Students entering CISD from out-of-state, a homeschool, or from a private school will only take a STAAR EOC for a course in which they are enrolled in at CISD. For example, a student earned high school credit for Algebra I, Biology, and English I as a freshman in a private school, homeschool, or in a different state and enters CISD as a sophomore. The student is taking English II in CISD. The student will only take the STAAR EOC for English II. S/he will not have to take the STAAR EOCs for Algebra I, English I, or Biology.
In a letter written by the Commissioner of Education, Michael Williams, he notes "immediate and significant changes to the state's graduation requirements." SB 149 provides a learner who has failed no more than two of the five EOC assessments (English I, English II, Algebra I, Biology, U.S. History) an opportunity to graduate by way of an Individual Graduation Committee (IGC).
This link provides information regarding SB 149.
HB 2694/SB 1365
Credit for a Subject: HB 2694/SB 1365 states, "A student in any of Grades 6-12 must be given credit for an academic subject in which he or she has had no prior instruction if the student scores":
(A) a three or higher on a College Board advanced placement examination,
(B) * a scaled score of 50 or higher on an examination administered through the College-Level Examination Program (CLEP), or
(C) 80% on any other criterion-referenced test.
Each of the above exams must be approved "by the school district board of trustees for the applicable course."
* CISD does not provide CLEP testing.
EOC Waiver Based on a Substitute Exam Score: Per HB 2694/SB 1365, if a learner is given credit for a course based on a substitute exam (See Credit for a Subject above.), the learner is not required to take the corresponding EOC. Please see Figure: 19 TAC §101.4002(b) for a list of substitute exams and qualifying scores.
No substitute exam taken prior to the first day of school for the 2013-2014 school year (August 26, 2013) may be used to substitute for an EOC. An approved substitute assessment may be used in place of only one specific EOC assessment.
Passing Rate of Credit by Exam (CBE) without Prior Instruction: HB 2694/SB 1365 lowered the passing rate of a CBE without Prior Instruction from the 90th percentile to the 80th.
Credit by Exam Attempts: HB 2694/SB 1365 states the following:
- A student may not attempt to earn credit by examination for a specific high school course more than two times.
- If a student fails to earn credit by examination for a specific high school course before the beginning of the school year in which the student would ordinarily be required to enroll in that course in accordance with the school district's prescribed course sequence, the student must satisfactorily complete the course to receive credit.
Credit by Exam for Acceleration and Subject-Related EOCs: HB 2694/SB 1365 mandates that CBEs for acceleration in a subject tested by an EOC must be externally validated. Currently, the University of Texas and Texas Tech University are in the external validation process. Therefore, CBEs for subjects tested by an EOC (Algebra I, English I, English II, U. S. History, and Biology) may only be taken, at this time, for credit recovery. CISD will monitor the websites of the University of Texas and Texas Tech University to determine when the CBEs for EOC related courses may once again be offered for acceleration.
For the complete text of HB 2694/SB 1365, please refer to the text of adopted amendment to 19 TAC, Chapter 74 Curriculum Requirements, Subchapter C Other Provisions, 74.24 Credit by Examination.
STAAR Results: STAAR tests previously administered are routinely released by the state and published on the Texas Education Agency's website. If you would like more information on the types of questions included on a STAAR assessment, please download the tests and review the questions.
Student Success Initiative: Special Note for Parents of 5th and 8th Grade Students - The State of Texas has mandated the Student Success Initiative (SSI), which requires students in grades 5 and 8 to "pass" the reading and math state assessments in order to be promoted to the next grade level. This includes English language learners. The Student Success Initiative (SSI) was enacted by the 76th Legislature in 1999 to ensure that all students receive the instruction and support needed to be academically successful in reading and math. A 5th or 8th grade learner can only advance to the next grade level by passing the reading and math STAAR tests or, after three attempts to pass the tests, with a unanimous decision of the Grade Placement Committee (GPC). Please see the state testing calendar for testing dates. (Note: 8th grade students enrolled in Algebra I are not subject to SSI requirements for math because they do not take the 8th grade math STAAR, but they are subject to SSI requirements for reading because they take the 8th grade reading STAAR.)
Student Success Initiative Brochure (English)
STAAR End-of-Course Graduation Requirements: Parents of students in middle and high school, please visit the STAAR web page to learn about the state testing requirements for graduation. Many students will take high school courses in middle school and will be required to participate in the STAAR End-of-Course (EOC) exams while in middle school in order to earn a diploma.
Reporting of STAAR Results: The state has changed the labels for the STAAR academic performance standards.The table and information below provide clarification of the new academic performance labels.
| PREVIOUS STANDARD LABEL|| NEW STANDARD LABEL|
|Level I ||Does Not Meet Grade Level|
|Level II (current passing standard)||Approaches Grade Level|
|Level II Final||Meets Grade Level|
|Level III Advanced||Masters Grade Level |
The standards are defined as:
- Does Not Meet Grade Level: This performance category applies to students scoring below Approaches Grade Level. Students at this level have not passed since performance at this level indicates a student is unlikely to succeed in the next grade or course without significant, ongoing academic intervention. Students in this category do not demonstrate a sufficient understanding of the assessed knowledge and skills.
- Approaches Grade Level: The minimum score needed to meet Approaches Grade Level is the 2016 STAAR® Level II standard. Students at this level have met the assessment requirements for purposes of Student Success Initiative grade promotion and graduation and are considered to have met at least the minimum passing standard. A student achieving Approaches Grade Level is likely to succeed in the next grade or course with targeted academic intervention. Students in this category generally demonstrate the ability to apply the assessed knowledge and skills in familiar contexts.
- Meets Grade Level: The minimum score needed to achieve Meets Grade Level is the STAAR® Panel Recommended passing standard. Students at this performance level have a high likelihood of success in the next grade or course but may still need some short-term, targeted academic intervention. Students in this category generally demonstrate the ability to think critically and apply the assessed knowledge and skills in familiar contexts. Students who achieve Meets Grade Level on the STAAR® Algebra II and English III assessments are sufficiently prepared for postsecondary success.
- Masters Grade Level: Previously known as Advanced. The TEA expects students at Masters Grade Level to succeed in the next grade or course with little or no academic intervention. Students in this category demonstrate the ability to think critically and apply the assessed knowledge and skills in varied contexts, both familiar and unfamiliar. Students taking the STAAR® Algebra II and English III assessments who achieve Masters Grade Level are well prepared for postsecondary success.
The New STAAR Report Card: Previously, the Texas Education Agency published each child's STAAR results on the Confidential Student Report (CSR). TEA has redesigned the CSR and given it a new name, the STAAR Report Card. The redesign has significant changes with the goal of providing a more user-friendly report on student progress. The new STAAR Report Card will include:
- growth and progress information
- the learner's Lexile levels and trend data
- resources for parents in both English and Spanish
- possible questions for parents to ask school staff
Due to the new reporting method, the grades 3-8 STAAR Report Card will only be available online at the time the state requires districts to provide parents with their child's STAAR results. Parents/guardians will receive communication with their child's access code to use on the texasassessment.com website to view the STAAR Report online. The online availability date for reports will be June 30, 2017. Although communication will be sent to parents/guardians with their child's unique portal access code, the portal access code is not needed. Per TEA, a parent/guardian may enter in their child's name, birth date, and social security number to access the STAAR Report Card. Paper copies of the STAAR Report Card are to be sent to the district from the state in mid to late July. Once received in-district, the paper copies will be mailed to parents/guardians.
For high school, the online availability will be June 13, 2017, in the same manner as described above. Districts are to receive paper versions of the online reports on June 13, 2017, and will be mailing them to parents. A separate communication regarding a portal access code will not be sent to parents/guardians for high school results, since the paper version will be mailed. Parents of high school students may enter their child's name, birth date, and social security number to access the information.
TEA has developed a one page document that gives an overview of the STAAR Report Card. Link to Document
- Assessment is an on-going, spiraling, data driven process that guides instruction.
- Assessment is a balance between “of” learning and “for” learning.
- Assessment quality is more important than quantity.
- Assessments ensure that learners have a clear understanding of what they have learned and why.
- Assessment is aligned and integrated with curriculum.
- Assessment is essential for learner and educator accountability.
- Assessment promotes greater learning and growth through differentiated, yet respectful, tasks.
- Assessments should include opportunities for learner self-reflection.
- Assessments are a form of communication.
- Grades communicate student achievement relative to standards.
- Grades clearly reflect a learner's growth rather than average performance.
- Behavior and academic achievement are reported separately.