Confidence and Competence meeting the needs of ALL learners

1. Confidence and Competence meeting the needs of ALL learners Association for Compensatory Educators of Texas Ervin Knezek, lead4ward

2. Six things YOUcan do… tomorrow • adopt a progressorientation (growth mindset) • connect EVERYTHING to instruction –connect evaluation data to process standards • invest in time beware green M and Ms(More Materials $) • use your words (academic vocabulary) • align your work

3. com· pen· sa· to· ry serving to counterbalance; offset; be equivalent to

4. STAAR Performance Standards Level II SatisfactoryAcademic Performance Satisfactory Advanced Level II Satisfactory Academic Performance Level III Advanced Academic Performance Level I Unsatisfactory Academic Performance Final Recommended 2021-22 Well Prepared Inadequately Prepared Sufficiently Prepared PHASE IN Phase 3 [NEW] 2018-19 through 2020-21 Likely to succeed with enrichment and extension Likely to need significant, ongoing academic intervention Likely to need short-term, targeted academic intervention Phase 2 2015‐16 through 2017‐18 Phase 1 2011‐12 through 2014‐15

5. 14,000 kids have 3 or MORE retests left to pass. 1 out of 5 seniors are still retesting at Phase 1 Over a third of Texas 8th graders are insufficiently prepared for NEW Phase 2 Nov. 18 or 19 | San Antonio

6. just remember...

7. high sense of confidence low sense of competence high sense of competence low sense of confidence

8. high sense of confidence low sense of competence high sense of competence low sense of confidence

9. 1 CARELESS • Stop too early • Make low level mistakes PROGRESS • Know what they know • Have multiple strategies high sense of confidence low sense of competence high sense of competence RANDOM • Don’t know how to start • Guess/clueless • Seek and find FROZEN • Overthink answers • Get sick • May not finish low sense of confidence

10. Compensating LearnersA Call to Action ffect A A cademics A pplication

11. . 11

12. Pick 1! • Choose the most important index. • Find a friend who may not be as smart as you. • Set them straight on the issue.

13. 4 Eye on the Prize Leaders • Future focus • Think big picture • Manage transitions

14. 3 All Our Kids Leaders • Understand school dependent kids • Engage families • Big words = big learning

15. 2 Hurdle Jumping Leaders • Look for more success • Just a little more • Gains over pains

16. 1 Win/Loss Leaders • All or none • Better than • Fix the low

17. account ability Leaders for the of teachers to help ALL students learn, to make progress, and to graduate

18. Best Needs Assessment EVER is….

19. teacher student Who needs intervention and enrichment (compensatory services)?

21. BIG Question Who needs intervention and enrichment (compensatory services)?

22. How do we structure intervention/enrichment? [progress] Performance tells us WHO Progress tells us HOW Which students need intervention/enrichment? [performance] Implement or adjust Change or adapt Continue or extend Likely to need short-term, targeted academic intervention Likely to need significant, ongoing academic intervention

23. BIG Question How can we organize intervention and set goals with individual students?

24. quinterventions 1 2 3 4 5

25. Performance Progress Rigor Relevance Relationships

26. Am I using the process standards to formatively assess lower quintile students more often? Am I asking questions to the kids who need them most? Are quintile 1 students near quintile 4 students?

27. Progress precedes Performance

28. Progress Measure in ActionThreshold Jumping

30. Generally speaking… Students who jump a threshold on STAAR Exceed the Progress Measure

31. Teacher PLC Activity How might this help PLCs in organizing/planning instruction? What if teachers then • highlight the VERBS in the Process SEs • create Question Sticks aligned to these processes for formative questioning strategies Teachers: • map the standards for the Unit they are planning and • discuss the role these SEs play in the learning of the concepts and skills covered during the Unit Unit: Multiplication and Division of Whole Numbers by a Fraction Apply Formulate Analyze Determine Use Justify Communicate Explain Create Display Evaluate Select

32. CONFIDENCE in learning = INDEPENDENCE in the process standards

34. CONFIDENCE in learning = INDEPENDENCE in the process standards

36. Gilded Age Reagan Era World Wars Recon-struction Tools to Know Ways to Show Process TEKS Process TEKS

37. Used in grades K-12 • Use across different units • Link to college and career readiness standards and success • Increase rigor of learning • Use for formative assessment • Highly tested on STAAR dual coded (50-80% of test) Process TEKS[how to compensate] Ways to Show Tools to Know Process TEKS Process TEKS

38. Process predicts Performance

39. Think MORE about it! RIGORmeans

42. Six things you can do… • adopt a progressorientation (growth mindset) • connect EVERYTHING to instruction –connect evaluation data to process standards • invest in time beware green M and Ms(More Materials $) • use your words (academic vocabulary) • align your work

43. In any moment of decision, the best thing you can do is the right thing, the next best thing is the wrong thing, and the worst thing you can do is nothing. Theodore Roosevelt

44. lead learningchange the world