w ebinar 1 staar4ward creating focus
DESCRIPTION
w ebinar 1 staar4ward creating focus. Ervin Knezek [email protected]. the vibe. Using staar4ward. Module 1 – Sustainability |Design of STAAR Format: Online Course Audience: New to Profession | New to Course |Wants a Refresher Focus: What is STAAR? What is on the test? - PowerPoint PPT PresentationTRANSCRIPT
the vibe
Using staar4ward
Module 1 – Sustainability |Design of STAAR– Format: Online Course – Audience: New to Profession | New to Course |Wants a
Refresher– Focus:
• What is STAAR?• What is on the test? • How rigorous is STAAR?• What are the starting points for instruction?• Complete before the school year begins
Using staar4ward
Module 2 – Update – What’s New in 2013-14?– Format: Online Course – Audience: All staff – important changes and concepts– Focus:
• Changes to STAAR• Phase-in• Accountability• Progress Measure• Standards• Complete as early as possible
Using staar4ward
Module 3 – Leading Learning– Format: Monthly 75 minute webinars – Audience: Leadership Team– Focus:
• Paced Leadership• Leading Learning in one faculty meeting/two PLCs• CARE– Communicate to all staff– Analyze selected pieces of data– Review concepts and structures– Extend the learning into leadership structures (follow-on)
p. 1
staar4ward webinar 1 - creating focus
• Three year planning• Readiness standards• Teacher perception• Focus readiness standards• Teacher goal setting
Big Questions
• Do we understand the complexity of the standards?
• On which readiness standards (student expectations) shall we focus our improvement efforts?
Performance Standards and thePhase-in of STAAR
• STAAR Level II – 3 phases – For Grades 3-8: set based on the school year in which the student takes the
test
– For EOCs: set on a student-by-student basis in each subject area based on when the student takes his/her first EOC in that subject area
Phase 12011-122012-13
Phase 22013-142014-15
Final2015-16
Communicate
Plan for three years/five learning periods– 2013-14 (phase 2)• School Year• Summer
– 2014-15 (phase 2)• School Year• Summer
– 2015-16 (final)• School Year
Review
STAAR Standards– Two years of data– Emerging patterns– Start with Readiness Standards
Focus on Learning
Start with what we are helping kids learn…the TEKS
Readiness
Supporting
Process
p. 2
p. 3
Readiness Standards≈ 30% of assessed TEKS
≈ 65% of STAAR
– IN-DEPTH instruction
–BROAD and DEEP ideas
17
Concepts(Genres)
More complex to teach
p. 2
AnalyzeTeacher Perception
Which Readiness Standards
are the hardest to teach?
Ask teachers!
What do you expect
to find?
Validate Teacher Perception
Tools– Teacher Perception Survey– Heat Maps with current data• www.lead4ward.com/resources• eduphoria:aware | DMAC
– Perception Sorting Sheet
x
1
2
3
4
5
6
7
8
9
10
Use the data to sort the readiness standards into three
groups
• Most Complex
• Less Complex
• Least Complex
p. 4
Does Perception Predict Performance?
5.2A5.2C5.3B5.3C
Does Perception Predict Performance?
5.3A5.8A5.13B
5.5A5.10C5.12B
5.2A5.2C5.3B5.3C
What do we hope to find?
Validate your perception with STAAR data
• Tools: Heat map– STAAR data organized by standard type– 2013 SE level data
p. 5
Read
ines
s
Supp
ortin
g
Proc
ess
Which Readiness Standards were the
MOST complex based on 2013 data?
Does Perception Predict Performance?
p. 6
5.3A
5.8A5.13B
5.5A5.10C5.12B
5.2A5.2C5.3B5.3C
5.2A5.2C5.3B5.3C
Which Readiness Standards were the
LEAST complex based on 2013 data?
Does Perception Predict Performance?
p. 6
5.3A
5.8A5.13B
5.5A5.10C5.12B
5.2A5.2C5.3B5.3C
5.2A5.2C5.3B5.3C
5.3A
5.8A
5.13B
5.5A
5.10C5.12B
Big Question
• Do we understand the complexity of the standards?– Yes, if perception and STAAR data are closely
aligned
– No, if there are big mismatches
5.5A
5.13B
✔
Your turn!
Does your team’s perception of complexity
match student learning data?
AnalyzeFocus Standards
Focus Standards
• Tools– Heat Maps with current data– Two years of SE level data– www.lead4ward.com/resources– eduphoria:aware | DMAC– Focus Student Expectations Recording Sheet
p. 7
-2
1
-3
-9
12
-2
-4
-5
4
-24
p. 7
1+1+1= 9
Benchmark TestQuestion 1
p. 7
p. 16
-2
1
-3
-9
12
-2
-4
-5
4
-24
3
3
3
3
3
4
2
4
3
4p. 7
1+1+1= 9
Benchmark TestQuestion 1
SE SE SE questions
p. 8
5.2A5.2C
5.3A 5.3B5.3C5.5A5.8A
5.10C5.12B 5.13B
p. 8
Were there 5 or more points of GROWTH?
Were there 5 or more points of DECLINE?
Did the results MAINTAIN (about the same)?Did 2013 results show
strength (66%)Did 2013 results show
concern (<66%)Were there 5 or more points of GROWTH?
Were there 5 or more points of DECLINE?
Did the results MAINTAIN (about the same)?
Did 2013 results show strength (66%)
Did 2013 results show concern (<66%)
Were there 5 or more points of GROWTH?
Were there 5 or more points of DECLINE?
Did the results MAINTAIN (about the same)?Did 2013 results show
strength (66%)Were there 5 or more points of GROWTH?
Were there 5 or more points of DECLINE?
Were there 5 or more points of GROWTH?
Did the results show strength (66%)?Is the growth
emerging(<66%)?
p. 7
5.2A5.2C
5.3A 5.3B5.3C5.5A5.8A
5.10C5.12B 5.13B
For StudentsEngage the Emerging
For TeachersLearn the Low
p. 8
5.2A5.2C
5.3A 5.3B5.3C5.5A5.8A
5.10C5.12B 5.13B
For StudentsEngage the Emerging
For TeachersLearn the Low
p. 8
p. 8
5.2A5.2C
5.3A 5.3B5.3C5.5A5.8A
5.10C5.12B 5.13B
5.3B
5.2A5.2C
5.3C5.5A5.8A
Big DealSo what?
What do
Readiness Standards mean for
STAAR Reading?
Tested EVERY year
Tested SOMEyears
p. 9
Reading
p. 9
p. 9
Reporting Category 1Understanding and Analysis
Across Genres
Reporting Category 2Understanding and Analysis
Literary Texts
Reporting Category 3Understanding and Analysis
Informational Textsp. 9
p. 9
p. 9
1+1+1=18
Benchmark TestQuestion 2
p. 9
2013 Grade 5 Reading
SE Description # of Items
Fig. 19D make inferences about text
Fig. 19E summarize and paraphrase texts
Fig. 19F make connections between and across texts of various genres
104
4
2013 Grade 8 Reading
SE Description # of Items
Fig. 19D make complex inferences about text
Fig. 19E summarize and paraphrase texts
Fig. 19F make intertextual links among and across texts
181
5
1+1+1=18
Benchmark TestQuestion 2
fig 19fig 19 fig 19D E F
questions
Figure 19Fig. 19 D make inferences about text and use textual evidence to support understanding;
Fig. 19 E summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts; and
Fig. 19 F make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and provide textual evidence
Figure 19 in ELA
• And…– In Science– In Social Studies– In Math
• Discourse• Questions• Connections
Big Questions
• On which readiness standards (student expectations) shall we focus our improvement efforts?– For students – readiness standards that show
evidence of strength or growth– For teachers - readiness standards that show
evidence of concern or decline– Maintain or increase performance on non-focus
standards
p. 10
Communicate
• Teacher Goal Setting– PDAS– Local System– Commitments
5.3B 5.2A 5.2C 5.3C 5.5A 5.8A
C
A
R
E
ommunicate Three year process Teacher Goal Setting
nalyze Teacher PerceptionFocus Standards
eview Standard Types
xtend Leadership Lesson Plan
p. 11
Next Steps
• CARE Plan• Look for extend activity in two weeks• Next Webinar – August 27