Upload
chavi
View
75
Download
0
Tags:
Embed Size (px)
DESCRIPTION
STAAR Grade 3-8 Standards Now We Know Who Passed! www.lead4ward.com. Good Morning!. The big questions…. What do the performance categories mean ? What is the phase in and how do I interpret it ? How can I use the new data to plan for instruction and intervention ?. the vibe. - PowerPoint PPT Presentation
Citation preview
STAAR
Grade 3-8 StandardsNow We Know Who Passed!
www.lead4ward.com
GOOD MORNIN
G!
The big questions…• What do the performance categories mean?
• What is the phase in and how do I interpret it?
• How can I use the new data to plan for instruction and intervention?
the vibe
What are folks buzzing about? What’s confusing or needs clarification?
1
Connect the Dots
STAAR Performance Standards
7
Level IUnsatisfactoryAcademic
Performance
Level IISatisfactoryAcademic
Performance
Level IIIAdvancedAcademic
Performance
Satisfactory Advanced
1
Inadequately Prepared– For this year’s test– For the next grade/course– To graduate
They FAILED last year, and…– Are likely to this year– Have major concept gaps
Level IUnsatisfactoryAcademic
Performance
1
Well Prepared– For this year’s test– For the next grade/course– To graduate
They PASSED last year, and…– Should pass this year
Level IIIAdvancedAcademic
Performance
1
Sufficiently Prepared– For this year’s test– For the next grade/course– To graduate
They PASSED last year, but…–Will they this year?–Would they under a higher standard?
Level IISatisfactoryAcademic
Performance
1
11
Phase in…
Why do we have a phase-in for grades 3-8?
A. To match EOCB. To allow time for teachers to adjust instructionC. To make the test easier
STAAR Performance Standards
• Higher than TAKS
• Set first for English III and Algebra II– Linked to college readiness– Linked by grade level down to 3rd grade
• Validity studies
• Standard-setting committees and policy review committees
• Reviewed every 3 years13
Phase in…Phase I• 2011-12• 2012-13
Phase II• 2013-14• 2014-15
Final Recommended• 2015-16
Passing StandardsScale Scores– Vertical scale– Determined by raw scores• Items• Percentages
– Scale remains the same | raw scores may differ each year
Passing Rates(accountability)
• Raw score percentages– Percentage of students passing the test at the Level II Satisfactory
– Perhaps Level III standards for one index
• Accountability standards yet to be determined– Phase I or Final?– Rate rewuirements?
3
5
3
Why are the final recommended standards for grade 3-8 so high?
A. TAKS standards were too lowB. Field test results were too highC. STAAR standards anchor on EOCs
Why is the Final
Recommended Standard so high?
What do you see?Grade Reading MathGrade 3 75% 80%
Grade 4 75% 79%
Grade 5 76% 78%
Grade 6 77% 71%
Grade 7 76% 67%
Grade 8 75% 63%
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 855%
60%
65%
70%
75%
80%
85%
Reading Math
English III
AlgebraII
Grade2
3
So…How did you
do?
4
4
23456
4
So What?Phase in
KIDS and COMMUNITY
Final RecommendedPLANNING and PROFESSIONAL
DEVEMLOPMENT
But what about individual kids?Focus on Level II Satisfactory | Sufficient Skills• Phase 1 | Phase 2 | Final Recommended
Student Phase 1 Phase 2 FinalSantiago Y Y Y
Grace Y Y Y
Mario Y Y Y
Nia Y Y Y
Willie Y Y N
Jada Y Y N
Emiliano Y Y N
Andre Y Y N
Andrew Y N N
Benjamín Y N N
Maria José Y N N
Jacob Y N N
How are we doing based on
CURRENT data?
Collected any data THIS
year?
66% 58%
57%56%
54%
54%54%
52%
52%
52%52%
50% 48%
40%
39%
66%58%57%56%54%54%54%54%52%52%52%52%50%48%43%40%39%
55%
≈75%
≈55%
≈85%≈
62%
3
Rethinking Scores
85756255
Well PreparedSufficiently Prepared (Gr. 3-8 Final)
Getting There(Sufficiently Prepared - Phase 1)
Sufficiently Prepared (EOC Final/ Gr. 3-8 Phase 2)
70
Rethinking the Score
STAAR 2012
78% 4
Focus on the
Learner
1
Quintiles and
Common
Specific or
Systemic Issues
5
6
1. Assess concept gaps
2. Review current intervention plan
3. Identify and monitor Level I/Q1 students
Specific or
Systemic Issues
1. Verify Q5 students are well prepared
2.Assess concept gaps
3.Ask students for input
5
Reexamining Quintiles
85756255
Well PreparedSufficiently Prepared (Gr. 3-8 Final)
Getting There(Sufficiently Prepared - Phase 1)
Sufficiently Prepared (EOC Final/ Gr. 3-8 Phase 2)
5
Is there a group of students you are worried about?
Quintiles and Common Sense
by Student GroupQuintile 1 Quintile 2 Quintile 3 Quintile 4 Quintile 5
Top % Correct 40% Top % Correct 49% Top % Correct 56% Top % Correct 72% Top % Correct 83%Students Raw
Score Students Raw Score Students Raw
Score Students Raw Score Students Raw
Score
Madison 40% Olivia 49% Camila 56% Nicholas 72% Valentina 83%Martín 39% Hannah 48% Lucas 55% Demetrius 69% Jada 79%Asia 38% Sebastián 48% David 55% Agustín 63% Emiliano 79%Reginald 26% Luciana 42% Daniel 52% Jerónimo 61% Emma 74%Jose 24% Mía 41% Deja 49% Valeria 58% Anthony 74%
7
Sarah Terrell
GraceAndreJacobLuciaImani
AshEmmaHannah
Focus on the
Learning
Which standard type is the most logical starting point for intervention?
A. ReadinessB. SupportingC. Process
Thinking about the Standards?Readiness Supporting Process
KNOWso they can
GROW
Know the Standards…1. Name a hard-to-teach readiness standard
2. What concept(s) are being taught?
3. What do students learn in the previous two grades to prepare them?
4. How will students use the learning next year?
8
Readiness Standards≈ 30% of assessed TEKS
≈ 65% of STAAR
– IN-DEPTH instruction
–BROAD and DEEP ideas
57
Concepts
Pacing – When do you go on?
8
Readiness StandardsThinking about Intervention
• Assess cognitive complexity• Plan for multiple novel items• Focus on high volume reporting
categories
Supporting Standards≈70% of assessed TEKS
≈35% of the test
–Prerequisite instruction Scaffold
8
9http://lead4ward.com/resources/
Thinking about Intervention
• Scaffold for intervention
• Assess prerequisite skills or context
• Align to focus readiness standards
Supporting Standards
62
Process Standards
–Tools to KNOW
–Ways to SHOW
Access
Demonstrate
≥75% questions in Math (Grades 3-8)
≥40% questions in Science
≥30% questions in Social Studies63
≈ 82%
≈ 60%
≈ 55%
Process Standards
Assessed in CONTEXT[Logical Pairings]
9
Process StandardsWhat Content Area?
Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing,
contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences
and conclusions;Social Studies
4.21(B)
George C. Childress credited as being the author of the Texas
Declaration of Independence
REMEMBERNOT
MEMORIZE
10
Focus… where do you start?Readiness Supporting Process
Put in order for interventionReadiness Supporting
Process
Intervention is all about
Instruction
[Faculty Meeting Activity]
Think of your best day this year.
What did YOU do to get kids to think?
Intervention=
Instruction
11
Talk with Students• STAAR: Model inferential thinking
• Intervention: Assess, shape, extend thinking
Ask Questions(that we ourselves can answer)
• STAAR: Complete answer
• Intervention: Scaffold thinking
Check for Understanding(during teaching | after assessment }
• STAAR: Self check of learning
• Intervention: Redirect learning
Learn from Mistakes• STAAR: Distractors
• Intervention: Scaffold learning
11
If we know the mistakes that
students usually make…
When are you going to see it?
What are you going to do about it?
Provide Time to Think (wait time)
• STAAR: Patient problem solving
• Intervention: Allow processing time
Pace Instruction
• STAAR: Full concept development
• Intervention: Pre-teach | reteach
Provide Opportunities for Transfer
• STAAR: Multiple novel items
• Intervention: Apply learning
Transfer
12
Y = looks like the way I taught ‘em
N = let’s see if they can apply what I taught ‘em
Terrell 5 94 9 100 X 8 89
13
13
14
Why is knowledge of error type so important
for intervention?
✔ ?
14
15
RelevantReview
Let’s think strategically!• WHO will lead review?– Structure for organizing review/intervention
Let’s think strategically!• What SE’s will we focus on?– Spiral from first• Integrated• Stand-alone (bell ringers)
– High impact reporting categories– Planning
Let’s think strategically!• How much time?
• Which materials?– Engagement – Novelty– Problem starting
FOCUS!
• Focus Readiness Standards– Linked Supporting Standards
• Highly tested Process Standards
50
5.7C
5.9A5.5A
5.6A
5.9B
5.7A
16
Item practicing games | four cornersget it wrong
Review packets stations | lead teacher | student led | QR codes
Review MUST DO• Focus
• Engage
• Transfer
17
Thank You!