STAAR 

Grade 3-8 StandardsNow We Know Who Passed!

 

www.lead4ward.com 

GOOD MORNIN

G!

The big questions…• What do the performance categories mean?

• What is the phase in and how do I interpret it?

• How can I use the new data to plan for instruction and intervention?

the vibe

What are folks buzzing about? What’s confusing or needs clarification?

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Connect the Dots

STAAR Performance Standards

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Level IUnsatisfactoryAcademic

Performance 

Level IISatisfactoryAcademic

Performance 

Level IIIAdvancedAcademic

Performance 

Satisfactory Advanced

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Inadequately Prepared– For this year’s test– For the next grade/course– To graduate

They FAILED last year, and…– Are likely to this year– Have major concept gaps

Level IUnsatisfactoryAcademic

Performance 

1

Well Prepared– For this year’s test– For the next grade/course– To graduate

They PASSED last year, and…– Should pass this year

Level IIIAdvancedAcademic

Performance 

1

Sufficiently Prepared– For this year’s test– For the next grade/course– To graduate

They PASSED last year, but…–Will they this year?–Would they under a higher standard?

Level IISatisfactoryAcademic

Performance 

1

11

Phase in…

Why do we have a phase-in for grades 3-8?

A. To match EOCB. To allow time for teachers to adjust instructionC. To make the test easier

STAAR Performance Standards

• Higher than TAKS

• Set first for English III and Algebra II– Linked to college readiness– Linked by grade level down to 3rd grade

• Validity studies

• Standard-setting committees and policy review committees

• Reviewed every 3 years 13

Phase in…Phase I• 2011-12• 2012-13

Phase II• 2013-14• 2014-15

Final Recommended• 2015-16

Passing Standards

Scale Scores– Vertical scale– Determined by raw scores• Items• Percentages

– Scale remains the same | raw scores may differ each year

Passing Rates(accountability)

• Raw score percentages– Percentage of students passing the test at the Level II Satisfactory 

– Perhaps Level III standards for one index

• Accountability standards yet to be determined– Phase I or Final?– Rate rewuirements?

3

5

3

Why are the final recommended standards for grade 3-8 so high?

A. TAKS standards were too lowB. Field test results were too highC. STAAR standards anchor on EOCs

Why is the Final

Recommended Standard so high?

What do you see?

Grade Reading MathGrade 3 75% 80%

Grade 4 75% 79%

Grade 5 76% 78%

Grade 6 77% 71%

Grade 7 76% 67%

Grade 8 75% 63%

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 855%

60%

65%

70%

75%

80%

85%

Reading Math

English III

AlgebraII

Grade2

3

So…How did you

do?

4

4

23456

4

So What?Phase in

KIDS and COMMUNITY

Final RecommendedPLANNING and PROFESSIONAL

DEVEMLOPMENT

But what about individual kids?

Focus on Level II Satisfactory | Sufficient Skills• Phase 1 | Phase 2 | Final Recommended

Student Phase 1 Phase 2 FinalSantiago Y Y Y

Grace Y Y Y

Mario Y Y Y

Nia Y Y Y

Willie Y Y N

Jada Y Y N

Emiliano Y Y N

Andre Y Y N

Andrew Y N N

Benjamín Y N N

Maria José Y N N

Jacob Y N N

How are we doing based on

CURRENT data?

Collected any data THIS

year?

66% 58%

57%56%

54%

54%54%

52%

52%

52%52%

50% 48%

40%

39%

66%58%57%56%54%54%54%54%52%52%52%52%50%48%43%40%39%

55%

≈75%

≈55%

≈85%≈

62%

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Rethinking Scores

85756255

Well Prepared

Sufficiently Prepared (Gr. 3-8 Final)

Getting There(Sufficiently Prepared - Phase 1)

Sufficiently Prepared (EOC Final/ Gr. 3-8 Phase 2)

70

Rethinking the Score

STAAR 2012

78% 4

Focus on the

Learner

1

Quintiles

and

Common

Specific or

Systemic Issues

5

6

1. Assess concept gaps

2. Review current intervention plan

3. Identify and monitor Level I/Q1 students

Specific or

Systemic Issues

1. Verify Q5 students are well prepared

2.Assess concept gaps

3.Ask students for input 

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Reexamining Quintiles

85756255

Well Prepared

Sufficiently Prepared (Gr. 3-8 Final)

Getting There(Sufficiently Prepared - Phase 1)

Sufficiently Prepared (EOC Final/ Gr. 3-8 Phase 2)

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Is there a group of students you are worried about?

Quintiles and Common Sense

by Student GroupQuintile 1 Quintile 2 Quintile 3 Quintile 4 Quintile 5

Top % Correct 40% Top % Correct 49% Top % Correct 56% Top % Correct 72% Top % Correct 83%

Students Raw Score Students Raw

Score Students Raw Score Students Raw

Score Students Raw Score

Madison 40% Olivia 49% Camila 56% Nicholas 72% Valentina 83%

Martín 39% Hannah 48% Lucas 55% Demetrius 69% Jada 79%

Asia 38% Sebastián 48% David 55% Agustín 63% Emiliano 79%

Reginald 26% Luciana 42% Daniel 52% Jerónimo 61% Emma 74%

Jose 24% Mía 41% Deja 49% Valeria 58% Anthony 74%

7

Sarah Terrell

GraceAndreJacobLuciaImani

AshEmmaHannah

Focus on the

Learning

Which standard type is the most logical starting point for intervention?

A. ReadinessB. SupportingC. Process

Thinking about the Standards?

Readiness Supporting Process

KNOWso they can

GROW

Know the Standards…

1. Name a hard-to-teach readiness standard

2. What concept(s) are being taught?

3. What do students learn in the previous two grades to prepare them?

4. How will students use the learning next year?

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Readiness Standards≈ 30% of assessed TEKS

≈ 65% of STAAR

– IN-DEPTH instruction

–BROAD and DEEP ideas

57

 Concepts

Pacing – When do you go on?

8

Readiness StandardsThinking about Intervention

• Assess cognitive complexity

• Plan for multiple novel items

• Focus on high volume reporting categories

Supporting Standards≈70% of assessed TEKS

≈35% of the test

–Prerequisite instruction Scaffold

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9http://lead4ward.com/resources/

Thinking about Intervention

• Scaffold for intervention

• Assess prerequisite skills or context 

• Align to focus readiness standards

Supporting Standards

62

Process Standards

–Tools to KNOW

–Ways to SHOW

Access

Demonstrate

≥75% questions in Math (Grades 3-8)

≥40% questions in Science

≥30% questions in Social Studies

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≈ 82%

≈ 60%

≈ 55%

Process Standards

Assessed in CONTEXT[Logical Pairings]

9

Process StandardsWhat Content Area?

Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing,

contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences

and conclusions;Social Studies

4.21(B)

George C. Childress credited as being the author of the Texas 

Declaration of Independence

REMEMBER

NOT

MEMORIZE

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Focus… where do you start?

Readiness Supporting Process

Put in order for intervention

Readiness Supporting

Process

Intervention is all about

Instruction

[Faculty Meeting Activity]

Think of your best day this year.

What did YOU do to get kids to think?

Intervention=

Instruction

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Talk with Students

• STAAR: Model inferential thinking

• Intervention: Assess, shape, extend thinking

Ask Questions(that we ourselves can answer)

• STAAR: Complete answer

• Intervention: Scaffold thinking

Check for Understanding(during teaching | after assessment }

• STAAR: Self check of learning

• Intervention: Redirect learning

Learn from Mistakes

• STAAR: Distractors

• Intervention: Scaffold learning

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If we know the mistakes that

students usually make…

When are you going to see it?

What are you going to do about it?

Provide Time to Think (wait time)

• STAAR: Patient problem solving

• Intervention: Allow processing time

Pace Instruction

• STAAR: Full concept development

• Intervention: Pre-teach | reteach

Provide Opportunities for Transfer

• STAAR: Multiple novel items

• Intervention: Apply learning

Transfer

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Y = looks like the way I taught ‘em

N = let’s see if they can apply what I taught ‘em

Terrell 5 94 9 100 X 8 89

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13

14

Why is knowledge of error type so important

for intervention?

✔?

14

15

RelevantReview

Let’s think strategically!• WHO will lead review?– Structure for organizing review/intervention

Let’s think strategically!• What SE’s will we focus on?– Spiral from first• Integrated• Stand-alone (bell ringers)

– High impact reporting categories– Planning

Let’s think strategically!• How much time?

• Which materials?– Engagement – Novelty– Problem starting

FOCUS!

• Focus Readiness Standards– Linked Supporting Standards

• Highly tested Process Standards

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5.7C

5.9A5.5A

5.6A

5.9B

5.7A

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Item practicing games | four cornersget it wrong

Review packets stations | lead teacher | student led | QR codes

Review MUST DO

• Focus

• Engage

• Transfer

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Thank You!