tiered levels of learning - region one esc - … · today’s session recognize barriers that...

©2019, Division of Instructional Leadership, School Improvement, and College Readiness Support

Levels of Learning

Region One Education Service CenterInstructional Leadership NetworkSeptember 19, 2019

Effective Instructional Approaches Towards Attainment of Meets and Masters Level of Performance


Today’s Session

Recognize Barriers that Impact Student Performance at the Meets and Masters Level.

Define a Learning Progression and It’s Importance.

Understand the Purpose of Performance Level Descriptors

Reflect on Instructional Practices that Improve Student Performance.


Effective Schools Research

(Marzano, R. 2018)

Reduce Teacher Variability

Increase Instructional Consistencyand Academic Performance


What Factors Impact Student Performance at the “Meets” and “Masters” Level of Performance?


What is a Learning Progression?

• Learning progressions describe in words and examples what it means to move over time toward more expert understanding. (2010, Pearson)

• Learning progressions describe how students’ understanding of and ability to use concepts and skills grow more sophisticated over time with appropriate instruction. (2009, Corcoran, Mosher, & Rogat)

• Learning progressions depend on: • Knowledge and experience students bring• The nature of the learning experience• The quality of instruction that supports their learning• The level of engagement that promotes extended thinking


STAAR Policy Definition

Does Not Meet

• Unlikely to succeed in the next grade or course.

• Do not demonstrate a sufficient understanding of the assessed knowledge and skills.

• Significant ongoing academic intervention

Approaches

• Likely to succeed in the next grade or course

• Generally demonstrate the ability to apply the assessed knowledge and skills

• Targeted interventions

Meets

• High likelihood of success in the next grade or course

• Generally demonstrate the ability to think critically and apply knowledge and skills in familiar context

• May need short-term, targeted academic intervention.

Masters

• Expected to succeed in the next grade or course

• Demonstrate the ability to think critically and apply knowledge in varied context, both familiar and unfamiliar

• little or no academic intervention

Tiered Levels of LearningPerformance Level Descriptors

Represent student performance across four performance categories.

Culminating Skills

Enabling Skills

Approaches Level of Performance

Meets Level of Performance

Masters Level of Performance

Extended Skills

Does Not Meet Level of Performance

9/19/2019 7©2019, Division of Instructional Leadership, School Improvement, and College Readiness Support


How Students Learn

Developing a deep foundation of • Factual knowledge• Conceptual knowledge

So that students organize knowledge in ways that facilitate retrieval and application

Competency Learning

• Building and Activating Background Knowledge

Foundational Learning

Mastery Learning Transfer knowledge by applying critical thinking skills to support understanding to new situations

National Council on Research. How People Learn: Brain, Mind, Experience, and School. Expanded Edition ed. Washington DC: National Academy Press, 2000. Print.


Performance Level DescriptorsTargeted Content Support


What are Performance Level Descriptors?

• Performance level Descriptors (PLDs) provide a snapshot of students’ academic characteristics based on performance on a given STAAR assessment.

• PLDs are statements that describe the specific knowledge and skills students typically demonstrate at each performance level.

• They translate the general policy definition of the STAAR performance categories into grade or course specific descriptions of students achievement.


Why Performance Level Descriptors?

• The PLD’s are linked to the Texas Essential Knowledge and Skills (TEKS) and are used by committee members to set performance standards to achieve a “meets” and “masters” performance on the STAAR assessment. The performance levels represent the knowledge and skills that students should be able to demonstrate at each performance level.


High Performing SystemsDifferentiated Support for Educators

Masters

Meets

Approaches

Does Not Meet

Student AchievementPerformance Levels

Lesson Design & Instructional Delivery

StateAssessment

Cluster 4

Cluster 3

Cluster 2

Cluster 1

Level 4

Level 3

Level 2

Level 1

Performance Level Descriptors


Targeted Core Professional Development

Masters

Meets

Approaches

Does Not Meet

Student AchievementPerformance Levels

StateAssessment Items

Level 4

Level 3

Level 2

Level 4

Level 3

Level 2

Moving Towards Approaches Performance Level Lesson

Masters Performance Level Lesson

Meets Performance Level Lesson

Cluster 4

Cluster 3

Cluster 2

Cluster 1

Level 4

Level 3

Level 2

Performance Level Descriptors


Performance Level Descriptors - Biology

Students Achieving Masters Level Performance CanExplain the effects of a variety of evolutionary mechanisms.Apply the regulation of gene expression to its role in protein synthesisEvaluate how genes affect Mendelian and non-Mendielian inheritance patterns.Analyze the impact of environmental change on ecosystem stability

Students Achieving Meets Level Performance CanSummarize the role of biomolecules in the metabolic, homeostatic and reproductive processes that occur in cells.Analyze how viruses are different from cells and how viruses can affect cellsDescribe the roles of DNA and RNA in gene expression.Describe how genes affect inheritance patterns and use this information to predict outcomes of monohybrid and dihybrid crosses.Analyze and evaluate the evidence, processes, and effects of evolutionary theory.Classify organisms based upon similarities and differencesInterpret interactions between organisms and their environment.Describe how changes in the environment after ecosystems.

Students Achieving Approaches Level Performance CanDistinguish between prokaryotic and eukaryotic organisms based on their cellular structuresRecognize that the genetic code in DNA is universalPredict the outcomes of a simple Mendelian genetic cross.Identify the body systems that interact to carry out biological processes in animalsRelate the stages of ecological succession to the diversity of species in an ecosystem.

Students Achieving Does Not Meet Level Performance CanRecognize the components of DNAIdentify the structure and functions of cells and virusesRecognize that genes affect inheritanceRecognize the effects of evolutionIdentify relationships among organisms


Guiding Question:

What instructional practices need to occur in the classroom to promote the progression of learning?


Performance Level Descriptors – Grade 5 Science

Students Achieving Masters Grade Level Performance Can• Explain the flow of energy in series and parallel circuits• Analyze the effects of changing variables while experimenting with forces• Interpret causes and effects of gradual and rapid changes to Earth’s Surface• Explain how adaptations help organisms survive in their environments

Students Achieving Meets Grade Level Performance Can• Differentiate between substances and mixtures using physical properties• Explore and describe various uses of energy• Explain the effects of forces on objects through investigations• Recognize and compare gradual and rapid changes to Earth’s surface• Identify patterns and cycles caused by interactions among the sun, Earth, and moon• Investigate inherited traits, learned behaviors, and structures and functions of different species that allow organisms to survive and interact in

an ecosystem.

Students Achieving Approaches Grade Level Performance Can• Describe substances based on their physical properties• Identify the behaviors of light that produce an observable result• Identify landforms and processes in sedimentary rock formation• Recognize adaptations of different organisms that allow them to survive.

Students Achieving Does Not Meet Grade Level Performance Can• Classify objects as liquids, solids, or gases• Identify Earth’s renewable resources• Identify basic characteristics of the sun, Earth, and moon• Identify the roles of organisms in a food chain


Performance Level DescriptorScience Strand – Force and Motion:

Grade 5 Science

Does Not Meet

• No PLD

Approaches

• No PLD

Meets

• Explain the effects of forces on objects through investigations

Masters

• Analyze the effects of changing variables while experimenting with forces

4.6(D) design a descriptive investigation to explore the effect of force on an object such as a push or a pull, gravity, friction, or magnetism.


Why Performance Level Descriptors?

Must connect directly to the knowledge and skills evident in the content standards

Reflect the range of cognitive demand represented by the standard.

Describe performance in the middle of the performance level.

Reflect the learning progression evident in the standard.

Reflect student performance


ResourcesBurke, K. (2010). Balanced Assessment from formative to summative. Bloomington, IN: Solution Tree Press.Greenstein, L. (2010). What Teachers Really Need to Know About Formative Assessment. Alexandria: VA. ASCD.Guskey, T.R. (1997). Implementing Mastery Learning. Wadsworth: Cengage Learning.Guskey, T. (2010). Lessons of Mastery Learning. Educational Leadership, 68 (2), 52-57.Marzano, R.J., Warrick, P., & Simms, J.A. (2014). A Handbook for High Reliability Schools: the Next Steps in School Reform. Bloomington, IN: Marzano, Research.Popham, W. J. (2008). Transformative Assessment. Alexandria, VA: Association for Supervision and Curriculum Development.Popham, J.W. (2011). Transformative Assessment in Action. Alexandria, VA: Association for Supervision and Curriculum Development.Wiliam, D. (2011). Embedded formative assessment. Bloomington, IN: Solution Tree Press.


ResourcesLewis, C. & Hurd, J. (2011). Lesson Study: Step by Step How Teacher Learning Communities Improve Instruction. Portsmouth, NH: Heineman.

Fisher, D., Frey, N., and Hattie, J. (2016). Visible Learning for Literacy: Implementing the Practices That Work Best to Accelerate Student Learning. Thousand Oaks, CA: Corwin Press.

Foster, D., and Poppers, A. (2009). "Using Formative Assessment to Drive Learning." The Silicon Valley Mathematics Initiative: A Twelve-Year Research and Development Project. Palo Alto, CA: The Noyce Foundation.

Texas Education Agency. (2016). Performance Level Descriptors Policy Definition. Retrieved from: https://tea.texas.gov/student.assessment/staar/performance-standards/

Texas Education Agency. (2017). STAAR Performance Labels and Policy Setting Definitions. Retrieved from: https://tea.texas.gov/student.assessment/staar/performance-standards/

Bigstock questions. (2018). Six Questions to Ask Picture: Retrieved from: http://elearningtags.com/thumbs/10582_bigstock-Questions-8.jpg

Blogspot.com. Life of an Educator. Retrieved from: http://3.bp.blogspot.com/IL_EfygRH5E/TvN8hOZxZGI/AAAAAAAAAm8/fyZJaGkqCis/s1600/question+1.jpg

https://tea.texas.gov/student.assessment/staar/performance-standards/

https://tea.texas.gov/student.assessment/staar/performance-standards/

http://elearningtags.com/thumbs/10582_bigstock-Questions-8.jpg

http://3.bp.blogspot.com/IL_EfygRH5E/TvN8hOZxZGI/AAAAAAAAAm8/fyZJaGkqCis/s1600/question+1.jpg


Region One Education Service CenterDivision of Instructional, School Improvement & College Readiness Support

Center for Excellence in Teaching and Learning Center for Excellence in School TurnaroundKelly VanHee, [email protected](956) 984-6151

Karina Zuno-Chapa, Bilingual [email protected](956) 984-6246

Todd Larson, Special Education [email protected](956) 984-6203

Eunice Garza, RLA [email protected](956) 984-6192

Patty Rendon, Advanced Academics [email protected](956) 984-6233

Ruben Degollado, [email protected](956) 984-6185

Ramon Guzman, Math [email protected](956) 984-6114

Dr. Socorro Espinoza, Project RISE [email protected](956) 984-6208

Rosey Guerra, ESF Lead [email protected](956) 984-6145

Liana Martinez, Social Studies, Science, TRS and New Teacher Support [email protected](956) 984-6154

Dr. Eduardo Cancino, Deputy [email protected]

956 984-6021

mailto:[email protected]











tiered levels of learning - region one esc - … · today’s session recognize barriers that...

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