STAAR Short Answer Responses SARs High School Principals

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STAAR Short Answer Responses (SARs) High School Principals’ Meeting Date: 2/19/2015 Presenter: Marisa E.

STAAR Short Answer Responses (SARs) High School Principals’ Meeting Date: 2/19/2015 Presenter: Marisa E. Hartling Secondary ELA Curriculum Manager

Short Answer Responses (SARs) • English I and II STAAR/EOC contain two short answer

Short Answer Responses (SARs) • English I and II STAAR/EOC contain two short answer response questions (10 lines each) • Assess reading standards • Account for 20% of the total score 2

Short Answer Responses (SARs) Contain two main components: 1. IDEA- Students must generate a

Short Answer Responses (SARs) Contain two main components: 1. IDEA- Students must generate a credible idea in response to a question about a text or texts. – An IDEA represents the quality and depth of the student’s thinking and understanding. 2. TEXT EVIDENCE- Students must use text evidence to prove that their ideas are valid/credible. – TEXT EVIDENCE substantiates the student’s ideas; it reflects the degree to which the student can connect his or her own ideas with the pieces of the text that best support the analysis. 3

How Did HISD Students Do? 4

How Did HISD Students Do? 4

Try It Out • Read the selection “Hearing the Sweetest Songs” and complete the

Try It Out • Read the selection “Hearing the Sweetest Songs” and complete the SAR in the given space. 5

Score Point 0 - Insufficient Response to the Question • No response • Rubric

Score Point 0 - Insufficient Response to the Question • No response • Rubric focuses on idea Idea: – Does not address the question – Is not based on the text – Is too general, vague, or unclear – Is not present or is an “echo” of the text 6

Score Point 0 - Insufficient Response to the Question I think the author considers

Score Point 0 - Insufficient Response to the Question I think the author considers herself disabled but she believes eventually everyone will have some sort of disability. She states this when she says, “We’re all just temporarily abled and everyone of us, if we live long enough, will become disabled in some way. 7

Score Point 1 - Partially Sufficient Response to the Question • Rubric focuses on

Score Point 1 - Partially Sufficient Response to the Question • Rubric focuses on deficient components of idea and text evidence Idea: – Is reasonable, but contains no text evidence – Is reasonable, but evidence is flawed – Needs more explanation or specificity – Represents only a literal reading of text 8

Score Point 1 - Partially Sufficient Response to the Question In the short story,

Score Point 1 - Partially Sufficient Response to the Question In the short story, “Hearing the Sweetest Songs”, I think in a sense, the author knows shes disabled in her hearing but doesn’t want to be treated different. She wants to be treated just like someone who is abled. “I wanted to listen to Beethoven. ” 9

Score Point 2 - Sufficient Response to the Question • Rubric focuses on positive

Score Point 2 - Sufficient Response to the Question • Rubric focuses on positive aspects of idea and text evidence – Idea is reasonable and moves beyond literal interpretation – Text evidence is accurate and relevant – Idea and evidence are linked – Idea and evidence demonstrates good understanding of the text 10

Score Point 2 - Sufficient Response to the Question After reading “Hearing the Sweetest

Score Point 2 - Sufficient Response to the Question After reading “Hearing the Sweetest Songs, ” I don’t think the author considers herself disabled. For example when the author says, “We’re all just temporarily abled, and everyone of us, if we live long enough, will become disabled in some way. ” it shows that she believes disabilities are natural and it will happen to everyone in time. 11

Score Point 3 - Exemplary Response to the Question • Rubric illustrates a shift

Score Point 3 - Exemplary Response to the Question • Rubric illustrates a shift to accomplished reading – Idea is perceptive and shows complexities of the text – Text evidence is specific and well-chosen – Idea and evidence demonstrates a deep understanding of the text 12

Score Point 3 - Exemplary Response to the Question Though the author does state

Score Point 3 - Exemplary Response to the Question Though the author does state that she has a disability, it can still be said that she doesn’t consider herself disabled. The author acknowledges having a disability by claiming that “like most people with a disability, [she doesn’t] mind if you ask about it. ” But having a disability doesn’t mean she is completely disabled. She states that she is also “a writer, a painter, a… housekeeper” and “a gardener who grows wondrous roses. ” Though she may not be able to hear, she can still do the same things that others with hearing can. The author’s lack of hearing is “an important part” of her and adds to her character. In her eyes, that doesn’t make her believe she is disabled. 13

How Did You Do? • Using the rubrics, score your partner’s SAR. 14

How Did You Do? • Using the rubrics, score your partner’s SAR. 14

Methods to Assist Students Reading Comprehension and Analysis • Close Reading (Annotations with Symbols)

Methods to Assist Students Reading Comprehension and Analysis • Close Reading (Annotations with Symbols) • Annotations • Dialectical Journals • Academic Discourse (Literature Circles, Socratic Seminars, etc. ) 15

Methods to Assist Students Short Answer Response Construction • Discussion and Analysis of Prompts

Methods to Assist Students Short Answer Response Construction • Discussion and Analysis of Prompts • Discussion of SAR Rubrics • Use of STAAR SAR Box • Checklists • Practice Scoring • Practice Revising 16

STAAR Support • Explicit and embedded STAAR support in planning guides • STAAR Instructional

STAAR Support • Explicit and embedded STAAR support in planning guides • STAAR Instructional Materials on the Curriculum page • STAAR Prep Writing Expository and STAAR Prep Writing Persuasive Planning Guides • Writing Handbook • Early Dismissal Trainings 17

Thank you Date: 2/19/15 Presenter: Marisa E. Hartling Secondary ELA Curriculum Manager

Thank you Date: 2/19/15 Presenter: Marisa E. Hartling Secondary ELA Curriculum Manager