2014-2015 Goal Setting for STAAR and End of Course
Third Grade
Items on STAAR
Raw Score
needed to pass
STAAR
Performance
Standard for
2014
Reading
Math
40
46
21(76%)
27(71%)
53%
59%
Fourth Grade
Items on STAAR
Raw Score
needed to pass
STAAR
Performance
Standard for
2014
Reading
Math
Writing
44
48
44
23(68%)
29(77%)
23(60%)
52%
60%
52%
Fifth Grade
Items on STAAR
Raw Score
needed to pass
STAAR
Performance
Standard for
2014
Reading
Math
Science
46
50
44
25(84%)
27(87%)
26(69%)
54%
54%
59%
Sixth Grade
Items on STAAR
Raw Score
needed to pass
STAAR
Performance
Standard for
2014
Reading
Math
48
52
25(70%)
22(79%)
52%
43%
GISD
Performance
Standard Goal
for 2015
80%
75%
GISD
Performance
Standard Goal
for 2015
75%
80%
75%
GISD
Performance
Standard Goal
for 2015
85%
90%
75%
GISD
Performance
Standard Goal
for 2015
75%
80%
Raw Score to
“pass”/commended
on STAAR for 2015
25/34
31/42
Raw Score to
“pass”/commended
on STAAR for 2015
27/38
34/43
27/37
Raw Score to
“pass”/commended
on STAAR for 2015
29/40
32/44
30/46
Raw Score to
“pass”/commended
on STAAR for 2015
30/42
28/45
Seventh Grade
Items on STAAR
Raw Score
needed to pass
STAAR
Reading
Math
Writing
50
54
72
26(72%)
24(66%)
40(71%)
52%
44%
56%
Eighth Grade
Items on STAAR
Raw Score
needed to pass
STAAR
Performance
Standard for
2014
Reading
Math
Science
Social Studies
52
56
54
52
26(90%)
22(95%)
30(68%)
26(63%)
50%
39%
56%
50%
Subject
English I
English II
Algebra I
Biology
U.S. History
Performance
Standard for
2014
GISD
Performance
Standard Goal
for 2015
75%
75%
75%
GISD
Performance
Standard Goal
for 2015
90%
90%
75%
75%
Items on EOC
Raw Score
needed to pass
EOC
Performance
Standard for
2014
92
92
54
54
68
49(63%)
50(72%)
20(77%)
20(96%)
28(68%)
53%
54%
37%
37%
41%
Raw Score to
“pass”/commended
on STAAR for 2015
31/43
29/46
48/61
Raw Score to
“pass”/commended
on STAAR for 2015
31/44
27/49
36/46
31/43
GISD
Performance
Standard Goal
for 2015
75%
75%
80%
95%
75%
Raw Score to
“pass”/commended
on EOC for 2015
58/76
59/79
25/42
25/45
35/55
STAAR performance categories and policy definitions
Level III: Advanced Academic Performance
Performance in this category indicates that students are well prepared for the next grade or course. They demonstrate the
ability to think critically and apply the assessed knowledge and skills in varied contexts, both familiar and unfamiliar.
Students in this category have a high likelihood of success in the next grade or course with little or no academic
intervention.
Level II: Satisfactory Academic Performance
Performance in this category indicates that students are sufficiently prepared for the next grade or course. They generally
demonstrate the ability to think critically and apply the assessed knowledge and skills in familiar contexts. Students in this
category have a reasonable likelihood of success in the next grade or course but may need short-term, targeted academic
intervention.
Level I: Unsatisfactory Academic Performance
Performance in this category indicates that students are inadequately prepared for the next grade or course. They do not
demonstrate a sufficient understanding of the assessed knowledge and skills. Students in this category are unlikely to succeed
in the next grade or course without significant, ongoing academic intervention.