W ebinar 1 staar4ward creating focus
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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?

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W ebinar 1 staar4ward creating focus

webinar 1staar4wardcreating focus

Ervin Knezek [email protected]


The vibe

the vibe


Using staar4ward

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 staar4ward1

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 staar4ward2

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)


W ebinar 1 staar4ward creating focus

p. 1


Staar4ward webinar 1 creating focus

staar4ward webinar 1 - creating focus

  • Three year planning

  • Readiness standards

  • Teacher perception

  • Focus readiness standards

  • Teacher goal setting


Big questions

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 the phase in of staar

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

Final

2015-16

Phase 2

2013-14

2014-15

Phase 1

2011-12

2012-13


Communicate

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

Review

STAAR Standards

  • Two years of data

  • Emerging patterns

  • Start with Readiness Standards


W ebinar 1 staar4ward creating focus

Focus on Learning


Start with what we are helping kids learn the teks

Start with what we are helping kids learn…the TEKS

Readiness

Supporting

Process


W ebinar 1 staar4ward creating focus

p. 2


W ebinar 1 staar4ward creating focus

p. 3


Readiness standards 30 of assessed teks 65 of sta ar

Readiness Standards≈ 30% of assessed TEKS≈ 65% of STAAR

  • IN-DEPTH instruction

  • BROADand DEEP ideas

p. 2

More complex to teach

Concepts

(Genres)


Analyze teacher perception

AnalyzeTeacher Perception


Which readiness standards are the hardest to teach

Which Readiness Standards are the hardest to teach?

Ask teachers!


What do you expect to find

What do you expect to find?


Validate teacher perception

Validate Teacher Perception

Tools

  • Teacher Perception Survey

  • Heat Maps with current data

    • www.lead4ward.com/resources

    • eduphoria:aware | DMAC

  • Perception Sorting Sheet


W ebinar 1 staar4ward creating focus

x


W ebinar 1 staar4ward creating focus

3

6

8

1

2

4

10

5

7

9


Use the data to sort the readiness standards into three groups

Use the data to sort the readiness standards into three groups

  • Most Complex

  • Less Complex

  • Least Complex


W ebinar 1 staar4ward creating focus

p. 4


Does perception predict performance

Does Perception Predict Performance?

5.2A

5.2C

5.3B

5.3C


Does perception predict performance1

Does Perception Predict Performance?

5.2A

5.2C

5.3B

5.3C

5.5A

5.10C

5.12B

5.3A

5.8A

5.13B


What do we hope to find

What do we hope to find?


Validate your perception with staar data

Validate your perception with STAAR data

  • Tools: Heat map

    • STAAR data organized by standard type

    • 2013 SE level data


W ebinar 1 staar4ward creating focus

Process

Readiness

Supporting

p. 5


W ebinar 1 staar4ward creating focus

Which Readiness Standards were the MOST complex based on 2013 data?


Does perception predict performance2

Does Perception Predict Performance?

5.2A

5.2A

5.2C

5.2C

5.3B

5.3B

p. 6

5.3C

5.3C

5.5A

5.10C

5.12B

5.3A

5.8A

5.13B


W ebinar 1 staar4ward creating focus

Which Readiness Standards were the LEAST complex based on 2013 data?


Does perception predict performance3

Does Perception Predict Performance?

5.2A

5.2A

5.2C

5.2C

5.3B

5.3B

p. 6

5.3C

5.3C

5.5A

5.10C

5.10C

5.12B

5.12B

5.13B

5.3A

5.3A

5.5A

5.8A

5.8A

5.13B


Big question

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


W ebinar 1 staar4ward creating focus

5.13B

5.5A


Your turn does your team s perception of complexity match student learning data

Your turn!Does your team’s perception of complexity match student learning data?


Analyze focus standards

AnalyzeFocus Standards


Focus 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


W ebinar 1 staar4ward creating focus

p. 7


W ebinar 1 staar4ward creating focus

-2

p. 7

1

-3

-9

12

-2

-4

-5

4

-24


1 1 1

1+1+1=

Benchmark Test

Question 1

9


W ebinar 1 staar4ward creating focus

p. 7


W ebinar 1 staar4ward creating focus

p. 16


W ebinar 1 staar4ward creating focus

-2

3

1

3

-3

3

-9

3

12

3

-2

4

-4

2

-5

4

4

3

p. 7

-24

4


1 1 11

1+1+1=

Benchmark Test

Question 1

9

SESESE

questions


W ebinar 1 staar4ward creating focus

p. 8


W ebinar 1 staar4ward creating focus

Were there 5 or more points of GROWTH?

Were there 5 or more points of GROWTH?

Is the growth emerging(<66%)?

Were there 5 or more points of GROWTH?

Were there 5 or more points of GROWTH?

Did the results show strength (66%)?

Were there 5 or more points of GROWTH?

Did 2013 results show concern (<66%)

Did 2013 results show strength(66%)

Did the results MAINTAIN (about the same)?

Did the results MAINTAIN (about the same)?

Did the results MAINTAIN (about the same)?

Did 2013 results show strength(66%)

Did 2013 results show strength(66%)

Did 2013 results show concern (<66%)

Were there 5 or more points of DECLINE?

Were there 5 or more points of DECLINE?

Were there 5 or more points of DECLINE?

Were there 5 or more points of DECLINE?

p. 7

p. 8

5.3C

5.3A

5.2A

5.3B

5.5A

5.2C

5.10C

5.12B

5.13B

5.8A


W ebinar 1 staar4ward creating focus

For Teachers

Learn the Low

For Students

Engage the Emerging

p. 8

5.3A

5.2A

5.3B

5.3C

5.5A

5.2C

5.10C

5.12B

5.13B

5.8A


W ebinar 1 staar4ward creating focus

For Teachers

Learn the Low

For Students

Engage the Emerging

p. 8

5.3A

5.2A

5.3B

5.3C

5.5A

5.2C

5.10C

5.12B

5.13B

5.8A


W ebinar 1 staar4ward creating focus

p. 8

5.3C

5.3A

5.2A

5.3B

5.5A

5.2C

5.10C

5.8A

5.13B

5.12B

5.2A

5.3C

5.5A

5.2C

5.8A

5.3B


Big deal so what

Big DealSo what?


What do readiness standards mean for staar reading

What do Readiness Standards mean for STAAR Reading?


W ebinar 1 staar4ward creating focus

Tested EVERY year

Tested SOME

years


W ebinar 1 staar4ward creating focus

p. 9


Reading

Reading

p. 9


W ebinar 1 staar4ward creating focus

p. 9


W ebinar 1 staar4ward creating focus

Reporting Category 1

Understanding and Analysis

Across Genres

p. 9

Reporting Category 2

Understanding and Analysis

Literary Texts

Reporting Category 3

Understanding and Analysis

Informational Texts


W ebinar 1 staar4ward creating focus

p. 9


W ebinar 1 staar4ward creating focus

p. 9


1 1 12

1+1+1=

Benchmark Test

Question 2

18


W ebinar 1 staar4ward creating focus

p. 9


W ebinar 1 staar4ward creating focus

10

4

4

18

1

5


1 1 13

1+1+1=

Benchmark Test

Question 2

18

questions

fig19fig19fig19

DEF


Figure 19

Figure 19

Fig. 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

Figure 19 in ELA

  • And…

    • In Science

    • In Social Studies

    • In Math

  • Discourse

  • Questions

  • Connections


Big questions1

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


W ebinar 1 staar4ward creating focus

p. 10


Communicate1

Communicate

  • Teacher Goal Setting

    • PDAS

    • Local System

    • Commitments


W ebinar 1 staar4ward creating focus

5.3B

5.2A

5.2C

5.3C

5.5A

5.8A


W ebinar 1 staar4ward creating focus

C

A

R

E


W ebinar 1 staar4ward creating focus

p. 11


Next steps

Next Steps

  • CARE Plan

  • Look for extend activity in two weeks

  • Next Webinar – August 27


  • Login