Confidence and
Competence
meeting the needs of ALL learners
Association for Compensatory Educators of Texas
Ervin Knezek, lead4ward
1.
Six things YOU can do…
tomorrow
adopt a progress orientation (growth mindset)
2. connect EVERYTHING to instruction
– connect
evaluation data to process standards
1. invest in time beware green
Materials $)
M and Ms (More
2. use your words (academic vocabulary)
3.
align your work
com· pen· sa· to· ry
serving to counterbalance;
offset; be equivalent to
STAAR Performance Standards
LevelAdvanced
II
Satisfactory
Level I
Unsatisfactory
Academic
Performance
Inadequately
Prepared
Likely to need
significant, ongoing
academic
intervention
PHASE
IN
Satisfactory
Academic
Level II
Performance
Satisfactory
Academic
Performance
Level III
Advanced
Academic
Performance
Final Sufficiently
Recommended
Well
Prepared
Likely
to need
shortPhase
3 [NEW]
term, targeted
2018-19
through 2020-21
academic
intervention
Likely to succeed
with enrichment and
extension
2021-22
Prepared
Phase 2
2015‐16 through 2017‐18
Phase 1
2011‐12 through 2014‐15
1 out of 5 seniors
are still retesting at
Phase 1
14,000 kids have 3
or MORE retests
left to pass.
Over a third of
Texas 8th graders
are insufficiently
prepared for NEW
Phase 2
just
remember...
high sense of competence
low sense of competence
high sense of confidence
low sense of confidence
high sense of competence
low sense of competence
high sense of confidence
low sense of confidence
CARELESS
– Stop too early
– Make low level mistakes
RANDOM
– Don’t know how to start
– Guess/clueless
– Seek and find
PROGRESS
– Know what they know
– Have multiple strategies
FROZEN
– Overthink answers
– Get sick
– May not finish
low sense of confidence
1
high sense of competence
low sense of competence
high sense of confidence
Compensating Learners
A Call to Action
Affect
Academics
Application
. 11
Pick 1!
• Choose the most important index.
• Find a friend who may not be as smart
as you.
• Set them straight on the issue.
Eye on the Prize Leaders
• Future focus
• Think big picture
• Manage transitions
All Our Kids Leaders
• Understand school
dependent kids
• Engage families
• Big words = big learning
Hurdle Jumping Leaders
• Look for more success
• Just a little more
• Gains over pains
Win/Loss Leaders
• All or none
• Better than
• Fix the low
Leaders
accountability
for the
of teachers
to help ALL students learn,
to make progress, and to graduate
Best
Needs Assessment
EVER is….
teacher
student
Who needs intervention and
enrichment (compensatory services)?
Quintiles!
+ exceeded progress
✔ met progress
− did not meet progress
BIG Question
Who
needs intervention and enrichment
(compensatory services)?
tells us WHO
Which
How dostudents
wePerformance
structure
need intervention/enrichment?
[performance]
[progress]
Progress
tells us HOW
Change or
adapt
Implement
or adjust
Continue or
extend
Likely to need short-term, targeted
academic intervention
Likely to need significant, ongoing
academic intervention
BIG Question
How
can we organize intervention and
set goals with individual students?
quinterventions
Performance
Progress
Rigor
Relevance Relationships
Am I using the process
Am I asking questions to
standards
to 1formatively
Are quintile
students
the kids who need them
assess
lower
quintile
near
quintile
4 students?
most?
students more often?
Progress
precedes
Performance
Progress Measure in Action
Threshold Jumping
Generally speaking…
Students who
jump a threshold
on STAAR
Exceed the Progress Measure
Teacher PLC Activity
How might this help PLCs in
organizing/planning instruction?
What if teachers then
Explain
Display
Create
Communicate
Select
Evaluate
Justify
Determine
Formulate
Analyze
Use
Apply
Teachers:
Unit:
•Multiplication
highlight the VERBS in the Process SEs
• map the standards for the Unit
and Division of
they
are
planning
and
•Whole
create
Question
Sticks
aligned to these
processes
for
formative
questioning
by
a role these SEs play in
•Numbers
discuss
the
strategies
Fraction
the learning of the concepts and
skills covered during the Unit
CONFIDENCE
in learning
=
INDEPENDENCE
in the process standards
CONFIDENCE
in learning
=
INDEPENDENCE
in the process standards
Reagan
Era
World
Wars
Gilded
Age
Reconstruction
Ways to Show
Tools to Know
Process TEKS
Process TEKS
Process TEKS
[how to compensate]
• Used in grades K-12
• Use across different units
• Increase rigor of learning
• Use for formative assessment
• Highly tested on STAAR
dual coded (50-80% of test)
Ways to Show
Tools to Know
Process TEKS
• Link to college and career
readiness standards and success
Process TEKS
Process
predicts
Performance
Think
MORE
about it!
RIGOR
means
Six things you can do…
1. adopt a progress orientation (growth mindset)
2. connect EVERYTHING to instruction
– connect
evaluation data to process standards
1. invest in time beware green
(More Materials $)
M and Ms
2. use your words (academic vocabulary)
3.
align your work
In any moment of decision,
the best thing you can do
is the right thing,
the next best thing
is the wrong thing, and
the worst thing you can do is
nothing.
Theodore Roosevelt
lead learning
change the world