using staar data to guide learning august 20, 2014 district professional learning session #174 1

Using STAAR datato guide learning

August 20, 2014District Professional Learning

Session #174

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Intended outcomes

• Understand the use of thresholds to set student goals and monitor growth

• Identify critical TEKS to serve as the focus for learning improvement for students and teachers

• Model a process for performing an item analysis of STAAR and other assessment results

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lead4ward resources

• http://lead4ward.com/resources/– Released tests and snapshots tab

• Process standards – Tools to know, ways to show• Released tests - items organized by SE• STAAR Snapshots – readiness, supporting and process SEs• TEKS Snapshots – Aligned SEs in non-tested grades• TEKS Scaffolding – SEs supporting tested readiness

standards from current and prior grade levels

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http://lead4ward.com/resources/

lead4ward resources

• http://lead4ward.com/STAARIntervention/• PW: STAAR-Ready

– Original ppt presentation– Original handout

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http://lead4ward.com/STAARIntervention/

But first . . .

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OBJECTIVE 1

Understand the use of thresholds to set student goals and monitor growth

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STAAR Performance Standards

Level IUnsatisfactoryPerformance

“Inadequately Prepared”

Level IISatisfactoryPerformance

“Sufficiently Prepared”

Level IIIAdvanced

Performance“Well Prepared”

Satisfactory Advanced

Performance Standards and thePhase-in of STAAR

Phase 12011-122012-13 2013-14

Phase 22015?

Recommended2016?

STAAR Performance Standards

Level IUnsatisfactoryPerformance

“Inadequately Prepared”

Level IISatisfactoryPerformance

“Sufficiently Prepared”

Level IIIAdvanced

Performance“Well Prepared”

Satisfactory Advanced

P1 P2 Final

What score is needed to pass grade 5 math in 2015?

1

Psychometric Aside: Test equating

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Performance standard = 1489 scale score points(1489 “units” of math knowledge & skill)

1489

201427 items


12

Items areless difficult

1489

201528 items



13

Items are more difficult

1489

201526 items


≈75%

≈55%

≈85%

≈65%

Think state,act local

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Well Prepared(Advanced Performance)

Sufficiently Prepared (Gr. 3-8 Level II Final)

Getting There

Sufficiently Prepared (Level II Phase 2)

Really Well Prepared(Exceed Progress)

Likely to pass STAAR this year

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Goal for highest performing students (2 points Index 2)

Likely to pass STAAR at final standard (Index 4)

Meeting Level III Performance (Index 2 and Index 3)

Knows more than half the content

ORKnows most but can’t apply

Let’s PLAY

Factor

Fib

SHOWDOWN

Fact Fib

All students can exceed progress and earn 2 points for your campus in Index 2Fact

1 = Fact; 2 = Fib

Index 2: Student progressGrade 3

MathGrade 4

Math

1529

Exceeded Progress2 points for campus

Met Progress1 point for campus

Did Not Meet Progress0 points for campus

1599

1677148 pts

70 pts

<70 pts

Top performing students receive 2 pts (0-2 incorrect)

Students in guessing range earn 0 points

Level III

Level IIFinal

Level I

Student progress with thresholdsGrade 3

MathGrade 4

Math

75%

Exceeded Progress

Met Progress

Did Not Meet Progress

75% or more

85%

95%

Level III

Level IIFinal

Level I

<75% Leveling Up

STAAR 2014Goal for 2015

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T H R E S H O L D S

Leveling Up

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Met Progress

What do they all have in common?

Exceeded Progress

What do they have in

common?

Exceeded Progress

Well almost… but…

Did NOT Meet Progress

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STAARShould Ava have the same Local

Assessment performance

goals as Michael?

Unit 1 Unit 2

Leveling Up

OBJECTIVE 2

Identify critical TEKS to serve as the focus for learning improvement for students and teachers

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Using Heat Maps

FOCUS

How did we do?

Start with what we are helping kids learn…the TEKS

Readiness

Supporting

Process

Readiness Standards≈ 30% of assessed TEKS≈ 65% of STAAR

BROAD and DEEP ideas

IN-DEPTH instruction

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Concepts

Complexity

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1 + 1 + 1= 9Benchmark Test

Identifying focus standards• Compare 2013 STAAR to 2014 STAAR• Classify readiness and process standards

– Increase/decrease of more than 5 points– Greater than/less than campus target

• Identify areas of strength and concern• Select standards for teacher learning and

student growth• Most customarily an August activity

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How?

Subtract

Map

Select

Commit

Things we will need

• 2013 and 2014 STAAR results, analysis by content and process SEs– Aware Heat Maps– District produced item analysis

• Performance analysis sheet• Mapping standards sheet

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Let’s try it together

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p. 4016

6.1B 6.2C6.2B 6.3C

6.10D

6.4A6.2E

6.5A 6.6C

6.8B

All of us helped more kidsOR

One of us figured it out!

For StudentsEngage the Emerging

For TeachersLearn the Low

Positive outcomesNot so positive

What might teachers want to learn?


Select3

Focus SEs

p. 4016

6.1B 6.2C6.2B 6.3C

6.10D

6.4A6.2E

6.5A 6.6C

6.8B

For StudentsEngage the Emerging


Positive outcomesNot so positive

Pick3

Pick3

Subtract

Map

Select

Commit

p. 40 16

6.2B

6.8B6.5A6.4A

6.6C6.2C

4 6 121 3 5

2 11 14

Questions to consider• How have these standards been taught and assessed in

the past? • What will need to be learned by teachers?• How will student tasks be modified this year to better

align with STAAR?

≥75% questions in Math (Grades 3-8)

≥40% questions in Science

≥30% questions in Social Studies

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≈ 82%

≈ 60%

≈ 55%

Reading?≈ 50%Fig. 19

Process StandardsAssessed in Context

STAAR process standards are assessed with Readiness or Supporting Standards in the same question (i.e. double coded).

Process Standards… “Game Changers”

8.5 (E) identify the foreign policies of presidents Washington through Monroe and explain the impact of Washington's Farewell Address and the Monroe Doctrine; Readiness Standard

IDENTIFY and EXPLAIN

Potential Rigor…Cause/Effect

Compare/ContrastPredict

8.29 (B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

RIGOR

Process Standards…“Game Changers”

Which of the following foreign policies are best associated with Presidents Washington through Monroe?

RIGOR

IDENTIFY and EXPLAIN

Potential Rigor…Cause/Effect

Compare/ContrastPredict

What issues are common in both Washington’s Farewell address and the Monroe doctrine?

1 + 1 + 1=24

Benchmark Test

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8 + 6 + 10 = 24

FOCUS!

• Focus Readiness Standards– Linked Supporting Standards

• Highly tested Process Standards

Considering your focus SEs• What goals will you set for student performance in

these areas?• How will your PLCs work to increase understanding

of readiness and process SEs?• What will you do differently this year when planning

for learning and assessing for learning?• How will you help students understand the content,

context and cognitive rigor of assessed SEs?• How will you ensure that students have ample

experience with process standards?

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OBJECTIVE 3

Model a process for performing an item analysis of STAAR and other assessment results

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Item analysis

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1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 410

10

20

30

40

50

60

70

80

90

100

2009 TAKS - Grade 4 Math (district)Item difficulty

Item Number

Perc

enta

ge C

orre

ct

Item analysis

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1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 470

10

20

30

40

50

60

70

80

90

100

2014 STAAR - Grade 4 Math (district)Item difficulty

Item Number

Perc

enta

ge C

orre

ct

Item analysis

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 460

10

20

30

40

50

60

70

80

90

100 2014 STAAR - Grade 3 MathBISD JCB

Item Number

Item

Diffi

culu

te (%

cor

rect

)

Item analysis process1. Write standards assessed in margin2. Write percentage for each answer choice3. Circle correct answer – What must students know and be able

to do to answer correctly?4. What is content, context and cognitive rigor evident in the

item and in the assessed standard(s)?5. Inspect distractors – Is one distractor attractive to students?

What errors in thinking may cause students to choose it? Are guessing patterns evident? Are differences in answering patterns evident by student group?

6. What types of prompts/graphics were used? Were they needed to answer correctly? If not, what prior knowledge and skills were needed?

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Item analysis process7. What academic or general vocabulary must be understood in

order to answer correctly? With which terms would students most likely struggle? Were these same terms used as part of instruction?

8. Identify the most difficult items assessed. When these standards were taught, what tasks were students assigned to assist in their learning? How well were the tasks aligned with what students are expected to do on STAAR?

9. What changes in instruction will be considered based on the analysis?

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using staar data to guide learning august 20, 2014 district professional learning session #174 1

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