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Deeper Understanding of Standards Based Assessments. Leadership Cadre – Academy Update 2013. Elementary Learner Support Team. Toss it Away Activity . Write two sentences describing your feelings on assessments. Crumple your strip of paper. Toss it across the room.

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toss it away activity
Toss it Away Activity

Write two sentences describing your feelings on assessments.

Crumple your strip of paper.

Toss it across the room.

Pick up another “Crumpled Ball”.

Share the written thoughts with your table.

flip it reflection
Flip It Reflection

1. http://mikeschmoker.com/data-analysis.html

2. http://mikeschmoker.com/promise.html

3.http://ati.pearson.com/downloads/afldefined

slide4

What Tools Do We Use to Measure Student Success?

  • What outcomes can you expect from a deeper understanding of the TEKS?
  • 2. How will you measure that success?
slide5

A Deeper Understanding of the TEKS Requires…

  • Systems thinking:
    • Common vision
    • Common mission
    • Common beliefs
  • Willingness to confront brutal facts
  • Actively involved leadership
  • Commitment
  • Professional Learning
  • Time
so why assess
SO….WHY ASSESS?

Why do we assess?

Why are assessments important in the learning process?

What assessments do we use in MISD?

slide7
The Learning Cycle

Assessment on-going

slide11

Holes

?

Bucket

?

as

…is a symbol for …

…is a symbol for …

Escaping Water

?

Water

?

as

…is a symbol for …

…is a symbol for …

slide12

Holes

Gaps in Learning

Bucket

Education

as

…is a symbol for …

…are a symbol for …

Escaping Water

Knowledge that is not mastered

Water

Knowledge the school provides

as

…is a symbol for …

…is a symbol for …

slide14

A Quick Check

What is a “Strand” in relation to the TEKS and where do you find it in your TEKS?

How many “Strands” do you have in your subject area?

What is the difference between a “Knowledge & Skills Statement” and a “Student Expectation” from your TEKS?

How many “Knowledge & Skills Statements do you have in your TEKS?

What are the two most important components of your Student Expectations?

slide15

Note: From the strand to the knowledge & skills statement to the student expectation, the information changes from broad to morspecific.

Strand

Knowledge & Skills Statement

  • 2 important parts of an SE:
  • CONTENT RIGOR
  • COGNITIVE RIGOR

Student Expectation

slide16

A deeper understanding of the TEKS involves teachers to deconstruct the components of the SE.

Some Examples:

the teks landscape
The TEKS Landscape

What is guiding teachers’ instruction, if they do not know “all” of their standards?

What happens if teachers do not have a deep understanding of their TEKS?

slide18

Write the Strand

Data in pictographs, bar graphs (1 cell might rep. more than 1 piece of data)

Collect, organize, display, interpret, record

3.13 (A)

3.13

In the fourth column, list the content items that students must demonstrate at the cognitive levels listed in the previous column.

In the second column, record the identifying number and letter for the student ex-

In the third column, determine the cognitive level of the TEKS by listing the verbs from the knowledge and skills AND student expectations.

In the first column, record the identifying number of the know-ledge and skills statement

the bucket analogy
The Bucket Analogy

What about those holes?

What will be the cumulative effect if every teacher knows the cognitive process and content of their TEKS?