Comprehensive Assessment and Data System in GCISD

1. Comprehensive Assessment and Data System in GCISD STAAR, End of Unit, Sem. Exams, ACT/SAT MAP, TELPAS, CogAT, DRA2, progress monitoring Benchmarks & Cornerstone Tasks Assessments for Learning

4. Break

5. Redefining education because YOUR future matters today!

6. Using Heat Mapsfor learning | for learners How did we do?

7. Performance Standard for EVERY Grade 3-8 STAAR assessment administered in 2011-12 or 2012-13: Level II – Phase 1

8. ≈ 55% ≈ 62% ≈ 75% ≈ 85% p. 5 • So many numbers! • How can we use data like these to guide decision-making and development?

9. ≈ 62% ≈ 85% ≈ 55%

10. 12 6

11. Why is the Final Recommended Standard so high?

12. Grade 5 English III Grade 2 Algebra II

13. Rethinking Scores 85 75 62 55 Well Prepared Sufficiently Prepared (Gr. 3-8 Final) Sufficiently Prepared (Gr. 3-8 Phase 2 | EOC Final) Getting There (Sufficiently Prepared - Phase 1)

14. Preview

16. How does this inform our work? Level II - Final PLANNING and PROFESSIONAL DEVELOPMENT Level II - Phase 1 KIDS and COMMUNITY

17. Focus on Learning

18. Start with what we are helping kids learn…the TEKS Readiness Supporting Process

20. KNOWso they can GROW

21. Know the Standards… • Name a hard-to-teach readiness standard • What concept(s) are being taught? • What do students learn in the previous two grades to prepare them? • How will students use the learning next year?

23. Readiness Standards≈ 30% of assessed TEKS≈ 65% of STAAR • IN-DEPTH instruction • BROADand DEEP ideas More complex to teach Pacing? Concepts

24. Validating the System Which Readiness Standards are hardest to teach? Ask teachers!

25. General consensus? Would you expect this in all subjects? What does it mean if the lowest average score is a 3.8?

26. What are the 4 hardest to teach?

27. Teacher Perception 5.2A 5.2C 5.3B 5.3C

28. What are the 3 easiest to teach?

29. Teacher Perception 5.2A 5.2C 5.3B 5.3C 5.5A 5.10C 5.12B 5.3A 5.8A 5.13B

30. Validating the System Doesteacher perception matchstudent performance?

31. What do you expect to find?

32. Readiness

33. Student Performance Data Which SEs are the hardest to learn? Which SEs are the easiest to learn?

34. Does Perception Match Performance? 5.2A 5.2A 5.2C 5.2C 5.3B 5.3B 5.3C 5.3C 5.5A 5.10C 5.10C 5.12B 5.12B 5.13B 5.3A 5.3A 5.5A 5.8A 5.8A 5.13B

35. 5.13B 5.5A ✔

36. What if your data looked like this? 5.2A 5.2A 5.3B 5.2C 5.3C 5.5A 5.10C 5.12B 5.3B 5.5A 5.3C 5.12B 5.10C 5.13B 5.2C 5.3A 5.3A 5.8A 5.8A 5.13B

37. 5.3B | 5. 3C | 5.10C | 5. 13B 5.2C | 5. 5A | 5.12B ✔

38. Heat Maps • www.dmac-solutions.net • Login • State Assessment>Instructional Reports>Reporting Category SE Performance • Year 2012 &/or 2013 • Subject-Mathematics • Grade 5, 8, Algebra I • Test: March 2012 or April 2013-English • Generate

39. Heat Map Analysis • Reporting Categories--Areas of concern? • Reporting Categories--Areas of strength? • What specific Readiness Standards do we need to continue working on? • What specific supporting standards do we need to continue working on? • Which Red readiness standard comes first in our curriculum documents?

40. Unwrapping the Standards • A necessary component to the IDP process • Write the standard—underline the nouns (concepts) and circle the verbs(skills) • Answer the Readiness Criteria Questions • Identify Academic Vocabulary • Identify cognitive process level of difficulty using Bloom’s Taxonomy • Content Builder--What content do students need to know to connect this new learning? What do they come with? How will they use it in the future? • Distractor Factor—common errors • What is the BIG IDEA with the readiness standard?

41. Lunch

42. Essential Components of a CBA • Know your Purpose • To find out what students know and are able to do • To determine where students are in the learning continuum and how to support them in moving forward • To gather evidence needed to make inferences about student learning and teaching

43. Three Types of Item Formats • Selected Response • Multiple choice • True/false • Matching • Short answer or fill in the blank

44. Constructed-Response • Includes short-response and extended response • Requires students to organize and use knowledge and skills to answer the question or complete a task • More likely to reveal whether or not students have gained integrated understanding with regard to the readiness standards • Requires a scoring guide or rubric to evaluate degree of student proficiency.

45. Assessing Essential Understanding • We have to understand the BIG IDEA • Essential Understanding questions help teachers to determine if students have grasped conceptual knowledge • Often begin with “how” or “why”. • Open-ended • Requires a scoring guide or rubric

46. Selected Response Reasons For Reasons Against Emphasis on learning of isolated facts Inappropriate for some purposes Lack of student writing • Better content domain sampling • Higher reliability • Greater efficiency • Objectivity • Mechanical scoring

47. How to edit questions in DMAC • Use a question stem to turn the question into a true/false, matching, or fill in the blank.

48. Example • 5.03B/5.14B Dual Readiness—DOK 2 • Q: Mr. Cantu will put 1 flag on each table in the cafeteria for a school event. The cafeteria has 15 rows with 5 tables in each row and 12 rows with 4 tables in each row. Mr. Cantu already has 94 flags. How many more flags does he need to buy? • A. 48 • B. 19 • C. 27 • D. 29

49. Number of Items Guidelines • Remember the purpose of your assessment • Ask, “How many total items do I need in order to be able to make an accurate inference as to what students know and can do.” • Limit the total number of items so that student papers can be quickly scored and the results used right away.

50. Assessment Blueprint