Lessons Learned From STAAR Released Items

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360 Walkthrough at New Deal High School

November 29, 2011

A Good Education

A Good Education - YouTube.flvCreating 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 Concepts

Connections Readiness

Benjamin Bloom’s TaxonomyKnowledge: emphasizing the recall of informationComprehension: rephrasing information in own

wordsApplication: using information to solve problemsAnalysis: taking ideas and issues apart and

examining their componentsSynthesis: taking existing elements and creating

something newEvaluation: judging the quality of items based on

existing or created standards

Shift in Rigor

Fifth Grade Math

Grade 5 Math TAKS1 5.8.B

23 5.7.A2 5.5.A 24 5.13.C3 5.10.C 25 5.10.A4 5.3.B 26 5.6.A5 5.12.B 27 5.8.B6 5.2.C 28 5.9.A7 5.5.A 29 5.10.A8 5.3.A 30 5.10.B9 5.2.A 31 5.1.B

10 5.13.B 32 5.5.B11 5.10.B 33 5.6.A12 5.9.A 34 5.3.D13 5.12.C 35 5.9.A14 5.11.B 36 5.2.D15 5.1.A 37 5.15.B16 5.7.A 38 5.14.C17 5.3.E 39 5.16.A18 5.4.A 40 5.14.B19 5.2.B 41 5.14.A20 5.6.A 42 5.14.A21 5.11.A 43 5.14.B22 5.5.B 44 5.14.C

Distribution of Standards Compared

TAKS

STAAR

Algebra I

Distribution of

Standards

Compared

TAKS

STAAR

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

7th Grade gone to 4th Grade

The Structure of Knowledge

Concept Concept

Topic Topic

PrincipleGeneralization

FACTS

FACTS

FACTS

FACTS

FACTS

FACTS

FACTS

FACTS

Lynn Erickson -- Concept-Based Curriculum and Instruction for the Thinking Classroom, 2007

Structure of Knowledge Across the Core Content Areas

Principle/Generalization

Concepts

Topics

Facts

• Similarities and differences between and among people influence relationships.

• Differences between and among people can create conflict.

Conflict in American Society

InfluenceRelationshipsConflictPatterns

TEKS SS 8.24 (a-e) SC 8.6 (Biology 12) ELA 8.12• 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.

InfluenceRelationshipsSystemsInterdependence

ConflictRelationshipsChange

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.

Facts Topics Concepts Generalizations/Principles

Complexity of Content

Com

plex

ity o

f Pr

oces

sing

Remember

Create

Understand

Evaluate

ApplyAnalyze

Facts Topics Concepts Generalizations/Principles

Complexity of Content

Com

plex

ity o

f Pr

oces

sing

Remember

Create

Understand

Evaluate

ApplyAnalyze

STAAR VS. TAKS

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

Coloniz

ation

Revolu

tion

New N

ation

Man

ifest

Destin

y

Civil W

ar

What Is Wrong With Students Seeing This?

(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

1607 1776 1787 1803 1861-1865

Coloniz

ation

Man

ifest

Destin

y

New N

ation

Revolu

tion

Civil W

ar

Expansion--- Democracy --- Conflict --- Culture--- Industrialization

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;

Isolationism? Expansion?

Integration of Process Skills

The Structure of Knowledge

Concept Concept

Topic Topic

PrincipleGeneralization

FACTS

FACTS

FACTS

FACTS

FACTS

FACTS

FACTS

FACTS

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

1607 1776 1787 1803 1861-1865

Coloniz

ation

Man

ifest

Destin

y

New N

ation

Revolu

tion

Civil W

ar

Expansion--- Democracy --- Conflict --- Culture--- Industrialization

As the country expanded and the population grew conflicts developed over cultural differences and the issue of States Rights.

Generalizing: Social Studies Style

1607 1776 1787 1803 1861-1865

Coloniz

ation

Man

ifest

Destin

y

New N

ation

Revolu

tion

Civil W

ar

Expansion--- Democracy --- Conflict --- Culture--- Industrialization

As the country expanded and the population grew conflicts developed over cultural differences and the issue of States Rights.

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

1607 1776 1787 1803 1861-1865

Coloniz

ation

Man

ifest

Destin

y

New N

ation

Revolu

tion

Civil W

ar

Expansion--- Democracy --- Conflict --- Culture--- Industrialization

As the country expanded and the population grew conflicts developed over cultural differences and the issue of States Rights.

TAAS

TAKS

STAAR

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 Concepts

ConnectionsReadiness

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