Welcome to STARS - School Based, Teacher Led, Assessment and Reporting

System.

 

During the 2000 session, the Nebraska Legislature required the implementation of state standards in four core subject areas. The State Board of Education subsequently adopted measurable model academic content standards that cover reading, writing, mathematics, science, social studies and history. These content standards are known as Nebraska L.E.A.R.N.S. (Leading Educational Achievement through Rigorous Nebraska Standards).

 

Through a rigorous alignment process these standards are now embedded in the curriculum, taught in the classroom.  Student learning in regard to these standards is assessed throughout the student's educational experience; used as benchmarks in a student's development. Results of these classroom-based assessments for grades 4, 8 and 11, and for various subgroups within those grades at your school, are reported to NDE annually.  The extent to which the results are included in classroom grading is largely a local decision and may vary from school to school.

 

Fourteen separate Reading/Writing/Speaking/Listening (RWSL) standards currently exist for the High School Level. Curriculum aligned with high school standards are taught throughout the students’ high school experience and may be assessed prior to or during the students’ 11^th grade year, reported at grade 11. While the intent of the State Board of Education is that all reading standards be taught and assessed in each district’s local curriculum, a group of educators convened at the Board’s direction in 2005 to identify a set of STAR (Standards That Are Reported) from within the 14 High School level RWSL standards. 

 

STAR standards are set apart from the other standards not only in that they are to be reported to the NDE but also in that they are documented for assessment quality according to six criteria (below). The four standards, 12.1.1 through 12.1.6 are reading standards.  Standard 12.3.2 is a speaking standard.  Nebraska 11^th graders are assessed annually in writing via the Statewide Writing Assessment.  This assessment is administered in February and results are available in May.  Parents may access a report by clicking this SWA Report link.  The five 12^th grade RWSL, STAR standards are listed on the linked page along with an explanation based on performance indicators pertinent to each standard.

 

Quality Criteria

One - The assessments reflect the state or local standards and must have a sufficient number and range of items.

Two - Students have an opportunity to learn the content.

Three - The assessments are free from bias or offensive language or situations.

Four - The level is appropriate for students.

Five - There is consistency in scoring.

Six - Mastery levels are appropriate.

 

 

Sufficiency

STAR assessments utilized by GNA schools consist of 15 objective, multiple-choice, questions.  On each objective assessment there are sufficient numbers of items enabling students of all ability levels to demonstrate what it is they know or can do on the standards; 3 beginning items, 3 progressing items, 4 proficient items, and 5 advanced items.

 

Rubrics

In certain cases, as with 12.3.2, student performance is measured through the use of a rubric, which has been designed by GNA member teachers and reviewed by a team of independent reviewers that have determined that the rubric is sufficiently descriptive so as to readily discern four levels of performance pertaining to organization, documentation, content, delivery and consideration of audience, and thesis. [click here to view rubric for Standard 12.3.2]

 

Reporting Achievement

GNA schools identify four levels of achievement: beginning, progressing, proficient, and advanced, although results are reported to NDE at only two levels: Not Met (beginning, progressing) and, Met (proficient, advanced). The following page provides a report on your child’s performance on the five previously mentioned high school Reading/Writing/Speaking/Listening (RWSL) STAR standards.

 

12.1.1 – By the end of the twelfth grade, students will identify the main idea and supporting details in what they have read.

 

Explanation:

If the report for this student indicates, “MET,” the student has demonstrated the ability to read in order to develop and answer literal, inferential/interpretive, and critical questions.  The student can glean information from graphs, charts, and diagrams, such as maps, blueprints, or schematics and evaluate information for relevance and accuracy.

 

12.1.2 - By the end of the twelfth grade, students will locate, evaluate, and use primary and secondary resources for research.

 

Explanation:

If the report for this student indicates, “MET,” the student has demonstrated the ability to identify and gather resources that provide relevant and reliable information from a variety of media including print reference materials such as a handbook, manual, government document, book of quotations, and/or citation style manuals. The student has also demonstrated the ability to effectively utilize electronic resources as well as library resources such as card/electronic catalog, bibliographies, periodicals, and other informational text.

 

12.1.5 - By the end of the twelfth grade, students will demonstrate the ability to analyze fiction through identifying and applying knowledge of elements and literary techniques.

 

Explanation:

If the report for this student indicates, “MET,” the student has demonstrated the ability to identify and analyze both the elements the techniques of fiction.  The student has also demonstrated proficiency in identifying and analyzing characteristics of literature such as satire, parody, and allegory, which overlap or cut across the lines of genre.

 

12.1.6 - By the end of the twelfth grade, students will identify and apply knowledge of the text structure and organizational elements to analyze nonfiction or informational text.

 

Explanation:

If the report for this student indicates, “MET,” the student has demonstrated the ability to analyze the structure of expository text and to interpret nonfiction text from the standpoint of, what, when, where, how, and why; as well as analyzing information from charts, maps, and graphs and to analyze and make sense of technical data and procedures found in service, repair and/or operators’ manuals.

 

12.3.2 - By the end of the twelfth grade, students will make oral presentations that demonstrate consideration of audience, purpose, and information.

 

Explanation:

If the report for this student indicates, “MET,” the student has prepared an oral presentation based on inquiry or research and delivered said presentation with the help of multi-media, using clear enunciation, gestures, tone, and vocabulary appropriate for a the audience; following required time limits and deadlines for preparation and delivery.

 

Elements - plot, conflict, theme, point of view, setting, tone, mood, characterization

Techniques - irony, foreshadowing, symbolism, flashback, metaphor, personification, epiphany, oxymoron, dialect

Structure of expository text - cause/effect, sequencing, compare/contrast, fact/opinion

STAR standards are set apart from the other standards not only in that they are to be reported to the NDE but also in that they are documented for assessment quality according to six criteria (below). The four standards, 8.1.1 through 8.1.5 are reading standards.  Standard 8.3.2 is a speaking standard.  Nebraska 8^th graders are assessed annually in writing via the Statewide Writing Assessment.  This assessment is administered in February and results are available in May.  Parents may access a report by clicking this SWA Report link.  The five 8^th grade RWSL, STAR standards are listed on the linked page along with an explanation based on performance indicators pertinent to each standard.

 

Quality Criteria

One - The assessments reflect the state or local standards and must have a sufficient number and range of items.

Two - Students have an opportunity to learn the content.

Three - The assessments are free from bias or offensive language or situations.

Four - The level is appropriate for students.

Five - There is consistency in scoring.

Six - Mastery levels are appropriate.

 

Sufficiency

STAR assessments utilized by GNA schools consist of 15 objective, multiple-choice, questions.  On each objective assessment there are sufficient numbers of items enabling students of all ability levels to demonstrate what it is they know or can do on the standards; 3 beginning items, 3 progressing items, 4 proficient items, and 5 advanced items.

 

Rubrics

In certain cases, as with 8.3.2, student performance is measured through the use of a rubric, which has been designed by GNA member teachers and reviewed by a team of independent reviewers that have determined that the rubric is sufficiently descriptive so as to readily discern four levels of performance pertaining to organization, documentation, content, delivery and consideration of audience, and thesis. [click here to view rubric for Standard 8.3.2]

 

Reporting Achievement

GNA schools identify four levels of achievement; beginning, progressing, proficient, and advanced, although results are reported to NDE at only two levels: Not Met (beginning, progressing) and, Met (proficient, advanced). The following page provides a report on your child’s performance on the five previously mentioned high school Reading/Writing/Speaking/Listening (RWSL) STAR standards.

 

8.1.1 – By the end of the eighth grade, students will identify the main idea and supporting details in what they have read.

 

Explanation:

If the report for this student indicates, “MET,” the student has demonstrated the ability to read in order to develop and answer literal, inferential/interpretive, and critical questions.  The student can glean information from graphs, charts, and diagrams, such as maps, blueprints, or schematics and evaluate information for relevance and accuracy.

 

8.1.2 - By the end of the eighth grade, students will identify, locate, and use multiple resources to access information on an assigned or self-selected topic.

 

Explanation:

If the report for this student indicates, “MET,” the student has demonstrated the ability to identify and gather resources that provide relevant and reliable information from a variety of media including print reference materials such as a handbook, manual, government document, book of quotations, and/or citation style manuals. The student has also demonstrated the ability to effectively utilize electronic resources as well as library resources such as card/electronic catalog, bibliographies, periodicals, and other informational text.

 

 

 

8.1.4 - By the end of the eighth grade, students will identify and apply knowledge of the structure, elements, and literary techniques to analyze fiction.

 

 

Explanation:

If the report for this student indicates, “MET,” the student has demonstrated the ability to identify and analyze the structure, elements and techniques of fiction.  The student is also capable of identifying directly stated themes in literature and describing how character traits determine resolution of the conflict.

 

8.1.5 - By the end of the eighth grade, students will identify and apply knowledge of the text structure and organizational elements to analyze nonfiction or informational text.

 

Explanation:

If the report for this student indicates, “MET,” the student has demonstrated the ability to follow written directions in technical reading Additionally, the student is able to identify the structure of expository text as well as the organizational elements and graphic features of nonfiction texts; generating how, why, and what-if questions in doing so.

 

 

8.3.2 - By the end of the eighth grade, students will use multiple presentation styles for specific audiences and purposes.

 

 

Explanation:

If the report for this student indicates, “MET,” the student has prepared and delivered an oral presentation using appropriate gestures, vocabulary, pace, volume, eye contact, and visual aids.  Additionally, the student will have provided appropriate citations of resources.

 

 

Elements - characters, setting, plot, conflict, and point of view

Techniques - foreshadowing, simile, metaphor, personification, idioms, oxymorons,

onomatopoeia, alliteration, hyperbole

Structure of fiction - beginning, middle, end

Structure of expository text - cause/effect, sequencing, compare/contrast, fact/opinion

Organizational Elements - headings, subheadings, italics, bold print, captions, charts, tables, cartoons, illustrations

 

 

STAR standards are set apart from the other standards not only in that they are to be reported to the NDE but also in that they are documented for assessment quality according to six criteria (below). Eight of the sixteen 4^th grade standards are Reading Standards and the five STAR standards (4.1.3, 4.1.4, 4.1.6, 4.1.7 and 4.1.8) are ALL reading standards.  Standards 4.2.1 through 4.2.5 are writing standards, Nebraska 4^th graders are assessed annually in writing via the Statewide Writing Assessment.  This assessment is administered in February and results are available in May.  Parents may access a report by clicking this SWA Report link.  The five 4^th grade RWSL, STAR standards are listed on the linked page along with an explanation based on performance indicators pertinent to each standard.

 

Quality Criteria

One - The assessments reflect the state or local standards and must have a sufficient number and range of items.

Two - Students have an opportunity to learn the content.

Three - The assessments are free from bias or offensive language or situations.

Four - The level is appropriate for students.

Five - There is consistency in scoring.

Six - Mastery levels are appropriate.

 

 

 

Sufficiency

STAR assessments utilized by GNA schools consist of 15 objective, multiple-choice, questions.  On each objective assessment there are sufficient numbers of items enabling students of all ability levels to demonstrate what it is they know or can do on the standards; 3 beginning items, 3 progressing items, 4 proficient items, and 5 advanced items.

 

Reporting Achievement

GNA schools identify four levels of achievement; beginning, progressing, proficient, and advanced, although results are reported to NDE at only two levels: Not Met (beginning, progressing) and, Met (proficient, advanced). The following page provides a report on your child’s performance on the five previously mentioned high school Reading/Writing/Speaking/Listening (RWSL) STAR standards.

 

4.1.3 - By the end of the fourth grade, students will identify the main idea and supporting details of what they have read.

 

Explanation:

If the report for this student indicates, “MET,” the student has demonstrated the ability to preview illustrations and headings to make predictions about what they may read and to interpret information from diagrams, charts, and graphs.  The student can identify purpose for their reading, such as, recalling prior knowledge.

 

4.1.4 - By the end of the fourth grade, students will identify the resource appropriate for a specific purpose, and use the resource to locate information.

 

Explanation:

If the report for this student indicates, “MET,” the student has demonstrated the ability to identify the appropriate circumstances for using general reference materials, electronic resources and library resources as well as to use the parts of a book in order to gain information.

 

4.1.6 - By the end of the fourth grade, students will identify and apply knowledge of the structure, elements, and literary techniques to analyze fiction.

 

Explanation:

If the report for this student indicates, “MET,” the student has demonstrated the ability to identify structure, elements and literary techniques.

 

4.1.7 - By the end of the fourth grade, students will identify and apply knowledge of the text structure and organizational elements to analyze nonfiction or informational text.

 

Explanation:

If the report for this student indicates, “MET,” the student has demonstrated the ability to distinguish between fact and opinion and to follow written directions.  The student is able to identify the structure and organizational elements of nonfiction.

 

4.1.8 - By the end of the fourth grade, students will identify similarities and differences between fourth grade level reading selections.

 

Explanation:

If the report for this student indicates, “MET,” the student had demonstrated the ability to compare and contrast reading selections across geographic regions, cultures, and time periods as well as to compare and contrast various reading selections to his or her own circumstances.

 

 

 

General Reference Materials (dictionary, thesaurus, encyclopedia, atlas, telephone book, almanac)

Electronic Resources (CD-ROM, software programs, online resources)

Library Resources (card or electronic catalog)

Parts of a Book (title page, table of contents, glossary, index)

 

 

Structure (beginning, middle, end)

Elements (characters, plot, setting, problem, events, solution)

Literary Techniques (simile, metaphor, onomatopoeia, alliteration, idioms, hyperbole)

 

Structure of Nonfiction (question/answer, cause/effect, sequence, comparison/contrast, problem/solution, description)

Organizational Elements of Nonfiction (e.g. headings, subheadings, italics, bold print, captions)