!

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?!!!!!!!!!!!!!

!!

Using Performance Categories for Intervention and Review

!Performance!Category! Description! Raw!score!%! Planning!%! Intervention!

Level!I!Unsatisfactory!Academic!Performance!

Inadequately!Prepared!

EOC!<35K65%!Gr.!3K8!!<39K66%! <!55%!

LongKterm,!sustained,!sequential!intervention!

Level!II!!Satisfactory!Academic!Performance!!

Sufficiently!Prepared!

Phase!I!EOC!≥!35K65%!Gr.!3K8!≥!!39K

66%!

≥!55%!

ShortKterm,!targeted!intervention!Final!

EOC!≥!50K73%!!

≥!≈62%!

Gr!3K8!!≥!63K84%! ≥!≈75%!

Level!III!Advanced!Academic!Performance!

Well!Prepared!

EOC!≥!63K92%!Gr!3K8!!≥!82K93%!

!

≥!≈85%!!

Review!and!maintenance!

!!

page 1

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©"lead4ward,"LLC"2012 http://lead4ward.com/resources/

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%

Grade"5 84% 45% 739%

Grade"8 62% 29% 733%

SS Grade"8 40% 11% 729%

Grade"4 62% 24% 738%

Grade"7 65% 30% 735%

Year Phase Follow"a"Class2012 Phase"I use"0"for"kindergarten2013 Phase"I2014 Phase"II2015 Phase"II2016 Final

Writing

Subject/Grade Difference

STAAR Grades How Far From FinalSpring 2012 Paper Administrations (English)

Math

Science

Read

ing

page 4

Grad

e&Level

Conten

t&&Area

Top&%&Correct

54%

Top&%&Correct

58%

Top&%&Correct

70%

Top&%&Correct

79%

Top&%&Correct

92%

Stud

ents

Raw&Score

Stud

ents

Raw&Score

Stud

ents

Raw&Score

Stud

ents

Raw&Score

Stud

ents&

Raw&Score

Antone

lla54

%Jerónimo

61%

Andrew

70%

Jada

79%

Mariana

92%

Isabella

54%

Valeria

58%

Benjam

ín70

%Em

iliano

79%

Michael

92%

Imani

54%

Ryan

58%

Maria<Jo

sé70

%An

dre

79%

Jazm

ine

91%

Daniel

52%

Lucia

58%

Jacob

69%

Emily

79%

Ashley

89%

Soph

ia52

%Joshua

58%

Darryl

69%

Alyssa

78%

Ebon

y88

%Trevon

49%

DeShaw

58%

Dem

etriu

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%Maurice

78%

Elizabeth

88%

Deja

49%

Gabrie

l58

%Jim

ena

69%

Ethan

78%

Nicolás

88%

Olivia

49%

Ava

58%

William

68%

Shanice

78%

Matías

87%

Hannah

48%

Aaliyah

57%

Tomas

68%

Joaquín

78%

Terrell

87%

Sebastián

48%

Sara

57%

Martin

a68

%Catalina

76%

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87%

Luciana

42%

David

57%

Alexande

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%Samue

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lentina

83%

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41%

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56%

Marqu

is63

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ma

74%

Christoph

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41%

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56%

Agustín

63%

Anthon

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%Diego

82%

Madison

40%

Tyrone

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Tyler

63%

Abigail

73%

Mateo

82%

Martín

39%

Daniela

55%

Sam

62%

Samantha

73%

DeA

ndre

82%

Darius

38%

Tierra

55%

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62%

Sarah

73%

Santiago

82%

Asia

38%

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55%

Conn

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%Nicho

las

72%

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%Em

ma

55%

Ash

61%

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72%

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82%

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26%

Emmanue

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%Jonathan

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24%

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Performan

ce&

Thesho

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ss&

Rate

Notes

>55

%79

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62%

57%

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2012

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2012

Res

ults

Quintile&1

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page 5

STA

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: Ana

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Qui

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• If(m

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significant(instructional(issues(

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ance(in(both(quintile(1(and(quintile(5(is(similar(but(low(=(systemic(issues((likely(longitudinal)(

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Analyze(the(distribution(of(scores(by(teacher(

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• Original(class(composition(establishes(the(baseline(

• Sim

ilar(composition(of(classes(–(analysis(yields(which(teachers(m

ay(need(support(

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page 6

Det

erm

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terv

enti

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ocus

Are

as

! !Quintile!1!

Quintile!2!

Quintile!3!

Quintile!4!

Quintile!5!

Level!III!

Advanced

!Ac

adem

ic!Perform

ance!

(Well!Prepa

red)!

!

!!

!!

!

Level!II!

Satisfactory!

Acad

emic!Perform

ance!

(Sufficiently!Prepa

red)!

!

!!

!!

!

Level!I!

Unsatisfactory!

Acad

emic!Perform

ance!

(Inad

equa

tely!

Prep

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)!

!!

!!

!

page 7

!!!!Design of STAAR !!Standard!Type! Description! Role!in!Intervention!

Readiness!Standards!

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!!!

Supporting!Standards!

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!

Process!!Standards!

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

©2013%lead4ward

4.4

#4.4.D

# Student+Expectation Type 2013+STAAR 2012+STAAR4.4.B represent%multiplication%and%division%situations%in%picture,%word,%and%

number%formS

4.4.C recall%and%apply%multiplication%facts%through%12%×%12 S

3.4.A learn%and%apply%multiplication%facts%through%12%by%12%using%[concrete]%models%[and%objects]

S

3.4.B solve%and%record%multiplication%problems%(up%to%two%digits%times%one%digit) R

2.4.A model,%create,%and%describe%multiplication%situations%in%which%equivalent%sets%of%concrete%objects%are%joined

S

Number,+operation,+and+quantitative+reasoning.+The+student+multiplies+and+divides+to+solve+meaningful+problems+involving+whole+numbers.+The+student+is+expected+to

Readiness+Standarduse%multiplication%to%solve%problems%(no%more%than%two%digits%times%two%digits%without%technology)

Scaffolded+Skills

page 9

Tools to Know | Ways to Show (highly tested process standards)

Process My Strategies

Mat

h

Math%in%everyday%situations%(analyze(information)%3.14A%|%4.14A%|%5.14A%|%6.11A%|%7.13A%|%8.14A%

%

Use%problem?solving%models%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%

%

Scie

nce%

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%

%

Soci

al S

tud

ies%

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%

%

Rea

din

g%

Use%context%to%determine%or%clarify%the%meaning%of%words%3.4%B%|%4.2B%|%5.2B%|%6.2B%|%7.2B%|%8.2B%%

%

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%

%

Wri

ting

%

Revision%%

Writing%to%prompt/maintaining%focus%%

Clear%thesis%%

%

page 10

©"lead4ward,"LLC"2012"

Instructional Adjustments Fine Tuning for Interventions

"Adjustment Connection to STAAR Intentional Intervention

1. Talk"with"students"" "

2. Ask"questions"that"we"ourselves"can"answer"

" "

3. Check"for"understanding"(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 Students"cannot"apply"learning"to"a"

specific"task"or"stop"too"early"in"problem"solving.

Conceptual Errors 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"

page 11

STAAR Intervention Mind your Ps and Qs !!

Problem Starting

Planning

Persistence

Questions

!!!!

page 12

Usi

ng L

ocal

Ass

essm

ent D

ata

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form

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rven

tion

Yes$=

$similar$to$samples$used$in$instruction$|$assessmen

t$of$teaching$

No$=$requ

ires$stude

nt$to

$app

ly$learning$|$assessm

ent$o

f$learning$

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e$Quintile$

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ms$

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rrect$

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page 13

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

Yes No

Did

the

stud

ent g

et it

the

way

I ta

ught

it?

Perf

orm

ance

on

item

s si

mila

r to

sam

ple

s us

ed in

inst

ruct

ion

| as

sess

men

t of t

each

ing

Yes

No

page 15

STAAR Log !

Student! !Teacher! !Grade! !Class! !

!!

3 ! My!plan!

!

! !

! ! !

2!! My!plan!

!

! ! !

1!

! My!plan!

!!tool!to!know!|!way!to!show! my!strategy!!!

!

!!

!

!!

!

!!

!

!

I know!

to grow!

to go !

page 16

© lead4ward, LLC 2012

STAAR Relevant Review Subject-by-Subject

Subject( Instructional Hot Spots/Adjustments Cool Ideas ! !

Science(

• Investigation!or!demonstration!

• Academic!language!of!investigation!

• Off!level!SEs!• Reporting!of!data!in!multiple!forms!

• Expository!writing!• Models!

!

!

! !

Social Studies(

• Timeline!or!sequencing/chronology!support!

• Memorization!of!facts!in!context!

• Memorization!of!facts!by!concept!

• Primary!source!strategies!

• Expository!writing!• Understanding!relationships!

!

! !

Math(

• Transfer!and!application!• Overreliance!on!samples!–!item!practicing!

• Problem!Starting!

• Selecting!a!problem!solving!model!!

• Tricks!and!misconceptions!

!

! !

Reading(

• Academic!vocabulary!of!genre!

• Persistence!in!extended!reading!• Planning!for!genre!• Opportunities!for!inferential!thinking!• Shared!Reading!• Textual!evidence!v.!find!the!answer!

!

! !

Writing(

• Writing!to!the!prompt!

• Revision!focused!on!effectiveness!• Editing!focused!on!correctness!• Matching!organizational!structure/form!for!purpose!

• Clear!thesis!or!central!idea!• Concise!and!precise!writing!

!

!

page 17