Post on 12-Jan-2016
2011-12 Superintendent’s Leadership Retreat
From 211˚ to 212˚… It’s the Extra Degree that
Matters
Welcome!
From 211˚ to
212˚… It’s time to turn
up the heat!
Special Thanks to…
Dr. Chavez
Dr. Matt Matthys
Toni Garcia
Rosena Malone
Beverly Helfinstein
2011 Planning Committee
Rosemary Kelly
Tori Cavazos
Carlyn Gray
Chef Paul
Michelle Gamboa
Flo BussellSandy Turney
Tricia Rothenberg
2011 Planning Committee
Robbin GeschMary Jo Humphreys
Larry Barnett
Dianna GuyetteCaron Sharp
Roy Salazar Jeff Uselman
Fred Moya
Sandy Turney
Kristi Anderlohr
Technology Brilliance
Robert Autrey
Mary Jo Humphreys
Larry Barnett Anne Mattingly
Vernon RenegarMatt Arnold
Jeff Uselman
Irma Bauer Jennifer Manning
2011 Planning Committee
Dee CarneyPat Reddin
Mary Brinkman
Robert AutreyMatt Arnold
Carla Amacher
Tori Cavazos
Linda Noy
Janet Palermo
Featured Presenters
Joyce TuckerJean Martin
Dee Carney
Heidi Herold
Tricia RothenbergAnita Gordon
Terry Faucheux
Kate Mamot Robert SormaniAmy Prescott
Jo Peters
Featured Presenters
Caron SharpJeff Uselman
Tina Melcher
Robert Autrey
Renee BlackmonRosemary Kelly
Teresa Milliger
Lora Darden Sheryl RankJennifer Barnett
Janet Palermo
Superintendent’s Leadership Retreat Wiki
https://rrisd-slr.wikispaces.com/
Netbooks
Project Share Help Desk
Generic Log-in: psharePassword: rrisd
Retreat Packet• Schedule at a glance• Breakout Session Details• Notes pages• Handouts
–In rooms–On wiki
• Map of SPHS with room locations
Corporate Sponsors
Thank you to
Farmers Insurance Group&
HEB for their donation of participant
bags & gift cards!
Superintendent’s Leadership Retreat Survey
Participants will receive a survey via RRISD Lotus Notes.
Feedback is greatly appreciated!
From 211˚ to 212˚… It’s the Extra Degree that
Matters
Welcome!
From 211˚ to
212˚… It’s time to turn
up the heat!
From 211˚ to 212˚
“From this day forward, commit to operating at 212° in everything you do.”
- 212° the extra degree
A STAAR is Born!
Preparing for 2011-12Lora Darden, Ph.D.
Director of Curriculum & Professional DevelopmentExcerpts and Slides from TEA, lead4ward, Region 13, & Region 20
The Significance of 211˚-212˚
From STAAR Struck to
STAAR Ready2011-12
The Extra Degree of EffortTurn to page 8Divide page into 2 columnsCall to Action Extra Degree of Effort
NeededHow can I respond more effectively to student needs?
Shift the focus from the teacher, to a focus on student actions & work products
Poll Everywhere
Smart Phone
2 methodsText MessageWebsite
Learning Goals
Embrace the challenge of raising achievement standards
Understand the structure of the STAAR assessment system more deeply
Counter misnomers and myths surrounding STAAR
Learning Goals
Reconsider implications for collaboration among teachers
Incorporate achievement research into campus systems
Refresh your understanding of the accountability standards and systems
STAAR Assessment System: 3-12
STAAR – grades 3-8
STAAR End of Course Exams – Grades 9 - 11
lead4ward – Helpful Tools
K-EOC “Verticality”K-12
TAKS is horizontal ---------
STAAR is vertical!• “Verticality”• Learning builds between grades• Learning DEPENDS on earlier grades• Intervention areas are easier to identify• Differentiation is predictable • Growth measures are built in (concept-
building and represented in scores)
Grade Band Teacher
What does it mean to be a “grade band” teacher vs. a “grade level” teacher?
Think – Pair – Share
Begin With the End in MindA grade band teachers designs instruction
with the end in mind
The “end” includes CCRS as determined through Algebra II & English III
A grade band teacher understands the teacher above is dependent upon students accessing all of the curriculum from the prior grade
Assessment of Academic Readiness
• What does an assessment of academic readiness look like?
• TAKS–Did I learn what I was
supposed to learn in 3rd grade?
Assessment of Academic Readiness
• STAAR–Do I remember what I was
supposed to learn in 5th grade?–Did I learn what I was supposed to
learn in 6th grade?–Am I ready for 7th grade?–And 8th grade?
Time for some reflection…
From 211˚ to 212˚“There are no real secrets to
success. Success in anything has one fundamental aspect – effort.” - 212° the extra degree
1. Re-analyze the TEKS/SEs
36
7th grade
8th grade
9th grade
differences differences
Big idea:
Important findings
Implications for level of instruction & assessmentCharles A. Dana Center
FOCUS + DEPTH = LONGER
TEA Assessment Blueprints…
Worth the Read!
TEA
Readiness, Supporting, and Process Skills… Oh my!
4 Kinds of Standards
Supporting
ProcessIneligible
Readiness
Leading & Supporting Actors
41
Let’s Sort it all out!
Process???
Readiness???
Ineligible???
Supporting???
Readiness• are essential for success in the
current grade or course• are important for preparedness for
the next grade or course • support college and career readiness • necessitate in-depth instruction • address significant content and
concepts
Readiness – ContentReading, Writing, and English Language
Arts: • Focus on specific reading genres
(fiction and expository) and on writing for particular purposes
Mathematics: • Emphasize the integration and
application of mathematical skills
Readiness – ContentScience: • Emphasize the integration and
application of major scientific concepts
Social Studies: • Emphasize landmark historical events
and foundational geographic concepts • Emphasize unifying historical and
geographical themes
Supporting• Support current readiness standards
• Introduced in the current grade or course but may be emphasized in a subsequent year
• Reinforced in the current grade or course but may be emphasized in a previous year
Supporting• Play a role in preparing students for
the next grade or course but not a central role
• Address more narrowly defined content and concepts
• Serve as a foundation for readiness standards in another grade level
Supporting – ContentReading, Writing, and English Language
Arts: • May apply to other reading genres
(poetry, drama, literary nonfiction, and persuasive)
Mathematics: • Focus on skills that underlie more
significant mathematical concepts
Supporting – ContentScience: • Focus on content that supports
fundamental scientific principles Social Studies: • Focus on discrete historical facts,
events, or individual people, as well as more detail-oriented geographical facts and concepts
Process• represent underlying processes and
mathematical tools• represent strategies used in scientific
investigation and reasoning skills• represent social studies skills that help
students think like historians• assessed in the content areas of social
studies, science, and math, no in isolation• allow for more integrated and authentic
assessment of specific content area
Process Standards/Dual Coding
–Underlying Processes and Mathematical Tools ≥ 75%
–Scientific Investigation and Reasoning Skills ≥ 40%
53
Outliers…Reporting Category• a new label for categories of questions
(formerly known as a TAKS objective)
Ineligible Standard• grade level/course TEKS that cannot
be assessed in a traditional format
Danger!
• TEA “Assessed Curriculum” documents–Short documents – Include only Readiness and Supporting
Standards
• Example: 3rd grade Reading Assessed Curriculum (32 standards)
TEA
Danger!• 8th grade Reading TEKS/SE (48/58)
Missing from document: – 8.6(B) analyze how the central characters'
qualities influence the theme of a fictional work and resolution of the central conflict
– Fig. 19 (C) monitor and adjust comprehension (e.g., using background knowledge; creating sensory images; rereading a portion aloud; generating questions)
Changes have already occurred
Change is a constant…
• Revisions have already taken place to the – STAAR Blueprints– Supporting and Readiness designations
• Math - 8th grade (June 2011)• Reading – 3rd-8th grades (June 2011)• Social Studies – 8th grade (June 2011) 58
From 211˚ to 212˚“Many of life’s failures are men
who did not realize how close they were to success when they gave up.” – Thomas Edison
Time for reflection…
What extra degree of work will be needed to with regard to the state standards?
What are the implications for students and teachers?
Frequency Distribution
© Education Service Center, Region 20
Standards/Skills Tested
Readiness Supporting
Standards/Skills Available/Taught
Readiness Supporting Ineligible
Confusions abound…
How are students deemed “College & Career Ready” by STAAR?
poll
The College & Career Readiness Standards
• Standards that were adopted by the Texas Higher Education Coordinating Board and the commissioner of education (2008)
• Are already incorporated into the content standards
• Assessed on STAAR
Are you College & Career Ready?
STAAR End-of-Course English III and Algebra II assessments will include a performance standard that indicates college readiness.
Research will be conducted to investigate a college-readiness component for science and social studies EOC assessments.
STAAR
requires more
THINKING!
65
More Rigorous Items
• Assessing content and skills at a greater depth and higher level of cognitive complexity
• Assessing more than one student expectation in an item
66
Revised Bloom’s Taxonomy
Time Matters…
Don’t get caught in the game of re-teaching the previous year’s curriculum.
1. Re-analyze the TEKS/SEs
69
7th grade
8th grade
9th grade
differences differences
Big idea:
Important findings
Implications for level of instruction & assessmentCharles A. Dana Center
The Matthew EffectThe rich become richer and the poor become
poorer.
kidsandreading.net
Revisiting the Notion of “Rigor”
Bloom’s Benchmarks will increase passing and
commended ratesClosely monitor commended rates
instead of focusing on passing ratesMatthew EffectInterventionsDana Center Form – examining TEKS -
collaboration
Tick-Tock… STAAR is Timed
But why, oh why?!
poll
Accountable Talk
Whose lips are these?
Teach Like a ChampionDemand fully accurate answers – extend and stretchDemand accurate use of terminologyActivate relevant background knowledge… AND then move into the required experiences
From 211˚ to 212˚“In the confrontation between
the stream and the rock, the stream always wins… not through strength but by perseverance.” – H. Jackson Brown
Always willing…
A New Era of Accountability
Leadership Retreat, July 20, 2011
Pat Reddin, Executive Director of Assessment & Audit Services
With Excerpts and Slides from TEA, MoakCasey, lead4ward
2011 Ratings:
Swan Song for the Current System
• Big Change: NO MORE TPM FOR RATINGS (both state and federal)– Last year, 13 schools used TPM to achieve a
higher state rating– 3 schools used TPM to meet AYP last year.
This year’s passing standards for AYP:• READING: 80% • MATH: 75%
• Federal Race/Ethnicity– Same student groups– “Federal Race/Ethnicity Provision” for 1 year
2011 Ratings
• 5 more indicators added:– Commended Performance
• Two subjects – Reading and Math• Two student groups – All Students and
Economically Disadvantaged Students
– ELL Progress Measure• Single indicator, single standard of 60%
• All special education results used for accountability – TAKS Modified and TAKS Alternate
• Increase in Academically Acceptable standard for Math and Science (5% each)
Campus Ratings Distribution
28
3
10
18
16
16
1825
18
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2010 W/O TPM 2010 W/TPM 2011 PROJECTION
EXEMPLARY
RECOGNIZED
ACCEPTABLE
UNACCEPTABLE
State Accountability - 2012
2011 and 2013 will be considered “consecutive” ratings years for state ratings
AYP ratings will NOT be suspended in 2012! (Reading/ELA: 87%, Math: 83%)
State Accountability - 2013
• Several coordinated efforts will be starting soon to develop:– New state accountability rating system– New federal AYP system– New state distinction designations– New PBMAS system– New state accountability reports (no
longer AEIS?)– Possibly new alternative ed
accountability procedures
State Accountability - 2013
• New advisory committees will be formed in fall 2011 and will begin meeting in early 2012– Policy advisory committee:
• Advise commissioner on major policy and design issues related to accountability system
– Technical advisory committee:• Develop proposals related to specific features
of the accountability system, such as assessment indicators, progress measures, and completion/graduation/dropout indicators
– Five distinction committees
HB 3 Accountability System Goals
• Focus shifts from minimum standards to standards based on postsecondary readiness
• Ensure Texas is among top 10 states in postsecondary readiness and students graduating under RHSP/DAP plans by 2020
• “Recognized” and “Exemplary” distinction ratings are based on student performance on college readiness standards rather than higher percentages of students performing at the satisfactory level
HB 3 Accountability System Goals
• Campus distinctions are based on student progress and closing achievement gaps
• Campuses also have the ability to earn distinctions on broader indicators of excellence beyond just state assessments
• Reports provide detailed academic and financial information that is relevant, meaningful, and easily accessible to the public
• State and federal accountability requirements are aligned to the greatest extent possible
STAAR Performance Standards
• Standards for EOC will be set in February 2012 and performance reports will be available in June 2012 after first May administration
• Standards for STAAR grades 3 – 8 will not be set until fall 2012, after first spring administration– Only one administration of reading and math
at grades 5 and 8 since no passing standards established
– Performance reports for grades 3 – 8 delayed until fall 2012
STAAR Performance Standards
• Standards for satisfactory performance expected to be phased in over several years (similar to TAKS)– BUT advanced performance standards for
Algebra II and ELA III will be applied when STAAR becomes operational
• Performance standards will be reviewed at least every 3 years– Expect performance standards to continually get
more rigorous
STAAR Performance Labels
• Level III: Advanced Academic Performance– Students are well prepared for next grade or
course. For Algebra II and ELA III, this level will indicate college readiness
• Level II: Satisfactory Academic Performance– Students are sufficiently prepared for next grade
or course.
• Level I: Unsatisfactory Academic Performance– Students are not adequately prepared for next
grade or course. For EOC’s, some point in this performance level will determine whether a particular assessment can count toward cumulative score in the content area.
Components of New System
Indicators Additional Features
Rating Labels Distinction Designations
Distinction Categories
STAAR Results:•Satisfactory•Advanced
Dropout Rates:•Grade 9 – 12 (maybe?)
Completion Rates
Graduation Rates
•Required Improvement
•3-Year Average Performance
•Performance on 85% of measures(optional)
•Acceptable
•Unacceptable
•Recognized
•Exemplary
Academic Performance, including:•College- and career-readiness (district and campus)•Top 25% in closing achievement gaps•Top 25% in academic improvementFour new areas:•Fine arts•PE•21st Century Workforce Development program•Second language acquisition program
Implementation, Legislation, Challenges
STAAR UPDATES
STAAR Implementation Updates
• Beginning with Spring 2012 test administration, there will be a 4-hour time limit for both STAAR EOC and STAAR grades 3 – 8 assessments– Will allow special requests for extended time,
however
• There will be make-up opportunities for all grades and subjects, not just those used for AYP
• Dyslexia accommodations will be expanded to high school students– However, “proper nouns” list being eliminated as
an accommodation
STAAR Implementation Updates
• Linguistic accommodations will be available for most STAAR assessments, not just those used for AYP– STAAR L (LAT) results will be used for
state accountability ratings
• TEA has indicated that there will be a testing “window” for both STAAR 3 – 8 and STAAR EOCs (except for ELA and writing) as opposed to specific tests on specific days
STAAR Implementation Updates
• Back-graded 9th graders in 2011-12 will be graduating under TAKS, but no 9th grade TAKS test will be available– Repeat 9th graders cannot take EOCs (due to budget
issues)– These students are likely to go three years with no
assessment until the exit-level TAKS• No more “TAKS Accommodated” form
– “Accommodations” built into single test form• TAKS-Alt eliminated for 2011-12
– STAAR will be the only available “alternate” version
Impact of 82nd Legislative Session
House Bill 2135:• Eliminates potential double-testing of students
– Students in grades 3 – 8 will be required to take the appropriate EOC assessment but will not take the grade-level STAAR for the related content area
• Students in grades 5 and 8 taking EOC assessments in SSI subject areas are not held to same SSI requirements– Failing EOCs cannot be basis for automatic retention
• EOC results will be included in MS accountability• Adds new campus-level “Distinction” for number
of students below grade 9 passing EOCs
Impact of 82nd Legislative Session
Senate Bill 1557: Creates Texas High Performance Schools Consortium
• Tasked with developing a plan to construct new assessment and accountability systems
• Reports due December 2012 and in 2014• Commissioner to select 20
campuses/districts to participate via application process
Impact of 82nd Legislative Session
Senate Bill 1557: Continued• Focus on principles related to:
– Engagement via digital learning– Emphasis on high-priority content
standards– Meaningful parent involvement– Multiple assessments
• Interest in reducing the volume of state assessments while maintaining accountability
STAAR Implementation Challenges
• Significantly increases the number of testing days, especially at the high school level (fall, spring, summer administrations of all 12 tests)– Currently, only offer high school retests for 4 exit
level TAKS tests– Now, all 12 EOCs will be available for retest
• Writing tests and ELA tests will now take two days– Possible increase from 25 testing days to 45
testing days
• Will continue to administer TAKS grade 10 (in 2012) and exit level TAKS until phased out
STAAR Implementation Challenges
• TEA will intensify test security/data integrity monitoring
• Reduced resources under projected budget, but – Professional development necessary– Accelerated instruction required– Test administration and oversight increases (more
tests and retests)– Materials management burden increases– Complexity in tracking graduation requirements
increases– Integration of 15% grade requirement– More calculators and dictionaries required for
STAAR/EOC
STAAR Implementation Challenges
• Huge implications for counselors, teachers, registrars, administrators!
• Challenge to communicate changes and impact to parents and community members!
STAAR Ready… Together!