Lessons Learned From STAAR
Released Items
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360 Walkthrough at New Deal
High School
November 29, 2011
A Good Education
Creating a Compulsory Learning Environment
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
“Failure is not fatal, but
failure to change might
be.” --- John Wooden
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.
Concepts For Today
Rigor
• Connections
• Concepts
• Readiness
•
Concept Map
Rigor
Connections
Concepts
Readiness
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
Shift in Rigor
Grade 5 Math TAKS
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
5.8.B
5.5.A
5.10.C
5.3.B
5.12.B
5.2.C
5.5.A
5.3.A
5.2.A
5.13.B
5.10.B
5.9.A
5.12.C
5.11.B
5.1.A
5.7.A
5.3.E
5.4.A
5.2.B
5.6.A
5.11.A
5.5.B
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
5.7.A
5.13.C
5.10.A
5.6.A
5.8.B
5.9.A
5.10.A
5.10.B
5.1.B
5.5.B
5.6.A
5.3.D
5.9.A
5.2.D
5.15.B
5.14.C
5.16.A
5.14.B
5.14.A
5.14.A
5.14.B
5.14.C
Fifth
Grade
Math
TAKS
STAAR
Distribution of
Standards
Compared
Algebra
I
TAKS
STAAR
Distribution of
Standards
Compared
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
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.
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.
(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;
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;
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;
(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;
Integration of Process Skills
th
7
Grade gone to
th
4
Grade
The Structure of Knowledge
Principle
Generalization
Concept
Concept
Topic
Topic
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
Lynn Erickson -- Concept-Based Curriculum and Instruction for
the Thinking Classroom, 2007
Structure of Knowledge Across the
Core Content Areas
TEKS
SS 8.24 (a-e)
SC 8.6 (Biology 12)
ELA 8.12
Principle/
Generalization
• 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.
Concepts
Influence
Relationships
Conflict
Patterns
Influence
Relationships
Systems
Interdependence
Conflict
Relationships
Change
Conflict in American Society
Ecosystems in the Northern
Hemisphere
American Literature During the
Civil War
• Conflict between white settlers
and Native Americans led to
forced migration of the
American natives.
• 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.
Topics
Facts
Complexity of Processing
Facts
Topics
Concepts
Generalizations/
Principles
Complexity of Content
Complexity of Processing
Facts
Topics
Concepts
Generalizations/
Principles
Complexity of Content
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.
Connections
Connecting Topics
1607
1776
1787 1803
1861-1865
(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;
Concepts and More Concepts
Connect to Concepts
Expansion--- Democracy --- Conflict --- Culture--- Industrialization
1607
1776
1787 1803
1861-1865
Conceptual Instruction
(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;
Integration of Process Skills
The Structure of Knowledge
Principle
Generalization
Concept
Concept
Topic
Topic
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
Lynn Erickson -- Concept-Based Curriculum and Instruction for
the Thinking Classroom, 2007
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.
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
1607
1776
1787 1803
1861-1865
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
1607
1776
1787 1803
1861-1865
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.
Speaking In Generalizations
Speaking In Generalizations
Speaking In Generalizations
Comparison of Genres at Grade 6
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
1607
1776
1787 1803
1861-1865
STAAR is an
assessment of
ACADEMIC
READINESS
When They Say “Readiness” They Mean It
Did the 8th Grade Historian Teach the Content
Teach So Well They Can Use It Three Years Later
Generalize:____________
Rigor
Connections
Concepts
Readiness
Teachers
• More interaction with the IFD to ensure
specificity is being met.
• Relentless effort to talk in a more
sophisticated way about the content.
• Formative assessment has to be done daily.
“Work” must be assigned with the sole
purpose of evaluating learning!!
Leaders
• Ensure teachers are sophisticated in their
approach.
• Begin to integrate formative assessment
structures to ensure a compulsory learning
environment.
• Provide feedback on the level of complexity
and difficulty to teachers daily.
Guaranteed and Viable
Curriculum
57
What are the Vitals of a School?
Vitals of a School
• Level of Student
Engagement
• Quality of Student
Work
• Absenteeism by
Students
• Maximizing
Instructional Time
with Strategic
Instruction
STAAR Blueprints
Creating a Compulsory Learning Environment
“The only way to
discover the limits of the
possible is to venture a
little past them …
into the
impossible” - A.C.
Clarke
Bibliography
• Dr. Ervin Knezek, SIRC Training 2011
– www.lead4ward.com
• Lynn Erickson -- Concept-Based Curriculum
and Instruction for the Thinking Classroom,
2007
• Instructional Leadership Development
Training, Texas Education Agency, 2004