Hello!  My name is Elizabeth Baldwin and I am a life-long learner!  I love to read and research things that happened in the past, things happening right now and things that might happen in the future!  Whether it is in the field of history, science, fiction or nonfiction, I find our world very engaging.  At this moment, I have 5 books stacked on my night-stand next to my bed!  One is a fictional story set in the early 1800’s, one is a memoir, one is a biography, one is inspirational, one is to practice Spanish and I usually have a science fiction book lying around somewhere!

I have been married for 25 years and have two wonderful children, who are both in college.  I studied music and elementary education in college and have been a teacher for most of my adult life.  I love to sing and I play a few instruments. I am in the process of writing my first children’s novel.  When I first started writing for StarrMatica, I was studying reading in graduate school.  I wrote fiction and non-fiction reading texts for multiple grade levels.  One of my favorite texts was about truffles and why they are expensive.  At this moment, I am writing texts for social studies.  While I was researching plastic, I discovered how I could change my behavior to make a difference in the world.

We can learn so much from our world!  We can learn from animals and nature.  We can learn from history and try to be better for it.  The creativity of people is amazing!  What if we did this?  What if we tried that?  Those are some of the questions that keep me wanting to learn.  I hope with my writing, I can inspire kids to learn and ask questions for themselves.

Since StarrMatica is a teacher-owned company, we would like to introduce one of our team members whose commitment to educational texts helps to make us who we are today. Shannon McElroy is one of our writers who creates comprehension supports and Common Core aligned questions for StarrMatica Texts:  Science Your Way and for StarrMatica Texts: Social Studies Your Way.

Shannon has a history of writing stories, informational texts, assessment items and learning support materials for kindergarten through college-level students. She loves it all. Creating content for a wide age range keeps her engaged year after year, as well as toggling between Language Arts and Science topics. Her content can be found in standardized assessments, education-based websites, at-home learning products and customized classroom content.

Shannon loves the freedom of researching unusual topics and pursuing an idea further than she had time for as a classroom teacher, “I loved the interaction of being with students in the classroom, but I found myself going home and researching our class material even further on my own. That’s why writing on a topic for a variety of grade levels is so exciting to me. I love the challenge of taking a complicated topic and making it appealing to a younger audience and then on the flip side, diving deep into a simple topic for older students.”

As educational technology has evolved, Shannon has kept pace through developing assessment items for the first-generation computer adaptive testing systems and creating content for cutting-edge interactive computer modules catering to individual learning styles. On the ever-increasing sophistication of technology-based education products, Shannon states, “The technology may change, but the importance of engaging students with exciting content and showing them how to stretch their knowledge and stay curious about the world around them will never change.”

Thank you for all the hard work, Shannon!

StarrMatica has been awarded a USDA SBIR Phase I Grant to develop and research a software platform that houses customizable K-5 digital science informational texts.

One of the cornerstones of a quality education is the ability to read and comprehend informational texts.  School and career success depends on our ability to comprehend informational texts.  Yet, nearly 44 million American adults cannot extract a single piece of information when they read an informational text if background knowledge is required.  The results of the 2015 National Assessment of Educational Progress (NAEP) show that nearly 2/3 of American fourth-graders can only read at or below a proficient level, and when examined further, researchers found that on the 2009 NAEP test, fourth-grade students scored worse on informational texts than on literary passages—with students eligible for free lunch scoring the worst on informational texts.  Because beginning readers are exposed to primarily literary texts, when students enter fourth grade and begin to read more content area informational texts, they have difficulty with comprehension. Comprehending informational texts requires a different set of strategies and skills than they have previously developed.

Knowing this research, the writers of the Common Core have asked teachers to spend 50% of their ELA instructional time with informational texts; however, teachers often don’t have enough informational text resources in their classrooms to meet this requirement.  Being former teachers, we saw this problem and wanted to help.

StarrMatica’s grant will fund the creation of a platform that houses K-5 science informational texts to meet the Next Generation Science Standards.  Teachers will have the ability to customize each text to teach specific text structures, print features, graphic aids, comprehension skills, and Common Core ELA standards at multiple Lexile reading levels.  These customization options will allow teachers to differentiate comprehension instruction to meet the needs of all students and to support a variety of instructional objectives.  The System will be designed to both teach and assess comprehension skills and will be tied to a classroom-management system that records student data.

StarrMatica’s Customizable Informational Text System is expected to 1) allow K-5 teachers to more easily integrate informational texts into their science instruction, 2) make it easier to customize those texts and the accompanying reading comprehension instruction for students with different learning needs, and 3) integrate Common Core-aligned ELA instruction with NGSS-aligned science instruction.

The prototype will be ready for testing in early January and the full product is expected to be ready in 2019.  If you would like more information about this project or to be included as one of the prototype test classrooms, please contact us!

Educators often try to compare StarrMatica to other software programs, but once they begin the comparison, they quickly discover it is difficult to compare apples to oranges.

StarrMatica’s library of online digital interactive content is the only resource of its kind.

Being the only online library of digital interactive content makes us unique.  Being a company founded and managed by educators makes us unique.  Having content designed by classroom educators makes us unique.  But what makes us truly original is the assistance only StarrMatica can provide for our fellow educators.

StarrMatica leaves teachers in control of content decisions.

While at first glance it may seem easier to have a computer program choose activities for students, research has shown that technology, specifically instructional software, has been proven most effective when integrated into classroom instruction by a teacher.  Students who experienced teacher-led standards-based instruction with technology showed higher overall gains than students who experienced the same curricula and technology in an isolated lab setting.  This is because teachers have the ability to match computer instruction with a child’s development, the curriculum sequence, and the needs of particular groups of students.  Teachers must be involved, “orchestrators” of technology, rather than quiet observers of students in learning isolation.

StarrMatica provides teachers with a wide variety of content to address every student need.

When students use individualized software programs, the program assigns activities. These activities are typically limited in number, can be skill and drill based, use the same strategies over and over, and offer little learner choice.  If computer selected interventions are not effective, then teachers are once again searching for alternate resources.

With StarrMatica, teachers are presented with up to fifty digital content resources for a concept, so instead of relying on a singularly focused activity, teachers can try several interventions until a student succeeds. In addition, choosing interventions from multiple activities with multiple strategies allows teachers to match interventions to a student’s learning style, interests, strengths, and weaknesses.  And StarrMatica isn’t just  multiple choice practice activities.  Our library incorporates manipulatives for concept exploration; problem solving activities for addressing higher order thinking skills; and instructional animations for introduction, review, or self-paced learning. StarrMatica addresses multiple needs with one easy-to-use library.

As a company founded by educators, we know that it is imperative that every investment you make be of great value.   Instead of being a singularly focused software program that is only used by individual students on computers, or only offers multiple choice test preparation, or only shows animated videos, StarrMatica’s content variety provides exponential value through its flexibility.

Your school has probably invested a lot of money in technology hardware.  StarrMatica was designed to help teachers make the most of every piece of technology in their classrooms including interactive whiteboards, projectors, interactive pads, response systems, computers, and tablets.  88% of teachers say that simply having access to more digital content would allow them to use technology more often.  StarrMatica’s library of content meets that need, so teachers can make the most of your technology investments.

Our library of content also allows teachers to choose resources that are tailored to every learning setting including whole-class, small group, centers, and individual students both at school and at home.

StarrMatica helps further with:

• a built-in individualized basic facts program that automatically adjusts practice based on a student’s performance.  Reporting features allow teachers and parents to monitor progress towards fact mastery, and teachers can even view data at the class level to diagnose the most missed facts.
• individual student progress accounts.  These accounts allow teachers and parents to monitor student progress so they can make immediate adjustments to intervention or enrichment plans.
• the ability to create and share collections of content.  This makes it easy for teachers to share individualized content with specific students and to save collections of favorites from year to year.

StarrMatica helps teachers integrate technology effectively with a personalized approach.

Research has shown that students whose teachers use technology effectively in the classroom have higher test scores than students whose teachers do not.

Simply providing teachers with a library of digital content doesn’t mean they will know how to use it effectively.  As teachers ourselves, we take the extra step to make sure that teachers are able to quickly locate content to meet individual student needs and are comfortable with integrating that content effectively into classroom instruction.

To accomplish this, we combine our library of content with a series of personalized professional development sessions, informational emails, and online support to assist every individual teacher.

Our assistance is tailored to the needs of each school by evaluating access to technology, teacher technology proficiency, and teacher and administration goals, so we can best help you move from where you are today to where you would like to be in the future.

So now you know the differences that make up StarrMatica’s secret sauce.  (I guess it’s not a secret anymore!)