As we move into planning for STAAR review, I want to share how to use the Standard Performance Comparison document (attached above) to make your review planning intentional, data-driven, and as effective as possible for students. This tool brings together data from all of our assessments this year — PCs, Nine Weeks Benchmarks, and Warm-Ups — and compares them against our most recent benchmark to give you a clear picture of where students are right now. As well as identifying high frequency standards.
One caveat is that this is only from a district point of view not a campus or teacher.
Here is how to work through the document step by step:
**Step 1 — Start with the 🔥 High Frequency Standards**
Open Sheet 1 (Benchmark Comparison) and scan for any standard marked 🔥 YES in the High Frequency column. These are standards that have appeared on STAAR 5 or more times since 2013, meaning TEA consistently tests them. These should be the non-negotiables in your review — if you are short on time, these standards must be covered. Prioritize them above all others.
**Step 2 — Identify Your Biggest Gaps**
Look at the 3rd NW Benchmark column and the Prior Avg column together. Any standard showing ❌ Below Approaches (or ⚠️ Approaches) in the 3rd NW Level column tells you where students are currently underperforming. These are your targeted reteach priorities. Pay special attention to standards that are both high frequency AND below Approaches — those represent the highest-leverage opportunities to move scores on test day.
**Step 3 — Look for Trends Using the Change Column**
The Change vs. Prior Avg column will show you whether students are improving or declining on a standard over time. A negative change on a high-frequency standard is a red flag that needs immediate attention in your review calendar. A positive change tells you the instruction is working — you may only need a quick spiral review for those standards rather than full reteach time.
**Step 4 — Use Sheet 2 for Deeper Diagnosis**
For any standard you are concerned about, flip to the Multi-Assessment Detail sheet. Here you can see every individual assessment score for that standard side by side. This helps you answer the question: Is this a consistent struggle, or did students dip on one particular assessment? A consistent pattern of low scores suggests a conceptual gap that needs direct instruction. A single dip may point to a specific question format or context that tripped students up — which you can address through targeted practice.
**Step 5 — Don't Neglect Sheet 3**
Sheet 3 lists standards that only appeared on the 3rd Nine Weeks Benchmark with no prior data. These are standards students have had limited practice with across the year. If any of them are high frequency on the Lowman chart, they deserve a spot in your review rotation even without a full performance history.
Hopefully this can help provide a bit more clarity of direction for your planning times during the March 23rd PLC. If you have questions about how to read the document or want to sit down and walk through your data together, my door is open.
