From Scouting Report to Practice Plan

From Scouting Report to Practice Plan

1st Quarter

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Agenda:*Where are we Now

*Implications*Data Analysis for

Department*Data for Class*Injury Report*What’s Next

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Where are we now!

Changes◦ Math increases from 60% to 65% for acceptable◦ Science increases 55% to 60% for acceptable◦ Annual dropout rate drops from 1.8% to 1.6%

No change◦ Acceptable for reading (70%), writing (70%), and

social studies (70%)◦ Recognized for all subjects (80%)◦ Exemplary for all subjects (90%)◦ Completion rate (75%/85%/95%)

Standards – 2011

Standards increase◦ Reading/ELA from 75% to 80%◦ Math from 67% to 75%

Graduation Rate◦ Proposal to hold targets constant for 2011 –

decision will be made in late spring Race/Ethnicity Changes TPM for TAKS M grades 3 and 6 will be

phased in

2011 AYP

Graduation Rate◦ Student groups included for evaluation for first

time

Alternatives for reporting requested◦ No STAAR passing standard until fall = no

traditional AYP rating in late summer??

2012 AYP

8th Grade Reading

Met Standard

Commended # Tested

92.4% 43.96% 9608th Grade Math

Met Standard

Commended # Tested

77.61% 15.73% 9478th Grade Science

Met Standard

Commended # Tested

75.08% 22.18% 9478th Grade Social Studies

Met Standard

Commended # Tested

95.74% 36.8% 962

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District 2010-2011 Data Gr. 8

9th Grade Reading Met Standard Commended Tested

All 86.89% 17.87% 1007

Math Met Standard Commended Tested

All 55.29% 11.08% 1002

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District 2010-2011 Data Gr. 9

Reading10th Grade

Met Standard Commended # Tested

88.25% 7.97% 95310th Grade Math

60.21% 8.34% 93510th Grade Science

59.42% 7.82% 93410th Grade Social Studies

90.64% 33.08% 919

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District 2010-2011Data Gr. 10

Exit Reading Met Standard Commended # Tested94.97% 15.35% 795

Exit Math81.7% 12.37% 776

Exit Social Studies

97.34% 41.14% 790Exit Science

81.85% 13.32% 788

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District 2010-2011 Exit

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Social Studies

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Social Studies Implications

TAKS Subject

TAKS Implications STAAR Reality Check

Social Studies We typically do well in Social Studies on TAKS. Social Studies has the lowest passing rate. A student only has to get 48-50% correct to pass.

If the social studies standard is raised to the same standard as math and science, it will become one of our lowest performance areas.

8th Grade Social Studies

Met Standard Commended Tested

95.74% 36.8% 962

10th Grade Social Studies

Met Standard Commended Tested

90.64% 33.08% 919

Exit Social Studies Met Standard Commended Tested

97.34% 41.14% 768

EOC for geography and world history – ◦ two subjects not previously assessed except

in minimal way 78 questions long Multi-step and multiple stimuli followed

by inferencing, etc. 4 possible correct answers with choose

“most likely”, “best”, etc. Will use negative questions

Social Studies

Issue 1 - Outdated book and limited resources Issue 2 - Scope and Sequence (new TEKS) Issue 3 - Retesting: World Geography has

never had its own assessment. Retesting: Student may do well in a “category”

by knowing content in the first test, but due to retesting covering both categories you did well on and those you did not, student may not know content of the same category on retest. Where does tutoring focus?

Social Studies Issues

We know these tests are more rigorous, but what implications does the rigor have on our instruction, common assessments, benchmarks?

What is Rigor? Rigor is not synonymous with hard Multiple Steps Rigor is equal to thinking Multiple ways to represent learning-novelty Process Skills are embedded

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Implications for our Instruction and Assessments

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ELAR

3rd Grade 89.96% 35.68% 936

4th Grade 83.32% 28.56% 935

5th Grade 85.9% 32.38% 837

6th Grade 90.29% 38.74% 906

7th Grade 85.26% 21.53% 943

8th Grade 92.4% 43.96%

9th Grade 86.89% 17.87% 1007

10th Grade 88.25% 7.97% 953

Exit 94.97% 15.35% 795

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ELAR Implications


ELAR We typically do well in this area. Very seldom is expository text tested. We are strong when tested over narrative text/literary text.

Our scores are expected to drop at least 40% if we don’t beef up expository text and teach to the standard. We are hurting our kids doing novel based/personal schema only.

2 separate tests in high school - Reading and Writing

Writing EOC: ◦ 3 prompts for 1 page essays in high school

(2 are real; one is field test) Does each grade level have a different set of

genres? Separate revising and editing passages Score on English I test will have a predictor for

Eng. III success 2 open-ended responses on EOC in high school (one over one passage; one is a crossover

question over two or more passages)

ELA

Fiction and Expository on every Test Other genres are supporting standards

◦ Poetry, Drama, etc. not every year, but some years. Won’t know which – genres will rotate

Procedural text and media literacy included within the fiction or expository text (not personal schema)

Author’s craft questions: ◦ Why did the author use the phrase…◦ Why did author conclude the second paragraph with an

ellipsis? Supporting standards more literal standards; included

where they fit w/ passage

Reading

Issue 1 – Curriculum – Is your curriculum mostly fiction based or is it multi-genre and teaches the standard.

Issue 2 - Grade 4: 3 days

◦ one day for reading;◦ two days for writing (first day for one prompt and ½ the multiple choice; ◦ 2nd day for 2nd prompt and other ½ of multiple choice)

Grade 7: 3 days ◦ 1 day for reading ◦ 2 days for writing (first day for one prompt and all multiple choice; ◦ 2nd day for the other two prompts)

EOC: Eng. I, II, III ◦ Day 1 writing; Day 2 reading

ELA/Reading – IssuesTesting Schedule:

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Math

Math Met Standard Commended Tested

3rd 84.68% 27.77% 940

4th 80.4% 24.81% 939

5th 78.12% 27.88% 832

6th 84.33% 30% 900

7th 76.89% 15.12% 939

8th 77.61% 15.73% 947

9th 55.29% 11.08% 1003

10th 60.21% 8.34% 935

Exit 81.7% 12.37% 776

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Math Implications

TAKS Subject


Math and Science We already know that math and science are critical areas and we have worked hard to improve.

You can look at your commended performance for an approximation of your student’s ability to pass STAAR.

Algebra I will have predictor for Algebra II success

Algebra II and Geometry basically never tested before

Categories for STAAR not same as Focal Points in Grades 3-8

More Gridable responses Math standard set in Feb 2012 (earlier than other

subjects) Gridables will have negative and positive

numbers and floating decimal in high school MMA – no test but must be taken and

satisfactorily completed prior to Alg I

Math

8th graders taking Algebra I –

◦Will take Algebra I EOC

-OR – Take Alg I EOC. Districts have the

option of giving them the Grade 8 STAARS as well. (not recommended)

*As known right now. Subject to change.

8th Graders taking Algebra I

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Science

Science Met Standard Commended Total5th 82.12% 29.8% 8398th 75.08% 22.18% 96210th 59.42% 7.82% 934EXIT 81.85% 13.32% 788

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Science Implications


Science We already know that Math and Science are critical areas and we have worked hard to improve.

You can look at your commended performance for an approximation of your student’s ability to pass STAAR.

Longer First time to test chemistry and physics in addition to

biology No test for IPC If taking physics in grade 12, then if fail in spring test, won’t

walk, or student can drop to minimum plan to graduate then retest and change.

Calculations heavy especially in chemistry and physics – Algebra I level

Principles of Technology as Gr. 12 course – beefed up for physics will take physics EOC

On minimum plan – will only take tests of courses you take Grade 8: Mostly from Gr. 8 TEKS but some from 6 and 7,

therefore students in 2010-2011 should be in new TEKS or they may not have exposure to some tested SEs

Science

Instruction Assessment1. TAKS SE’s TAKS Objectives1B. STAAR2. TAKS What? How? What and how over my grade level + previous

year student expectations

2B. STAAR

3. TAKS Verbs Tested over those verbs and there was 100% alignment with the verb.

3B. STAAR

4. TAKS Content standard taught like TAKS

Tested over my content standard

4B. STAAR

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Aligning Instruction and Assessments for STAAR

SE’s All SE’s

What ? How? Tested over my current grade level – it’s over my subject area and grade level only.

Verbs There will be 100% alignment with the verbs. However, all verbs have not been tested in the past. Higher level thinking verbs will be tested.

Teach the content standard to the verbiage of TEKS

Tested over standard (verbiage of TEKS) with the process skills. STAAR will be dually coded.

Do you know your top 5 hard to teach TEKS? (Readiness Standards)

Using your department /class/student data.

Highlight top 5 hard to teach TEKS which are readiness TEKS.

Now, identify the supporting TEKS that are needed to scaffold these readiness TEKS.

What problems or patterns do you see? Refer to Handout #1

Identify your top 5 lowest readiness TEKS using your AWARE data.

What supporting TEKS are needed to scaffold these readiness TEKS?

Conversations What patterns do you

notice?

TEKS Readiness Supporting Note

Handout #1 will be used to address: Department needs (data summary) Class needs (class summary) Individual student needs This is called triangulation. You want to see the

data from 3 different perspectives. What are my department needs? What are my class needs? Sub pops, ELL, GT, etc. What are my individual student needs? IEPs,

curriculum compacting, grade level, accommodations, learning styles, etc.

Handout 1

Handout 1

TEKS Readiness Supporting Note:

1.2.3.4.5.

Name:________________ Department: ______________Date: _______________ zDepartment zClass zStudent

Handout #2 Using the readiness TEKS from the

previous handout. How often do you have these TEKS on

your scope and sequence? Now, with your team decide on savvy

resources that align to teach these TEKS. Also, what type of question stems and real

world application will you create and use to address these TEKS.

Handout 2

Readiness TEKS

Supporting TEKS

Scope and Sequence frequency

Resources Question Stems and Real World Application

1.2.3.4.5.


Where are you as a department? As a department, how do you plan on

targeting your top 5 hard to teach TEKS? Let’s share our ideas…

Write down your game plan on the yellow paper. Turn this in to Mr. Granger

Department Handout #3

Readiness TEKS

Supporting Standards

Department Goal (what)

Depart Strategy (how)

1.2.

3.4.5.

Name:________________ Department: ______________Date: _______________ Comment: ________________

Using your AWARE data for you classes, you will analyze each class and determine needs.

Later, you will determine your individual student needs.

You will need to complete handout #1 and handout #2 for this segment.

Be sure you check class the appropriate category.

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Let’s look at individual student groups. You will need individualized student data

from AWARE, grade book, etc. How will you personalize instruction for

your GT/Regular, Bubble, and Intensive care groups.

Last but not least, we want to look at your student grouping. This task is extremely important because you want know more about your “who” and their needs.

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• Using your class rosters from AWARE, you can determine based on the data how to group your students. Here is the reality…we cannot leave anyone behind.

• Therefore, this data can be used to determine mandatory tutoring, intervention during school day. How will you address individual student needs? Also, please be mindful that you will never want to base all of your decisions on one test. It is best to look at a battery of assessments. Therefore, consider common assessments, Benchmarks, class work, formal assessments, etc. to help make these individual decisions.

Student Groups (Aware Data)

Grades

GT /Regular

Bubble Intensive Care

SpedY/N

Game Plan

1. Joe Smart 78 x2. Sandra Need

62 x Mandatory Tutoring

3. Larry Learn 42 X Cognitive Tutor and After-school tutoring

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Department Handout #4Student Groups (Aware Data)

Grades

GT/Regular

Bubble

Intensive Care

SpedY/N

Game Plan

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Where are you as a department? Game plan? Where are your classes? Game plan? Where are your students? Game plan...consider

students doing an activity similar to what we did today. Awareness intensifies the need to change. (American Idol)

Did you adjust the scope and sequence? What questions have you created to address your Readiness/Supporting standards? Have you grouped your students? How will you differentiate instruction to meet individual student needs? Mandatory tutoring, accommodations, curriculum compacting…what steps will you take?

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Pulling it all Together!

Deep Discussion and Planning:◦ By Subject◦ Mostly on Blueprints / Content Standards◦ Alignment of Scope and Sequence◦ Alignment of Instruction◦ Alignment of Local Assessments/ Benchmarks◦ Alignment of Resources◦ Sharing information◦ Working in teams to accomplish big goals

WHAT’S NEXT AND WHAT IS NEEDED –

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Thank You!

Documents

From Scouting Report to Practice Plan