w ebinar 1 staar4ward creating focus
DESCRIPTION
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? - PowerPoint PPT PresentationTRANSCRIPT
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the vibe
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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
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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
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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)
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p. 1
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staar4ward webinar 1 - creating focus
• Three year planning• Readiness standards• Teacher perception• Focus readiness standards• Teacher goal setting
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Big Questions
• Do we understand the complexity of the standards?
• On which readiness standards (student expectations) shall we focus our improvement efforts?
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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
Phase 12011-122012-13
Phase 22013-142014-15
Final2015-16
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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
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Review
STAAR Standards– Two years of data– Emerging patterns– Start with Readiness Standards
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Focus on Learning
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Start with what we are helping kids learn…the TEKS
Readiness
Supporting
Process
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p. 2
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p. 3
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Readiness Standards≈ 30% of assessed TEKS
≈ 65% of STAAR
– IN-DEPTH instruction
–BROAD and DEEP ideas
17
Concepts(Genres)
More complex to teach
p. 2
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AnalyzeTeacher Perception
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Which Readiness Standards
are the hardest to teach?
Ask teachers!
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What do you expect
to find?
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Validate Teacher Perception
Tools– Teacher Perception Survey– Heat Maps with current data• www.lead4ward.com/resources• eduphoria:aware | DMAC
– Perception Sorting Sheet
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x
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1
2
3
4
5
6
7
8
9
10
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Use the data to sort the readiness standards into three
groups
• Most Complex
• Less Complex
• Least Complex
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p. 4
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Does Perception Predict Performance?
5.2A5.2C5.3B5.3C
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Does Perception Predict Performance?
5.3A5.8A5.13B
5.5A5.10C5.12B
5.2A5.2C5.3B5.3C
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What do we hope to find?
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Validate your perception with STAAR data
• Tools: Heat map– STAAR data organized by standard type– 2013 SE level data
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p. 5
Read
ines
s
Supp
ortin
g
Proc
ess
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Which Readiness Standards were the
MOST complex based on 2013 data?
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Does Perception Predict Performance?
p. 6
5.3A
5.8A5.13B
5.5A5.10C5.12B
5.2A5.2C5.3B5.3C
5.2A5.2C5.3B5.3C
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Which Readiness Standards were the
LEAST complex based on 2013 data?
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Does Perception Predict Performance?
p. 6
5.3A
5.8A5.13B
5.5A5.10C5.12B
5.2A5.2C5.3B5.3C
5.2A5.2C5.3B5.3C
5.3A
5.8A
5.13B
5.5A
5.10C5.12B
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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
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5.5A
5.13B
✔
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Your turn!
Does your team’s perception of complexity
match student learning data?
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AnalyzeFocus Standards
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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
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p. 7
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-2
1
-3
-9
12
-2
-4
-5
4
-24
p. 7
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1+1+1= 9
Benchmark TestQuestion 1
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p. 7
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p. 16
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-2
1
-3
-9
12
-2
-4
-5
4
-24
3
3
3
3
3
4
2
4
3
4p. 7
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1+1+1= 9
Benchmark TestQuestion 1
SE SE SE questions
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p. 8
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5.2A5.2C
5.3A 5.3B5.3C5.5A5.8A
5.10C5.12B 5.13B
p. 8
Were there 5 or more points of GROWTH?
Were there 5 or more points of DECLINE?
Did the results MAINTAIN (about the same)?Did 2013 results show
strength (66%)Did 2013 results show
concern (<66%)Were there 5 or more points of GROWTH?
Were there 5 or more points of DECLINE?
Did the results MAINTAIN (about the same)?
Did 2013 results show strength (66%)
Did 2013 results show concern (<66%)
Were there 5 or more points of GROWTH?
Were there 5 or more points of DECLINE?
Did the results MAINTAIN (about the same)?Did 2013 results show
strength (66%)Were there 5 or more points of GROWTH?
Were there 5 or more points of DECLINE?
Were there 5 or more points of GROWTH?
Did the results show strength (66%)?Is the growth
emerging(<66%)?
p. 7
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5.2A5.2C
5.3A 5.3B5.3C5.5A5.8A
5.10C5.12B 5.13B
For StudentsEngage the Emerging
For TeachersLearn the Low
p. 8
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5.2A5.2C
5.3A 5.3B5.3C5.5A5.8A
5.10C5.12B 5.13B
For StudentsEngage the Emerging
For TeachersLearn the Low
p. 8
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p. 8
5.2A5.2C
5.3A 5.3B5.3C5.5A5.8A
5.10C5.12B 5.13B
5.3B
5.2A5.2C
5.3C5.5A5.8A
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Big DealSo what?
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What do
Readiness Standards mean for
STAAR Reading?
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Tested EVERY year
Tested SOMEyears
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p. 9
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Reading
p. 9
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p. 9
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Reporting Category 1Understanding and Analysis
Across Genres
Reporting Category 2Understanding and Analysis
Literary Texts
Reporting Category 3Understanding and Analysis
Informational Textsp. 9
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p. 9
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p. 9
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1+1+1=18
Benchmark TestQuestion 2
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p. 9
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2013 Grade 5 Reading
SE Description # of Items
Fig. 19D make inferences about text
Fig. 19E summarize and paraphrase texts
Fig. 19F make connections between and across texts of various genres
104
4
2013 Grade 8 Reading
SE Description # of Items
Fig. 19D make complex inferences about text
Fig. 19E summarize and paraphrase texts
Fig. 19F make intertextual links among and across texts
181
5
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1+1+1=18
Benchmark TestQuestion 2
fig 19fig 19 fig 19D E F
questions
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Figure 19Fig. 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
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Figure 19 in ELA
• And…– In Science– In Social Studies– In Math
• Discourse• Questions• Connections
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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
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p. 10
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Communicate
• Teacher Goal Setting– PDAS– Local System– Commitments
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5.3B 5.2A 5.2C 5.3C 5.5A 5.8A
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C
A
R
E
ommunicate Three year process Teacher Goal Setting
nalyze Teacher PerceptionFocus Standards
eview Standard Types
xtend Leadership Lesson Plan
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p. 11
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Next Steps
• CARE Plan• Look for extend activity in two weeks• Next Webinar – August 27