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Lessons Learned From STAAR Released Items

Lessons Learned From STAAR Released Items

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Lessons Learned From STAAR Released Items

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  1. Lessons Learned From STAAR Released Items

  2. “Follow” ESC 17 Instructional Leaders On Twitter http://twitter.com/#!/InstructionalLe

  3. http://www.facebook.com/profile.php?id=682227661#!/pages/Region-17-Instructional-Leaders/204792002878635http://www.facebook.com/profile.php?id=682227661#!/pages/Region-17-Instructional-Leaders/204792002878635

  4. Subscribe to the Assessment and Accountability Listserv • http://listserv.esc17.net/scripts/wa.exe?SUBED1=ASSESSMENT_AND_ACCOUNTABILITY&A=1

  5. 360 Walkthrough at New Deal High School November 29, 2011

  6. A Good Education Creating a Compulsory Learning Environment

  7. To lead is to live dangerously.. Because when leadership counts, when you lead people through difficult change, you challenge what people hold dear—their daily habits, tools, loyalties and ways of thinking—with nothing more to offer perhaps than a possibility. ----Leadership on the Line -- by Ronald Heifitz & Marty Linsky

  8. “Failure is not fatal, but failure to change might be.” --- John Wooden

  9. Where We Are? • TAKS brought us better instruction in our schools than we have ever seen before. See elementary science if you do not believe me. • TAKS also brought us deeper instruction. • TAKS taught us to teach to the item. • Many have had success and high scores that they use to argue against systemic change. • We still do not have a “feedback” culture generally speaking.

  10. Concepts For Today • Rigor • Connections • Concepts • Readiness

  11. Concept Map

  12. Rigor ? Benjamin Bloom’s Taxonomy Knowledge: emphasizing the recall of information Comprehension: rephrasing information in own words Application: using information to solve problems Analysis: taking ideas and issues apart and examining their components Synthesis: taking existing elements and creating something new Evaluation: judging the quality of items based on existing or created standards

  13. Shift in Rigor

  14. Fifth Grade Math TAKS Distribution of Standards Compared STAAR

  15. Algebra I TAKS Distribution of Standards Compared STAAR

  16. Regional Readiness Standards % Correct --Algebra 1 • A1(D) represent relationships among quantities using [concrete] models, tables, graphs, diagrams, verbal descriptions, equations, and inequalities; ---- 58% Correct • A7(B) investigate methods for solving linear equations and inequalities using [concrete] models, graphs, and the properties of equality, select a method, and solve the equations and inequalities; -- 46% Correct • A5 (c) use, translate, and make connections among algebraic, tabular, graphical, or verbal descriptions of linear functions. --51% Correct Creating a Compulsory Learning Environment

  17. 3. (10)  Geometry and spatial reasoning. The student recognizes that a line can be used to represent numbers and fractions and their properties and relationships. The student is expected to locate and name points on a number line using whole numbers and fractions, including halves and fourths.

  18. 3. (10)  Geometry and spatial reasoning. The student recognizes that a line can be used to represent numbers and fractions and their properties and relationships. The student is expected to locate and name points on a number line using whole numbers and fractions, including halves and fourths.

  19. (6)  Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems. The student is expected to:(B)  demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass and can produce light, heat, and sound;

  20. 6)  Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems. The student is expected to:(B)  demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass and can produce light, heat, and sound;

  21. 5)  History. The student understands the challenges confronted by the government and its leaders in the early years of the republic and the Age of Jackson. The student is expected to:(E)  identify the foreign policies of presidents Washington through Monroe and explain the impact of Washington's Farewell Address and the Monroe Doctrine;

  22. (5)  History. The student understands the challenges confronted by the government and its leaders in the early years of the republic and the Age of Jackson. The student is expected to:(E)  identify the foreign policies of presidents Washington through Monroe and explain the impact of Washington's Farewell Address and the Monroe Doctrine;

  23. Integration of Process Skills

  24. 7th Grade gone to 4th Grade

  25. Principle Generalization Concept Concept Topic Topic FACTS FACTS FACTS FACTS FACTS FACTS FACTS FACTS The Structure of Knowledge Lynn Erickson -- Concept-Based Curriculum and Instruction for the Thinking Classroom, 2007

  26. Structure of Knowledge Across the Core Content Areas SC 8.6 (Biology 12) SS 8.24 (a-e) TEKS ELA 8.12 • Similarities and differences between and among people influence relationships. • Differences between and among people can create conflict. • There is a relationship of mutual influence between organisms and their environment. • Interdependence occurs among living systems. • Forms of written texts have distinguishing characteristics. • Different types of texts serve different purposes. Principle/ Generalization Influence Relationships Conflict Patterns Influence Relationships Systems Interdependence Conflict Relationships Change Concepts Conflict in American Society Ecosystems in the Northern Hemisphere American Literature During the Civil War Topics • Organisms are organized into species. • Organisms depend on unique resources to survive. • Species vary from ecosystem to ecosystem. • Uncle Tom’s Cabin by Harriet Beecher Stowe was a novel written to influence public opinion concerning slavery. • Proponents of states’ rights and abolitionists both used written texts to explain their views and influence public opinion. • Conflict between white settlers and Native Americans led to forced migration of the American natives. Facts

  27. Create Evaluate Analyze Apply Understand Remember Facts Topics Concepts Generalizations/ Principles Rigor ? Complexityof Processing Complexity of Content

  28. Create Evaluate Analyze Apply Understand Remember Facts Topics Concepts Generalizations/ Principles STAAR Vs. TAKS Complexityof Processing Complexity of Content

  29. Level of Complexity Activity • You have a STAAR Released Items and part of a 2009 Released TAKS in the center of your table. • You have a blank chart at your table. • Look at each question and mark it on the chart with these labels. S1 for STAAR #1 or T4 for say TAKS #4. Also create a dot with that label as well. • Take the dot and put it on the big chart hanging on the wall.

  30. Connections

  31. What Is Wrong With Students Seeing This? Connecting Topics Manifest Destiny New Nation Civil War Colonization Revolution 1861-1865 1607 1776 1787 1803

  32. (5)  History. The student understands the challenges confronted by the government and its leaders in the early years of the republic and the Age of Jackson. The student is expected to:(E)  identify the foreign policies of presidents Washington through Monroe and explain the impact of Washington's Farewell Address and the Monroe Doctrine;

  33. Concepts and More Concepts

  34. Connect to Concepts Expansion--- Democracy --- Conflict --- Culture--- Industrialization Manifest Destiny New Nation Civil War Colonization Revolution 1861-1865 1607 1776 1787 1803

  35. Conceptual Instruction

  36. (5)  History. The student understands the challenges confronted by the government and its leaders in the early years of the republic and the Age of Jackson. The student is expected to:(E)  identify the foreign policies of presidents Washington through Monroe and explain the impact of Washington's Farewell Address and the Monroe Doctrine; Isolationism? Expansion?

  37. Integration of Process Skills

  38. Principle Generalization Concept Concept Topic Topic FACTS FACTS FACTS FACTS FACTS FACTS FACTS FACTS The Structure of Knowledge Lynn Erickson -- Concept-Based Curriculum and Instruction for the Thinking Classroom, 2007

  39. Speaking In Generalizations • Are you a history teacher or a historian? • Are you a physics teacher or a physicist? • Are you a geography teacher or a geographer. Historians, physicists, and geographers generalize about their concepts. Teacher must speak at the generalization level for concepts to soak in.

  40. Generalizing: Social Studies Style As the country expanded and the population grew conflicts developed over cultural differences and the issue of States Rights. Expansion--- Democracy --- Conflict --- Culture--- Industrialization Manifest Destiny New Nation Civil War Colonization Revolution 1861-1865 1607 1776 1787 1803

  41. Generalizing: Social Studies Style As the country expanded and the population grew conflicts developed over cultural differences and the issue of States Rights. Expansion--- Democracy --- Conflict --- Culture--- Industrialization Manifest Destiny New Nation Civil War Colonization Revolution 1861-1865 1607 1776 1787 1803

  42. More Students Talking in Classrooms • We have to get students talking about content and making connections themselves through intentional questioning. • We must grade the student talk using rubrics!!! Students must see the talk paying off for them.

  43. Speaking In Generalizations

  44. Speaking In Generalizations

  45. Speaking In Generalizations

  46. Comparison of Genres at Grade 6

  47. Generalizing: Social Studies Style As the country expanded and the population grew conflicts developed over cultural differences and the issue of States Rights. STAAR Expansion--- Democracy --- Conflict --- Culture--- Industrialization TAKS Manifest Destiny New Nation Civil War Colonization Revolution TAAS 1861-1865 1607 1776 1787 1803

  48. STAAR is an assessment of ACADEMIC READINESS

  49. When They Say “Readiness” They Mean It