From Scouting Report to Practice Plan

1. From Scouting Report to Practice Plan 1st Quarter

2. Agenda:*Where are we Now *Implications*Data Analysis for Department*Data for Class*Injury Report*What’s Next

3. Where are we now!

4. Standards – 2011 • Changes • Math increases from 60% to 65% for acceptable • Science increases 55% to 60% for acceptable • Annual dropout rate drops from 1.8% to 1.6% • No change • Acceptable for reading (70%), writing (70%), and social studies (70%) • Recognized for all subjects (80%) • Exemplary for all subjects (90%) • Completion rate (75%/85%/95%)

5. 2011 AYP • Standards increase • Reading/ELA from 75% to 80% • Math from 67% to 75% • Graduation Rate • Proposal to hold targets constant for 2011 – decision will be made in late spring • Race/Ethnicity Changes • TPM for TAKS M grades 3 and 6 will be phased in

6. 2012 AYP • Graduation Rate • Student groups included for evaluation for first time • Alternatives for reporting requested • No STAAR passing standard until fall = no traditional AYP rating in late summer??

7. District 2010-2011 Data Gr. 8

8. District 2010-2011 Data Gr. 9

9. District 2010-2011Data Gr. 10

10. District 2010-2011 Exit

11. Social Studies

12. Social Studies Implications

13. Social Studies • EOC for geography and world history – • two subjects not previously assessed except in minimal way • 78 questions long • Multi-step and multiple stimuli followed by inferencing, etc. • 4 possible correct answers with choose “most likely”, “best”, etc. • Will use negative questions

14. Social Studies Issues • Issue 1 - Outdated book and limited resources • Issue 2 - Scope and Sequence (new TEKS) • Issue 3 - Retesting: World Geography has never had its own assessment. • Retesting: Student may do well in a “category” by knowing content in the first test, but due to retesting covering both categories you did well on and those you did not, student may not know content of the same category on retest. Where does tutoring focus?

15. Implications for our Instruction and Assessments • We know these tests are more rigorous, but what implications does the rigor have on our instruction, common assessments, benchmarks? What is Rigor? • Rigor is not synonymous with hard • Multiple Steps • Rigor is equal to thinking • Multiple ways to represent learning-novelty • Process Skills are embedded

16. ELAR

17. ELAR Implications

18. ELA • 2 separate tests in high school - Reading and Writing • Writing EOC: • 3 prompts for 1 page essays in high school • (2 are real; one is field test) • Does each grade level have a different set of genres? • Separate revising and editing passages • Score on English I test will have a predictor for Eng. III success • 2 open-ended responses on EOC in high school • (one over one passage; one is a crossover question over two or more passages)

19. Reading • Fiction and Expository on every Test • Other genres are supporting standards • Poetry, Drama, etc. not every year, but some years. Won’t know which – genres will rotate • Procedural text and media literacy included within the fiction or expository text (not personal schema) • Author’s craft questions: • Why did the author use the phrase… • Why did author conclude the second paragraph with an ellipsis? • Supporting standards more literal standards; included where they fit w/ passage

20. ELA/Reading – IssuesTesting Schedule: • Issue 1 – Curriculum – Is your curriculum mostly fiction based or is it multi-genre and teaches the standard. • Issue 2 - • Grade 4: 3 days • one day for reading; • two days for writing (first day for one prompt and ½ the multiple choice; • 2nd day for 2nd prompt and other ½ of multiple choice) • Grade 7: 3 days • 1 day for reading • 2 days for writing (first day for one prompt and all multiple choice; • 2nd day for the other two prompts) • EOC: Eng. I, II, III • Day 1 writing; Day 2 reading

21. Math

22. Math Implications

23. Math • Algebra I will have predictor for Algebra II success • Algebra II and Geometry basically never tested before • Categories for STAAR not same as Focal Points in Grades 3-8 • More Gridable responses • Math standard set in Feb 2012 (earlier than other subjects) • Gridables will have negative and positive numbers and floating decimal in high school • MMA – no test but must be taken and satisfactorily completed prior to Alg I

24. 8th Graders taking Algebra I • 8th graders taking Algebra I – • Will take Algebra I EOC • -OR – • Take Alg I EOC. Districts have the option of giving them the Grade 8 STAARS as well. (not recommended) • *As known right now. Subject to change.

25. Science

26. Science Implications

27. Science • Longer • First time to test chemistry and physics in addition to biology • No test for IPC • If taking physics in grade 12, then if fail in spring test, won’t walk, or student can drop to minimum plan to graduate then retest and change. • Calculations heavy especially in chemistry and physics – Algebra I level • Principles of Technology as Gr. 12 course – beefed up for physics will take physics EOC • On minimum plan – will only take tests of courses you take • Grade 8: Mostly from Gr. 8 TEKS but some from 6 and 7, therefore students in 2010-2011 should be in new TEKS or they may not have exposure to some tested SEs

28. Aligning Instruction and Assessments for STAAR SE’s All SE’s Tested over my current grade level – it’s over my subject area and grade level only. What ? How? There will be 100% alignment with the verbs. However, all verbs have not been tested in the past. Higher level thinking verbs will be tested. Verbs Teach the content standard to the verbiage of TEKS Tested over standard (verbiage of TEKS) with the process skills. STAAR will be dually coded.

29. Data part 1 • Do you know your top 5 hard to teach TEKS? (Readiness Standards) • Using your department /class/student data. • Highlight top 5 hard to teach TEKS which are readiness TEKS. • Now, identify the supporting TEKS that are needed to scaffold these readiness TEKS. • What problems or patterns do you see? Refer to Handout #1

30. Handout #1 • Identify your top 5 lowest readiness TEKS using your AWARE data. • What supporting TEKS are needed to scaffold these readiness TEKS? • Conversations • What patterns do you notice?

31. Handout 1 Handout #1 will be used to address: • Department needs (data summary) • Class needs (class summary) • Individual student needs This is called triangulation.You want to see the data from 3 different perspectives. • What are my department needs? • What are my class needs? Sub pops, ELL, GT, etc. • What are my individual student needs? IEPs, curriculum compacting, grade level, accommodations, learning styles, etc.

32. Handout 1 Name:________________ Department: ______________ Date: _______________ zDepartmentzClass zStudent

33. Data part 2 • Handout #2 • Using the readiness TEKS from the previous handout. • How often do you have these TEKS on your scope and sequence? • Now, with your team decide on savvy resources that align to teach these TEKS. • Also, what type of question stems and real world application will you create and use to address these TEKS.

34. Handout 2 Name:________________ Department: ______________ Date: _______________ zDepartmentzClass zStudent

35. Data part 3 • Where are you as a department? • As a department, how do you plan on targeting your top 5 hard to teach TEKS? • Let’s share our ideas… • Write down your game plan on the yellow paper. Turn this in to Mr. Granger

36. Department Handout #3 Name:________________ Department: ______________ Date: _______________ Comment: ________________

37. . Your Turn! • Using your AWARE data for you classes, you will analyze each class and determine needs. • Later, you will determine your individual student needs. • You will need to complete handout #1 and handout #2 for this segment. • Be sure you check class the appropriate category. Name:________________ Department: ______________ Date: _______________ zDepartment zClass zStudent

38. . DATA part 4 • Let’s look at individual student groups. • You will need individualized student data from AWARE, grade book, etc. • How will you personalize instruction for your GT/Regular, Bubble, and Intensive care groups. • Last but not least, we want to look at your student grouping. This task is extremely important because you want know more about your “who” and their needs.

39. Cont. DATA part 4 • Using your class rosters from AWARE, you can determine based on the data how to group your students. Here is the reality…we cannot leave anyone behind. • Therefore, this data can be used to determine mandatory tutoring, intervention during • school day. How will you address individual student needs? • Also, please be mindful that you will never want to base all of your decisions on one test. It is best to look at a battery of assessments. Therefore, consider common assessments, Benchmarks, class work, formal assessments, etc. to help make these individual decisions.

40. Department Handout #4

41. Pulling it all Together! • Where are you as a department? Game plan? • Where are your classes? Game plan? • Where are your students? Game plan...consider students doing an activity similar to what we did today. Awareness intensifies the need to change. (American Idol) • Did you adjust the scope and sequence? What questions have you created to address your Readiness/Supporting standards? Have you grouped your students? How will you differentiate instruction to meet individual student needs? Mandatory tutoring, accommodations, curriculum compacting…what steps will you take?

42. WHAT’S NEXT AND WHAT IS NEEDED – • Deep Discussion and Planning: • By Subject • Mostly on Blueprints / Content Standards • Alignment of Scope and Sequence • Alignment of Instruction • Alignment of Local Assessments/ Benchmarks • Alignment of Resources • Sharing information • Working in teams to accomplish big goals

43. Thank You!