Transcript Index 2

LINKING ACCOUNTABILITY
AND INSTRUCTION
Michelle Hilton, Coordinator of Literacy and Special
Programs – [email protected]
Ty Duncan, Coordinator of Accountability and
Compliance – [email protected]
@instructionalle #esc17
#ESC17
@instructionalle
Slides Posted on Blog!
http://www.esc17.net/default.aspx?name=blog.instructionalleaders
Culture Is Mostly Silent
“Culture hides more than it reveals, and it
hides most effectively from its own
participants.” – Edward T. Hall
Pass/Fail Culture
Index 1:
Student Achievement
Student Achievement provides an overview of student performance based on satisfactory student
achievement across all subjects for all students.
 Combined over All Subjects: Reading, Mathematics*, Writing, Science, and Social Studies
 Student Group: All Students
 Performance Standard: Phase-in 1, meet or exceed the English language learner (ELL) progress measure.
*No 3-8 math for 2015
*No STAAR A or ALT 2 in calculation of Index 1 for 2015
Index 2:
Student Progress
Student Progress focuses on actual student growth independent of overall achievement levels for each
race/ethnicity student group, students with disabilities, and English Language Learners.
 Reading/Mathematics (Algebra I only for 2015)/Writing subjects combined
 Points based on weighted performance:
 One point given for each percentage of tests that Met or Exceeded progress.
 Two points given for each percentage of tests that Exceeded progress.
*Not every grade has a progress measure…example: 3rd grade Reading and Math.
*Math 3-8. STAAR A, STAAR ALT 2 will not be calculated in Index 2 for 2015.
Index 2:
Student Progress
2014 and 2015 Comparison
Progress Measures by Subject Area and School Type
2014*
Elementary School
READING
Gr. 4 Reading
Gr. 5 Reading
MATHEMATICS
Gr. 4 Mathematics
Gr. 5 Mathematics
Middle School
High School
Gr. 6 Reading
Gr. 7 Reading
Gr. 8 Reading
Gr. 6 Mathematics
Gr. 7 Mathematics
Gr. 8 Mathematics
Algebra l
-
Algebra l
WRITING
-
-
-
* STAAR Modified and STAAR Alternate progress measures included in Index 2.
Elementary School
READING
Gr. 4 Reading
Gr. 5 Reading
2015*
Middle School
Gr. 6 Reading
Gr. 7 Reading
Gr. 8 Reading
MATHEMATICS
-
Algebra I
WRITING
-
Gr. 7 Writing
High School
Eng. I to Eng. II
Algebra l
-_____
* STAAR A progress measures excluded from Index 2.
No STAAR Alt 2 progress measures will be reported in 2015.
Index 3:
Closing Performance Gaps
Closing Performance Gaps emphasizes advanced academic achievement of economically disadvantaged students and the
two lowest performing race/ethnicity student groups.
 Points based on STAAR performance:
 Performance Standard:
One point for each percent of tests at the Phase-in 1 Satisfactory performance standard.
Two points for each percent of tests at the Level III advanced performance standard
 By Subject Area: Reading, Mathematics*, Writing, Science, and Social Studies
 Student Groups: Economically Disadvantaged and Lowest Performing Race/Ethnicity
*The two lowest performing race/ethnicity student groups on the campus or within the district, based on 2014 assessment results.
*Select the two lowest performing student groups if both the prior year reading and mathematics subject area test results each have at least 25 tests.
 STAAR Phase-in Level II and Level III for ELLs with parental denials
*Math 3-8. STAAR A, STAAR ALT 2 will not be calculated in Index 2 for 2015.
* Reevaluation of Index 3 methodology planned for 2016 accountability cycle.
Index 4:
Postsecondary Readiness
Postsecondary Readiness emphasizes the importance of earning a high school diploma that provides students
with the foundation necessary for success in college, the workforce, job training programs, or the military; and
the role of elementary and middle schools in preparing students for high school.
Index 4:
Postsecondary Readiness
Postsecondary Readiness emphasizes the importance of earning a high school diploma that provides students
with the foundation necessary for success in college, the workforce, job training programs, or the military; and
the role of elementary and middle schools in preparing students for high school.
Drivers
• High end performance, not mere passing at low standards.
Level III performance is just as important as “passing”,
whatever that may be.
• Special on emphasis economically disadvantaged students
and Level II performance which speaks to directly to the
intervention systems.
• Growth, you can “pass” and still fail in Index 2.
• Final Recommended Standard is the goal. Phase-in is not
extremely important in an Index system.
Accountability
Instruction
Action Item # 1
Changing the Questions The Teachers Ask When They
Get Data!
• How many Level III students do we have?
• How many Level II students are just below Level III?
• Are students making progress to the Level II Final
Recommended Standard?
• How am I going to differentiate to ensure all students
make progress?
Action Item #2
Growing Students as a Focus
• Is student growth a “cultural” emphasis?
• Is it a part of your communication with
stakeholders?
Getting Started
Gather State Assessment
Data
History of STAAR Data
• Objectives
• Student Expectations
Gather Classroom Data
Assignments from Various Content Areas
• Classwork
• Tests
• Homework
Dig Deeper
• Diagnostic Instruments
What is the underlying cause for difficulty?
Sample Diagnostic Instruments
Grade Level
Reading
Math
Kindergarten
Texas Primary Reading Inventory (TPRI,
K-3; Children’s Learning Institute)
http://www.tpri.org/index.html
Spanish assessment: Tejas LEE (K-3;
University of Houston, TIMES)
http://www.tejaslee.org
Istation
https://www.istation.com/
Dynamic Indicators of Basic Early Literacy
Skills (DIBELS Next, K-6; University of
Oregon)
https://dibels.org/dibelsnext.html
Spanish version: Indicadores Dinámicos
del Éxito en la Lectura (IDEL, K-3;
University of Oregon)
https://dibels.org/idel.html
Texas Early Mathematics Inventory
(TEMI; Meadows Center)
http://3tiermathmodel.org/assessment/
USERNAME: Texas Teacher
PASSWORD: mathematics
Think Through Math
https://lms.thinkthroughmath.com/
1st Grade
2nd Grade
3rd Grade
Elementary School Students in Texas
Algebra Reading (ESTAR)
http://www.txar.org/assessment/
4 estar_mstar_screener.html
Think Through Math
https://lms.thinkthroughmath.com/
Sample Diagnostic Instruments
Grade Level
Reading
Math
4th Grade
Dynamic Indicators of Basic Early Literacy
Skills (DIBELS Next, K-6; University of
Oregon)
https://dibels.org/dibelsnext.html
Spanish version: Indicadores Dinámicos
del Éxito en la Lectura (IDEL, K-3;
University of Oregon)
https://dibels.org/idel.html
Istation
https://www.istation.com/
Elementary School Students in Texas
Algebra Reading (ESTAR)
http://www.txar.org/assessment/
4 estar_mstar_screener.html
Think Through Math
https://lms.thinkthroughmath.com/
5th Grade
Middle School Students in Texas
Algebra Reading (MSTAR)
http://www.txar.org/assessment/
mstar_screener.htm
Think Through Math
https://lms.thinkthroughmath.com/
Intervention Plan
Gap
All Students
ELLs
Special
Education/504
1
2
3
Total
Adapted from University of Texas Systems 2013
5 minutes
• Review
• Activate Prior Knowledge
• Word Work/Vocabulary
15-20
minutes
• Phonics/Word Parts
• Multiple Meaning Words
• Academic Words
• Comprehension
10-20
• Build Background Knowledge
• Main Idea
• Inference
• Fluency
5-10 minutes
• Letter
• Word
• Passage
Growing Math Students
Formative Assessments
On The Spot Instruction
Improve Tier I Instruction
Progress Monitoring
Growing Our Advanced Students
• Reimagining Classroom Culture
• Pacing
• Environment
• Reimagining How Advanced Students Learn
• Reimagining Student Support
Response to Instruction Resources for
Leaders
The Meadow’s Center for Building RTI Capacity
• http://buildingrti.utexas.org/resources/elementary/
Next Steps for Working on Index 2
•
•
•
•
Does our data support the growing of all students?
How frequently do we examine student data?
What do we use to determine if students are growing?
Do teachers have frequent planning times to discuss students, interventions, and
assessment data?
• Do we have the appropriate interventions and instruction to grow students?
Action Item #3
Exposure to “high brow” intellectualism everyday!
• But in a landmark book this year, two sociologists, Angel L. Harris of Duke and
Keith Robinson of the University of Texas at Austin, found that many things
parents obsess over—checking homework nightly, volunteering at their kids'
schools—have no measurable impact on student achievement.
http://m.us.wsj.com/articles/four-ways-to-spot-a-great-teacher1409848739?mobile=y
• Great teachers have active intellectual lives outside their classrooms.
• Economists have discovered that teachers with high SAT scores or perfect college GPAs are
generally no better for their students than teachers with less impressive credentials. But
teachers with large vocabularies are better at their jobs because this trait is associated with
being intelligent, well-read and curious.
• In 1903, W.E.B. Du Bois, who once taught in a one-room schoolhouse in rural Tennessee,
wrote that teachers must "be broad-minded, cultured men and women" able to "scatter
civilization" among the next generation. The best teachers often love to travel, have
fascinating hobbies or speak passionately about their favorite philosopher or poet.
Grade 5 Science – 50% correct in Texas
2014
8th Grade Social Studies – 37% Correct in
2014
ANY QUESTIONS?
Michelle Hilton, Coordinator of Literacy and Special
Programs – [email protected]
Ty Duncan, Coordinator of Accountability and
Compliance – [email protected]
@instructionalle #esc17