!
STAAR
Grade 3-8 Standards
Now We Know Who Passed!
www.lead4ward.com
!
!
The Buzz
What!are!folks!buzzing!about?!!!
What’s!confusing!or!needs!clarification?!
!
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!
!
!
!
!
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!
!
Performance!Category!
Level!I!
Unsatisfactory!
Academic!Performance!
Using Performance Categories for
Intervention and Review
Description!
Raw!score!%!
Inadequately! EOC!<35K65%!
Gr.!3K8!!<39K66%!
Prepared!
Planning!%! Intervention!
<!55%!
LongKterm,!sustained,!
sequential!intervention!
Phase!I!
Level!II!!
Satisfactory!Academic!
Performance!!
Level!III!
Advanced!
Academic!Performance!
Sufficiently!
Prepared!
Well!
Prepared!
EOC!≥!35K65%!
Gr.!3K8!≥!!39K
66%!
≥!55%!
EOC!≥!50K73%!
Final!
!
≥!≈62%!
Gr!3K8!!≥!63K84%!
≥!≈75%!
EOC!≥!63K92%!
Gr!3K8!!≥!82K93%!
!
≥!≈85%!
!
ShortKterm,!targeted!
intervention!
Review!and!maintenance!
!
!
page 1
page 2
English
Math
Science
62
54
52
50
54
52
50
English III Writing
Algebra I
Geometry
Algebra II
Biology
Chemistry
Physics
68
62
English II Writing
U.S. History
62
English I Writing
68
56
English III Reading
World History
56
English II Reading
68
56
English I Reading
World Geography
Items
Subject
3372
3326
3383
3346
3348
3367
3350
3362
3371
1808
1807
1798
1808
1806
1813
Scale
25
28
27
16
18
17
16
15
17
29
36
37
19
24
27
Raw
Phase 1
37%
41%
40%
32%
35%
31%
32%
29%
31%
47%
58%
60%
34%
43%
48%
%age
Minimum Score
3500
3500
3500
3500
3500
3500
3500
3500
3500
1875
1875
1875
1875
1875
1875
Scale
28
31
31
19
21
20
19
18
20
33
38
40
21
27
30
Raw
Phase 1
41%
46%
46%
38%
40%
37%
38%
35%
37%
53%
61%
65%
38%
48%
54%
%age
© lead4ward, LLC 2012
http://lead4ward.com/resources/
3750
3750
3750
3750
3750
3750
3750
3750
3750
1950
1950
1950
1950
1950
1950
Scale
36
37
39
24
26
27
24
24
27
37
41
43
25
31
34
Raw
Phase 2
53%
54%
57%
48%
50%
50%
48%
46%
50%
60%
66%
69%
45%
55%
61%
%age
Level II Satisfactory
Spring 2012 Paper Administrations
STAAR EOC Raw Score Conversions
* Level III is final for all EOCs other than English III Reading, English III Writing and Algebra II
Soc. Studies
4000
4000
4000
4000
4000
4000
4000
4000
4000
2000
2000
2000
2000
2000
2000
Scale
62%
65%
44
69%
60%
62%
61%
60%
60%
63%
65%
69%
73%
50%
59%
64%
%age
42
47
30
32
33
30
31
34
40
43
45
28
33
36
Raw
Final
4440
4634
4404
4499
4607
4576
4080
4397
4333
2155
2408
2476
2135
2328
2304
Scale
55
54
57
39
43
45
32
40
42
47
55
57
35
45
46
Raw
Phase In*
81%
79%
84%
78%
83%
83%
64%
77%
78%
76%
89%
92%
63%
80%
82%
%age
Level III Advanced
page 3
44
46
48
50
52
46
48
50
52
54
56
44
54
52
44
72
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 5
Grade 8
Grade 8
Grade 4
Grade 7
Items
40
Subject
Grade 3
Reading
Math
© lead4ward, LLC 2012
Science
3500
3500
3500
3500
3500
1583
1551
1509
1489
1471
1392
1575
1556
1504
1458
1422
1331
Scale
39
23
25
29
29
22
23
21
26
28
26
27
27
27
25
23
20
Raw
Phase 1
54%
52%
48%
54%
66%
39%
43%
40%
52%
58%
57%
52%
54%
56%
54%
52%
50%
%age
44
26
32
34
34
29
30
29
33
34
32
34
33
32
30
28
25
Raw
61%
59%
62%
63%
77%
52%
56%
56%
66%
71%
70%
65%
66%
67%
65%
64%
63%
%age
4000
4000
4000
4000
4000
1700
1678
1658
1627
1599
1529
1700
1674
1629
1582
1550
1468
Scale
http://lead4ward.com/resources/
3750
3750
3750
3750
3750
1641
1615
1584
1558
1535
1460
1637
1615
1567
1520
1486
1400
Scale
Phase 2
Level II Satisfactory
50
30
38
39
37
35
36
37
39
38
37
39
38
37
35
33
30
Raw
Final
Spring 2012 Paper Administrations (English)
69%
68%
73%
72%
84%
63%
67%
71%
78%
79%
80%
75%
76%
77%
76%
75%
75%
%age
STAAR Grades 3-8 Raw Score Conversions
SS
Writing
4602
4612
4268
4406
4402
1863
1798
1762
1710
1677
1615
1783
1753
1718
1667
1633
1555
Scale
60
36
43
46
41
49
46
44
44
43
41
45
43
42
40
38
34
Raw
83%
82%
83%
85%
93%
88%
85%
85%
88%
90%
89%
87%
86%
88%
87%
86%
85%
%age
Level III Advanced
STAAR Grades How Far From Final
Phase&I
Final
%&Satisfactory
%&Satisfactory
Grade"3
73%
35%
738%
Grade"4
72%
39%
733%
Grade"5
75%
39%
736%
Grade"6
69%
32%
737%
Grade"7
74%
38%
736%
Grade"8
80%
43%
737%
Grade"3
66%
34%
732%
Grade"4
63%
27%
736%
Grade"5
74%
33%
741%
Grade"6
75%
33%
742%
Grade"7
76%
36%
740%
Grade"8
78%
36%
742%
Science
Grade"5
84%
45%
739%
Grade"8
62%
29%
733%
SS
Grade"8
40%
11%
729%
Writing
Spring 2012 Paper Administrations (English)
Grade"4
62%
24%
738%
Grade"7
65%
30%
735%
Year
2012
2013
2014
2015
2016
Phase
Phase"I
Phase"I
Phase"II
Phase"II
Final
Follow"a"Class
Math
Reading
Subject/Grade
©"lead4ward,"LLC"2012
Difference
use"0"for"kindergarten
http://lead4ward.com/resources/
page 4
page 5
Pass&
Rate
79%
57%
30%
10%
Performance&
Theshold
>55%
>62%
>75%
>85%
2012 Results
2012
78%
54%
54%
54%
52%
52%
49%
49%
49%
48%
48%
42%
41%
41%
40%
39%
38%
38%
36%
26%
24%
Students
Top&%&Correct
Notes
58%
61%
58%
58%
58%
58%
58%
58%
58%
57%
57%
57%
56%
56%
56%
55%
55%
55%
55%
55%
55%
Students
Top&%&Correct
Andrew
Benjamín
Maria<José
Jacob
Darryl
Demetrius
Jimena
William
Tomas
Martina
Alexander
Marquis
Agustín
Tyler
Sam
Trey
Connor
Ash
Jonathan
Jake
Raw&Score
Quintile&3
70%
70%
70%
70%
69%
69%
69%
69%
68%
68%
68%
64%
63%
63%
63%
62%
62%
61%
61%
61%
61%
Students
Top&%&Correct
Jada
Emiliano
Andre
Emily
Alyssa
Maurice
Ethan
Shanice
Joaquín
Catalina
Samuel
Emma
Anthony
Abigail
Samantha
Sarah
Nicholas
Daniel
Samantha
Alejandro
Raw&Score
Quintile&4
&Lowest&Performing&to&Highest&Performing&
Quintile&2
Jerónimo
Valeria
Ryan
Lucia
Joshua
DeShaw
Gabriel
Ava
Aaliyah
Sara
David
Dominique
Camila
Tyrone
Daniela
Tierra
Lucas
Emma
Emmanuel
David
Students
Antonella
Isabella
Imani
Daniel
Sophia
Trevon
Deja
Olivia
Hannah
Sebastián
Luciana
Precious
Mía
Madison
Martín
Darius
Asia
Gabriela
Reginald
Jose
54%
Raw&Score
Top&%&Correct
Quintile&1
yours
yours
Analyzing STAAR Data Grades 3-8
Grade&Level
Content&&Area
79%
79%
79%
79%
79%
78%
78%
78%
78%
78%
76%
74%
74%
74%
73%
73%
73%
72%
72%
72%
71%
Students&
Top&%&Correct
Mariana
Michael
Jazmine
Ashley
Ebony
Elizabeth
Nicolás
Matías
Terrell
Malik
Valentina
Christopher
Diego
Mateo
DeAndre
Santiago
Grace
Mario
Nia
Willie
Raw&Score
Quintile&5
92%
92%
92%
91%
89%
88%
88%
88%
87%
87%
87%
83%
83%
82%
82%
82%
82%
82%
82%
81%
81%
Raw&Score
page 6
Students(
((
Raw(Score(
• Discuss(the(students(learning(
needs((perception)(
• Are(students(in(quintile(more(like(
students(in(quintile(1(or(3?(
• Plan(accelerated(instruction(or(
targeted(intervention(
(
(
((
Students(
Top(%(Correct(
Quintile(2(
((
Raw(Score(
• Students(
• Discuss(the(students(learning(
needs((perception)(
• Top(performing(student(<60%(
correct(and(the(students(are(more(
like(the(students(in(lower(
quintiles(could(mean(systemic(
content/concept(issues.((
• Consider(instruction:(opportunities(
for(transfer(of(learning,(rigor,(or(
concept(development(
• Consider(multiPgrade(level(issues(
• Most(student(performance(
around/above(60%(P(specific(
student,(teacher,(or(concept(
issues.(
• Plan(accelerated(instruction(or(
targeted(intervention(
(
Top(%(Correct(
Quintile(3(
Quintile(4(
((
Raw(Score(
• (Discuss(the(students(learning(
needs((perception)(
• Are(students(in(quintile(more(like(
students(in(quintile(3(or(5?(
• Plan(targeted(intervention(
(
(
((
Students(
Top(%(Correct(
Analyze(the(gap(between(the(performance(of(the(students(in(quintile(1(and(quintile(5.((
• Is(the(gap(small?(
• The(more(similar(the(performance(of(the(group(
• Performance(in(both(quintile(1(and(quintile(5(is(similar(but(low(=(systemic(issues((likely(longitudinal)(
• Performance(in(both(quintile(1(and(quintile(5(is(similar(but(high(=(celebration(and(specific(student,(teacher,(or(concept(issues(
• (Is(the(gap(wide?(
• The(more(diverse(the(performance(of(the(group(
• May(describe(systemic(content/concept(issues(
(
Analyze(the(distribution(of(scores(by(teacher(
• Teachers(highlight(students(in(their(classes(last(year(
• Original(class(composition(establishes(the(baseline(
• Similar(composition(of(classes(–(analysis(yields(which(teachers(may(need(support(
• Ability(based(distribution(of(classes(–(analysis(should(included(previous(performance(–(did(students(make(progress?(
(
Major(concept(and(process(gaps(
(
(
(
(
(
• Discuss(the(students(learning(
needs((perception)(
• Look(for(concept(gaps(
• Top(performing(student(<50%(
correct(could(mean(longitudinal(
or(systemic(concept(issues(
• Complete(SE(analysis(for(this(
group(of(students(
• Notice(patterns(in(readiness(and(
process(standards(
• Are(those(aligned(to(concepts(in(
the(current(year(instruction?(
• Review(the(progress(of(and(the(
success(of(interventions(for(these(
students(from(the(previous(school(
year(
• Plan(accelerated(instruction(
(
((
Raw(Score(
Top(%(Correct(
Quintile(1(
STAAR: Analyzing Student Performance
Quintiles and Common Sense
((
Raw(Score(
• Discuss(the(students(learning(
needs((perception)(
• Highest(performing(students(
• Did(all(students(in(this(quintile(get(
over(80%(of(the(items(correct?(
90%(((
• If(most(students(score(below(80%(
significant(instructional(issues(
could(exist–(likely(across(grade(
levels(
• Complete(SE(analysis(for(this(
group(of(students(
• Notice(patterns(in(readiness(
standards(to(identify(overarching(
curriculum(hot(spots(
(
((
Students((
Top(%(Correct(
Quintile(5(
page 7
Level!III!
Advanced!
Academic!Performance!
(Inadequately!
Prepared)!
Level!I!
Unsatisfactory!
Academic!Performance!
(Sufficiently!Prepared)!
!
Level!II!
Satisfactory!
Academic!Performance!
(Well!Prepared)!
!
!
!
!
!
!
Quintile!1!
!
!
!
Quintile!2!
Determining Intervention Focus Areas
!
!
!
Quintile!3!
!
!
!
Quintile!4!
!
!
!
Quintile!5!
!
!
!
!
Design of STAAR
!
!
Standard!Type!
Readiness!
Standards!
Supporting!
Standards!
Process!!
Standards!
Description!
Role!in!Intervention!
 Essential!for!success!in!the!current!
grade!or!course!
 Important!for!preparedness!for!the!
next!grade!or!course!
 Support!college!and!career!readiness!
 Necessitate!in=depth!instruction!
 Address!broad!and!deep!ideas!
 Assess!cognitive!complexity!
 Plan!for!multiple!novel!items!
 Focus!on!high!volume!reporting!
categories!
 Anticipate!based!on!prior!year!data!
 Integrate!into!instruction!
 Remediate!based!on!lag!performance!
!
!
 Introduced!in!the!current!grade!or!
course,!but!emphasized!in!a!
subsequent!year!
 Reinforced!in!the!current!grade!or!
course,!but!may!be!emphasized!in!a!
previous!year!
 Prepare!students!for!the!next!grade!or!
course!but!not!a!central!role!
 Address!narrowly!defined!ideas
 Scaffold!for!intervention!
 Assess!prerequisite!skills!or!context!!
 Align!to!focus!readiness!standards!
 Use!STAAR!Alternate!TEKS!Framework!
 Tools!to!Know:!Represent!the!
strategies!and!structures!a!student!
uses!to!access!learning!
 Ways!to!Show:!Represent!the!way!a!
student!demonstrates!
understanding/communicates!
knowledge
Activate!memory!
Support!engagement!
Establish!access!!
Maintain!performance!orientation!
 Create!novelty!
 Focus!or!highly!tested!
 Ensure!process!strategies!




!
!
page 8
TEKS%Scaffolding:%Math%Grade%4
4.4 Number,+operation,+and+quantitative+reasoning.+The+student+multiplies+and+divides+to+solve+meaningful+problems+involving+
whole+numbers.+The+student+is+expected+to
#
Readiness+Standard
4.4.D use%multiplication%to%solve%problems%(no%more%than%two%digits%times%two%digits%without%technology)
Scaffolded+Skills
#
4.4.B
4.4.C
3.4.A
3.4.B
2.4.A
Student+Expectation
represent%multiplication%and%division%situations%in%picture,%word,%and%
number%form
recall%and%apply%multiplication%facts%through%12%×%12
learn%and%apply%multiplication%facts%through%12%by%12%using%[concrete]%
models%[and%objects]
solve%and%record%multiplication%problems%(up%to%two%digits%times%one%digit)
model,%create,%and%describe%multiplication%situations%in%which%equivalent%
sets%of%concrete%objects%are%joined
Type 2013+STAAR 2012+STAAR
S
S
S
R
S
©2013%lead4ward
page 9
Tools to Know | Ways to Show (highly tested process standards)
Process
Math
Math%in%everyday%situations%(analyze(information)%
3.14A%|%4.14A%|%5.14A%|%6.11A%|%7.13A%|%8.14A%
Use%problem?solving%models%
Science%
Analyze/interpret%information%?%make%inferences%
5.2D%|%8.2E%|%B.2G,%B.2H%|%C.2H%|%P.2J,%P.3F%
Use%scientific%tools%and%instruments%
5.4A%|%C.2G%
Use%models%to%represent%natural%world%
8.3B%
Social Studies%
%
3.14B%?%3.14C%|%4.14B%?%4.14C%|%5.14B%?%5.14C%|%6.11B%?%6.11C%|%
7.13B%?%7.13C%|%8.14B%?%8.14C%
Communicate%mathematical%ideas%(graphical,(
numerical,(physical,(or(algebraic(models)%
6.12A%|%7.14A%|%8.15A%
Sequencing,%categorizing,%cause/effect,%inference%
8.29B%|%WH.29F%|%USH.29B%
Create%and%interpret%visuals%and%organize%
information%
%
%
%
%
%
%
8.29C%|%WG.21C%|%WH.15A,%WH.15B,%WH30.C|%USH.29H%
Primary%and%secondary%sources%%
8.29A%|%WG.21A%
Use%context%to%determine%or%clarify%the%meaning%of%
words%
3.4%B%|%4.2B%|%5.2B%|%6.2B%|%7.2B%|%8.2B%%
Reading%
My Strategies
%
Make%inferences/use%textual%evidence%%
Gr.%3?8:%Fig.19D%%|%Eng.%I,%II,%III%Fig.%19B%
Summarize,%paraphrase,%and%synthesize%texts%
Gr.%3?8:%Fig.19E%
%
%
%
%
%
Writing%
Revision%
%
Writing%to%prompt/maintaining%focus%
%
Clear%thesis%
%
page 10
Instructional Adjustments
Fine Tuning for Interventions
"
Adjustment
Connection to STAAR
1. Talk"with"students"
2. Ask"questions"that"we"
ourselves"can"answer"
3. Check"for"understanding"
Intentional Intervention
"
"
"
"
"
"
"
"
"
"
"
"
"
"
(during"teaching/use"common"
assessments"wisely)"
4. Learn"from"students"
mistakes"
5. Provide"time"for"students"
to"think"
6. Pace"appropriately"
7. Provide"opportunities"for"
transfer"
"
"
Learning from Mistakes – Key to Intervention
Procedural Errors
Students"cannot"complete"content"
specific"procedures"accurately."
Application Errors
Conceptual Errors
Students"cannot"apply"learning"to"a"
specific"task"or"stop"too"early"in"problem"
solving.
Students"have"misunderstanding"about"
the"underlying"concepts"behind"the"
learning.
Reading
• Doesn’t"read"captions"
• Substitutes"words"
• Stops"reading"passage,"reads"
questions"and"looks"for"answer"
• Reads"each"genre"as"fiction"
• Looks"for"details"v."inferring""
• Confuses"tone"and"mood/theme"
and"topic"
Writing
• Writes"to"the"image"v."prompt"
• Editing"errors"that"interfere"with"
meaning"
• Inadequately"revises"
• Ends"before"essay"is"complete"
• Writes"to"wrong"purpose/confuses"
purpose"
• Confuses"revision"and"editing"
Math
• Puts"decimal"point"in"the"wrong"
place"
• Makes"addition"error"
• Stops"too"early"in"the"problem"
solving"
• Doesn’t"know"how"to"start"
• Doesn’t"understand"why"division"of"
proper"fraction"yields"a"larger"
quantity"
Science
• Misreads"meniscus"
• Uses"wrong"unit"of"measure"
• Limits"data"interpretation"to"single"
conclusion"
• Does"not"complete"the"water"cycle"
• Cannot"convert"between"data"
displays"
• Confuses"plant"and"animal"cells"
Social
Studies
• Cannot"read"a"primary"source"
• Forgets"the"name"of"an"event"
• Misinterprets"population"data"
• Cannot"link"events"to"their"context"
• Cannot"link"events"to"a"concept"
• Does"not"infer"meaning"from"a"
primary"source"
©"lead4ward,"LLC"2012"
page 11
STAAR Intervention
Mind your Ps and Qs
!
!
P
P
P
roblem Starting
lanning
ersistence
Q
uestions
!
!
!
!
page 12
page 13
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$
$
$
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$
Raw$
9$
8$
7$
6$
5$
4$
3$
2$
1$
0$
%$
100$
89$
78$
67$
56$
45$
34$
23$
12$
0$
$
$
$
Quintile$
$
Name$
$
$
$
$
$
$
$
$
$
$
%$
Correct$
1$$2$$7$$8$$9$$12$13$$15$$16$ $
1$$2$$7$$8$$9$$12$13$$15$$16$ $
1$$2$$7$$8$$9$$12$13$$15$$16$ $
1$$2$$7$$8$$9$$12$13$$15$$16$ $
1$$2$$7$$8$$9$$12$13$$15$$16$ $
1$$2$$7$$8$$9$$12$13$$15$$16$ $
1$$2$$7$$8$$9$$12$13$$15$$16$ $
1$$2$$7$$8$$9$$12$13$$15$$16$ $
1$$2$$7$$8$$9$$12$13$$15$$16$ $
1$$2$$7$$8$$9$$12$13$$15$$16$ $
Items$
#$Correct$
Yes$Items$
$
$
$
$
$
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$
$
$
$
%$Correct$
Correct$
No$Items$
3$$4$$5$$6$$10$11$14$$17$18$ $
3$$4$$5$$6$$10$11$14$$17$18$ $
3$$4$$5$$6$$10$11$14$$17$18$ $
3$$4$$5$$6$$10$11$14$$17$18$ $
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3$$4$$5$$6$$10$11$14$$17$18$ $
3$$4$$5$$6$$10$11$14$$17$18$ $
3$$4$$5$$6$$10$11$14$$17$18$ $
Items$
Yes$=$similar$to$samples$used$in$instruction$|$assessment$of$teaching$
No$=$requires$student$to$apply$learning$|$assessment$of$learning$
Using Local Assessment Data to Inform Intervention
$
$
$
$
$
$
$
$
$
$
%$Correct$
Intervention After the Assessment
Procedural
Errors
Application
Errors
Conceptual
Errors
Implications
for
intervention
page 14
Analyzing Student Performance
Local Assessment
Can the student apply the learning?
Performance on items that require student to apply learning | assessment of learning
Did the student get it the way I taught it?
Performance on items similar to samples used in instruction | assessment of teaching
Yes
No
Yes
No
page 15
STAAR Log
!
Student!
Teacher!
Grade!
Class!
!
!
!
!
!
!
3
!
!
!
My!plan!
!
!
!
I know!
!
2!
My!plan!
!
!
!
My!plan!
!
!
to grow!
!
1
!
to go !
!
!
tool!to!know!|!way!to!show!
!
!
!
!
!
!
!
!
!
my!strategy!
!
!
!
!
page 16
STAAR Relevant Review
Subject-by-Subject
Subject(
Instructional Hot Spots/Adjustments
Cool Ideas
!
!
!
• Investigation!or!demonstration!
• Academic!language!of!investigation!
Science(
• Off!level!SEs!
• Reporting!of!data!in!multiple!forms!
• Expository!writing!
• Models!
!
!
!
!
• Timeline!or!sequencing/chronology!support!
• Memorization!of!facts!in!context!
Social
Studies(
• Memorization!of!facts!by!concept!
• Primary!source!strategies!
• Expository!writing!
• Understanding!relationships!
!
!
!
• Transfer!and!application!
• Overreliance!on!samples!–!item!practicing!
Math(
• Problem!Starting!
• Selecting!a!problem!solving!model!!
• Tricks!and!misconceptions!
!
!
!
• Academic!vocabulary!of!genre!
• Persistence!in!extended!reading!
Reading(
• Planning!for!genre!
• Opportunities!for!inferential!thinking!
• Shared!Reading!
• Textual!evidence!v.!find!the!answer!
!
• Writing!to!the!prompt!
!
!
• Revision!focused!on!effectiveness!
• Editing!focused!on!correctness!
Writing(
• Matching!organizational!structure/form!for!purpose!
• Clear!thesis!or!central!idea!
• Concise!and!precise!writing!
!
© lead4ward, LLC 2012
page 17