1. Creating Assessments In A Standards-Based System Craig Shapiro Principal David Crockett High School Austin, Texas

2. Crockett In The News National Outstanding High School – High Schools That Work

3. David Crockett High School Before Reforms

4. David Crockett High School Attendance

5. AP and Pre-AP Participation at Crockett High School

6. Graduation Rate

9. Theory of Action: Daniel Pink He demonstrates that while carrots and sticks worked successfully in the twentieth century, that’s precisely the wrong way to motivate people for today’s challenges. In Drive, he examines the three elements of true motivation—autonomy, mastery, and purpose—and offers smart and surprising techniques for putting these into action Daniel Pink

10. How Do We Measure Success How do you calculate your grades? What are your criteria? What percentage do you give each criteria?

11. Subjectivity vs Objectivity How do you know what students learned? Key Terms: Valid: Reliable:

12. Having Evidence Looking at a gradespeed report with a parent. What can you tell the parent? What information is missing?

13. Unit 3 Grade Book on FORCES Lab Report #1 Lab Report #2 Quiz Homework Unit 3 Test

14. Unit 3 Grade Book on FORCES There are 11 concepts students need to master. Describe what happens to an object when forces of various strengths are applied to it. Compare a variety of forces used to: move objects, speed up, slow down, change position Compare the effect of the same force on a variety of objects Compare the effect of the same force on the same object on varied surfaces Sort or classify objects according to how they respond to forces

15. # RS U.S. HISTORY READINESS STANDARDS 1 st Qtr 2 nd Qtr 3 rd Qtr 4 th Qtr Understands historical points of reference 1AIdentify major eras from 1877-present2.5 1BSequence significant individuals and events2.5 Understands political, economic, & social changes in U.S. from 1877-1898 2AAnalyze politics underlying Indian policies3.0 2AAnalyze political machines and civil reform1.5 2BAnalyze industrialization and labor unions2.5 2BAnalyze farm issues and growth of big business2.0 Understands emergence of U.S. as world power between 1898-1920 3AExplain impact and key players in Spanish-Am War3.0 3AExplain expansionism, pros and cons, key players 3BIdentify reasons for U.S. involvement in World War I 3DAnalyze major issues raised by that involvement 3DAnalyze Wilson’s 14 Points and Treaty of Versailles Understands effects of reform and third party movements in American society 4AEvaluate impact of Progressive Era reforms 4BEvaluate impact of key reform leaders 4BEvaluate impact of 3 rd parties and their candidates Understands significant individuals, events and issues of the 1920s 5AAnalyze immigration, Red Scare, and Prohibition 5BAnalyze the changing role of women 5BAnalyze impact of significant individuals during 20s

16. New Blooms

17. Below Basic (Level 1) Questioning Remembering: can the student recall or remember the information? define, duplicate, list, memorize, recall, repeat, reproduce state Understanding: can the student explain ideas or concepts? classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase

18. Level 2 (Basic) Questioning Understanding: can the student explain ideas or concepts? classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Applying: can the student use the information in a new way? choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write.

19. Level 3 (Proficient) Questioning Analyzing: can the student distinguish between the different parts? appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. Applying: can the student use the information in a new way? choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write.

20. Level 4 (Mastery) Questioning Evaluating: can the student justify a stand or decision? appraise, argue, defend, judge, select, support, value, evaluate Creating: can the student create new product or point of view? assemble, construct, create, design, develop, formulate, write.

27. TAB S 27 TAAS TEAMS TAKS Ah... Remember these?

28. One Step: 1.Fewest barrels TABS Exit Level Math (1982) 28

29. Two Steps: 1.Find point on graph 2.Multiply 30 pupils x $300 = $9,000 TEAMS Exit Level Math (1986) 29

30. Three Steps: 1.Find paper on pie chart 2.Divide tons of paper by total tons: 72/180 3.Convert to 40% TAAS Exit Level Math (1999) 30

31. Five Steps: 1.Add all votes 240 + 420 + 180 + 300 + 60 = 1,200 2.Determine which student finished 3 rd (Bridget: 240 votes) 3.Determine Bridget’s %age of votes 240 / 1,200 = 20% 4.Know that a pie chart has 360 total degrees 5.Determine 20% of 360 degrees:.20 x 360 = 72 TAKS Exit Level Math (2002 Field Test) 31 Great STAAR-like question –BUT... it tests 8.12.C –This would be an 8 th grade STAAR question, NOT an exit-level question

32. Five Steps: 1.The student must know how to apply the quadratic formula to find the value of the discrimant 2.Find quadratic equation on formula chart: 3.If there are two real number roots of the equation and the graph of the parabola crosses the x-axis at those roots 4.If there is a “multiple” or repeated root of the equation and the vertex of the graph of the parabola touches the x-axis at that root. 5. If the roots of the equation are imaginary numbers and the graph of the parabola does not intersect the x-axis STAAR Exit Level Math? (2012) 32

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35. Shifting from percentage correct to level of performance Having common assessments with a range of Blooms Questions Scoring the assessments based on the level of performance

36. 6 Ways To Improve Student Achievement

37. 1. Take the TV’s Out Of Their Rooms 85%85% of students who drop out report that they had a TV in their room. Poverty, single-parent households, and other factors did not correlate with failure more than TVs

38. Ask to See Classwork Daily Students have classwork. Check it even if you do not know what you are looking at!

39. Get On Parent Connection “Trust but Verify”- Will send you email when they miss class or work. Real time attendance and grades

40. 4. Make Sure Students Have Something To Do Between 4-7 (and they are supervised) Colleges love to see extra curricular activities. Do you know where your children are?

41. 5. Homework Never Killed Anyone High expectations in a global economy means competing for jobs. Do your children have the work ethic to succeed?

42. 6. High School Diploma Is Not Enough Unemployment Rates: College Degree 4.7% High School Graduate 9.4% High School Dropout 15.4% Are we ready to compete in the 21 st century?

43. Crockett High School Exit Level By Subject

44. David Crockett High School Attendance Source: Austin Independent School District MIS Report and TEA AEIS Report

45. AP and Pre-AP Participation Source: Austin Independent School District MIS Report

46. Graduation Rate

47. Crockett High School Growth Comparison to State and District All Students Source: TEA AEIS Multiyear History Report