension) and expository  English I - literary and expository  English II - expository and persuasive  English III - persuasive and analytic Essays will be weighted equally No “gatekeeper” (automatic fail of the writing test for a 1)

Turn and Talk Working with a partner, brainstorm how you can help students apply their writing skills to the challenges of a twenty-six line essay.

STAAR Writing Prompts 29 Expository, persuasive, and analytic prompts contain a stimulus and are scaffolded: Read, Think, Write, Be Sure to… Personal narrative (Grades 4 and 7) and literary prompts (English I) contain a stimulus and are scaffolded, though less so than other prompts Analytic prompts (English III) contain a literary or informational text (approximately 425−500 words), which students must analyze Expository, persuasive, and analytic prompts contain a stimulus and are scaffolded: Read, Think, Write, Be Sure to… Personal narrative (Grades 4 and 7) and literary prompts (English I) contain a stimulus and are scaffolded, though less so than other prompts Analytic prompts (English III) contain a literary or informational text (approximately 425−500 words), which students must analyze

STAAR Analytic Essay (being college ready!) 30 A combination of expository writing and interpretation of one aspect of a literary or expository text Score is based on the student’s ability to interpret the text and support it with relevant textual evidence (TEKS 15C) AND quality of the writing (criteria under expository writing in TEKS 15A) A combination of expository writing and interpretation of one aspect of a literary or expository text Score is based on the student’s ability to interpret the text and support it with relevant textual evidence (TEKS 15C) AND quality of the writing (criteria under expository writing in TEKS 15A)

STAAR Writing Rubrics 31 A rubric is being developed for each writing type, but three overarching aspects of writing are addressed in all rubrics (only English I have been released)  Organization/Progression  Development of Ideas  Use of Language/Conventions A rubric is being developed for each writing type, but three overarching aspects of writing are addressed in all rubrics (only English I have been released)  Organization/Progression  Development of Ideas  Use of Language/Conventions

Swap Talk 1. Participants each create a card with information to share. 2. Participants StandUp-HandUp-PairUp. 3. Each participant shares her/his information with a partner. 4. Participants swap cards, thank their partners, and put a hand up to find a new partner. 5. Each partner shares new card info with new partner and repeats process. 1. Participants each create a card with information to share. 2. Participants StandUp-HandUp-PairUp. 3. Each participant shares her/his information with a partner. 4. Participants swap cards, thank their partners, and put a hand up to find a new partner. 5. Each partner shares new card info with new partner and repeats process.

Swap Talk On your card, please write down what you think is the most interesting or salient fact you have learned, today or recently, about STAAR.  While sharing and swapping this fact with others, please feel free to express your opinion about how this fact might impact teaching and learning in the RRISD ELA/R classroom. Don’t forget to thank your partner! On your card, please write down what you think is the most interesting or salient fact you have learned, today or recently, about STAAR.  While sharing and swapping this fact with others, please feel free to express your opinion about how this fact might impact teaching and learning in the RRISD ELA/R classroom. Don’t forget to thank your partner!

... teach the TEKS! Teach students to read, write, and think...

TEA STAAR Resources 35 Currently available at staar/ General information about STAAR  Assessed curriculum  Test blueprints and test design schematics  Literary and expository rubrics for English I  Short answer reading rubrics for single selection and pair (called connecting selections) for English I Currently available at staar/ General information about STAAR  Assessed curriculum  Test blueprints and test design schematics  Literary and expository rubrics for English I  Short answer reading rubrics for single selection and pair (called connecting selections) for English I

TEA STAAR Resources 36 Coming in fall 2011 (August/September):  “Mini” scoring guides—English I literary and expository writing  Sample selections and items—reading and writing Coming in fall 2011 (August/September):  “Mini” scoring guides—English I literary and expository writing  Sample selections and items—reading and writing

TEA ELA/Reading Listserv Join the ELA/Reading Listserv by visiting: (Select ELA-Reading) Join the ELA/Reading Listserv by visiting: (Select ELA-Reading)

CONTACT INFORMATION 38 Caron Sharp, NBCT Lead Secondary English Language Arts Specialist (512) Randa Ruiz Secondary English Language Arts and Reading Instructional Coach, Certified Cognitive Coach (512) Matt Dearmon Secondary English Language Arts and Reading Instructional Coach, SIM Professional Developer, and MAP Coordinator (512) Caron Sharp, NBCT Lead Secondary English Language Arts Specialist (512) Randa Ruiz Secondary English Language Arts and Reading Instructional Coach, Certified Cognitive Coach (512) Matt Dearmon Secondary English Language Arts and Reading Instructional Coach, SIM Professional Developer, and MAP Coordinator (512)