OCTOBER 30 , 2013

TEAMING UP TO TACKLE STAAR

Helpful tools are available:http://olc.region10.org/catalog/Resources/

STAARIf you have a device, please access. Some

hard copies will be provided.

STAAR: WHAT WE KNOW

Discuss with your tablemates:• What did we think about STAAR (the hype) –

make a list• What was proven about STAAR (the reality)• What was new about STAAR (the dreaded

unknown)• What is our greatest success with STAAR• What is our greatest concern about STAAR

STAAR RESOURCES FROM TEA

TEA Resources that will help with navigating the STAAR:• Released STAAR Assessment (2013)• Answer Key with Correlations• Sample Items• Test Blueprint• Assessed Curriculum• Performance Level Descriptors• Statewide Item Analysis Reports

www.tea.state.tx.us/student.assessment/staar

STAAR TOOLS UPDATE

Region 10 Resources that will help with navigating the STAAR:• STAAR Analyses• STAAR Study Guides• STAAR Question Stems • STAAR Instructional Readiness Checklist

http://olc.region10.org/catalog/Resources/STAAR

STAAR EOC ASSESSMENTS

Under House Bill 5, passed by the 83rd Texas Legislature and signed by the governor, high school students are now required to pass five STAAR EOC exams • Algebra I • Biology • English I (reading and writing combined) • English II (reading and writing combined) • U.S. History

UPDATE!

STAAR EOC ASSESSMENTS

Other interesting things about HB 5…

STAAR EOC Assessments no longer include: • A cumulative score requirement for

graduation • A minimum score to count towards the

cumulative score • The requirement that the score count as 15%

of the final course grade

UPDATE!

STAAR EOC ASSESSMENTS

Other interesting things about HB 5:

• Limits the number of benchmark assessments to two per state assessment

• Prohibits districts from removing students from class for remedial tutoring or test preparation for more than 10% of the school day

UPDATE!

ALGEBRA I EOC

TEA seeks NCLB waiver amendment on 8th grade Algebra I testing 11/6/13• Addresses the issue of multiple assessments for

Texas students taking Algebra I at the middle school level.

• Current requirement is for students to have a mathematics score every year in grades 3-8, as well as a mathematics score in HS.

• Still in process.

UPDATE!

STAAR EOC ASSESSMENTS

TEA is required to release general STAAR assessments for grades 3-8 and EOC (first spring form only) and STAAR Spanish assessments for grades 3-5 (first spring form only) in: • 2012-2013 • 2013-2014 • 2014-2015 • 2015-2016

UPDATE!

COMMISSIONER’S RULES

• TEA will maintain the phase-in 1 performance standards for the STAAR program for the 2013-2014 school year

• Grades 3-8 – schools did not receive performance-level data on students until January 2013, which limited the time available to adjust instruction prior to the spring 2013 administrations

• For all grades and courses, schools did not have access either to a released test form (as they had in the first year of TAKS) or to the associated item-level analysis for their students

UPDATE!

STAAR MODIFIED

• STAAR Modified will be administered for the final time in spring 2014

• TEA Student Assessment convened an advisory committee in September 2013 to work on plans for the inclusion of this population of students in the general assessment program beginning in spring 2015.

• Get to know the Accommodations Triangle www.tea.state.tx.us/student.assessment/accommodations

UPDATE!

HOUSE BILL 5 IS HERE! DRAFT RULES AVAILABLE AT WWW.TEA.STATE.TX.US/INDEX2.ASPX?ID=25769806149

• One diploma for all students called the foundation high school program – down to 5 EOCs

• Endorsements with requirements for a coherent sequence and advanced course work – will vary by district and campus• Multi-Disciplinary• STEM• Business & Industry• Public Service• Arts & Humanities

PRINCIPLES FOR STAAR SUCCESS

Six Principles1: Play Making: Data and Curriculum Alignment

2: Knowing Your Opponent: Readiness/Supporting Standards

3: Teamwork: Bundling and Crossover4: Game Time: Visuals and Resources5: Play Action: Interventions6: Full Coverage: Stay informed!

Find the handout, Teaming Up to Tackle STAAR Checklist

PLAY MAKING BASED ON DATA

STAAR PRINCIPLE #1

IDENTIFYING HOTSPOTS

• Use your STAAR data to assess last year’s practices and to predict performance.

• What SEs have been problematic?• Circle these SEs (80% or less)• Use your curriculum guide to identify which

of these SEs are READINESS STANDARDS • Highlight these SEs in PINK• If they are PINK and CIRCLED – THIS IS A

HOTSPOT!

STAAR PRINCIPLE #1:PLAY MAKING BASED ON DATA ANALYSIS

• Where are your hot spots?• Note them on CPGs, Pacing Guides, YAGs. • Note on your lessons.• What hotspots are coming up in the next six

weeks?• Which can we spiral throughout the year?• What can we do to keep track of progress?• Are students working at the level of the descriptors? (We’ll look at these soon.)• What are your plans?• Huddle up!

Analyzing the Film: Where are our weaknesses? How can we fix them?

MATH HOT SPOTS GR. 3-5

This was the lowest scoring item across the region.

What can weglean?

Index 2 requiresstudent growth from grade to grade. This one item might makethe difference

OTHER THINGS WE LEARNED MATH GRADE 3

• 3rd grade students are expected to use tools to solve problems. Those tools can range from pictures of real objects to manipulatives that are used to teach math concepts.

• Students need to be able to understand how to use the tools that are provided to prevent common errors.

TEKS 3.4C and 3.14D

STAAR MATH GRADE 4

• Students are expected to justify why an answer is reasonable and explain the solution process.

• 4th graders must be able to explain why is the fraction represented by the model.

• Students need to have opportunities in class to communicate why and how they arrived at the answer.

STAAR MATH GRADE 4

• Only 42% of students across the region answered this correctly.

• Nearly as many (39%) chose answer H.

• What can we glean from this knowledge?

• How do your students compare?

STAAR MATH GRADE 5

• Multi-step problems were found throughout our STAAR test. Students need to use a problem solving model that incorporates analyzing information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the process and reasonableness of the solution.

• In this 5th grade example of a multi-step problem, we can see how students are expected to relate informal language to mathematical language and symbols.

STAAR MATH GRADE 5

72% of students across the region answered this correctly. How can we usethis data in our planning?

STAAR SYNOPSIS• 40% Correct• 6.10D, 6.11 B

• 6.11 B Students use a ruler to measure.

• 6.10 D Students must place a new entry on the line plot and analyze the validity of the four answer choices.

• The analysis piece seems to be the most difficult for students.

STAAR SYNOPSIS

• 42% Correct• 7.12 B, 7.14A• Students are expected to know that mean, median and mode

either summarize the data or predict a future value. Range is a measure of variance.

• Vocabulary instruction is CRITICAL to student success on STAAR!

STAAR SYNOPSIS

• 45% Correct• 8.8C, 8.14B• From the information provided, students must choose a plan

(e.g., draw a net or 3-D model), round measurements and estimate total surface area

• Students need to have physical models throughout geometry and measurement units so that they can create their own models as needed!

ALGEBRA I EOC ESSENTIALS MULTIPLE REPRESENTATION

• 17% of the 2013 released Algebra I EOC involves understanding and analyzing mathematical ideas in one representation, and translating the ideas to a different representation.

• Representation of mathematical ideas may be graphical, tabular, verbal, and algebraic which includes understanding symbols.

ALGEBRA I EOC ESSENTIALS -FORMAL MATHEMATICS VOCABULARY

• To successfully answer the Algebra I EOC assessment items, students much remember, understand, and apply formal mathematics vocabulary terms.

• Careful selection of formal mathematics vocabulary is a vital component of planning and instruction

ALGEBRA I EOC ESSENTIALS -CONCEPTS AND JUSTIFICATION RATHER THAN

CALCULATIONS

• Approximately 38% of Mathematics TAKS was supported with use of a graphing calculator.

• Approximately 11% of the 2013 Algebra I EOC is supported with use of a graphing calculator.

• Students are asked to understand, analyze, and apply to answer assessment items.

ALGEBRA I EOC ESSENTIALS -CONCEPTS AND JUSTIFICATION RATHER THAN

CALCULATIONS

Online Resources:• Region 10 STAAR Tools http://olc.region10.org• R10 Online Math Courses http://

olc.region10.org/catalog/Resources/Mathematics• R10 Math Resources

http://olc.region10.org/catalog/Resources/Mathematics

• ESC 10 MSTAR Academy I: Grades 5‐6 www.epsilen.com/crs/1013670 -- 18 hours of credit• ESC 10 MSTAR Academy I: Grades 7‐8 www.epsilen.com/crs/1013673 -- 18 hours of credit• Grade 8 Math OnTRACK Lessonswww.epsilen.com/crs/13194497

NEED A TIME OUT?HELP IS AVAILABLE FROM REGION 10 ESC

MORE TOOLS

• New OnTrack lessons released for Grade 8, Algebra I, Geometry, and Algebra II in November 2013.

• Up to 80 lessons in each grade level/course that include content, interactive, assessments with feedback and additional resources.

• The lessons include multiple representations such as pictures and graphics that connect the content to a context.

MIDDLE SCHOOL MATHEMATICS UPDATE

• MSTAR diagnostic assessments • Piloted this fall • Next windows: January 8 – February 14, 2014 and

April 7 – May 9, 2014.

• TxAir enhancements:• create teacher assessments• search by SE• Change assignments within TXAir• 2-3 assessments currently available for each

grade/course.• English and Spanish

• Think through Math is available through this year. An interactive math glossary is currently under development.

NOW AVAILABLE!ENGLISH I AND II EOC TEST BLUEPRINT

www.tea.state.tx.us/student.assessment/ • Reading & Writing combined - 1 day• 5 hour time limit• No more literary composition

• English I=expository• English II=persuasive

• Total Test Load (including field test items)

• 63 MC, 3 SA, 2 essays

www.tea.state.tx.us/student.assessment/

STAAR-M ENGLISH I AND II

• Only single selections – no paired passages• No SAQs• 5 hour time limit• Essays

• English I-Literary ***• English II-Expository ***

• Field test items are embedded (only MC)• Total test

• 52 MC (reading and writing)• 1 essay

http://www.tea.state.tx.us/student.assessment

Students must be able to identify the “tools” an author uses to craft a piece and to pinpoint/articulate how they affect meaning.Students must be able to make connections—at differing levels of depth and complexity—both within and across texts (including connections between a text and its accompanying photograph or procedural piece)

READING ESSENTIALS

Students must have a command of and be able to apply the specific academic vocabulary associated with literary and informational reading.Student must know how to find and use text evidence to confirm the validity of an idea both within and across texts.

READING ESSENTIALS

WRITING ESSENTIALS

• Unconnected ideas = superficial development

• Superficial development = a score of 2• The best development is real, based on a

student’s own experiences and thinking about the world.

• Using space effectively requires both planning and revision!

3RD GRADE EXAMPLE

The reading question…

Relates to the writing rubric!

8TH GRADE EXAMPLE

Relates to the writing rubric!

The reading question…

ENGLISH I EXAMPLE

English I fiction (“I Wish I Was a Poet”)—question 33

The author uses ellipses primarily to—

*A. give the story a conversational tone

B. make the reader think that the story will have an unexpected ending

C. indicate that the narrator is judgmental

D. imply that the reader should act as a participant in the events of the story

46Relates to the writing rubric!

The reading question…

TIPS

1. Use mentor texts to SHOW students author’s craft.

2. Examine a text for HOW the author built it.

3. When reading a text, ask questions that go beyond comprehension “What happened?” to analysis and evaluation

• “Why did the author…?” • “How does _______ help the reader

_________?”

NEED A TIME OUT?HELP IS AVAILABLE FROM REGION 10 ESC

Online Resource: STAAR Tools, Comprehension Across Genres:

Figure19 Application-(Resource located on Region 10 Online Learning Center) http://olc.region10.org

Expository Writing Across Content Areas http://lead4ward.com/resources

ONTRACK LESSONS FOR ENGLISH

• Updated English I, II, & III and new grade 8 lessons to be shared with districts October 2013

• Over 214 lessons available • English III – 80 lessons• English II – 53 lessons• English I – 59 lessons• Grade 8 – 22 lessons

• Grade 7 lessons available fall 2014

SCIENCE UPDATE: CONSISTENTLY LOW CONCEPTS

• 5.5D – Solutions• 5.6C – Reflection/Refraction• 5.9A – Organisms and their Environments• 5.9C – Changes to Ecosystems

Grade 5 Science STAAR

5.5D – Solutions5.2D – Analyze/Interpret info as evidence

CONSISTENTLY LOW CONCEPTS

• 6.8A – Potential and Kinetic Energy• 6.8C – Average Speed• 6.12D – Characteristics of Kingdoms• 7.8C – Human Effect on

Groundwater/Watershed• 8.5C – Periodic Table • 8.7B – Lunar Cycle• 8.9C – Topographic Maps and Satellite

Images• 8.11B – Organisms Compete/Depend on

Abiotic and Biotic factors

Grade 8 Science STAAR

6.8C – Average Speed8.2E - analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

CONSISTENTLY LOW CONCEPTS

• B.4A – Prokaryotic/Eukaryotic• B.6F – Predict Outcomes of Genetic Crosses• B.8B – Classification of Organisms• B.9A – Compare Structure and Function of

Biomolecules• B.9B – Products of Photosynthesis and

Respiration

Biology EOC

B.11A – HomeostasisB.2 F - Analyze, evaluate, make inferences, and predict trends from data

INSTRUCTIONAL IMPLICATIONS

• Concepts will be assessed in ways/with examples that are unfamiliar to students. • Multiple representations• Examples/nonexamples• Practice applying in unfamiliar situations

• Vocabulary is huge• Vocabulary acquisition through consistent use • Will likely encounter new words so need strategies for

unfamiliar terms

• Multi-step problems• Cannot spend too much time in low-level knowledge • Incorporate process skills for rigor

• Mathematics• Build conceptual understanding before formulas• Model more than one way to solve problems

Online Resources:Region 10 STAAR Tools http

://olc.region10.org/catalog/Resources/STAAR

ESC 10 Science Academy Grades 5-8www.epsilen.com/crs/12102736 -- 18 hours of creditR10 Interactive Journaling in Sciencehttp://olc.region10.org/catalog/Resources/Science Online Courses in Project Sharewww.epsilen.com/Inst/ESCRegion10

NEED A TIME OUT?HELP IS AVAILABLE FROM REGION 10 ESC

SOCIAL STUDIES DATA ANALYSIS

Problem Area for grade 8

Concepts of human and physical geography are tested at the comparison level. This requires conceptual understanding and analytical thinking, especially inferring.

Include human and physical geography concepts in every unit including appropriate visuals from which student must make inferences and provide evidence from the prompt. Using two prompts will increase rigor. Always have students justify their thinking and have them write in journals or write expository selection in this way.

TARGET TEKS: TEKS: 8.10(B) Readiness‐

GRADE 8 USH ISSUES

Principles of the Constitution are still difficult!

F (9.23%)

+G (43.14%)

H (41.62%)

J (5.94%)

GRADE 8 USH ISSUES

Cause/Effect seems problematic. Here’s just one example.

A (6.96%)

B (16.37%)

+C (43.79%)

D (32.86%)

USH EOC

• Regional data is provided but the test was not widely administered.

• U.S. History EOC is more difficult and the test is designed for a junior level students.

• STAAR and EOC vocabulary isn’t going to get easier. • Social studies assessment team works with ELAR team

on the use of vocabulary words, similes, and metaphors that are used on the test.

• USH dual coding 29B, 29H, 30B, or 31B • Almost all dual coding has graphic.

ON TEA’S RADAR

Item #7 - USH.8B

ON TEA’S RADAR

Item #7 - USH.8B

Answer Choices

Region 10 Responses

A 15.48%

B* 47.32%

C 15.48%

D 21.43%

ON TEA’S RADAR

Item #34 - USH.9F

ON TEA’S RADAR

Item #34 - USH.9F

Answer Choices

Region 10 Responses

A 47.92%

B* 26.49%

C 11.01%

D 14.58%

ON TEA’S RADAR

Item #53 - USH.10B

ON TEA’S RADAR

Item #34 - USH.10B

Answer Choices

Region 10 Responses

A 14.88%

B 27.08%

C* 42.56%

D 15.48%

Region 10 Online Learning Center: SS Portal http://olc.region10.org/catalog/Resources/socialstudies

Project Share Resources www.epsilen.com/Inst/ESCRegion10Social Studies Grade 8 Academy OnlineSocial Studies Grade 8 OnTRACK LessonsWorld Geography OnTRACK Lessons World History OnTrack LessonsUS History OnTRACK Lessons

NEED A TIME OUT?HELP IS AVAILABLE FROM REGION 10 ESC

Find the handout, STAAR Readiness Checklist

STAAR INSTRUCTIONAL READINESS CHECKLIST

Huddle up and find: • Category 1: Data• Category 6: Aligned Assessments

• This item provides questions and optimal answers to be considered as we continue to phase-in the new assessment program. You can use it to guide your discussions and make plans.

• Read these two rows individually and highlight the most important concepts or elements.

• Once you have highlighted individually, in a group of three, compare your opinions with the group.

• Note your action items in the far right column.

NEW TOOL

• STAAR Analyses are now available!

http://olc.region10.org/catalog/Resources/STAAR

KNOWING YOUR OPPONENT: PRIORITIZING BASED ON READINESS AND SUPPORTING STANDARDS

STAAR PRINCIPLE #2

HOW DID WE DO? LOOK AT YOUR DATA – CIRCLE HOTSPOTS

READINESS STANDARDS

TEA attempts to assess all, each year but it is not always possible.

PERFORMANCE LEVELS

What does this mean in each content area? Take a look at your PLDs.

www.tea.state.tx.us/student.assessment/staar/

PERFORMANCE LEVEL DESCRIPTORS

Choose 1 salmon-colored PLD to review. Find a partner.

www.tea.state.tx.us/student.assessment/staar

Discuss and present:1. Noteworthy items?2. Who should use

these?3. How can we use

these?

COGNITIVE COMPLEXITY: VERBS OF THE TEKS

• What do all content areas have in common?• How can we use this in PLCs, grade level

teams, as a campus team, as a vertical team?

• Compare these verbs to the performance levels described on the PLDs.

• What do you notice?

TEKS Terminology for STAAR

TOOL ALERT!TEKS TERMINOLOGY FOR STAAR

• Available in the Region 10 Online Learning Center

• olc.region10.org/catalog/Resources/STAAR

• All content areas, all HB 3 tests• Content vs. Instructional vocabulary

• How can you use this to team up and tackle STAAR?

KNOWLEDGE & SKILLS CHECK! Go back to our data review. Review the PLDs and sample items in the packet. Do you believe your curriculum/instruction/assessment is…

1. Rigorous enough for STAAR success?2. Prioritized appropriately based on the readiness and supporting standards?3. Deep enough for content mastery and transfer of knowledge?

STAAR READINESS CHECKLIST

Find: • Category/Row #2: Aligned Lessons - Readiness and

Supporting Standards • Category/Row #7: Academic and or Conceptual

Vocabulary • Category/Row #8: Questioning

• Individually, read and highlight the critical issues or learnings from the questions, sample answers, and evidence.

• In a pair, share your markings.• Review the tools available.• Be prepared to share!

TEAM WORK : BUNDL ING STANDARDS

STAAR PRINCIPLE #3

WHAT HAPPENS WHEN PROCESSES ARE ADDED TO

CONTENT?

WE THOUGHT THERE WOULD BE BUNDLING FOR MATH, SOCIAL

STUDIES AND SCIENCE.

• There were many dual-coded questions in these subjects, but also bundling of reading SEs with Fig. 19 (comprehension). (Grade 8 – 21/52 = 40%)

Target Percentage of Dual Coded Items:• Math = 75% of items (Gr. 3-8) – (Gr 8 - 46/56 = 82%)• Science = 40% (Gr 8 - 32/54 = 59%)• Social Studies = 30% (Gr 8 - 30/52 = 58%; WG – 66%)

Percentage of Dual Coded Items:• Algebra I = Embedded• Biology = 41%• English I Reading (Fig. 19) = 20%• English II Reading (Fig. 19) = 29%• US History 34/68 = 50%

DO YOU HAVE DUAL CODED ITEMS LOCAL ASSESSMENTS? HOW DO YOU

MONITOR STUDENT USE OF PROCESSES?

What can you note about these items?

CONTENT + PROCESS IN ELAPOETRY + MAKING INFERENCES

(11) How are the train and the speaker similar?

(12) Which line from the poem best expresses the speaker’s sense of dread?

(15) Dividing the poem into two stanzas allows the poet to --

(16) The train is important to the poem because it represents --

(17) The poet likely intends for the last two lines to express the speaker’s --

(34) In the poem, the speaker’s mood changes from --

(37) Based on the last stanza, the reader can conclude that the speaker --

8.4 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:

Reading/Comprehension Skills (Figure 19)(D) Make complex inferences about text and use textual evidence to support understanding

GRADE 8 ELA

GRADE 8 ELA

GRADE 6 MATH

GRADE 6 MATH

8.6 Use transformational geometry to develop spatial sense. (A )The student is expected to generate similar figures using dilations including enlargements and reductions.8.14C The student is expected to select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem.

GR. 8 SCIENCE: CONTENT + PROCESS

GR. 8 SCIENCE: CONTENT + PROCESS

Grade 8 Science STAAR

Open Ended ResponseGrade 8 Science STAAR

GRADE 8 SOCIAL STUDIES

8th Grade SS STAAR

A (9.4%)+B (56.98%) C (14.8%) D (18.66%) * (0.16%)

RESPONSE TO DUAL CODING

• Bundling the content and process TEKS for instruction and assessment is essential!

• What currently exists to assist with this?

• How is it evidenced in your planning?• How is it evidenced in your instruction?

• Huddle up and discuss!

WHAT CAN I DO TO ADDRESS THIS?

Develop PROBLEMS for students to examine.• LOs & DoLs should include

content + processes• Multiple SEs bundled together• Real world context• Students write about their work• Students justify their

conclusions

WHEN BUNDLING, ASK YOURSELF…

•What do I need students to KNOW?

•What do I need students to be able to DO?

•How will I know they have MET the expectations?

•This is a good learning objective!

CURRENT OFFERING:7 STEPS TO STAAR QUALITY

ASSESSMENTS – WILL BE ONLINE SOON!

1. Check the Data

2. Choose the Content

3. Choose the Processes

4. Vary the Items

5. Check the Alignment

6. Choose Stimuli

7. Analyze Test Structure

STAAR READINESS CHECKLIST

• Find Category #4: Bundling Content and Skills

• Read and highlight individually the most critical elements from the questions, answers and evidence.

• Find a partner and discuss current practices.

• Note action items for team planning.

GAME TIME! VISUALS AND RESOURCES

STAAR PRINCIPLE #4

GAME TIME! ARE YOUR STUDENTS READY TO SHOW WHAT THEY KNOW USING

VISUALS AND RESOURCES

WE THOUGHT THERE WOULD BE A LOT OF VISUALS.

• Discuss the resources/visuals you currently have available.

• Discuss how they are used during instruction.

• Discuss the resources/visuals you currently use in assessments.

• What else do you need?

RESOURCE ARRAYS

ELA Resources Organized by General Concept/SE:

•Poems•Scenes from Dramas•Literary Non-fiction examples•Paired and Triplets Across Genre

•Paired with Visuals/Media

RESOURCE ARRAYS FOR SOCIAL STUDIES AND SCIENCE

•Maps, photos; passages•Quotes; Graphic Organizers (with information)

• Internet Sites; Graphs and Tables

•Organized in clusters by general concept

SAMPLE RESOURCE ARRAY FOR S.S.

"Houses were shut tight, and cloth wedged around doors and windows, but the dust came in so thinly that it could not be seen in the air, and it settled like pollen on the chairs and tables, on the dishes."~ John Steinbeck (from "The Grapes of Wrath")

SAMPLE RESOURCE ARRAY FOR SCIENCE

Strong frontal system

air near the ground flows "upslope”

? Tornado

MORE OF THE TORNADO ARRAY

What To Listen For...TORNADO WATCH: Tornadoes are possible in your area. Remain alert for approaching storms. TORNADO WARNING: A tornado has been sighted or indicated by weather radar. If a tornado warning is issued for your area and the sky becomes threatening, move to your pre-designated place of safety. SEVERE THUNDERSTORM WATCH: Severe thunderstorms are possible in your area. SEVERE THUNDERSTORM WARNING: Severe thunderstorms are occurring.

STAAR READINESS CHECKLIST

• Find Category #4: Materials/Resources

• Read and highlight the important elements.

• Discuss what you focused on and note what needs you have.

PLAY ACTION: INTERVENTIONS

STAAR PRINCIPLE #5

INTERVENTIONS PLANNING

www.region10.org/intervention/index/

INTERVIEW QUESTIONS

• These are for use with student retesters or for use with students who did not do well on benchmark or other medium stakes assessments.

• They should provide further information to identify “why” a student did not do well in certain areas.

• Mark the questions that you think will give the most useful information.

• Available in the R10 OLC STAAR Resources: olc.region10.org/catalog/Resources/STAAR

INTERVENTIONS RESOURCES

• Region 10 Interventions Framework

www.region10.org/intervention/index• OnTRACK Lessons in Project Share• IPSI Course in Project Share – All areaswww.epsilen.com/crs/1011911Others?

STAAR PRINCIPLE FOR SUCCESS#6

Stay Informed!• Use data, identify problems, seek assistance and resources!

• Use the STAAR Tools guide for assistance.• Use section 6 for a complete list of contacts and information sources.

• TELL US WHAT YOU NEED!!

MORE INFORMATION TO COME!

• SBOE Rules finalized in January

• Additional guidance from TEA will follow

• Another STAAR update provided by Region 10 on February 27, 2014

• Special education guidance will be provided regarding the loss of STAAR M

• Join our listservs, follow us on Twitter and watch the @10 Blog

CONTENT AREAS TEAM

• Beth.Loughry@region10.org – HS Mathematics• Deborah.Biehahn@region10.org – HS Mathematics• Debbie.Dethrage@region10.org – MS Mathematics• Bianca.Coker@region10.org – MS Mathematics• Brittany.Goerig@region10.org – Elem Mathematics• Doni.Cash@region10.org – Science Consultant• Amber.Jones@region10.org – Science Consultant• Ben.Reed@region10.org – Social Studies Consultant

IF YOU HAVE ADDITIONAL QUESTIONS:

• Myra.Scrabeck@Region10.org – BE/ESL• John.David@Region10.org –

Curriculum/Assessment• Dana.Grieb@Region10.org – Content Areas• Robyn.Fox@Region10.org – Literacy • Natosha.Scott@Region10.org – State/Federal

Initiatives

Jan.Moberley@Region10.orgDirector, Division of Instruction