instructional leadership network october 2, 2013 ge/october2013

STAAR Update

Instructional Leadership NetworkOctober 2, 2013

GE/October2013

Agenda

• STAAR overview•Using Released Tests• Elementary/Secondary• Reading•Writing•Math• Social Studies• Science

STAAR OverviewWhat is tested and how

STAAR testing can be a scary beast!!

Our goal is to help you tame the beast and get control of STAAR!!

Elementary ◦ 3rd grade – Reading, Math◦ 4th grade – Reading, Math, Writing◦ 5th grade – Reading, Math, Science◦ HB 866 – no waiver granted

Secondary◦ 6th grade – Reading, Math◦ 7th grade – Reading, Math, Writing◦ 8th grade – Reading, Math, Science, Social Studies◦ End of course exams reduced to:

Algebra, Biology, US History, English I and II (New combined exam)

Grades tested

Triangle of accommodations being revised and reposted

New Standardized Oral Administration Modified exam versions administered for

last time in Spring 2014 STAAR-Alt tasks being built and reviewed Next steps are under review

Special Education

STAAR L◦ Linguistically accommodated tests in math,

science and social studies◦ Computer administration

STAAR ◦ Reading and Writing, limited accommodations

STAAR Spanish◦ Grades 3-5 all subjects

STAAR L and STAAR Spanish

TEA Releases the STAAR test questions

August 2013

STAAR Modifiedhttp://www.tea.state.tx.us/student.assessment/special-ed/staarm/released-questions/

STAARhttp://www.tea.state.tx.us/student.assessment/staar/testquestions/

Released questions

http://www.tea.state.tx.us/student.assessment/special-ed/staarm/released-questions/





http://www.tea.state.tx.us/student.assessment/staar/testquestions/




Criterion referenced – so studying the criteria is key to long term successful teaching

TEA notes that tests should be used for teachers to study for use in instruction◦ “The resources on this website provide

information to familiarize Texas educators and the public with the design and format of the STAAR program. The information is intended to help educators understand how the new STAAR program measures the Texas Essential Knowledge and Skills (TEKS) curriculum standards. “

STAAR Tests

“A test is essentially a sample of questions or activities that reflect a large body of knowledge and mental processes associated with an academic subject area. It is highly impractical to design a test that includes all of the problems that a student could ever do in each content area. Therefore, state tests are samples of possible questions from each area. All state tests are limited samples of what students are required to know in areas such as language arts, mathematics, science, etc. There are large numbers of questions that can appear on future forms of these instruments. A teacher would not be able to address all the possible questions, nor should the teacher attempt that task. However, school districts and teachers should endeavor to understand the delineation of each subject area.

School districts are under pressure to perform well on state tests and often use a test preparation strategy of giving students sample tests from commercially prepared workbooks or state released items to get ready for state tests. Although this is one strategy that can be useful for providing general information regarding student strengths and weaknesses as related to the samples, it should not be the only method used by teachers. The strategy itself, does little to educate teachers about how to use and understand state tests, standards, and test specifications.”

Tienken & Wilson, 2001

Research shows….

Reading/WritingJessica [email protected] [email protected]

mailto:[email protected]


Secondary ReadingJessica Rogers

Complex Inferences Make complex inferences within and

between literary and informational texts, supporting those inferences with relevant textual evidence.

Definition of Inference from T.E.A ~A logical guess made by connecting bits of

information. Readiness or supporting based on GENRE.

Student Characteristics In order to be good at inferencing, students

need to:◦ Be active readers◦ Monitor comprehension◦ Have a rich vocabulary◦ Have a competent working memory◦ Have background knowledge

Great Teaching Strategies

Active Readers/ Monitor Comprehension◦ Teacher “think-alouds” and modeling◦ Constant attention to Figure 19 Reading

Strategies – IN ALL subjects!

Rich Vocabulary/ Background knowledge◦ Wide reading (every genre, read alouds,

discussions)◦ Text discussions◦ Current events

Why Should We Teach Making Inferences and Predictions?

English Language Arts/Reading Students analyze, make inferences and draw conclusions

about…• Theme and genre in different cultural and contemporary contexts.

• The structure and elements of poetry, drama, and fiction.

• The varied structural patterns and features of literary nonfiction.

• How an author’s sensory language creates imagery in literary texts.

• The author’s purpose in cultural, historical, and contemporary contexts.

• Expository text, persuasive text.

…and provide evidence from the text to support their understanding/analysis. 21

Examples: From Dr. Victoria Young:

Sample from Released Test 2013 (8th gr)

Teach

Text Evidence + B.K. = Inference

• While students are reading – teach them to think of character interactions:

You can tell that her father feels …

“Father ordered me to change into something clean and to

hurry down to greet the guests who were arriving to pay their

respects.”

6th Grade

Eng. I

Background Knowledge and Wide Reading Making Connections –

Students must make connections (thematic links,

author analysis) across multiple texts of various

genres.

What Students Have to Know for STAAR Reading—Some Specifics

Connecting SelectionsWhat is one similarity or difference between the two selections or between the narrators/ speakers/characters/authors in the two selections?What is a theme or idea explored in both selections? Is the central message of the two selections the same?How does a particular quotation from one selection link/correspond thematically to a quotation from the other selection?

26

Theme “The central or universal idea of a piece of

fiction or the main idea of a nonfiction essay.

Infer the theme

Common Themes

Journeys (character progression from one place or stage to another)

Teen Angst Leading to Self-Actualization (Identity)

Family RelationshipsRomantic Relationship

DiversityDealing with Loss

Text Sets Text Sets are collections of books grouped

around a similar topic, theme, genre, or author.

Text sets allow readers to organize responses in a way that helps them notice patterns, make literary connections, and develop insights across books.

Positives Range of reading levels

Achievement often increases

Students engage with the importance,

relevance, and credibility of the text

Reinforcing vocabulary

Concept development

Example Theme: Prejudice Short Film: For the Birds Fictional Novels: The Outsiders, Under a

Red Sky, American Born Chinese, The Watsons Go to Birmingham

Picture Books: The Sneeches, The Other Side, Baseball Saved Us

Nonfiction: Jeremy Lin Poem: It’s a Disease by Niru Raj

https://www.youtube.com/watch?v=e70NIYIfiTc

http://kellygallagher.org/resources/AoW%2025%20Lin.pdf

http://www.poemhunter.com/poem/it-s-a-disease/



7th Grade

ENG II

Secondary WritingLisa Monthie

New Blueprint

Expository and Persuasive Writing

Prompts focus on issues/questions that don’t require students to bring particular background knowledge or facts to the table in order to write a good essayThe expository task requires students to clearly explain what they think about somethingThe persuasive task requires students to take a position and present a consistent, sustained argument that supports it

Clear Explanation vs. Compelling Argument

35

Expository and Persuasive Writing

Audience awarenessExpository—the student is NOT TRYING to convince the reader to think a certain way or to accept a single viewpoint as validPersuasive—the student is TRYING to convince the reader to think a certain way or to accept a single viewpoint as valid

Students may use 1st or 3rd person (though better to stay away from “one”); remember that prompts are written to elicit an explanatory or persuasive response that reflects students’ own thinking about their lives and the world

36

Writing to a Prompt

Do students understand what it means to be responsive to a prompt?

Prompt #1

Some people believe that there is only one foolproof plan, or perfect solution, or correct interpretation. But nothing is ever that simple. For better or worse, for every so-called final answer there is another way of seeing things. There is always a “however.”

The Official SAT Study Guide: For the New SAT, The College Board, 2004, p. 119

38© 2013 Texas Education Agency / The University of Texas System

Writing Assignment #1

Is there always another way of seeing things or another point of view? Plan and write an essay in which you explain whether there is always a “however.”

Be sure to — Clearly state your thesis Organize and develop your ideas effectively Choose your words carefully Edit your writing for grammar, mechanics, and spelling

Adapted from The Official SAT Study Guide: For the New SAT, The College Board, 2004, p. 119

39© 2013 Texas Education Agency / The University of Texas System

Evaluating the Writing Assignment:Think Aloud

Is there always another way of seeing things or another point of view? Plan and write an essay in which you explain whether there is always a “however.”

seeing to look plan to think ahead write compose? explain tell the reader what I mean

Clear Thesis Do students understand the concept of

controlling idea/thesis? Can they distinguish a weak from an effective controlling idea?

THE FIVE-STEP THESIS FORMATION METHOD

1. Name your focus topic.

EXAMPLE:

2. Ask a question about your focused topic.

EXAMPLE:

3. Revise the question into a declarative statement. EXAMPLE:

4. Add a group of words summarizing your key ideas.

EXAMPLE:

5. Call upon editing to put it all together.

EXAMPLE:

THE FIVE-STEP THESIS FORMATION METHOD

1. Name your focus topic. EXAMPLE: Different ways of seeing things

2. Ask a question (make sure it’s not obvious!) about your focused topic. EXAMPLE: Are there different ways of seeing things?

3. Revise the question into a declarative statement. EXAMPLE: There is always a “however,” a different way of seeing things.

4. Add a group of words summarizing your key ideas. EXAMPLE: There are diverse groups of people who see things differently. That’s how we come to agreement.

5. Call upon editing to put it all together. EXAMPLE: There is always a “however,” a different way of seeing things because there are many different cultures and diverse

groups in the world and seeing the “however” is how we agree on issues.

Revision

Help students learn that revision and editing are not the same thing. Provide students with multiple opportunities to learn/practice how to revise and edit their own writing.

Remember that a coherent and scaffolded writing program is the best preparation for STAAR.

That means developing a shared vision of what students need from writing classrooms each year to grow as writers,

teaching writing every year (whether or not it’s assessed that year),

and using the concepts and skills students have already acquired in elementary and middle school as the building blocks for introducing new concepts and skills.

ESC 12 is here to support… Balanced Literacy Writers’ Workshop Figure 19 TEKS: Reading Strategies Targeted Genres Vocabulary Attacking STAAR Writing Rubrics Emergent Reading Struggling Readers Customized Sessions

Mathematics Mark [email protected]


Mathematics Complaints

◦ Kristin [email protected]

Praises◦ Mark Pietka◦ [email protected]




Data Details – Process Matters

Questions Dual Coded to Process Standards

Blueprint says 75% Questions per Assessment In Math (Grades 3-8)

Test Data

Data Details – Not all Process Standards are Equally Assessed!!Each Grade Level (3-8) has 6 process standards

(13|9)(13 items in 2012|9 items in

2013)

Readiness5th Grade

Number of Items

Readiness8th Grade

Number of Items

ReadinessAlgebra I

Number of Items

SE 2013 Test SE 2013 Test SE 2013 Test

5.2A 3 8.1A 3 A.1D 3

5.2C 3 8.2B 3 A.1E 2

5.3A 3 8.3B 3 A.2B 2

5.3B 3 8.4A 4 A.2D 2

5.3C 3 8.5A 4 A.4A 3

5.5A 4 8.6A 3 A.5C 3

5.8A 2 8.8C 3 A.6B 2

5.10C 4 8.9A 4 A.6C 3

5.12B 3 8.9B 3 A.6F 3

5.13B 4 8.11A 3 A.7B 3

8.13B 2 A.8B 3

A.9D 2

A.10A 3

5th grade snapshot

Question RatioReadiness : Supporting

3:1

MATH Strategies

Roll a Solution Create an anchor chart like the following:

Strategy 1

Elementary Example5th STAAR Math

Alex used blue, red and green pieces of plastic to make a design.• He used 84 green pieces of plastic.• He used 20 more green pieces of plastic than blue

pieces of plastic.• He used 15 more red pieces of plastic than blue

pieces of plastic.

What is the number of red pieces of plastic Alex used?A 79B 89C 49D 119

Secondary Example7th Grade STAAR Math

Mr. Stein is purchasing 2.25 pounds of meat that costs $2.80 per pound. How much change should Mr. Stein receive if he gives the cashier $20.00?F $6.30G $13.70H $14.95J $2.52

4 Frame Item Analysis Start with test

questions (STAAR, Benchmark, Unit Test…) with concerning data! Provide the data!

A question coded to a Readiness Standard & Process Standard would be ideal!

Divide students into groups of three – each group gets a question.

MODEL THE STRATEGY! Class Presentations!

How do you get the correct solution?

Why did so many students choose H?

TEST TIP so we don’t make that mistake on future questions.

Strategy 2

3rd Grade STAAR 2013

39%

39%

15%

6%




39%

15%

39%

6%

3rd Grade STAAR 2013 Test item #5 Content SE:

3.04B - The student is expected to solve and record multiplication problems (up to two digits times one digit) (R)

Process SE: 3.14A - The student is expected to identify the mathematics in everyday situations

Andy has trumpet practice 4 times every month. Each practice lasts 2 hours. What is the total number of hours that Andy will practice in 9 months?

A 72B 156C 36D 104


Why did so many students choose C?


R12 Item AnalysisA. 5327 (49%)B. 543 (5%)C. 4580 (42%)D. 446 (4%)

F. 43%

H. 30%

G. 13%

J. 13%

8th Grade STAAR 2013 Test item #18 Content SE: 8.04A -

The student is expected to generate a different representation of data given another representation of data (such as a table, graph, equation, or verbal description).

Process SE: 8.15A - The student is expected to communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models




R12 Item AnalysisF. 43%G. 13%H. 30%J. 13%

37% state-wide

If we Flip the Question:

Points P, S, and W are the only

coordinates that satisfy

given inequality conditions.

What might those

conditions be?

Strategy 3

Flip the Question

What is the greatest common factorof 40 and 12?

Questions in Math Tasks

Name a possible pair of numbers with a greatest common factor of 4 .

41% state-wide

Your turn…If we Flip the

Question:

Juanita covered the outside of a

rectangular prism with 42 ft2 gift paper.

What might its dimensions have been?

Answers Away!Having students create multiple choice answers for released STAAR questions

Strategy 4

Teachers provide students the test questions without the answer choices.

Students create answer choices for the problem.

Students provide rationale for each of their answer choices.

Students compare their answer choices to the answers from the STAAR.

How do you get this to the teacher??? Model it Pass off the slides Join the PLC Focus on one strategy a month Have your teachers CHOOSE a strategy to

try SEND THEM TO OUR TRAININGS!!

◦ Glickman, Downey, Kemerer & Crain

ESC Region 12 Math Sessions- Get your students STAAR/EOC Ready!

Social StudiesBill [email protected]


Grade 8 Scores: 2007-2013344,283 Students Assessed.

Year Test Passed at Phase-In I

Passed at Phase-In II

Passed at Recommende

d

Commended/ Advanced Academic

2007 TAKS n/a n/a 87 34

2008 TAKS n/a n/a 90 38

2009 TAKS n/a n/a 92 43

2010 TAKS n/a n/a 95 42

2011 TAKS n/a n/a 95 42

2012 STAAR 59 -- 24 12

2013 STAAR 63 44 26 13

US History: STAAR Scores 2013

Phase In I Phase In II Recommended

Commended

2012(40,681*

)

63 -- 21 5

2013(7903) 73 49 27 7

*Field TestFirst major testing of juniors will be spring 2014

Issue of the StandardsGrade 8 Blueprint

Assess Standards: 92◦ Readiness = 36◦ Supporting = 56

Questions: 52◦ History = 20◦ Geog./Culture = 12◦ Govt./Civics = 12◦ Econ/STS = 8

TAKS = 64 SE assessed

US History Blueprint

Assessed Standards: 109◦ Readiness = 43◦ Supporting = 66

Questions: 68◦ History = 30◦ Geog./Culture = 12◦ Govt./Civics = 10◦ Econ/STS = 16

TAKS Exit = 40 SE assessed

Issue of the StandardsGrade 8

(4)(B) explain the roles played by significant individuals during the American Revolution, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin, Bernardo de Gálvez, Crispus Attucks, King George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington; (16 names)

US History

(6) History. The student understands significant events, social issues, and individuals of the 1920s. The student is expected to:

(A) analyze causes and effects of events and social issues such as immigration, Social Darwinism, eugenics, race relations, nativism, the Red Scare, Prohibition, and the changing role of women; (8 topics)

Issue of the Standards

Social Studies Skills The most tested standard: Reading Skills◦ ”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;”

What can we learn from the released test?

Grade 8: Test Format

◦Questions = 52Quotes = 8Charts Graphs = 10 Images = 2Maps = 1* Dual-coded = 23

* 4 questions require students to visualize a US map

US History EOC: Test FormatTotal Questions: 68◦Quotes = 16◦Images = 9◦Graphs & Charts = 10◦Maps = 2 ◦Dual-Coded = 33

TAKS v. STAARUsing the STAAR Test to compare the

new expectations of test questions

What to look for in the STAAR Social Studies Questions.

VocabularyWhat knowledge students must “bring to the table.”

Wording and reading levels The distractorsWhat the students have to do to answer the question.

Distractors

TAKS: Proclamation of 1763

8.4(A) analyze causes of the American Revolution, including the Proclamation of 1763, the Intolerable Acts, the Stamp Act, mercantilism, lack of representation in Parliament, and British economic policies following the French and Indian War;

F = 18G = 10H = 41*J = 31

Cause and Effect

Notice the logic of the

distractors

TAKS: U.S. Constitution

8.1(C) explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 1861-1865, Civil War.

F = 15G = 30H = 25J = 30*

Wording

Shay’s Rebellion

TAKS: Marbury v. Madison

8.18(B) summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden

A = 23B = 14C = 48*D = 14

Judicial Review

8.23(C) identify ways conflicts between people from various racial, ethnic, and religious groups were resolved; 8.29(C)

F = 40*G = 19H = 21J = 21

Remember in TAKS when you could read the prompt, pick out key words,

and find the words in the correct answer?

TAKS: Dred Scot Decision

8.18(A) identify the origin of judicial review and analyze examples of congressional and presidential responses;

A = 13B = 45*C = 26D = 15

Ruled that African-

Americans were

property

Stated that African-

Americans were citizens

Relationship

Sectionalism UnitReconstruction Unit

TAKS: 13th Amendment

8.16(B) describe the impact of 19th-century amendments, including the 13th, 14th, and 15th amendments, on life in the United States.

A = 31B = 29C = 4D = 36*

Abolished Slavery

Now that slaves

were free, what can they do?

15

14

TAKS: Biography Questions

H.26(D): identify the political, social, and economic contributions of women such as Frances Willard, Jane Addams, Eleanor Roosevelt, Dolores Huerta, Sonia Sotomayor, and Oprah Winfrey to American society;

F = 47G = 8H = 31*J = 14

TAKS: Quote Boxes

Distractors

H.4(A): explain why significant events, policies, and individuals such as the Spanish-American War, U.S. expansionism, Henry Cabot Lodge, Alfred Thayer Mahan, Theodore Roosevelt, Sanford B. Dole, and missionaries moved the United States into the position of a world power;H.29(B)

A = 19B= 37*C = 23D = 21

What vocabulary

word do you see that may

cause problems? All possible

answers are Roosevelt’s

accomplishments

TAKS: Elizabeth Cady Stanton

Seneca Falls

Convention for

Women’s Suffrage,

1848

Declaration of Sentiments

was presented by

Elizabeth Stanton

TA

KS

: Vis

uals

Simple Visual

Distractors

H.3(C): analyze social issues affecting women, minorities, children, immigrants, urbanization, the Social Gospel, and philanthropy of industrialistsH.29(H)

F = 23G = 12H = 31J = 34*

TAKS: Scopes Trial

H.6(B): analyze the impact of significant individuals such as Clarence Darrow, William Jennings Bryan, Henry Ford, Glenn Curtiss, Marcus Garvey, and Charles A. Lindbergh.

F = 13G = 26H = 26J = 35*

Scopes Trial

Darwinism v. Biblical

Literalism

TAKS: Civil Rights

Direct Connectio

n

103

Content Student ExpectationUS.9(D) compare and contrast the approach taken by some civil rights groups such as the Black Panthers with the nonviolent approach of Martin Luther King Jr.; Supporting

Must compare the strategies of leaders from two different time periods.

So what have we learned?

This isn’t the same old Social Studies test!

So what have we learned? Often not a direct route to the answer -

students must make connections; To make the connections, student must

have depth of knowledge and contextual understanding;

Distractors are generally valid possibilities;

Vocabulary; Reading level/wording is much higher

and more complex and is authentic.

How to use the Released Test? Demonstrate how

students will have to connect abstract concepts and topics.

Demonstrate to teachers how to create STAAR-like questions for assessments.

Demonstrate the need for vocabulary development and contextual-background knowledge.

Demonstrate the need for determining the best answer from the list.

How can ESC 12 help? Professional Development Opportunities

◦STAAR Gazing Workshops (US History and Grade 8)

◦Engaging Activities in Social Studies◦Social Studies Assessments Strategies

And many more ESC 12 Social Studies Project Share Group

◦History Bio-quote cards◦100+ Strategies for Effective SS Instruction ◦http://www.epsilen.com/grp/1221793

Social Studies Support

http://www.epsilen.com/grp/1221793

SciencePriscilla [email protected]


2013 8th Grade STAAR Science Data 54 total questions 28 dual-coded 20 supporting 26 related to Physical Science 14 related to Earth Science 14 related to Life Science

11-12/GE

44 Test Questions

dual-coded

content

41%

59%

2012 5th Grade STAAR Science Data(Region 12)


44 Test Questions

dual-coded

41%

59%

11-12/GE

54 Test Items

dual-coded

content

41%59%

2012 8th Grade STAAR Science Data

11-12/GE


54 Questions

Dual CodedContent

48%

52%

11-12/GE

54 Test Items

dual-coded

content57%

2012 Biology EOC

43%

11-12/GE

2013 Biology EOC

54 Questions

Dual CodedContent

59%

41%

Process Skills2012 STAAR

8th Grade21 questions- TEKS 3B (63% Mastery)

9 questions- TEKS 2E (64% Mastery)

Biology17 questions- TEKS 2G (51% Mastery)

5 questions- TEKS 2H (49% Mastery)

2013 STAAR

8th Grade13 questions- TEKS 3B (56% Mastery)

11 questions- TEKS 2E (62% Mastery)

Biology13 questions- TEKS 2G (55% Mastery)


Reporting Category #1 The student will demonstrate an

understanding of the properties of matter and energy and their interactions.

Region 12 Average

8.8 out of 14

State Average

7.2 out of 14



understanding of force, motion, and energy and their relationships.

Region 12 Average

7.4 out of 12

State Average

6.2 out of 12



understanding of components, cycles, patterns, and natural events of Earth and space systems.

Region 12 Average

8.3 out of 14

State Average

7.2 out of 14



understanding of the structures and functions of living organisms and their interdependence on each other and on their environment.

Region 12 Average

8.9 out of 14

State Average

7.3 out of 14


Reporting Category

# of Test Items

% of Total Items

Mastery

1 14 26% 62%

2 12 22% 62%

3 14 26% 59%

4 14 26% 64%

2013 Biology STAAR Science DataReporting Category #1 The student will demonstrate an

understanding of biomolecules as building blocks of cells, and that cells are the basic unit of structure and function.

Region 12 Average

5.8 out of 11

State Average

5 out of 11


understanding of the mechanisms of genetics.

Region 12 Average

6 out of 11

State Average

5.1 out of 11


understanding of the theory of biological evolution and the hierarchical classification of organisms.

Region 12 Average

6.2 out of 10

State Average

5 out of 10


understanding of metabolic processes, energy conversions, and interactions and functions of systems in organisms.

Region 12 Average

6.2 out of 11

State Average

5 out of 11


understanding of the interdependence and interactions that occur within an environmental system and their significance.

Region 12 Average

6.6 out of 11

State Average

5.3 out of 11

2013 Biology STAAR Science Data(Region 12)

Reporting Category

# of Test Items

% of Total Items

Mastery

1 11 20 53%

2 11 20 55%

3 10 20 62%

4 11 20 56%

5 11 20 60%

8th GradeSubpopulation Student

sPhase 1 Level

II SatLevel III

AdvancedRecommended

Level II Sat

Tested # % # % # %

All Students 10621 7606 72% 1211 11% 3493 33%

Biology

Subpopulation

Students

Level I EOC Min

Phase 1 Level II Sat

Level III Advanced

Recommended Level

II SatTested # % # % # % # %

All Students 11293 10364 92% 9592 85% 1173 10% 5033 45%

How are Process Standards Assessed?

Rpt Cat 3 - The student will demonstrate an understanding of components, cycles, patterns, and natural events of Earth and space systems.SE: 8C - model the effects of human activity on groundwater and surface water in a watershed (S)DUAL: 3B - use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic feature (P)

How are Process Standards Assessed?

Rpt Cat 2 - The student will demonstrate an understanding of the mechanisms of genetics.SE: 6E - identify and illustrate changes in DNA and evaluate the significance of these changes (R)DUAL: 2G - analyze, evaluate, make inferences, and predict trends from data (P)

TxAir

Formally known as TMSDS Available for FREE! Math and science question bank for grades 3-

12 Contact your technology (Project Share)

contact for an account. If you have questions please contact Mark

Pietka. [email protected]


Gateway Resources

Support Sessions Session #41281

◦ Science STAAR Readiness K-12◦ Thursday 11/21/13

Session #41342 8th Grade STAAR◦ Tuesday 2-11-14

Session #41343 Biology STAAR◦ Tuesday 2-25-14

instructional leadership network october 2, 2013 ge/october2013

Documents

staar spanishtea

staar modifiedhttp

subjects staar

staar testing

control of staar

state tests

staar test questionsaugust

new staar program