Leadership Cadre – Academy Update 2013 Deeper Understanding of Standards Based Assessments Leadership Cadre – Academy Update 2013 Elementary Learner Support Team

Toss it Away Activity Write two sentences describing your feelings on assessments. Crumple your strip of paper. Toss it across the room. Pick up another “Crumpled Ball”. Share the written thoughts with your table. Keir

Flip It Reflection 1. http://mikeschmoker.com/data-analysis.html 2. http://mikeschmoker.com/promise.html 3.http://ati.pearson.com/downloads/afldefined As a table, discuss what your thoughts were on the three articles given in an email sent to the staff a week prior to the session. What was the consensus and what was the table’s overall common thoughts.

What Tools Do We Use to Measure Student Success? What outcomes can you expect from a deeper understanding of the TEKS? 2. How will you measure that success? Mona - Whole group discussion.

A Deeper Understanding of the TEKS Requires… Systems thinking: Common vision Common mission Common beliefs Willingness to confront brutal facts Actively involved leadership Mona - Draw a picture that represents a brutal fact that you feel your campus may need to commit themselves to improve understanding of the standards. At the campus level – each grade level team would need to draw a brutal fact they need to face as a team. Commitment Professional Learning Time

SO….WHY ASSESS? Why do we assess? Why are assessments important in the learning process? What assessments do we use in MISD? Mona – With table groups have a discussion and chart table responses to the following three questions. Use the chart tablet provided. Is your table conversation common in thinking.

The Learning Cycle Assessment on-going Mona The Learning Cycle Assessment on-going

How Well Do Our Teachers Know Their Standards? Lynda Discussion at tables and then group dialogue. On a scale of 1-5 show a number that best represents the level of teacher knowledge at your campus on standards.

Bucket Analogy Lynda

What do the holes in the bucket represent? Lynda

Bucket ? Holes ? …is a symbol for … …is a symbol for … Water ? Escaping Water ? as …is a symbol for … …is a symbol for … Lynda Tables will discuss these analogies and write out their thinking on chart/ post it easels. 11

Knowledge the school provides Knowledge that is not mastered Bucket Education Holes Gaps in Learning as …is a symbol for … …are a symbol for … Water Knowledge the school provides Escaping Water Knowledge that is not mastered as …is a symbol for … …is a symbol for … Lynda 12

Standards Analysis Alicia

A Quick Check What is a “Strand” in relation to the TEKS and where do you find it in your TEKS? How many “Strands” do you have in your subject area? What is the difference between a “Knowledge & Skills Statement” and a “Student Expectation” from your TEKS? How many “Knowledge & Skills Statements do you have in your TEKS? What are the two most important components of your Student Expectations? Alicia Teams will divide up among grade level and content areas.

Knowledge & Skills Statement 2 important parts of an SE: Note: From the strand to the knowledge & skills statement to the student expectation, the information changes from broad to mor specific. Strand Knowledge & Skills Statement 2 important parts of an SE: CONTENT RIGOR COGNITIVE RIGOR Student Expectation Alicia

A deeper understanding of the TEKS involves teachers to deconstruct the components of the SE. Some Examples: Alicia & Keir Ask for some examples from the larger group. Please share the following example: Science 4.8C

The TEKS Landscape What is guiding teachers’ instruction, if they do not know “all” of their standards? What happens if teachers do not have a deep understanding of their TEKS? Alicia Discussion

Collect, organize, display, interpret, record TEKS Exploration Document Teacher: Grade Level: Subject: STRAND: Probability and Statistics Knowledge & Skills Statement Student Expectation Cognitive Expectation (Verbs) Content Expectation Write the Strand Data in pictographs, bar graphs (1 cell might rep. more than 1 piece of data) Collect, organize, display, interpret, record 3.13 (A) 3.13 In the second column, record the identifying number and letter for the student ex- In the fourth column, list the content items that students must demonstrate at the cognitive levels listed in the previous column. In the first column, record the identifying number of the know-ledge and skills statement In the third column, determine the cognitive level of the TEKS by listing the verbs from the knowledge and skills AND student expectations. Lynda In grade level and content areas, take a greatest area of need using the TEKS charts given and complete the form provided.

The Bucket Analogy What about those holes? What will be the cumulative effect if every teacher knows the cognitive process and content of their TEKS? TEAM