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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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Presentation Transcript
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)
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
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)

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
slide24
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
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

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
slide32
Process

Readiness

Supporting

p. 5

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

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
slide38
5.13B

5.5A

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
slide43
-2

p. 7

1

-3

-9

12

-2

-4

-5

4

-24

1 1 1
1+1+1=

Benchmark Test

Question 1

9

slide47
-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

SE SE SE

questions

slide50
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

slide52
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

slide53
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

slide54
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

slide57
Tested EVERY year

Tested SOME

years

slide61
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

1 1 12
1+1+1=

Benchmark Test

Question 2

18

slide66
10

4

4

18

1

5

1 1 13
1+1+1=

Benchmark Test

Question 2

18

questions

fig19fig19fig19

D E F

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
communicate1
Communicate
  • Teacher Goal Setting
    • PDAS
    • Local System
    • Commitments
slide73
5.3B

5.2A

5.2C

5.3C

5.5A

5.8A

slide74
C

A

R

E

next steps
Next Steps
  • CARE Plan
  • Look for extend activity in two weeks
  • Next Webinar – August 27
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