State of Texas Assessments of Academic Readiness (STAAR™) Performance Level Descriptors Biology Performance Level Descriptors 

Students achieving Level III: Advanced Academic Performance can • Evaluate the importance of changes to biological systems and the effect of these changes on homeostasis • Apply the regulation of gene expression to its role in protein synthesis • Evaluate how genes affect both Mendelian and non-Mendelian inheritance patterns • Analyze the impact of environmental change on ecosystem stability 

Students achieving Level II: Satisfactory Academic Performance can • Summarize the role of biomolecules in the metabolic, homeostatic, and reproductive processes that occur in cells • Analyze how viruses are different from cells and how viruses can affect cells • Describe the roles of DNA and RNA in gene expression • Describe how genes affect inheritance patterns and use this information to predict outcomes of monohybrid and dihybrid crosses • Analyze and evaluate the evidence, processes, and effects of evolutionary theory • Classify organisms based upon similarities and differences • Interpret relationships among organisms and interactions between organisms and their environment • Describe how changes in the environment alter ecosystems 

Students achieving Level I: Unsatisfactory Academic Performance can • Identify the structures and functions of cells, viruses, and biomolecules • Recognize that genes affect inheritance • Recognize the effects of evolution • Identify symbiotic relationships among organisms 

 State of Texas Assessments of Academic Readiness (STAAR™) Performance Level Descriptors Algebra I Performance Level Descriptors 

Students achieving Level III: Advanced Academic Performance can • Evaluate the reasonableness of domains and ranges of linear and quadratic functions • Apply the concept of slope as a rate of change in a variety of situations • Generate representations of linear, quadratic, and other nonlinear functions • Make predictions and critical judgments from functional relationships 

Students achieving Level II: Satisfactory Academic Performance can • Determine the domains and ranges of linear and quadratic functions • Describe the concept of slope as a rate of change and use it to solve problems • Determine solutions to linear and quadratic equations, linear inequalities, and systems of linear equations using a variety of methods • Formulate linear and quadratic equations, linear inequalities, and systems of linear equations to solve problems • Generate representations of linear and quadratic functions • Analyze the effects of parameter changes on linear and quadratic functional relationships • Interpret and draw conclusions from functional relationships 

Students achieving Level I: Unsatisfactory Academic Performance can • Identify slopes and y-intercepts of linear functions from tables, graphs, and equations given in slope-intercept form • Simplify algebraic expressions and solve linear equations • Formulate equations and systems of equations from simple linear situations • Identify attributes of a quadratic function from its graph 

 State of Texas Assessments of Academic Readiness (STAAR™) Performance Level Descriptors English II Reading Performance Level Descriptors 

When reading texts of increasing complexity, * students achieving Level III: Advanced Academic Performance can • Evaluate how the author’s use of syntax, diction, and sensory language creates voice, tone, and meaning • Make discerning inferences about literary and informational texts, supporting those inferences with specific and well-chosen textual evidence 

When reading texts of increasing complexity, * students achieving Level II: Satisfactory Academic Performance can • Distinguish between the denotative and connotative meanings of words using context, structural analyses, and reference materials • Analyze how the author’s use of syntax, diction, and sensory language supports meaning • Analyze literary texts by recognizing universal themes and the ways in which literary devices contribute to the development of linear and non-linear plots and complex, believable characters • Demonstrate an understanding of informational texts by analyzing the controlling idea or argument, determining the author’s purpose, identifying organizational patterns, and distinguishing between a summary and a critique of the text • Identify the implicit connections and thematic links between texts representing similar or different genres • Make logical inferences about literary and informational texts, supporting those inferences with accurate, relevant textual evidence 

 State of Texas Assessments of Academic Readiness (STAAR™) Performance Level Descriptors English II Writing Performance Level Descriptors 

When writing essays in response to increasingly complex writing tasks, * students achieving Level III: Advanced Academic Performance can • Write skillfully crafted expository essays with sustained focus, an organizing structure that enhances meaning, and development that lends substance to the essay • Write persuasive essays that maintain a convincing position and sustain focus with a skillful organizing structure, compelling evidence and support, purposeful and precise word choice, and an understanding and control of rhetorical techniques that enhance effectiveness • Choose sentences that are purposeful and well controlled 

When writing essays in response to increasingly complex writing tasks, * students achieving Level II: Satisfactory Academic Performance can • Write expository essays that contain a clear thesis statement, use an appropriate organizing structure, sufficiently develop ideas with specific details and examples, choose words that reflect an understanding of the explanatory purpose, and demonstrate an adequate command of written conventions • Write persuasive essays that contain a clear position, use a logical organizing structure, sufficiently develop relevant reasons and evidence, create an appropriate tone through clear and specific word choice, and demonstrate an adequate command of written conventions • Use a variety of sentence structures • Revise drafts to strengthen the introductory and concluding paragraphs, add information that enhances the supporting details, strengthen transitions within and between paragraphs, improve the effectiveness of sentences, and recognize appropriate style and word choice • Edit drafts to correct grammar, sentence structure, capitalization, punctuation, and spelling 

 State of Texas Assessments of Academic Readiness (STAAR™) Performance Level Descriptors U.S. History Since 1877 Performance Level Descriptors 

Students achieving Level III: Advanced Academic Performance can • Evaluate historical perspectives on major events and issues in U.S. history • Apply content knowledge in multiple contexts to make historical connections and evaluate change over time • Evaluate historical justifications and interpretations through the examination of multiple and varied sources 

Students achieving Level II: Satisfactory Academic Performance can • Apply understanding of U.S. constitutional principles to major events in U.S. history • Analyze the domestic and international impact of U.S. participation in wars and international conflicts • Explain the historical development of reform movements, court cases, and legislation that expanded the civil and political rights of citizens • Describe the impact of significant individuals, organizations, and policies on U.S. history • Analyze issues related to the development of the U.S. economic system • Analyze geographic and cultural influences on the United States • Describe the role and influence of the United States in the international community • Explain the impact of science and technology on the United States 

Students achieving Level I: Unsatisfactory Academic Performance can • Identify significant individuals, events, and issues in U.S. history • Define major social studies terminology • Identify and use social studies sources • Recognize major historical points of reference