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  • two student group as indentified by index 1 Index 4 Graduation rate has to be a part of the system and is in index 4 We will have to set targets for each index that indicate acceptable performance and one indicator that indicates overall performance across all indexes The system is really designed to give a comprehensive look at our systems and highlight our effectiveness rather than dwelling on weakness TEA has posted slides on their website detailing each index and how they are scored Please remember that Level II is passing The minimum score is not passing The progress measure will not be ready for 2013 We will be using a transition table to determine growth in index 2 We will look at 10 student groups based on new race ethnicity codes We know we will have growth measures in reading writing and math Social studies and science are a possibility Refer to transition table in techinical document in link above Index 2 is the most complicated index construction and will be the most difficult to explain to stakeholders Index 3 as we said was a challenge This is tied to the goal that Texas will be in the top 10 of states in closing achievement gaps The biggest thing about Level III is that you will be given more points for students who are achieving Level III Remember we will have Level III in grades 3 8 Of all the complicated issues of this system this has the potential to be the most punitive early on in my opinion if rigor is not there and teachers have not shifted in PreK 2 Index 4 combines graduation rate and information from STAAR 8 student groups will be measured No eco disadvantaged will be used in this index Graduation rate looks at 10 student groups including ELL and SPED It will be graduation rates only in 2013 for this index Annual Dropout Rate for Middle Schools will be used Distinction Designations Separate committee met to discuss this They will be for the top end Indicators such as SAT ACT and AP IB and number of students at Level III These are CAMPUS only distinctions We will also be using comparision groups for each campus that they will be evaluated against A methodology will be developed to assign campus groups It will consider demography and other factors It will be posted online for comment Where would a campus fall in terms of ACT SAT fall in that quartile We have a blog on this framework as a whole http www esc17 net default aspx name blog instructionalleaders a 28 Rating labels in terms of language and description are a very hot topic Certainly more to come and will be debated in the legislative session to come ELL Update TEA Staff 90 of ELL s in Texas speak Spanish Current LEP students in Algebra 60 met Level II Current LEP in World Geography 40 met Level II Current LEP in English I Writing only 8 met Level II STAAR L Updates STAAR L will be given online in Spring 2013 Students will need headphones if testing in a group because words will be read aloud online You cannot turn this on or off so they will be mandatory for these students They can be grouped with STAAR students as long as you manage the logistics Students will still need a bilingual dictionary if appropriate outside the online system It will not be inside the online system Starting in January 2013 there will be online tutorials to familiarize students with the online interface This is something test coordinators will need to consider as they get students prepared for the assessment Therre are calculators and word and sentence tools inside the online system Words are underlined and there are animations for students of words REALLY COOL The online tutorial will be very important because of this feature These kids have to get online and do the tutorial The test administrator will NOT be providing any of the accommodations for these students Multiple test sessions can be scheduled each day You can administer the test on different days if you choose There is flexibility in the week for these students STAAR L Paper Administrations for Spring 2013 and Beyond They will be given in paper in rare circumstances Some accommodations may not be available on TestNav or students are in a JJAEP or homebound Limited exposure to computers is NOT a valid reason Districts will need to submit paper request to ell tests tea state tx us You can sumbit paper requests for STAAR L with TELPAS requests on same form Manuals will only address STAAR L as an online testing program TETN on January 23rd at 9 00 to train on the data collection changes for ELL students Ths is a big LPAC issues In Spring of 2013 they will be auditing TELPAS for validity and reliability Your district will be notified that you will be audited They will rescore the rating you gave to ensure they match the scoring criteria You will be notified in the spring You will just have to send in the collections ELL Progress Measure and TELPAS STAAR Alignment The progress expectations will increase and will culminate in at Level II They have to balance challenging and reasonable They will be set to meet Level II performance View or Post a Comment 0 Accountability 2013 and Beyond Culture Change and Vision Nov 14 2012 01 12 00 pm The development of the accountability system for STAAR continues as the Accountability Technical Advisory Committee ATAC and the Accountability Policy Advisory Committee APAC just concluded joint meetings to discuss further development of the system This is still in preliminary stages as these groups work to implement and build a framework around HB 3 from the 82nd Legislative Session There are still many layers of approval this system must go through before we stamp ratings on our districts and schools for the

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  • our courses are not achieving at the top end on the state assessment The leadership challenge of tomorrow is moving the average student into the exceptional realm not merely because the system demands it but students deserve it for their own marketability So why are we not there Are students experiencing enough cognitive dissonance at school Cognitive dissonance is a psychological phenomenon which refers to the discomfort felt at a discrepancy between what you already know or believe and new information or interpretation It therefore occurs when there is a need to accommodate new ideas and it may be necessary for it to develop so that we become open to them Neighbour 1992 makes the generation of appropriate dissonance into a major feature of tutorial and other teaching he shows how to drive this kind of intellectual wedge between learners current beliefs and reality http www learningandteaching info learning dissonance htm STAAR is a conceptual test It is not driven by fact level knowledge He who knows the most will not win in STAAR This is about being able to connect information and perform at the top end of Bloom s Taxonomy Teaching students more will not lead to Level III learning it will take exposing them to content that drives that intellectual wedge of sorts in their mind What does this look like Quite simply it looks like furrowed brows and sometimes failure Failure is quite the conundrum for us as educators We have policies like No Pass No Play that have a subtle and sometimes overt impact on the amount of failure and cognitive dissonance in our schools Furrowed brows lead to frustration tension with parents and increase the stress level of many educators Have our top end students really been exposed to such dissonance that causes them intellectual discomfort and is the reason we do not go there is because it causes us some level of discomfort as well There is also the ever present issue and politics surrounding grading Parents want their children to make A s and sometimes do not realize that an A in one class may not be an A in another simply because of the complexity of the content and how the teacher measured the complexity of the content Failure sounds bad in our world Perhaps one of the reasons it sounds so terrible is we assign the grade to the failure and not the success Students will fail at synthesis and evaluation levels perhaps many times and that is okay and actually more real world than that worksheet used in conjunction with the textbook The need to succeed whatever the cost permeates our society and schools are no exception But new research in the American Psychological Association s Journal of Experimental Psychology General concludes kids might perform better in school if teachers and parents sent the message that failing is a normal part of learning Rick Wormeli argues failure is only bad when it is so punitive that it removes hope

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  • Help Desk Technology Planning Web Hosting This blog is maintained by Ty Duncan Coordinator Accountability and Compliance Services 806 281 5832 Like us on Facebook Follow InstructionalLe Instructional Leaders What Will We Do When the Newness Wears Off Aug 12 2012 07 22 00 pm We were fortunate to have over a 100 area leaders in attendance at an Instructional Leadership event It was indeed great to analyze the instructional issues that face us in what is a difficult time to be a leader in our industry The data certainly brings up issues that we must address proactively to ensure learning remains our primary focus I think we would all agree that teachers in August are at their most enthusiastic and ready for the first day with anticipation Great teachers reflect on their craft and look for ways to improve student learning and incorporate these new ideas into their instruction In looking at regional student expectation data and student performance on these standards that appeared on the STAAR assessment we noticed several trends in instruction Taking this student expectation data and correlating it to the scope and sequence that 52 of our 60 districts use we found an interesting theme running through several grade level and content areas Students did better on content that was taught in the first six weeks and students did poorly on content taught in the second six weeks of instruction Common sense would dicate that content farthest away from the content in terms of time would be more difficult to transfer and connect on the STAAR assessment Why then is the second six weeks of instruction problematic as it relates to student learning I don t think any teacher awakes in October and says I am not going to give my students my best stuff today Teaching is hard and is often times an emotional drain Seeing students who are hungry and poor does not cause the enthusiasm meter to go up October brings students who are ineligible for extra curricular activities and the newness wears off for them as well Teachers do need to see that their performance diminishes and I would encourage leaders to show their staff that student expectation performance is less in the second six weeks by doing data analysis Secondly I would encourage you to celebrate more Our industry is not one that celebrates success enough and there is plenty of success to celebrate Finally increase your monitoring and walkthroughs School happens for you also as students get in trouble and parents want to see you and those meetings mount up at central office Managing your time and focusing on instruction will help your staff see what is important A diminished enthusiasm mixed with more challenging content and less monitoring by leaders is a recipe for less learning Leaders mark your calendars as there will be that day when the newness wears off and it will be your job to recharge the school as learning is still compulsory even when

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  • I watched several hours of the Food Network show Chopped back to back The gist of the show if you have not seen it is three chefs are given a basket full of various ingredients and expected to prepare an appetizer an entrée and a dessert in three different 20 minute rounds One of the chefs is chopped in each round with one standing at the end as the Chopped Champion The ingredients are somewhat random and even obscure at times I have seen everything from ostrich meat to gummy bears to squash blossoms on the show It is a difficult task even for the most experienced chef Loading the player A theme developed for me as I was watching in that I realized this was not about what was in the basket at all These chefs knew concepts that help them get through the challenge regardless of the ingredients inside the box They understand techniques texture presentation and the chemical processes of baking For instance you know wild game is going to be lean and have a gamey taste so it needs strong spices seared on a grill and needs to be coupled with something that adds fat to offset the dry tendencies of this kind of meat I saw them use cherry cola to make a dressing that added acidity and sweetness to a salad Without a conceptual knowledge of cooking they are going to fail as they cannot predict what is in the basket I know this is an educational blog and there has to be a connection here Maybe we can get to a point with kids where it doesn t matter what is in the basket They understand concepts deeply enough that regardless of the ingredients they are able to make something out of it I see assessment as the basket We do not know what is in it but we can teach them the standard deep enough that they will be fine when they open the box Throw a short story a poem and a newspaper article in a box and see what they create In the end they create servings that are unique and have never been tasted or tested before on the show You will really know they know the content if every once in awhile you throw them a basket and simply say create Content is important don t get me wrong but when you know they can create that transcends mere knowledge and comprehension It means they have made connections to something that they perhaps have never specifically been taught I am not always sure which primary source they will use on STAAR for example I am not always sure which poem will show up on an EOC I am sure they can analyze the primary source because they have been taught context concepts and academic language to help them regardless of what is in the basket The basket makes a great analogy for STAAR as we have never seen

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  • our region but in the state as a whole What must we do to prepare students to be writers by the time they get to high school 2 One of the discussions we have around our place is making PD worthwhile What must leaders do to ensure that the PD teachers are getting is making a difference in their craft 3 How do we get teachers to be more conceptual in their approach 4 8th grade social studies scores are not very good Social studies teachers generally got complacent and did not change much of anything What are you going to do this year to ensure social studies teachers and all of your teachers for that matter pick up their game even more 5 Data indicates very average student engagement in most classrooms across the nation In fact most will say boredom at school is our single biggest problem What can we do to get students invested in their own learning and teachers to teach with a little pizzazz and sophistication at the same time 6 How do we reach middle school students How do we set up schools and classrooms so students make growth during the years We need to find a way to continue the success of our elementary grades http escite2 esc17 net default aspx name wmsworkshop w 12033 A PDAS Refresher for Administrators August 10 2012 9 00 to 3 00 Has it been years since you took PDAS This course will help refresh administrators on PDAS and also help strengthen the teacher evaluation system in your school http escite2 esc17 net default aspx name wmsworkshop w 12222 View or Post a Comment 0 An Emerging View of Professional Development Jun 01 2012 11 48 00 pm We have been talking about sophistication on this blog a great deal It seems to be the question of the hour In a recent report put out by The Stanford Center of Educational Policy in Education entitled Professional Development in the United States Trends and Challenges they take a look at what seems to be an emerging view of Professional Development in the educational world http www nsdc org news NSDCstudytechnicalreport2010 pdf The research review affirmed the common sense notion that professional development that is short episodic and disconnected from practice has little impact and that well designed professional development can improve teaching practice and student achievement Several features of professional development are more likely to lead to improved teacher knowledge teaching practice and or student achievement pg 1 To summarize the previous review high quality professional development is Focused on specific curriculum content and pedagogues needed to teach that content effectively Offered as a coherent part of a whole school reform effort with assessments standards and professional development seamlessly linked Designed to engage teachers in active learning that allows them to make sense of what they learn in meaningful ways Presented in an intensive sustained and continuous manner over time Linked to analysis of teaching and student learning

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  • Assistive Technology Autism Child Find CRCG Community Resources Coordinating Group Deaf Education Certification Low Incidence Disabilities Multicultural Diverse Learners Non Ed Community Based Support Services Preschool Programs for Children with Disabilities PPCD Positive Behavioral Interventions Support Project Psychological Services Speech Language Pathology Transition Services Visual Impairment Blindness Technology Technology Services Distance Learning Email Services eRate Support Internet Access Internet Filtering Interactive TV Network ITV KACE Help Desk Technology Planning Web Hosting This blog is maintained by Ty Duncan Coordinator Accountability and Compliance Services 806 281 5832 Like us on Facebook Follow InstructionalLe Instructional Leaders Being Bored Is Not a Rite of Passage Either May 31 2012 09 49 00 pm One of the battle cries of the anti bullying movement is that bullying is not a rite of passage As you reflect on this belief you realize that yes there is perhaps a subtle belief among some that some students will be bullied and somehow that makes you stronger in the end We realize that this is complete foolishness and have led a national campaign to not only end bullying but also end the belief set that it is merely kids being kids Here is my question Do we have the same cultural expectations about boredom at school Is it merely a rite of passage Should students be exposed to Charlie Brown s teacher because everyone gets Charlie Brown s teacher and that is life I have heard it said well somebody has to have that teacher http www youtube com watch v ss2hULhXf04 safety mode true persist safety mode 1 safe active Robert Slavin in a recent article wrote Teachers do need a deep understanding of classroom management methods designed to prevent behavior problems and then they need to be ready with effective responses if students misbehave despite good preventive efforts Yet using classroom management methods to get students to attend to boring lessons is shoveling against the tide The key ingredient in effective lessons isn t alignment it s pizzazz excitement engagement challenge http blogs edweek org edweek sputnik 2012 05 classrooms need more pizzazz html He goes on to say Classroom management strategies matter of course but pizzazz matters more Motivated engaged challenged and successful students are well behaved not because they ve been threatened but because they are too busy engaged in learning to misbehave The goal of classroom management is not quiet classrooms it s productive students Using pizzazz to motivate and engage kids in learning valued content is the way to manage classrooms toward accomplishing the real goals of education It is not okay for students to be bored when they go to school Do you remember the infamous Ben Stein as the economics teacher in Ferris Bueller s Day Off Anyone Anyone The looks of pain on the student s faces and the boredom associated with this classic scene may look all too familiar to some While this is certainly hyperbole do classrooms exist on some level that look a lot like Ben

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  • One of our popular flex classes is aviation where we partner with flight instructors at Lubbock International Airport and students study the mechanics of flying and get to try out a flight simulator at the airport One of the benefits of this program is the opportunity for students to interact with content in a non STAAR EOC and hopefully stress free manner Moreover they are able to interact with experts in the field from business industry and university backgrounds These interactions provide specific connections our students can make with contacts as they pursue their post secondary goals Our teachers incorporate project based learning PBL in their instruction and plan PBL lessons during each grading period so that students can connect classroom content to a problem or practice in the real world Teachers collaborate with one another and professionals in industry to connect the projects to industry standards and situations professionals might encounter in the field At the end of the year teachers plan an interdisciplinary project using a PBL approach to identify solutions and present their findings to the class Junior and senior level students are afforded opportunities to college hours through online coursework in the school s technology lab Students who qualify for dual credit coursework through South Plains College are scheduled class time in the technology lab to complete their work We have witnessed an increase in dual credit enrollment and completion of sections of dual credit classes over the past several years As a result our district created a local designation called the College Achievement Plan for students who earn 21 or more hours of college credit These students are also recognized at the graduation ceremony and wear an honor cord for this distinction We have designated Thursdays as college shirt day on our campus Teachers wear shirts from their favorite colleges to school on Thursdays to promote college awareness Moreover the logo to the college each teacher attended is placed on the teacher name tag posted on each of the classroom doors so students can see where each teacher graduated from college New Deal High School is part of a network of schools who partner with Educate Texas a public private partnership through the Communities Foundation of Texas and the Texas Education Agency to develop strategies promoting student interest and pursuit of study in the fields of science technology engineering and math STEM As a result of this process New Deal High School has received from TEA a STEM Designation As part of our STEM program we plan trips to college campuses for our students to allow them to experience college culture and visit with professors and researchers in laboratories so that they have exposure to different areas of study and research We have developed relationships with the Texas Tech University STEM Center and professionals from industry who partner with us on Advisory Boards to help identify ways to connect our students with experiences that will better prepare them for college and career success These conversations

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  • Services eRate Support Internet Access Internet Filtering Interactive TV Network ITV KACE Help Desk Technology Planning Web Hosting This blog is maintained by Ty Duncan Coordinator Accountability and Compliance Services 806 281 5832 Like us on Facebook Follow InstructionalLe Instructional Leaders Grading The Status Quo and STAAR Will Not Mix Mar 08 2012 05 08 00 pm Loading the player http www youtube com watch v TM 3PFflfvl In the link above Rick Wormeli discusses the issue of redos retakes and do overs in the grading process While he presents his case in a very rational way many still have not moved to this kind of thinking when it comes to grading student work Ultimately there is a belief set that still prevails among many that some students have to fail for a rigorous challenging system to take place Many researchers now are challenging that paradigm Dr Douglas Reeves Dr Robert Marzano and Rick Wormeli have all taken up the challenge of questioning the status quo when it comes to current grading practice The 15 requirement for STAAR albeit controversial has perhaps generated some interest in a subject that we perhaps ignored in the past Perhaps a legislative action many disagree with will in turn have a positive impact on the culture of our schools and lead to paradigm shifts with teachers who have been resistant to change STAAR will demand learning It will not have an effort or responsibility column on the Confidential Student Report we are required to mail home upon receiving results Are grade books currently a real data source for learning Can a student get through the system and graduate from high school simply working the system and playing the game Robert Marzano in his book Standards Based Grading and Formative Assessment says that in most secondary settings in the United States that students can in fact work the compliance system and get a diploma while really learning very little What can we do to ensure the grade reflects the actual learning that has occurred in the classroom First of all we can make sure behavior has no impact on the grade Not turning in the work is a discipline problem not a learning problem Teachers can separate learning and behavior simply by being relentless about student work and giving work that measures the full intent of the student expectation As Rick Wormeli says the consequence for not doing the work in my school is doing the work I will haunt your nightmares Perhaps that kind of relentless spirit is the best way to separate behavior and learning Secondly do not hire teachers who believe failing students has a sound purpose A very smart administrator today said one of their first interview questions is what is an acceptable failure rate Their answer to this question determines the length of the interview Thank you Dr Jerry Adams for that pearl of wisdom because not hiring the pedagogically unsound ensures pedagogical malfunctions do not permeate your culture Finally

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