regional staar data analysis bridging the gap · regional staar data analysis reading & writing...

Regional STAAR Data Analysis

E D U C A T I O N S E R V I C E C E N T E R , R E G I O N 2 0

BRIDGING THE GAP


READING & WRITING

In this report, the analysis for English Language Arts and Reading, Math, Science, and Social Studies consists of four areas:1. 2016 STAAR Data Analysis Table The Data Analysis Tables compare state and regional data and offers space for comparative analysis with Local Education Agency (LEA) data.

2. Analysis and Discussion Points The Analysis and Discussion Points are intended to spark comparative data discussions based on ESC-20 core content area team analysis.

3. Priority Standards of Interest The Priority Standards of Interest are those standards identified by ESC-20 core content area teams as an entry point to data discussions. These standards are a representative sample of data “hot spots” to consider.

4. Professional Development Considerations The Professional Development Considerations are professional growth opportunities provided by ESC-20 staff that address the priority standards of interest as well as the historical growth areas for each core content area. ESC-20 staff can assist with customizing technical assistance and professional development opportunities that offer support with target areas based on LEA needs and initiatives.


READING & WRITING

2016 STAAR Data Analysis: Reading & Writing

Grade Texas% Satisfactory

Region 20% Satisfactory

LEA% Satisfactory

3rd 74% 72%

4th 77% 74%

5th 75% 74%

6th 71% 69%

7th 72% 71%

8th 82% 82%

English 1 63% 69%

English 11 66% 73%

2016 STAAR Data Analysis: Reading (STAAR English only)



LEA% Satisfactory

4th 69% 65%

7th 70% 68%

2016 STAAR Data Analysis: Writing


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Reading Analysis and Discussion PointsStudents across all grade bands demonstrate weakness in reading comprehension skills such as making inferences, summarizing, and drawing conclusions across multiple genres, all of which are targeted in Figure 19 of the TEKS. In the elementary and intermediate grades, students show difficulty with vocabulary skills such as identifying words in context and connecting knowledge of Greek and Latin roots to unfamiliar words. In upper grade levels, students are challenged by connecting to text, understanding nuances of stylistic devices used by authors, as well as understanding the uses of various text structures and their purposes. The overarching gap in student performance lies in these key areas. In order to bridge this gap, students need experience with close reading to connect multiple ideas that are more subtle or nuanced within and across texts.

Priority Standards of Interest - Reading3rd Grade ReadingFig. 19D – make inferences about text and use textual evidence to support understanding

Fig. 19E – summarize information in text, maintaining meaning and logical order

3.4B – use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs (R) 4th Grade ReadingFig. 19D – make inferences about text and use textual evidence to support understanding


Fig. 19F – make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence

5th Grade ReadingFig. 19D – make inferences about text and use textual evidence to support understanding


Fig. 19F – make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence

6th Grade ReadingFig. 19D – make inferences about text and use textual evidence to support understanding

6.7 – understand, make inferences and draw conclusions about the varied structural patterns and features of literary non-fiction and provide evidence from text to support their understanding

6.10A – summarize the main idea and supporting details in text, demonstrating an understanding that summary does not include opinions

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7th Grade ReadingFig. 19D – make complex inferences about text and use textual evidence to support understanding

7.10 – analyze, make inferences, and draw conclusions about expository text and provide evidence from text to support their understanding

7.7 – understand, make inferences and draw conclusions about the varied structural patterns and features of literary non-fiction and provide evidence from text to support their understanding

8th Grade ReadingFig. 19D – make complex inferences about text and use textual evidence to support understanding

8.10 – analyze, make inferences, and draw conclusions about expository text and provide evidence from text to support their understanding

Fig. 19F – make intertextual links among and across texts including other media (e.g., film, play) and provide textual evidence

English IFig.19B – make complex inferences about text and use textual evidence to support understanding (SE type depends on genre) (R)

8A – explain the controlling idea and specific purpose of an expository text and distinguish the most important from the less important details that support the author’s purpose (R)

5B – analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices including character foils (R)

English IIFig.19B – make complex inferences about text and use textual evidence to support understanding (SE type depends on genre) (R)

8A – analyze the controlling idea and specific purpose of a passage and the textual elements that support and elaborate it including both the most important details and the less important details (R)

10 – analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis (S)

7 – understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding

Writing Analysis and Discussion PointsData shows a decrease in performance in writing using correct conventions and mechanics, including but not limited to punctuation, spelling, and grammar. In the elementary grades, students would benefit from more experience with the revision and editing process. They struggle with advanced orthographic patterns and using complete subject and predicates in sentences. Students need multiple exposures into the recursive and integrated nature of the reading/writing process and to experience process-oriented writing with special attention within a writing workshop model. Mentor text and model text play a huge role in scaffolding writing within a gradual release process for students who struggle in writing.


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Priority Standards of Interest - Writing4th Grade Writing4.15C – revise drafts for coherence, organization, use of simple and compound sentences, and audience

4.20B – use the complete subject and the complete predicate in a sentence

4.22A – spell words with more advanced orthographic patterns and rules

7th Grade Writing7.14C – Revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple compound, and complex sentences; internal ad external coherence; and the use of effective transitions after rethinking how questions of purpose, audience, and genre have been addressed

7.20B – recognize and use punctuation marks including: commas after introductory words, phrases, and clauses; semicolons, colons, and hyphens

7.14D – edit drafts for grammar, mechanics, and spelling

English I9.13C – revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed (R)

9.15A – write an analytical essay of sufficient length (R)

English II17C – use a variety of correctly structured sentences (e.g. compound, complex, compound-complex) (R)

18A – conventions of capitalization

18B – use correct punctuation marks

Professional Development Considerations STAAR Expository Reading and Writing Grades 3-12 (2 Day Session)In this two-day session, participants will immerse themselves in the writing process through model text, prewriting, drafting, revising, and publishing in the expository genre. Through this process, teachers will learn scaffolds to help struggling readers and writers strengthen their skills. Using student samples, rubrics, and other resources, teachers will gain research-based strategies in expository writing that will enhance student achievement.Critical Success Factors: Improve Academic Performance, Increase Learning Time, Increase Teacher Quality

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STAAR Reading: Questioning with Figure 19 Grades K-5This course will embody the essence of Figure 19, the bundling of processes, and the unwrapping of skills so that participants can dive into a recursive process of reading and writing with their students. Teachers will learn strategic approaches to curriculum that will motivate and engage critical reading and response. Teachers will learn skills that can be applied the next day for a change in practice that will be effective on STAAR and beyond.Critical Success Factors: Improve Academic Performance, Increase Learning Time, Increase Teacher Quality

Understanding Deeper Reading Grades Grades 3-5Participants will understand deeper reading within read aloud, interactive, and independent reading. Readers will practice strategies for close reading through modeling examples, manipulatives, and make and take opportunities.Critical Success Factors: Improve Academic Performance, Increase Learning Time, Increase Teacher Quality

STAAR Strategies for Drama and Poetry Grades K-5This training will take participants on a journey of the structure and elements of poetry and drama through interactive reading analysis, hands-on activities, and applications for success on STAAR. Through expressive form and creative risk taking, participants will learn how to navigate a love for reading and writing of these two genres.Critical Success Factors: Improve Academic Performance, Increase Learning Time, Increase Teacher Quality

STAAR Expository Reading and Writing Grades K-5 (2 Day Session)In this two-day session, participants will immerse themselves in the writing process through model text, prewriting, drafting, revis-ing, and publishing in the expository genre. Through this process, teachers will learn scaffolds to help struggling readers and writers strengthen their skills. Using student samples, rubrics, and other resources, teachers will gain research-based strategies in expository writing that will enhance student achievement.Critical Success Factors: Improve Academic Performance, Increase Learning Time, Increase Teacher Quality

STAAR Persuasive Reading and Writing Strategies Grades 6-12 (2 Day Session)In this two-day session, participants will immerse themselves in the writing process through model text, prewriting, drafting, revising, and publishing in the persuasive genre. Through this process, teachers will learn scaffolds to help struggling readers and writers strengthen their skills. Using student samples, rubrics, and other resources, teachers will gain research-based strategies in persuasive writing that will enhance student achievement.Critical Success Factors: Improve Academic Performance, Increase Learning Time, Increase Teacher Quality

STAAR Reading: Questioning with Figure 19 Grades 6-12This course will embody the essence of Figure 19, the bundling of processes, and the unwrapping of skills so that participants can dive into a recursive process of reading and writing with their students. Teachers will learn strategic approaches to curriculum that will motivate and engage critical reading and response. Teachers will learn skills that can be applied the next day for a change in practice that will be effective on STAAR and beyond.Critical Success Factors: Improve Academic Performance, Increase Learning Time, Increase Teacher Quality

Understanding Deeper Reading Grades 6-8Participants will examine the new emphasis on text-dependent questions, rigor, text complexity, and what it means to be genre liter-ate in order to advance understanding. Readers will gain strategies for close reading in note-taking, graphic organizers, and analysis for next day classroom application.Critical Success Factors: Improve Academic Performance, Increase Learning Time, Increase Teacher Quality


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Understanding Deeper Reading Grades 9-12Participants will examine the new emphasis on text-dependent questions, rigor, text complexity, and what it means to be genre literate in order to advance understanding. Readers will gain strategies for close reading in note-taking, graphic organizers, and analysis for next day classroom application.Critical Success Factors: Improve Academic Performance, Increase Learning Time, Increase Teacher Quality

STAAR Strategies for Drama and Poetry Grades 6-12This training will take participants on a journey of the structure and elements of poetry and drama through interactive reading analysis, hands-on activities, and applications for success on STAAR. Through expressive form and creative risk taking, participants will learn how to navigate a love for reading and writing of these two genres.Critical Success Factors: Improve Academic Performance, Increase Learning Time, Increase Teacher Quality

STAAR Expository Reading and Writing Grades 6-12 (2 Day Session)This two-day course will provide an overview of the expectations for STAAR expository writing in grades 4, 7, and 9. Participants will learn research-based strategies in expository writing that will enhance STAAR performance. This session will go through the writing process, student samples, rubrics, and the use of mentor text to enhance classroom instruction.Critical Success Factors: Improve Academic Performance, Increase Learning Time, Increase Teacher Quality

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English Language Arts Reading TeamCarolina GonzalesCoordinator, Instructional [email protected](210) 370-5483

Shannon Abercrombie Educational Specialist, ELAR [email protected](210) 370-5765

Nanette GuadianoWrite for Texas [email protected](210) 370-5780

Cyndi PinaEducational Specialist, ELAR [email protected](210) 370-5404

Abby RayburnEducational Specialist, ELAR [email protected](210) 370-5448


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mathematics

2016 STAAR Data Analysis: Mathem

atics



LEA% Satisfactory

3rd 76% 74%

4th 74% 72%

5th 79% 77%

6th 74% 71%

7th 71% 71%

8th 73% 66%

Algebra 1 81% 82%

2016 STAAR Data Analysis: Mathematics (STAAR)

Analysis and Discussion PointsIn Kindergarten through Grade 2, number concepts and whole number operations are introduced. Grade 3 draws upon place value and knowledge of properties learned in the previous grade levels to extend whole number operations into larger number sets. Grades 4 and 5 apply the operations beyond whole numbers to include fractions and decimals. At the upper elementary level, the operations are applied in measurement and geometry. Competency in these strands is contingent upon the ability to perform the operations within the context of measurement and geometry. The Texas Education Agency deployed the Math Achievement Academies for Grades 2 and 3 during the Summer of 2016. These academies focused on whole number operations and fractions to provide the foundation needed for algebraic success in the upper grade levels.

In Grade 6, students begin to use concepts of proportionality, expressions, and equations to explore relationships in a variety of contexts, from mathematical to real-world. They are expected to develop mathematical understanding and communicate effectively and efficiently. In Grade 7, students extend their understanding of proportionality while connecting multiple representations of relationships. Students will use expressions and equations to examine geometric properties and relationships, and capitalize on these relationships to model algebraic representations. In Grade 8, students continue to build on concepts centering on proportionality while connecting to the understanding of functional relationship through multiple representations, include geometric properties. Students will have to evaluate both solutions and processes to justify their reasoning.

2016 STAAR Data Analysis: mathematics

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In Algebra I, sutdents build on knowledge and skills from Grades 6-8. Students build a foundation in linear, quadratic, and exponential functions and transformations of these functions. Students demonstrate representation of these functions by writing equations and exploring domain and range. Students will have to connect functions both mathematically and in real world situations. In addition, students will have to demonstrate knowledge in polynomials of one and two degrees, radical expressions, sequences, and laws of exponents. In their article “Connecting Functions in Geometry and Algebra” published in the February 2016 edition of Mathematics Teacher by the National Council for Teachers of Mathematics (NCTM), Scott Steketee and Daniel Scher state, “One goal of mathematics education is that students make significant connections among different branches of mathematics. Connections – such as those between arithmetic and algebra, between two-dimensional and three-dimensional geometry, between compass-and straightedge constructions and transformations, and between calculus and analytic geometry – form the backbone of important mathematical understandings.” Regional data suggests that these relationships need to be further fostered.

Priority Standards of Interest - Mathematics3rd Grade Mathematics 3.2B – describe the mathematical relationships found in the base-10 place value system through the hundred thousands place

3.4A – solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction

3.5B – represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations

4th Grade Mathematics 4.4H – solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders

4.5A – represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity

4.8C – solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate

5th Grade Mathematics5.3E – solve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings, properties of operations, and the relationship to the multiplication of whole numbers

5.3K – add and subtract positive rational numbers fluently

5.3L – divide whole numbers by unit fractions and unit fractions by whole numbers

6th Grade Mathematics6.4B – Apply qualitative and quantitative reasoning to solve prediction and comparison of real-world problems involving ratios and rates

6.7D – Generate equivalent expressions using the properties of operations: inverse, identity, commutative, associative, and distributive properties

6.11A – Graph points in all four quadrants using ordered pairs of rational numbers

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7th Grade Mathematics7.6I – Determine experimental and theoretical probabilities related to simple and compound events using data and sample spaces

7.9C – Determine the area of composite figures containing combinations of rectangles, squares, parallelograms, trapezoids, triangles, semi-circles, and quarter circles

7.11A – Model and solve one-variable, two step equations and inequalities 8th Grade Mathematics8.3C – Use and algebraic representation to explain the effect of a given positive rational scale factor applied to two-dimensional figures on a coordinate place with the origin as the center of dilation

8.7B – Use previous knowledge of surface area to make connections to the formulas for lateral and total surface area and determine solutions for problems involving rectangular prisms, triangular prisms, and cylinders.

8.7C – Use the Pythagorean Theorem and its converse to solve problems

Algebra IA.8A – Solve quadratic equations having real solutions by factoring, taking square roots, completing the square, and applying the quadratic formula (R)

A.2A – Determine the domain and range of a linear function in matematical problems; determine reasonable domain and range values for real-world situation, both continuous and discrete; and represent domain and range using inequalities (R)

A.11B – Simplify numeric and algebraic expressions using the laws of exponents, including integral and rational exponents (R)

Professional Development Considerations Developing Number Sense K-2Building students’ number sense in grades K-2 is critical to their success in mathematics. This session will cover the big ideas from subitizing to unitizing that develop number sense. Participants will learn why these big ideas are important and experience activities and strategies for effectively developing them.Critical Success Factors: Improve Academic Performance, Increase Learning Time, Increase Teacher Quality

Using Guided Math to Differentiate InstructionThis session will guide participants on how to effectively use guided math groups to differentiate instruction to meet the needs of diverse learners. Ideas and strategies for getting started that are easy to implement will be shared.Critical Success Factors: Improve Academic Performance, Increase Learning Time, Increase Teacher Quality

Journaling in the Elementary Math Classroom K–5thLearn how to effectively incorporate journaling into your math classroom. We will create sample journals with interactive components. Participants will be provided with composition books and all the materials to create their journals.Critical Success Factors: Improve Academic Performance, Increase Learning Time, Increase Teacher Quality


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Strip Diagrams for Algebraic and Proportional ReasoningStrip diagrams are visual problem-solving tools that help student solve arithmetic and algebraic word problems. Come learn about how to implement strip diagrams into your instructional practices and resources for rich problems that can be solved using strip diagrams. Other visual models will be discussed and analyzed for their effectiveness.Critical Success Factors: Improve Academic Performance, Increase Learning Time, Increase Teacher Quality

Big Ideas for Developing Numeracy for 3rd–5th Grade Building students’ number sense in grades 3-5 is critical to their success in mathematics. Participants will experience activities and strategies for effectively building number sense with students.Critical Success Factors: Improve Academic Performance, Increase Learning Time, Increase Teacher Quality

Proportional Reasoning in the Middle Grades This 2-day course addresses proportional reasoning through missing value problems. The problem solving that students are asked to do is similar to the approaches used in Cognitively Guided Instruction. Participants will be guided through various problem-solving models and the various proportional relationships that exist between and within measures.Critical Success Factors: Improve Academic Performance, Increase Learning Time, Increase Teacher Quality

Expanding on Big Ideas in Numeracy in Middle School Building students’ number sense in grades 6-8 is critical to their success in mathematics. Participants will experience activities and strategies for effectively building number sense with students.Critical Success Factors: Improve Academic Performance, Increase Learning Time, Increase Teacher Quality

The Plot Thickens: Data and Representations in the Math Classroom Data representations are complex and vast. This session will examine the various representations from dot plots to scatter plots and everything in between. Participants will learn ways to provide opportunities for students to make connections between the representations, create their own representations, and analyze them fully.Critical Success Factors: Improve Academic Performance, Increase Learning Time, Increase Teacher Quality

Putting the Pieces Together with Algebra Tiles Ready to learn an engaging, comprehensible way to teach abstract algebraic concepts so all your students can learn? Come explore the many uses of algebra tiles from developing numeracy to building algebraic understanding. You will walk away with a structured, scaffolded sequence to introduce your students to algebra tiles by building on each concept that you can easily implement in your classroom.Critical Success Factors: Improve Academic Performance, Increase Learning Time, Increase Teacher Quality

Engaging in Mathematics Through the Process Standards The Process Standards are the key to instruction in the math classroom. They describe the ways in which students should be engaging in mathematics. Learn about the depth and complexity of the Process Standards and how you can amp up instruction by integrating them to make your students have a richer, deeper, and more fun experience with math!Critical Success Factors: Improve Academic Performance, Increase Learning Time, Increase Teacher Quality

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This is Not Art Class! Interactive Journals in the 6-12 Math Classroom Come join the fun! Learn how to effectively incorporate journaling into your math classroom. We will create sample journals with mini-lessons and foldables. Participants will be provided with composition books and all materials needed to create their journal. Registration fee also includes a book by Dinah Zike.Critical Success Factors: Improve Academic Performance, Increase Learning Time, Increase Teacher Quality

Tiles, Tiles Everywhere Explore the power of algebra tiles to enhance the learning of quadratic functions including completing the square.Critical Success Factors: Improve Academic Performance, Increase Learning Time, Increase Teacher Quality

Focus on Algebra: Exponential FunctionsTeachers experience a paradigm shift about teaching and learning algebra. Participants study powerful lesson structures: algebra problem strings, truly problematic situations, and math congresses around the content of exponential functions. Participants analyze high leverage teacher moves, student strategies, and a purposeful sequence of algebra tasks through classroom video vignettes. Watch these strategies in action in an actual algebra classroom setting! This workshop is essential for 8th grade math and Algebra teachers to build conceptual understanding with teacher/student video to support the active teaching strategies presented in the workshop.Critical Success Factors: Improve Academic Performance, Increase Learning Time, Increase Teacher Quality

Math TeamRavae ShaefferCoordinator, Instructional [email protected](210) 370-5280

Monice KretzschmerEducational Specialist, [email protected] (210) 370-5427

Sylvia Wilborn Educational Specialist, [email protected] (210) 370-5455

Brandi SimpsonEducational Specialist, [email protected] (210) 370-5437


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SCIENCE

2016 STAAR Data Analysis: Science



LEA% Satisfactory

5th 75% 73%

8th 76% 74%

Biology 91% 92%

2016 STAAR Data Analysis: Science (STAAR)

2016 STAAR Data Analysis: science

Analysis and Discussion PointsSTAAR data indicates that students struggle with Reporting Category 3 - Earth and Space in Grade 5, Reporting Category 2 - Force, Motion, and Energy in Grade 8, and Reporting Category 2 - Mechanisms of Genetics as well as Reporting Category 4 - Biological Process and Systems in Biology

Dual-coded items account for the majority of the STAAR science tests. This increases the rigor of the test items by adding depth and complexity. As a result, teachers need a solid understanding of the scientific process skills and how to effectively implement good questioning in order to address all levels of Bloom’s Taxonomy and Webb’s Depth of Knowledge.

To build a bridge from factual and conceptual understandings to applying principles and generalizations of the facts and concepts in new and novel ways, students must be engaged in all aspects of scientific literacy in which the students are reading, speaking, listening, talking and performing hands-on, inquiry-based investigations/activities.

The understanding of academic and content language is necessary for success on the STAAR Science Tests and should be reflective as to what is seen throughout the content standards and STAAR.

Teachers should be constantly assessing students through formative assessments to identify gaps in students’ thinking and understanding of the concepts in order to modify instruction so the needs of all students can be met.

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Priority Standards of Interest - Science5th Grade Science Process Skill 5.2D - analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence *Dual coded on 30% of questions on 2016 STAAR Science test

Reporting Category 1 - Matter & Energy 5.5A - classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy (R)

Reporting Category 2 - Force, Motion & Energy 5.6A - explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy (R)

Reporting Category 3 - Earth & Space 5.7B - recognize how landforms such as delta, canyons, and sand dunes are the result of changes to Earth’s surface by wind, water, and ice (R)

5.7C - identify alternative energy resources such as wind, solar, hydroelectric, geothermal, and biofuels (R)

Reporting Category 4 - Organisms & Environments5.9B - describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers (R)

5.10B - differentiate the structures and functions of different species that help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals (R)

8th Grade Science Process Skill 8.2E - analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends*Dual coded on 26% of questions on 2016 STAAR Science test

Process Skill 8.3B - use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic feature*Dual coded on 20% of questions on 2016 STAAR Science test

Reporting Category 1 - Matter & Energy 8.5C - interpret the arrangement of the Periodic Table including groups and periods, to explain how properties are used to classify elements (R)

8.5D - recognize that chemical formulas are used to identify substances and determine the number of atoms of each element in chemical formulas containing subscripts (R)

Reporting Category 2 - Force, Motion & Energy8.6A - demonstrate and calculate how unbalanced forces change the speed or direction of an object’s motion (R)

8.6C - investigate and describe applications of Newton’s law of inertia, law of force and acceleration, and law of action-reaction such as in vehicle restraints, sports activities, amusement park rides, Earth’s tectonic activities, and rocket launches (R)

Reporting Category 3 - Earth & Space8.7B - demonstrate and predict the sequence of events in the lunar cycle (R)

8.9B - relate plate tectonics to the formation of crustal features (R)

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Reporting Category 4 - Organisms & Environments8.11B - investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition (R)

8.11C - explore how short-and long-term environmental changes affect organisms and traits in subsequent populations (R)

BiologyProcess Skill B.2G - analyze, evaluate, make inference, and predict trends from data*Dual coded on 30% of questions on 2016 STAAR Science test

Reporting Category 1 - Cell Structure & FunctionB.4B - investigate and explain cellular processes, including homeostasis, energy conversions, transport of molecules, and synthesis of new molecules (R)

B.9A - compare the structures and functions of different types of biomolecules, including carbohydrates, lipids, protein, and nucleic acids (R)

Reporting Category 2 - Mechanisms of GeneticsB.6F - predict possible outcomes of various genetic combinations such as monohybrid crosses, dihybrid crosses and non-Mendelian inheritance (R)

Reporting Category 3 - Biological Evolution & ClassificationB.7E - analyze and evaluate the relationship of natural selection to adaptation and to the development of diversity in and among species (R)

B.8B - categorize organisms using a hierarchical classification system based on similarities and differences shared among groups (R)

Reporting Category 4 - Biological Processes & SystemsB.10B - describe the interactions that occur among systems that perform the functions of transport, reproduction, and response in plants (R)

Reporting Category 5 - Interdependence within Environmental SystemsB.11D - describe how events and processes that occur during ecological succession can change populations and species diversity (R)

Professional Development Considerations Mastering Academic Language This course is designed to help “bridge the gap” between language and achievement. A literacy framework that incorporates a four prong approach will be presented to help teachers scaffold instruction for English Language Learners. Practical teaching strategies, guidance on family involvement and performance assessment tools will be provided. This session is appropriate for all science teachers. Critical Success Factors: Improve Academic Performance, Increase Learning Time, Increase Teacher Quality

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Using Assessments Thoughtfully This course is designed to look at using assessments, whether formative or summative, with the learner in mind. Principles and strategies for using formative assessments effectively will be addressed. Characteristics of summative assessments will be explored including depth of knowledge and alignment to the standards. Participants will be asked to bring samples of classroom assessments to calibrate using an alignment protocol. This session is appropriate for all science teachers. Critical Success Factors: Improve Academic Performance, Increase Learning Time, Increase Teacher Quality

Sheltered Instruction Participants will learn how to teach English Language Learners in the K-12 Science classroom using the SIOP® model. Each SIOP® component will be reviewed and correlated to the 5E Model. Implementation of the TEKS and ELPS will be modeled and discussed. Participants will engage in a hands-on science experiment and practice implementing strategies learned by creating their own grade level lesson. Critical Success Factors: Improve Academic Performance, Increase Learning Time, Increase Teacher Quality

Energize Your Science: Force, Motion, and Energy This training is a learning opportunity for teachers to conduct vertically-aligned hands-on activities that enhance and energize the testable TEKS for Reporting Category 2 of the STAAR test.. Teacher content, classroom connection, and literacy will be the focus of the training. This training is appropriate for grades 6 - 8 teachersCritical Success Factors: Improve Academic Performance, Increase Learning Time, Increase Teacher Quality

Progress for All Through Differentiation Have you tried differentiating instruction, but are struggling to make it work? Do you want to help all of your students make progress in their learning? If so, join us as we experience differentiated instruction through the eyes of diverse learners, then create our own lessons to implement. This training is appropriate for secondary science teachers.Critical Success Factors: Improve Academic Performance, Increase Learning Time, Increase Teacher Quality

Using Claims, Evidence and Reasoning in the Biology ClassroomWould you like to help your students become more critical thinkers? Join us as we use Claims, Evidence and Reasoning (CER) in the context of low performing Biology TEKS including 8B and 10B. This session is appropriate for Biology teachers. Critical Success Factors: Improve Academic Performance, Increase Learning Time, Increase Teacher Quality

Think, Act, Be A Scientist: Using Technology to Enhance Scientific Experience How does a scientist use technology? Join us as we act like scientists while using various technologies, such as Google and probe-ware. Participants will learn ways to integrate technology while strengthening students’ scientific practices. This session is appropriate for secondary science teachers. Critical Success Factors: Improve Academic Performance, Increase Learning Time, Increase Teacher Quality Earth’s Landforms, Landscapes and ResourcesAre your students struggling with landforms and alternative energy concepts? Join us as we share instructional strategies to address TEKS 5.7B and 5.7C. Regional STAAR data indicates this is a current area of need. This session is appropriate for 5th grade teachers.

Critical Success Factors: Improve Academic Performance, Increase Learning Time, Increase Teacher Quality

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Science TeamRavae ShaefferCoordinator, Instructional [email protected](210) 370-5280

Nancy RodriguezEducational Specialist, [email protected](210) 370-5611

Lisa SollEducational Specialist, [email protected](210) 370-5284

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SOCIAL STUDIES

2016 STAAR Data Analysis: Social Studies



LEA% Satisfactory

8th 65% 61%

U.S. History 94% 95%

2016 STAAR Data Analysis: Social Studies (STAAR)

Analysis and Discussion Points – Social StudiesUnited States History to 1877 continues to be an area of focus as revealed by the STAAR data. The regional average passing rate for eighth grade students was 61% for the 2015-2016 school year. Additionally, the more rigorous measure of performance, Level III Advanced, reveals a regional performance average at 14%. This data reveals that eighth grade students continue to struggle with dual-coded items requiring rigorous instruction and student thinking levels at application and analysis. STAAR data collected from 2013 – 2016 shows an increase in dual-coded items on the 8th grade test over time. It is important that teachers continue to expose students to critical thinking by implementing activities that require students to process information. To reach the level of rigor that is required to reach a higher level of performance, students need multiple opportunities to learn and use critical thinking skills while applying historical content. Collaboration with other students to process historical texts and make inferences can support the long-term learning that is required for higher levels of performance.

Social Studies Skills are assessed in an integrated way with the other seven strands of content TEKS. Texas Essential Knowledge and Skills for Social studies 29B requires the student to apply critical-thinking skills. The student is expected to analyze information by se-quencing, categorizing, identifying cause and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. Students that have an opportunity to practice these skills while making sense of social studies content, have a higher likelihood of consistently applying and analyzing like a historian. The critical thinking skills in Social Studies Skill 29B correlate with Figure 19 in the addendum to the TEKS for English Language Arts and Reading. Students can strengthen these social studies literacy skills, especially with at-risk student populations, when students have multiple opportunities to practice literacy skills in both content areas, thereby strengthening long-term learning for all students. Proven practices for instruction that can support students with social studies performance includes sheltering instruction, integrating content with social studies and ELAR, writing across the curriculum, and document-based writing.

2016 STAAR Data Analysis: social studies

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Priority Standards of Interest – Social Studies8th Grade Social Studies8.3A - The student is expected to explain the reasons for the growth of representative government and institutions during the coloni-al period; (R)

8.6A,B,C The student is expected to

(A) identify how the Northwest Ordinance established principles and procedures for orderly expansion of the United States; (R)

(B) explain the political, economic, and social roots of Manifest Destiny; (R)

(C) analyze the relationship between the concept of Manifest Destiny and the westward growth of the nation; (S)

8.12D - The student is expected to analyze the causes and effects of economic differences among different regions of the United States at selected times in U.S. history. (R)

8.15A,CThe student is expected to

(A) identify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Federalist Papers, and selected Anti-Federalist writings, on the U.S.system of government; Readiness Standard

(C) identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights; (R)

8.27A,B The student is expected to

(A) explain the effects of technological and scientific innovations such as the steamboat, the cotton gin, and interchangeable parts; (R)

(B) analyze the impact of transportation and communication systems on the growth, development, and urbanization of the United States; (R)

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Professional Development Considerations Strengthening Social Studies 5th & 8th Grade Alignment Through Deep TEKS ExplorationThis is open to TCMPC TEKS RESOURCE SYSTEM Districts interested in “Strengthening the 5th and 8th grade Social Studies” alignment of standards by joining our Social Studies cohort for the 2016-17 school year. This cohort will require a commitment of five professional development days throughout the year and the commitment of 5th grade and 8th grade teacher teams/pairs. In the five professional development days we will front load data and best teaching strategies for each of the units in the TCMPC TEKS Resource System to connect instruction between 5th and 8th grade teachers in your district to help them see connections in their TEKS and evaluate their instruction. Teachers will also have the opportunity to network across the region with other teachers.Critical Success Factors: Improve Academic Performance, Increase the Use of Quality Data to Drive Instruction, Increase Leadership Effectiveness

Instructional Strategies that Engage the Social Studies Brain 4-8th Grade.Want to learn strategies that engage students in learning and allow for processing and retention of Social Studies content? Based on Marcia L. Tate’s book “Social Studies Worksheets Don’t Grow Dendrites,” we’ll look at 20 instructional strategies that will strengthen your instruction and incorporate our Social Studies process skills. Join us for a fun filled day and leave with activities ready to use!Critical Success Factors: Improve Academic Performance, Increase the Use of Quality Data to Drive Instruction, Increase Teacher Quality

Social Studies and the English Language LearnerParticipants will learn about how the English Language Learner benefits from sheltered instruction in the secondary Social Studies classroom. Implementation of the TEKS and ELPS will be modeled and discussed. This training offers specific strategies for Social Studies teachers to use in meeting the Linguistic, Cognitive, and Affective needs of English Language Learners; thus, resulting in an increased comprehension of Social Studies content.Critical Success Factors: Improve Academic Performance, Increase the Use of Quality Data to Drive Instruction, Increase Teacher Quality

Targeting Tough 8th Grade Social Studies TEKS with Process SkillsSome TEKS never go away...long-term low and repeatedly tested TEKS taunt 8th grade! Let’s get this done! Participants will explore activities and resources to assist with targeting the tough TEKS in Grade 8 American History while incorporating the process skills. Participants will walk away with a variety of strategies to use to enhance rigor and engage students in American History content.Critical Success Factors: Improve Academic Performance, Increase teh Use of Quality Data to Drive Instruction, Increase Teacher Quality

Activating Thinking in Social Studies 5-12th GradeGet your students thinking and loving history! This session is designed for grades 5-12 social studies classrooms. Activate thinking and student engagement using our process skills and Blooms to develop activities and to scaffold questioning. Participants will learn how to activate thinking using Bloom’s Taxonomy and leave with activities to support student high order thinking!Critical Success Factors: Improve Academic Performance, Increase Teacher Quality

Hit a Homerun! Process Skills As Formative Assessments Don’t strike out! Dual-coding, process skills, and checking for understanding!!!! Let’s use those process skills to create formative assessments based on the standards! You can count on hitting a home run with this one! Learn how to make your life easier, get your students engaged and make sure they’re learning! Suitable for 5-11th grade teachers.Critical Success Factors: Improve Academic Performance, Increase the Use of Quality Data to Drive Instruction, Increase Teacher Quality

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TELPAS Writing in the Social Studies Classroom? YES! Secondary Social Studies educators will understand the components of the Texas English Language Proficiency Assessment System, or TELPAS. Participants will dive into activities integrating Social Studies content and writing and will understand the need for consistent application of writing in the content areas to increase English learners’ acquisition of English in all four language-domains.Critical Success Factors: Improve Academic Performance, Increase Teacher Quality

To Build Cross-Curricular Connections:From TEKS to Text: Using Books to Support Social Studies and ELAR Content K-2 Get the most bang for your book! This session will offer teachers the opportunity to consider the value of text selection to drive classroom instruction across Kindergarten - 2nd grade curriculum. Participants will experience ELAR and Social Studies integration in a variety of instructional models, including an emphasis on Figure 19 and 29B comprehension skills.Critical Success Factors: Improve Academic Performance, Increase the Use of Quality Data to Drive Instruction, Increase Teacher Quality

From TEKS to Text: Using Books to Support Social Studies and ELAR Content 3-5Get the most bang for your book! This session will offer teachers the opportunity to consider the value of text selection to drive classroom instruction across Grades 3-5 curriculum. Participants will experience ELAR and Social Studies integration in a variety of instructional models, including an emphasis on Figure 19 and 29B comprehension skills.Critical Success Factors: Improve Academic Performance, Increase the Use of Quality Data to Drive Instruction, Increase Teacher Quality

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Analysis and Discussion Points – US HistoryUnited States History 1877 to Present, End of course (EOC) scores don’t alarm us however, when we look closely at the data we recog-nize that unlike 8th grade, high school students must only reach a passing standard of 44% thus giving our region a passing rate of 92%. The Recommended Level III has a 30% passing rate. U.S. History continues to struggle with the dual-coded items as well. STAAR data collected from 2013 – 2016 shows that although the number of dual-coded items shows that similar to 8th grade the percentage of those dual-coded test items increases. See the table below. The number of items paired with 29B remains fairly consistent all four years. See the table below. Social Studies Skills is not listed under a separate reporting category. Instead, they are incorporated in the test questions in reporting categories 1–4 and are identified along with content standards.

29B. Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause and-effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations, making predictions, drawing inferences, and drawing conclusions;

Social Studies Skill 29B coincides with English Language Arts & Reading’s Figure 19. There are great opportunities to support students in mastering these skills, which would also benefit both content areas. Other areas of concern are passing rates among our English Language Learners, Special Education students, Economically disadvantaged, and Hispanic populations. Collaborative work in class, activities where students process information, and implementing strategies to address these populations’ needs is critically needed.

Priority Standards of Interest – US HistoryUSH 6A - The student is expected to 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; and Readiness Standard

USH8D - The student is expected to explain reasons and outcomes for U.S. involvement in foreign countries and their relationship to the Domino Theory, including the Vietnam War; Readiness Standard

USH19B - The student is expected to explain constitutional issues raised by federal government policy changes during times of significant events, including World War I, the Great Depression, World War II, the 1960s, and 9/11; Readiness Standard .

USH14A - The student is expected to identify the effects of population growth and distribution on the physical environment; Readiness Standard

USH17E - The student is expected to describe the dynamic relationship between U.S. international trade policies and the U.S. free enterprise system such as the Organization of Petroleum Exporting Countries (OPEC) oil embargo, the General Agreement of Tariffs and Trade (GATT), and the North American Free Trade Agreement (NAFTA). Readiness Standard

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Professional Development ConsiderationsThe American History Challenge: Helping Teach the Tougher TEKS – 11th Grade Session ID#40561In this two-day, 12-hour institute, the Law-Related Education (LRE) team identified TEKS that are challenging to American History students such as Gilded and Progressive Era, New Deal, Cold War, and Civil Rights. Working with scholars and consultants, participants will learn and receive valuable methods and resources. Content presentations are reinforced with practical activities which will be made available to participants on a flash drive. This institute is designed to target low performing 11th grade TEKS and to complement existing curriculum.Critical Success Factors: Improve Academic Performance, Increase the Use of Quality Data to Drive Instruction, and Increase Teacher Quality

Social Studies and the English Language Learner Session ID# 40051 & 40052Participants will learn about how the English Language Learner benefits from sheltered instruction in the secondary Social Studies classroom. Implementation of the TEKS and ELPs will be modeled and discussed. This training offers specific strategies for Social Studies teachers to use in meeting the linguistic, cognitive, and effective needs of English Language Learners; thus, resulting in an increased comprehension of Social Studies content.Critical Success Factors: Improve Academic Performance, Increase the Use of Quality Data to Drive Instruction, and Increase Teacher Quality

Activating Thinking in Social Studies 5-12th grade Session ID#40053Get your students thinking and loving history! This session is designed for grades 5-12 social studies classrooms. Activate thinking and student engagement using our process skills and Blooms to develop activities and to scaffold questioning. Participants will learn how to activate thinking using Bloom’s Taxonomy and leave with activities to support student high order thinking!Critical Success Factors: Improve Academic Performance, Increase the Use of Quality Data to Drive Instruction, and Increase Teacher Quality

Hit a Homerun! Process Skills As Formative Assessments Session ID#40533 & 40542Don’t strike out! Dual-coding, process skills, and checking for understanding!!!! Let’s use those process skills to create formative assessments based on the standards! You can count on hitting a home run with this one! Learn how to make your life easier, get your students engaged and make sure they’re learning! Suitable for 5-11th gradeCritical Success Factors: Improve Academic Performance, Increase the Use of Quality Data to Drive Instruction, and Increase Teacher Quality

Differentiate your Social Studies Class! 4-11th Grade Session ID#40539We’re all different and so we learn differently. Learn to maximize each student’s growth by adjusting how to communicate your content in various ways that reach all students. Join us and let’s create happy and healthy classrooms together where all kids can learn! You’ll walk away with strategies to engage all learners and that you can implement right away.Critical Success Factors: Improve Academic Performance, Increase the Use of Quality Data to Drive Instruction, and Increase Teacher Quality

TELPAS Writing in the Social Studies Classroom? YES! Session ID#40470, 40471, 40475, & 40476Secondary Social Studies educators will understand the components of the Texas English Language Proficiency Assessment System, or TELPAS. Participants will dive into activities integrating Social Studies content and writing and will understand the need for consistent application of writing in the content areas to increase English learners’ acquisition of English in all four language domains.Critical Success Factors: Improve Academic Performance, and Increase Teacher Quality

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Social Studies TeamCarolina GonzalesCoordinator, Instructional [email protected](210) 370-5483

Ana VillarrealEducation Specialist, Social [email protected](210) 370-5405


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DATA

2016 STAAR Data Analysis: data

2016 STAAR Data Analysis: ESC-20 STAAR Summary Data

Reading/ELA

2014 2015 2016 State

Grade 3 73 75 72 74

Grade 4 70 72 74 77

Grade 5 75 77 74 75

Grade 6 75 75 69 71

Grade 7 73 75 71 72

Grade 8 82 78 82 82

English I 71 63 69 63

English II 72 68 73 66


29

Writing

2014 2015 2016 State

Grade 4 71 67 65 69

Grade 7 67 70 68 70

Math / Algebra I

2014 2015 2016 State

Grade 3 65 74 74 76Grade 4 66 71 72 74Grade 5 78 78 77 79Grade 6 76 73 71 74Grade 7 64 73 71 71Grade 8 77 71 66 73Algebra I 85 79 82 81

2016 STAAR Data Analysis: ESC-20 STAAR Summary Data

30

Science / Biology

2014 2015 2016 State

5th 71 70 73 75

8th 68 68 74 76

Biology 93 93 92 91

Social Studies / US History

2014 2015 2016 State

8th 58 61 61 65

US History 92 93 95 94


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2016 ESC-20 Progression Level II 2015-2016

Progression Level II 2016-2017

Progression Level II Final Level III Advanced

Read

ing

Grade 3 72 69 40 22

Grade 4 74 69 37 17

Grade 5 74 69 46 23

Grade 6 69 63 37 18

Grade 7 71 68 41 20

Grade 8 82 77 46 18

English I 69 65 51 8

English II 73 69 51 7

Mat

h

Grade 3 74 68 41 17

Grade 4 72 66 36 18

Grade 5 77 73 43 19

Grade 6 71 65 38 14

Grade 7 71 65 38 16

Grade 8 66 63 30 4

Algebra I 82 77 47 24

Scie

nce Grade 5 73 65 32 8

Grade 8 74 68 42 17

Biology 92 88 62 20

Soci

alSt

udie

s Grade 8 61 55 28 14

U.S. Hist 95 92 68 31

Writ

ing Grade 4 65 57 33 11

Grade 7 68 64 39 11

2016 STAAR Phase-In Level Comparison Data Analysis: ESC-20

E D U C A T I O N S E R V I C E C E N T E R , R E G I O N 2 0


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