Regional STAAR Data Analysis BRIDGING THE GAP STAAR Data...Regional STAAR Data Analysis ......

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. 2017 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

2017 STAAR Data Analysis: Reading & Writing

Grade Texas% Approaches

Region 20% Approaches

LEA% Approaches

3rd 72% 70%

4th 70% 67%

5th 71% 69%

6th 67% 65%

7th 72% 71%

8th 76% 75%

English 1(1st time testers)

60% 59%

English 11 (1st time testers)

62% 62%

2017 STAAR Data Analysis: Reading (STAAR English only)

Grade Texas% Approaches

Region 20% Approaches

LEA% Approaches

4th 63% 59%

7th 68% 65%

2017 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 Reading3.2B – ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text.

3.4B – use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs

3.9 – Students understand, make inferences, and draw conclusions about varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding.

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

3.19E – summarize information in text, maintaining meaning and logical order. 4th Grade Reading 4.10 – Students analyze, make inferences, and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.

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

4.19D – make inferences about text and use textual evidence to support understanding (across genre)

4.19E – summarize information in text, maintaining meaning and logical order.

4.19F – make connections (e.g. thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence

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5th Grade Reading5.3 – Students analyze, make inferences, and draw conclusions about theme and genre in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding

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

5.11A – summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order

5.19E – summarize information in text, maintaining meaning and logical order

5.19F – make connections (e.g. thematic links, author analysis) between and across multiple texts of various genres provide textual evidence

*** Students continue to struggle with comprehension, specifically summarizing and making inferences within and across text and across genre. Across all grade levels, students are challenged by cultural, historical, and contemporary context. Understanding vocabulary, especially multiple meaning words and homographs, will help students bridge to deeper comprehension.

6th Grade Reading6.3 – analyze, make inferences, and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support understanding

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

Fig 19E – summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts

7th Grade Reading7.4 – understand, make inferences, and draw conclusions about the structure and elements of poetry and provide evidence text to support their understanding

7.5 – understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding

7.8A – determine the figurative meaning of phrases and analyze how an author’s use of language creates imagery, appeals to the senses, and suggests mood.

Fig19D – make complex inferences about text and use textual evidence to support understanding

Fig19F – make connections between and across texts, including other media (e.g. film, play), and provide textual evidence


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8th Grade Reading8.8 – 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

8.9 – analyze, make inferences, and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding

Fig19D – Make complex inferences about text and use textual evidence to support understanding

***Students struggle with inferencing skills to determine author’s purpose as well as meaning within and across genres. Across all grade levels, students are challenged by cultural, historical, and contemporary context. They would benefit from instruction using diverse texts as well as repeated exposure to multiple genres and authentic texts.

English I5B – analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils

9C – make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns

Fig19B – make complex inferences about text and use textual evidence to support understanding

English II6A – evaluate the role of syntax and diction and the effect of voice, tone, and imagery on a speech, literary essay, or other forms of literary nonfiction

9C – make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns

Fig19B – make complex inferences about text and use textual evidence to support understanding

*** In reading, students struggle with making complex and subtle inferences about the ideas in the text and their organizational patterns as well as using text evidence to support their ideas. They also struggle with analyzing and evaluating the role of various literary devices across multiple genres. They would benefit from instruction that focuses on drawing conclusions and making inferences based on the significance of literary devices and organizational patterns across multiple genres.

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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.

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

4.15D – edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric

4.20A – use and understanding the function of the following parts of speech in the context of reading, writing, and speaking

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

4.22C – spell commonly used homophones (e.g. there, they’re, their; two, too, to)

*** In writing, students continue to struggle with reentering their writing and revising for clarity and meaning as well as using conventions and grammar correctly within their writing. They would benefit from grammar instruction in the context of authentic text as well as consistent access to previous writing.

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 and external coherence; and the use of effective transitions after rethinking how well 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

***In writing, students continue to struggle with re-entering their writing and revising for clarity and meaning as well as using conventions and grammar correctly within their writing. They would benefit from grammar instruction in the context of authentic text as well as consistent access to previous writing.


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English I15A – write an analytical essay of sufficient length

16A – write an argumentative essay to the appropriate audience that includes a clear thesis or position based on logical reasons supported by precise and relevant evidence

17C – use a variety of correctly structured sentences (e.g. compound, complex, compound-complex)

English II15A write an analytical essay of sufficient length that includes: effective introductory and concluding paragraphs and a variety of sentence structures; rhetorical devices, and transitions between paragraphs; a thesis or controlling idea; an organizing structure appropriate to purpose, audience, and context; relevant evidence and well-chosen details; distinctions about the relative value of specific data, facts, and ideas that support the thesis statement

*** In writing, students still have gaps across the writing process including developing a clear thesis and posing a position or claim. They also struggle with organization and structure as well as development of ideas. Students would benefit from an emersion in the writing process including its recursive elements.

Professional Development Considerations: Reading/Writing Workshop Playlist: Successful Tracks to Integration and ImplementationJoin us as we explore the way to integrate reading and writing using a workshop model in the ELAR/SLAR class or block. Participants will learn the ins and outs of an effective workshop model, understand the importance of reading and writing integration and how to seamlessly implement this practice in their classrooms.

Building Blocks: The Foundation of Reading Comprehension for the Young LearnerThis course will provide an overview of the expectations of reading comprehension for the young learner, successful hands-on strategies and manipulatives to prepare students for early learning and beyond, and specific techniques in questioning that will motivate engagement deeper thinking in students.

The Keys to Comprehension: Strategies for Unlocking TextParticipants will experience strategies to help students deepen their thinking and questioning when addressing authentic mentor text. Working within an integrated reading and writing model, participants will gain a new level of understanding of close reading mentor text and how to enhance student learning using a variety of techniques.

The P’s to the ABC’s of Decoding: Phonological Awareness and PhonicsParticipants will learn about the role of Phonological Awareness and Phonics in building decoding and reading skills. Participants will receive strategies and activities that can be implemented the next day with students in their classroom.

Vocabulary in the ELAR ClassroomParticipants will learn strategies for addressing vocabulary instruction in the. Using authentic mentor text and research-based techniques, participants will learn how to engage all students, including struggling readers and English language learners, in enhancing their vocabulary experience.

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How to Read Literature Like a ProfessorCome and enjoy a lively and engaging discussion on your favorite pieces of literature through the context of Thomas C. Foster’s book How to Read Literature Like a Professor. In this session we will explore the layers of meaning hidden in the context of symbols, allusions, themes, motifs, and more. Participants will also acquire tools to help students develop their critical thinking skills while discovering the joy of reading on a deeper level.

The Grammar Institute (4-day series)Struggling to provide effective grammar instruction? Are you tired of stopping to “do” grammar? Join us at The Grammar Institute, a four-day PD where participants will see an authentic, integrated, and tear-free approach to teaching grammar to all students, including struggling readers and English language learners.

Writer’s Workshop: Persuasive (2-day)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.

Writer’s Workshop: Expository (2-day)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.

Grammar in the ELAR ClassroomParticipants will learn strategies for addressing grammar instruction. Using research-based techniques for embedding grammar instruc-tion in the context of authentic mentor texts, participants will learn how to engage all students, including English language learners and struggling readers, in improving their grammar skills and honing their author’s craft.

STAAR Strategies for Drama and PoetryThis 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.

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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

Janet HesterEducational Specialist, [email protected](210) 370-5404

Cyndi PinaEducational Specialist, ELAR [email protected](210 370-5395

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


mathematics

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mathematics

2017 STAAR Data Analysis: Mathem

atics

Grade Texas% Satisfactory

Region 20% Satisfactory

LEA% Satisfactory

3rd 72% 73%

4th 75% 70%

5th 81% 79%

6th 75% 70%

7th 68% 66%

8th 74% 70%

Algebra 1(1st time testers)

82% 80%

2017 STAAR Data Analysis: Mathematics (STAAR)

Math Grades 3 – 5

Analysis and Discussion PointsThe foundational concepts for mathematics are developed in Kindergarten through Grade 2. The upper elementary grades of 3rd – 5th, work on specific mathematical concepts that require knowledge of foundational concepts involving numbers sense, operations, place value, properties, and fractions. These concepts are extended and applied to the other mathematical strands of data and graphs, measurement, and geometry. Weaknesses in these areas are tied back to the foundational skills. Problem solving is also impacted by weaknesses in these areas. In response to the struggles, the Texas Education Agency deployed the Mathematics Achievement Academies for Grades 2 and 3 in the summer of 2016 and the Mathematics Achievement Academy for K/1 in the summer of 2017. All academies focused on whole number operations and fractions. These academies provide support for the lower grades to effectively develop the foundational skills students need as they move into the upper grades. The process standards continue to be the primary means for how students engage in the content. The content can be improved by implementing effective teaching strategies that include the process standards such as guided math groups, differentiation, the use of manipulatives, and journals (interactive notebooks).

2017 STAAR Data Analysis: mathematics

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Priority Standards of Interest - Mathematics3rd Grade Mathematics 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 (R)

3.4K – solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts (R)

3.8B – solve one-step and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals (S)

4th Grade Mathematics 4.3E – represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations (R)

4.4H – solve with fluency one-step and two-step problems involving multiplication and division including interpreting remainders (R)

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 (R)

5th Grade Mathematics5.4B – represent and solve multi-step problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity (R)

5.4H – represent and solve problems related to perimeter and/or area and related to volume (R)

5.9C – solve one-step and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plots, or scatter plot (R)

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Professional Development Considerations Using Guided Math to Differentiate Instruction: Kindergarten – Grade 2This 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.

Using Guided Math to Differentiate Instruction: Grades 3 – 5 This 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.

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 subtilizing to unitizing that develop number sense. Participants will learn why these big ideas are important and experience activities and strategies for effectively developing them.

Engaging in Mathematics through the Process StandardsThe Process Standards are the key to instruction in the math classroom. They describe the ways in which students should be engaging in the 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!

Journaling in the Elementary Math Classroom K – 5Learn 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 journals.

Implementing Manipulatives in the Elementary Math Inclusive Classroom In this interactive session, teachers will explore the benefits of utilizing manipulatives and supplemental aids when teaching mathematical concepts. Teachers will learn what resources are available to special education students, as well as all students, to support student performance on STAAR. Teachers will engage in learning with various manipulatives, and explore creative ways to develop their own manipulatives and strengthen their instruction.

Grades 6 - 8 & Algebra I

Analysis and Discussion PointsWithin the secondary level understanding number concepts are essential. Students begin to make connections through reasoning and proportionality. Our regional data reflects students are still lacking the foundations within their mathematical concepts. The struggles are captured across algebraic relationships and understanding the relationships with measurement. Having a solid foundation of concepts and strategies early on will enhance the connections within secondary mathematics.

It seems as a standard is recognized as a readiness, the focus and scores were higher than in later years when the vertically aligned standard became a supporting the scores dropped. The foundations of number sense and concepts in elementary are critical components in the understanding and application within the secondary levels.


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The data for algebra I show that students in the region struggle with multiple representations of linear function and real word applications. The process standards in math from K-12 help strengthen the foundation for multiple representations. The sessions engaging through the process standards will help teachers experience the importance of the mathematical process standards.

Priority Standards of Interest - Mathematics6th Grade Mathematics 6.3D – Add, subtract, multiply, and divide integers fluently (R), vertically aligns with 7.3A (S)

6.4H – Convert units within measurement system, including the use of proportions and unit rates (R), vertically aligns with 7.4 E (S)

6.9C – Write corresponding real-world problems given one-variable, one-step equations or inequalities (S)

7th Grade Mathematics 7.3B – Apply and extend previous understandings of operations to solve problems using addition, subtraction, multiplication, and division of rational numbers (R)

7.9A – Solve problems involving the volume of rectangular prisms, triangular prisms, rectangular pyramids, and triangular pyramids (R)

7.11A – Model and solve one-variable, two-step equations and inequalities (R)

8th Grade Mathematics8.2B – approximate the value of an irrational number, including π and square roots of numbers less than 225, and locate that rational number approximation on a number line (S)

8.3C – use an algebraic representation to explain the effect of a given positive rational scale factor applied to two-dimensional figures on a coordinate plane with the origin as the center of dilation (R)

8.8C – model and solve one-variable equations with variables on both sides of the equal sign that represent mathematical and real-world problems using rational number coefficients and constants (R)

Algebra IA – 11 B – simplify numeric and algebraic expressions using the laws of exponents, including integral and rational exponents (R)

A .6 B – write equations of quadratic functions given the vertex and another point on the graph; write the equation in vertex form (f(x) = a(x – h) 2 + k), and rewrite the equation from vertex form to standard form (f(x) = ax2 + bx + c) (S)

A.7 B – describe the relationship between the linear factors of quadratic expressions and the zeros of their associated quadratic functions (s)

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Professional Development Considerations Journaling in Middle School Math 6 – 8Learn 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 materials needed to create their journal.

Special Education Curriculum & InstructionImplementing Manipulatives & Supplemental Aids in the Secondary Math Inclusive ClassroomIn this interactive session, teachers will explore the benefits of utilizing manipulatives and supplemental aids when teaching mathematical concepts. Teachers will learn what resources are available to students receiving special education services, as well as all students, to support student performance on STAAR. Teachers will engage in learning with various manipulatives, and explore creative ways to develop their own manipulatives and strengthen their instruction.

Engaging in Mathematics through the Process StandardsThe Process Standards are the key to instruction in the math classroom. They describe the ways in which students should be engag-ing in the 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!

Promoting English Learners’ Algebraic ReasoningDevelop practices that address the language demands of students who are developing skills in listening, speaking, reading, and writing in a second language while learning mathematics in grades 6 -12. This session will help teachers integrate strategies that will enable students who are English Learners to deeply engage focusing on algebraic reasoning.

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

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

Jessica NombranaEducational Specialist, [email protected](210) 370-5434

Joel RodriguezEducational Specialist, [email protected] (210) 370-5612

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

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


SCIENCE

2017 STAAR Data Analysis: Science



LEA% Satisfactory

5th 73% 70%

8th 74% 72%

Biology (1st time testers) 85% 84%

2017 STAAR Data Analysis: Science (STAAR)

2017 STAAR Data Analysis: science

Analysis and Discussion PointsSTAAR data indicates that students struggle with Reporting 2 – Force, Motion, and Energy in both grade 5 and grade 8. In Biology, students continue to struggle with Reporting 4 – Biological Process and Systems, which has been the trend for the last couple of years.

Dual-coded items account for the majority of the STAAR science tests. This increases the rigor of the test by adding depth and complexity. As a result, teachers need a solid understanding of the scientific process skills as well as the science content standards. Various modes of instruction, including the process of Claims, Evidence, and Reasoning (CER) should be utilized in order to address all levels of Bloom’s Taxonomy and Webb’s Depth of Knowledge. This will help to ensure students are successful when assessed in new and novel ways.

Students must be engaged in all aspects of scientific literacy in order to build a bridge from factual and conceptual understandings to applying principles and generalizations of the facts and concepts. Science instruction should be student-centered in which they are reading, speaking, listening, talking, and performing hands-on, inquiry based investigations.

The understanding of academic and content language is necessary for success on the STAAR Science tests. Students should be expected to “speak like a scientist” and use proper academic and content vocabulary when interacting with the science content.

Teachers should be constantly assessing students’ understanding of the science content during instruction. Formatively assessing students consistently throughout instruction will identify gaps in students’ thinking and their understanding of the concept. When gaps are identified, teachers can provide scaffolding to ensure the needs of all students are 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 31% of questions on 2017 STAAR Science test

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 (RC 1 – R)

5.6C – demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another and demonstrate that light can be reflected, such as the use of mirrors or other shiny surfaces and refracted, such as the appearance of an object when observed through water (RC 2 – R)

5.7A – explore the processes that led to the formation of sedimentary rocks and fossil fuels (RC 3 – R)

5.9A – observe the way organisms live and survive in their ecosystem by interacting with the living and nonliving elements (RC 4 – 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 24% of questions on 2017 STAAR Science test

8.5A – describe the structure of atoms, including the masses, electrical charges, and locations of proton and neutrons in the nucleus, and electrons in the electron cloud (RC 1 – 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 (RC 2 – R)

8.7A – model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves around the Sun causing changes in seasons (RC 3 – R)

8.11B – 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 temperature, or soil composition (RC 4 – R)

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BiologyProcess Skill B.2G – analyze, evaluate, make inference, and predict trends from data*Dual coded on 33% of questions on 2017 STAAR Science test

B.5A – describe the stages of the cell cycle, including deoxyribonucleic acid (DNA) replication and mitosis, and the importance of the cell cycle to the growth of organisms (RC 1 – R)

B.6E – identify and illustrate changes in DNA and evaluate the significance of these changes (RC 2 – R)

B.7A – analyze and evaluate how evidence of common ancestry among groups is provided by the fossil record, biogeography, and homologies, including anatomical, molecular, and developmental (RC 3 – R)

B.10B – describe the interactions that occur among systems that perform the functions of transport, reproduction, and response in plant (RC 4 – R)

B.11D – describe how events and processes that occur during ecological succession can change populations and species diversity (RC 5 – R)

Professional Development Considerations Force & Motion in Middle School GradesThis workshop will use parts of the TEA developed 5-8 Academy Part 2 materials to help teachers understand how to instruct various aspects of force and motion in the middle grades. Session is appropriate for teachers of grades 6-8.

Content Instruction and Authentic Science Writing: The Bridge to TELPASWriting can be difficult for our students, and many teachers question how they can support English learners in developing advanced high writing proficiency. In this 2-day professional development series, Region 20 Specialists will lead teachers in discovering how they can implement effective consistent, and most importantly, authentic writing through a content lens. We will facilitate effective planning practices and will require participants to bring writing artifacts from the students to evaluate language proficiency and ensure growth! Let us help you make the connection between content area expectations and writing instruction!

Struggling Learners in Elementary ScienceLearn strategies that assist struggling learners, including your students who receive special education services, through differentiated instruction using elementary school process skills and science concepts. This session is appropriate for elementary science teach-ers.

Bonding ELAR and Science: Developing Depth & Complexities through CERs and Figure 19This session will blend the principals of using the Claim-Evidence-Reasoning model within science content and the process skills of inferencing, drawing conclusions, and making connections within ELAR TEKS in order to bring depth and complexity to both areas. Participants will learn how to combine a lab experience with authentic texts to help students read, write, and immerse themselves in both contents. Campuses are encouraged to send teams of ELAR and Science teachers to experience the session together. Session is appropriate for English & Science teachers of grades 6-12. It is best to have one English and one Science teacher from each campus.

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Struggling Learners in Secondary ScienceLearn strategies that assist struggling learners, including your students who receive special education services, through differentiated instruction using secondary school process skills and science concepts. This session is appropriate for secondary science teachers. Integrating Math & Science TEKS (grades 5-8)This workshop is a study of math and science TEK for 5th to 8th grade teachers. Participants will review the standards to determine areas of alignment and divergence as well as similar terminologies. Session is appropriate for grades 5-8 science and math teachers. The session is best for a math and science teacher from the same campus.

Revving Review for STAAR Success 2.0 for 5th Grade ScienceMaximize student achievement on STAAR through the use of learner-centered strategies designed to not only review but also diagnose student gaps. Activate higher-order thinking and require students to make applications and connections. Experience and receive comprehensive review materials designed to support student retention of the critical content, with emphasis on standards that have been problematic. These materials energize teachers to equip their students to peak their 5th grade test scores!

Revving Review for STAAR Success 2.0 for 8th Grade ScienceMaximize student achievement on STAAR through the use of learner-centered strategies designed to not only review but also diagnose student gaps. Activate higher-order thinking and require students to make applications and connections. Challenge students to take ownership of complex content in life science, the physical sciences, and Earth & space science. Experience and receive comprehensive review materials designed to support student retention of the critical content, focusing on topics addressed in the readiness standards. These materials energize teachers to equip their students to peak their 8th grade test scores!

Revving Review for STAAR Success 2.0 for BiologyMaximize student achievement on STAAR through the use of learner-centered strategies designed to not only review but also diagnose student gaps. Build student confidence and comfort with comprehensive review materials that engage students with critical content and practice the necessary skills for STAAR success. Challenge students to understand complex Biology content, focusing on topics addressed in the readiness standards. Activate higher-order thinking and require students to make application and connections. These techniques and materials are designed to energize and empower students to peak their scores on the STAAR Biology exam!

Steppin’ Up to the 5th grade Science STAARWould you like to plan your science review so your students are more successful? Join us to experience conceptually based review strategies and use data to design a customized STAAR review plan. Participants should bring relevant data from the 2017-18 school year in order to create your customized STAAR review. All participants will walk away with a Student Study Guide and review strategies. This session is appropriate for 5th grade science teachers who are new to education or new to teaching 5th grade science.

Steppin’ Up to the 8th grade Science STAARWould you like to plan your science review so your students are more successful? Join us to experience conceptually based review strategies and use data to design a customized STAAR review plan. Participants should bring relevant data from the 2017-18 school year in order to create your customized STAAR review. All participants will walk away with a Student Study Guide and review strategies. This session is appropriate for 8th grade science teachers who are new to education or new to teaching 8th grade science.

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MORE Steppin’ Up to the 8th grade Science STAAR - 2.0Did you attend the Steppin’ Up to the Science STAAR professional learning in 2017 or are you a seasoned teacher seeking a new approach to review for the STAAR? If so, this is the session for you! Experience sample lessons and engaging strategies that integrates a REVISED Student Study Guide, which includes grade-level supporting standards. All participants will walk away with electronic access to the Student Study Guide and supporting documents. This session is appropriate for 8th grade science teachers.

MORE Steppin’ Up to the 5th grade Science STAAR - 2.0Did you attend the Steppin’ Up to the Science STAAR professional learning in 2017 or are you a seasoned teacher seeking a new approach to review for the STAAR? If so, this is the session for you! Experience sample lessons and engaging strategies that integrates a REVISED Student Study Guide, which includes grade-level supporting standards. All participants will walk away with electronic access to the Student Study Guide and supporting documents. This session is appropriate for 5th grade science teachers.

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

Joel RodriguezEducational Specialist, [email protected](210) 370-5612

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

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

Allen WilsonEducational Specialist, [email protected](210) 370-5494

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SOCIAL STUDIES

2017 STAAR Data Analysis: Social Studies



LEA% Satisfactory

8th 62% 59%

U.S. History (1st time testers)

93% 92%

2016 STAAR Data Analysis: Social Studies (STAAR)

Analysis and Discussion Points – Social StudiesSkills. In the repeatedly tested standards above, we see verbs such as: summarize, analyze cause and effect, effects, explain causes, compare, and even describe (calls for comparison, summarization, or cause/effect) that are part of the standard as well as found in the Social Studies “process” skills. This means that students are being asked to do these cognitive processes effectively even when the tested question is not dual-coded. We know students are deficient in these skills across content areas and that these skills are part of our content beginning in Kindergarten.

Geography. Eighth grade teachers have struggled with the teaching of geography. The challenge is to help students understand how geography played a role in settlement patterns, land distribution, and economies, and make it relevant to the students’ lives. These foundational understandings begin in the elementary grades as early as Kindergarten and should be developed throughout all grade levels preceding 8th grade.

ERA or Concepts. The standards can’t be taught in isolation or students will struggle in understanding the impact of the ERA, or in understanding the overarching concept. Educators must intentionally and purposely facilitate learning in connecting all events in an era to help them understand the impact of that era or the causes leading to the creation of that era. The purpose should be to answer, “Why did we study this?” The same is true for concepts. Students shouldn’t just learn the standard but understand the greater question such as; why do we have a government? How does an economy function? Why do we have wars? Etc. These are the big and overarching understandings we want students to walk away with to make them good citizens of this world.

Social Studies 2017There are definitely trends between the 8th grade U.S. History STAAR data and U.S. History EOC results. We continue to see the trends of student deficiencies in their understanding of cause and effect or impact, and understanding the “Big Picture” of an event or ERA. Dual-coded items still present a challenge especially when associated with the 29A and 29B Social Studies Skills.

2017 STAAR Data Analysis: social studies

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Priority Standards of Interest – Social Studies8th Grade Social StudiesIn 8th grade U.S. History, we have 110 standards. Out of the 110 standards, 100 of them are eligible to be tested; this includes the social studies skills. We continue to see repeatedly tested standards; many of these standards have been tested under TAKS and continue to be tested under STAAR.

8.3A – The student is expected to explain the reasons for the growth of representative government and institutions during the colonial period; Readiness

8.4C – The student is expected to explain the issues surrounding important events of the American Revolution, including declaring independence; writing the Articles of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; enduring the winter at Valley Forge; and signing the Treaty of Paris of 1783; Readiness

8.4 – The student is expected to analyze the arguments for and against ratification. Readiness

8.5A – The student is expected to describe major domestic problems faced by the leaders of the new republic such as maintaining national security, building a military, creating a stable economic system, setting up the court system, and defining the authority of the central government; Readiness

8.8B – The student is expected to explain the causes of the Civil War, including sectionalism, states’ rights, and slavery, and significant events of the Civil War, including the firing on Fort Sumter; the battles of Antietam, Gettysburg, and Vicksburg; the announcement of the Emancipation Proclamation; Lee’s surrender at Appomattox Court House; and the assassination of Abraham Lincoln; Readiness

8.10B – The student is expected to compare places and regions of the United States in terms of physical and human characteristics; and Readiness

8.10C – The student is expected to analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States. Readiness

8.11A – The student is expected to analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 17th, 18th, and 19th centuries; Readiness

8.11B – The student is expected to describe the positive and negative consequences of human modification of the physical environment of the United States; Supporting

8.12A – The student is expected to identify economic differences among different regions of the United States; Supporting

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. Readiness

8.15B – The student is expected to summarize the strengths and weaknesses of the Articles of Confederation; Supporting

8.15C – The student is expected to 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; Readiness

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Professional Development Considerations Targeting the Tough 8th Grade TEKS In this session we look at the repeatedly tested standards for 8th grade and learn how to effectively teach them. Teachers leave with a Google doc full of resources.

Strengthening Social Studies 5th & 8th Grade Alignment Through Deep TEKS Exploration This cohort of 5th and 8th grade teachers continuously works on improving their instruction and closing instructional gaps between the two grade levels by examining repeatedly tested 8th grade standards and designing effective instruction. This is a great opportu-nity to close those instructional gaps, build capacity in your teachers, and build a foundation for 8th grade Social Studies content.

To help with our deficiencies in Geography, we offer:Anything Geos Geography ProgramThis yearlong program supports geography’s big ideas and practices and explores the themes of population, human-environment interaction, culture, economics, and physical systems. This cohort includes instructional strategies and resources to help participants understand how to support geographic learning in their classroom. This is in partnership with Texas State University’s Texas Alliance for Geographic Education (TAGE).

To address the teaching and use of the Social Studies Skills along with understanding the Big Concepts, or ERAS while build-ing foundations in lower grade levels, we offer the following:

Instructional Strategies that Engage the Social Studies Brain 4th – 11th gradeBased on Marcia L. Tate’s book “Social Studies Worksheets Don’t Grow Dendrites,” this session provides 20 instructional strategies that will strengthen instruction and incorporate the Social Studies skills. Teachers will leave with several strategies to implement right away and a copy of Marcia Tate’s book.

From TEKS to Text: Using Books to Support Social Studies and ELAR ContentGet 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 your 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.

Strengthening Social Studies 5th & 8th Grade Alignment Through Deep TEKS Exploration This cohort of 5th and 8th grade teachers continuously works on improving their instruction and closing instructional gaps between the two grade levels by examining repeatedly tested 8th grade standards and designing effective instruction. This is a great opportunity to close those instructional gaps, build capacity in your teachers, and build a foundation for 8th grade Social Studies content.

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Analysis and Discussion Points – US HistoryU.S. History after 1877 finds challenges similar to those of its 8th grade counterpart. It makes sense that if students were struggling with foundational skills such as the Social Studies “process” skills at the lower grade levels, that those skills might have been left undeveloped and so students continue to struggle.

Skills. In the repeatedly tested standards above, we see verbs such as: summarize, analyze cause and effect, effects, explain causes, compare, and even describe (calls for comparison, summarization, or cause/effect) that are part of the standard as well as found in the Social Studies “process” skills. This means that students are being asked to do these cognitive processes effectively even when the tested question is not dual-coded. We know students are deficient in these skills across content areas and that these skills are part of our content beginning in Kindergarten.

ERA or Concepts. The standards can’t be taught in isolation or students will struggle in understanding the impact of the ERA, or in understanding the overarching concept. Educators must intentionally and purposely facilitate learning in connecting all events in an era to help them understand the impact of that era or the causes leading to the creation of that era. The purpose should be to answer, “Why did we study this? Or So what?” The same is true for concepts. Students shouldn’t just learn the standard but understand the greater question such as; why do we have a government? How does an economy function? Why do we have wars? Etc. These are the big and overarching understandings we want students to walk away with to make them good citizens of this world.

Controversial or Polarizing Topics. The uniqueness to this course content is that the materials taught are polarizing topics that need to be couched in constructive conversations which educators are finding difficult to facilitate. The social media climate in educational settings is only exasperated by the political nature of some of these topics or historical figures. Educators need to use strategies to help navigate the conversation.

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 StandardIn U.S. History after 1877, there are 130 standards to teach and 116 of them that are eligible to be tested. This course has its repeatedly tested standards that challenge us as well as:

H.2B – The student is expected to identify the major eras in U.S. history from 1877 to the present and describe their defining charac-teristics; Readiness

H.3A – The student is expected to analyze political issues such as Indian policies, the growth of political machines, civil service reform, and the beginnings of Populism; Readiness

H.7D – The student is expected to analyze major issues of World War II, including the Holocaust; the internment of German, Italian, and Japanese Americans and Executive Order 9066; and the development of conventional and atomic weapons; Readiness

H.9A – The student is expected to trace the historical development of the civil rights movement in the 19th, 20th, and 21st centuries, including the 13th, 14th, 15th, and 19th amendments; Readiness

H.10D – The student is expected to describe U.S. involvement in the Middle East such as support for Israel, the Camp David Ac-cords, the Iran-Contra Affair, Marines in Lebanon, and the Iran Hostage Crisis; Readiness

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H.19B – 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

H.22A – The student is expected to discuss Alexis de Tocqueville’s five values crucial to America’s success as a constitutional republic: liberty, egalitarianism, individualism, populism, and laissez-faire; SupportingH.24B Citizenship. The student is expected to evaluate the contributions of significant political and social leaders in the United States such as Andrew Carnegie, Thurgood Marshall, Billy Graham, Barry Goldwater, Sandra Day O’Connor, and Hillary Clinton; Supporting

H.26D – The student is expected to 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; Supporting

Professional Development ConsiderationsInstructional Strategies that Engage the Social Studies Brain 4th – 11th gradeBased on Marcia L. Tate’s book “Social Studies Worksheets Don’t Grow Dendrites,” this session provides 20 instructional strategies that will strengthen instruction and incorporate the Social Studies skills. Teachers will leave with several strategies to implement right away and a copy of Marcia Tate’s book.

Civil DiscourseExplore a model to help students find authoritative text evidence to pose questions in the tsunami of digital information. Facili-tate conversations on complex topics with multiple viewpoints encouraging historical and civic inquiry using valid sources. You may already have access to resources to help navigate social studies issues.

Anything Geos Geography ProgramThis yearlong program supports geography’s big ideas and practices and explores the themes of population, human-environment interaction, culture, economics, and physical systems. This cohort includes instructional strategies and resources to help participants understand how to support geographic learning in their classroom. This is in partnership with Texas State University’s Texas Alliance for Geographic Education (TAGE).

Teaching Free Enterprise (SMU’s Cox School of Business)In partnership with SMU’s Cox School of Business, the Teaching Free Enterprise program is being offered to Economics teachers free of charge. SMU’s O’Neil Center developed the Teaching Free Enterprise program to help Texas schoolteachers develop the knowl-edge and expertise they need to meet the Texas Economics TEKS regarding Free Enterprise in classroom instruction. Top professors and researchers from Southern Methodist University, Texas Tech and the UT System, are providing lessons, activities and exercises that can be readily implemented in the classroom.

Differentiation in Social StudiesDifferentiation at its most basic definition consists of a teacher trying to reach her diversity of learners. Teachers differentiate con-tent, process, products, or learning environment based on student readiness, interest, or learning profile. Learn to maximize each student’s potential by communicating your content in various ways to reach all students.

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

Lauren VereenEducational Specialist, [email protected](210) 370-5414

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


DATA

2017 STAAR Data Analysis: data

2017 STAAR Data Analysis: ESC-20 STAAR Summary Data

Reading/ELA

2015 2016 2017 State

Grade 3 75 72 70 72

Grade 4 72 74 67 70

Grade 5 77 74 69 71

Grade 6 75 69 65 67

Grade 7 75 71 71 72

Grade 8 78 82 75 76

English I 63 66 59 60

English II 68 68 62 62


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Writing

2015 2016 2017 State

Grade 4 67 65 59 63

Grade 7 70 68 65 69

Math / Algebra I

2015 2016 2017 State

Grade 3 74 74 73 76Grade 4 71 72 71 75Grade 5 78 77 79 81Grade 6 73 71 71 75Grade 7 73 71 67 68Grade 8 71 66 70 74Algebra I 79 81 80 82

2017 STAAR Data Analysis: ESC-20 STAAR Summary Data

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Science / Biology

2015 2016 2017 State

5th 70 73 70 75

8th 68 74 73 76

Biology 93 91 85 91

Social Studies / US History

2015 2016 2017 State

8th 61 61 59 62

US History 93 93 92 92


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2017 ESC-20 Approaches Grade Level 2015-2016

Approaches Grade Level 2016-2017 Meets Grade Level Masters Grade Level

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

2017 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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