webinar 1
staar4ward
creating focus
Ervin Knezek
ervin@lead4ward.com
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?
How rigorous is STAAR?
What are the starting points for instruction?
Complete before the school year begins
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 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)
p. 1
staar4ward
webinar 1 - creating focus
•
•
•
•
•
Three year planning
Readiness standards
Teacher perception
Focus readiness standards
Teacher goal setting
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
• 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 1
2011-12
2012-13
Phase 2
2013-14
2014-15
Final
2015-16
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
STAAR Standards
– Two years of data
– Emerging patterns
– Start with Readiness Standards
Focus on
Learning
Start with what we are helping
kids learn…the TEKS
Readiness
Supporting
Process
p. 2
p. 3
Readiness Standards
≈ 30% of assessed TEKS
≈ 65% of STAAR
– IN-DEPTH instruction
Concepts
(Genres)
More
complex to
teach
– BROAD and DEEP ideas
p. 2
17
Analyze
Teacher Perception
Which
Readiness Standards
are the hardest to teach?
Ask teachers!
What do you
expect to
find?
Validate Teacher Perception
Tools
– Teacher Perception Survey
– Heat Maps with current data
• www.lead4ward.com/resources
• eduphoria:aware | DMAC
– Perception Sorting Sheet
3
6
8
1
2
4
10
5
7
9
Use the data to sort the readiness
standards into three groups
• Most Complex
• Less Complex
• Least Complex
p. 4
5.2A
5.2C
5.3B
5.3C
Does Perception Predict
Performance?
5.2A
5.2C
5.3B
5.3C
5.5A
5.10C
5.12B
5.3A
5.8A
5.13B
Does Perception Predict
Performance?
What do we
hope to find?
Validate your perception
with STAAR data
• Tools: Heat map
– STAAR data organized by standard type
– 2013 SE level data
p. 5
Process
Supportin
g
Readiness
Which Readiness
Standards were the
MOST complex based
on 2013 data?
5.2A
5.2C
5.3B
5.3C
5.5A
5.10C
5.12B
5.2A
5.2C
5.3B
5.3C
5.3A
5.8A
5.13B
Does Perception Predict
Performance?
p. 6
Which Readiness
Standards were the
LEAST complex based
on 2013 data?
5.2A
5.2C
5.3B
5.3C
5.5A
5.10C
5.12B
5.2A
5.2C
5.3B
5.3C
5.3A
5.3A
5.5A
5.8A
5.8A
5.13B
5.10C
5.12B
5.13B
Does Perception Predict
Performance?
p. 6
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
5.13B
5.5A
✔
Your turn!
Does your team’s
perception of complexity
match student learning data?
Analyze
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
p. 7
-2
1
-3
-9
12
-2
-4
-5
4
-24
p. 7
Benchmark Test
Question 1
1+1+1=
p. 7
p. 16
p. 7
-2
3
1
3
-3
3
-9
3
12
3
-2
4
-4
2
-5
4
4
3
-24
4
Benchmark Test
Question 1
1+1+1=
SE
SE
SE
questions
p. 8
Were
Were
Were
DidIsthere
the
there
the
there
results
growth
555or
or
ormore
show
more
more
points
points
points
emerging(<66%)?
strength
of
of
ofGROWTH?
GROWTH?
GROWTH?
(66%)?
5.3C
p. 8
Did
DidDid
2013
2013
the
results
results
results
show
show
MAINTAIN
concern
strength
concern
strength
(about
(<66%)
(<66%)
(66%)
(66%)
the same)?
5.3A
5.5A
5.8A
Were
Werethere
there55or
ormore
more
points
pointsof
ofDECLINE
DECLINE??
5.2A
5.2C
5.12B
5.3B
5.10C
5.13B
p. 7
For Teachers
Learn the Low
For Students
Engage the Emerging
5.3C
5.3A
5.5A
5.8A
5.2A
5.2C
5.12B
5.3B
5.10C
5.13B
p. 8
For Teachers
Learn the Low
For Students
Engage the Emerging
5.3C
5.3A
5.5A
5.8A
5.2A
5.2C
5.12B
5.3B
5.10C
5.13B
p. 8
5.3C
5.3C
5.5
5.8A
A
5.3A
5.5A
5.8A
5.2A
5.2C
5.12B
5.3B
5.10C
5.13B
5.2A
5.2C
5.3B
p. 8
Big Deal
So what?
What do
Readiness Standards
mean for
STAAR Reading?
Tested
EVERY
year
Tested
SOME
years
p. 9
Reading
p. 9
p. 9
Reporting Category 1
Understanding and Analysis
Across Genres
Reporting Category 2
Understanding and Analysis
Literary Texts
Reporting Category 3
Understanding and Analysis
Informational Texts
p. 9
p. 9
p. 9
Benchmark Test
Question 2
1+1+1=
p. 9
2013 Grade 5 Reading
SE
Description
# of Items
10
Fig. 19D
make inferences about text
Fig. 19E
summarize and paraphrase texts
4
Fig. 19F
make connections between and
across texts of various genres
4
2013 Grade 8 Reading
SE
Description
Fig. 19D
make complex inferences about
text
Fig. 19E
summarize and paraphrase texts
Fig. 19F
make intertextual links among
and across texts
# of Items
18
1
5
Benchmark Test
Question 2
1+1+1=
fig19 fig19
D
E
fig19
F
questions
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
• And…
– In Science
– In Social Studies
– In Math
• Discourse
• Questions
• Connections
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
p. 10
Communicate
• Teacher Goal Setting
– PDAS
– Local System
– Commitments
5.3B 5.2A 5.2C
5.3C 5.5A 5.8A
C
ommunicate
Three year process
Teacher Goal Setting
A
nalyze
Teacher Perception
Focus Standards
R
eview
Standard Types
E
xtend
Leadership Lesson Plan
p. 11
Next Steps
• CARE Plan
• Look for extend activity in two weeks
• Next Webinar – August 27