creating assessments in a standards-based system craig shapiro principal david crockett high school...
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Creating Assessments In A Standards-Based System
Craig ShapiroPrincipal
David Crockett High SchoolAustin, Texas
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Crockett In The News
• National Outstanding High School – High Schools That Work
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Crockett High School TAKS All Students 2005-2008
50%
52%
56%
54%
60%
64%
62%
65%
84% 84%
87%86%
78%
81%
78%
83%
50%
55%
60%
65%
70%
75%
80%
85%
90%
2005 2006 2007 2008Year
Perc
en
t P
assin
g
Math
Science
SocialStudies
English
David Crockett High School Before Reforms
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David Crockett High School Attendance
90.2
89.7
88.7
87.5
88
88.5
89
89.5
90
90.5
2006-07 2007-08 2008-09
90.7
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AP and Pre-AP Participation at Crockett High School
2108
2507 25272669
2538
2000
2250
2500
2750
3000
3250
3500
2004-05 2005-06 2006-07 2007-08 2008-09
Years
# P
re-A
P/A
P C
lass
es T
aken
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Graduation Rate
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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
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How Do We Measure Success
How do you calculate your grades?What are your
criteria?
What percentage do you give each criteria?
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Subjectivity vs Objectivity
How do you know what students learned?
Key Terms:
Valid:
Reliable:
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Having Evidence
Looking at a gradespeed report with a parent.
What can you tell the parent? What information is missing?
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Unit 3 Grade Book on FORCES
Lab Report #1
Lab Report #2
Quiz
Homework
Unit 3 Test
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Unit 3 Grade Book on FORCESThere 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
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#RS
U.S. HISTORY READINESS STANDARDS1st Qtr
2nd
Qtr3rd Qtr
4th Qtr
Understands historical points of reference1A Identify major eras from 1877-present 2.51B Sequence significant individuals and events 2.5
Understands political, economic, & social changes in U.S. from 1877-18982A Analyze politics underlying Indian policies 3.02A Analyze political machines and civil reform 1.52B Analyze industrialization and labor unions 2.52B Analyze farm issues and growth of big business 2.0
Understands emergence of U.S. as world power between 1898-19203A Explain impact and key players in Spanish-Am
War3.0
3A Explain expansionism, pros and cons, key players
3B Identify reasons for U.S. involvement in World War I
3D Analyze major issues raised by that involvement
3D Analyze Wilson’s 14 Points and Treaty of Versailles
Understands effects of reform and third party movements in American society4A Evaluate impact of Progressive Era reforms4B Evaluate impact of key reform leaders4B Evaluate impact of 3rd parties and their
candidatesUnderstands significant individuals, events and issues of the 1920s
5A Analyze immigration, Red Scare, and Prohibition
5B Analyze the changing role of women5B Analyze impact of significant individuals during
20s
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New Blooms
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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
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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.
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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.
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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.
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TABS
27
TAAS
TEAMS
TAKS
Ah . . .
Remember these?
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One Step:
1. Fewest barrels
TABS Exit Level Math(1982)
28
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Two Steps:
1. Find point on graph
2. Multiply
30 pupils x $300 = $9,000
TEAMS Exit Level Math(1986)
29
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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
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Five Steps:
1. Add all votes
240 + 420 + 180 + 300 + 60 = 1,200
2. Determine which student finished 3rd
(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 8th grade STAAR
question, NOT an exit-level question
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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
042 acb
042 acb
042 acb
acb 42
STAAR Exit Level Math?(2012)
32
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34
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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
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6 Ways To Improve Student Achievement
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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
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Ask to See Classwork Daily
•Students have classwork. Check it even if you do not know what you are looking at!
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Get On Parent Connection
•“Trust but Verify”- Will send you email when they miss class or work. Real time attendance and grades
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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?
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5. Homework Never Killed Anyone
•High expectations in a global economy means competing for jobs. Do your children have the work ethic to succeed?
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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 21st century?
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Crockett High SchoolExit Level By Subject
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David Crockett High School Attendance
90.289.7
88.789.2
89.96
91.28
91.81
8787.5
8888.5
8989.5
9090.5
9191.5
9292.5
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
2012-2013
Source: Austin Independent School District MIS Report and TEA AEIS Report
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AP and Pre-AP Participation
2108
2507 25272669
25382428
3446
3131
2000
2250
2500
2750
3000
3250
3500
2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12
Source: Austin Independent School District MIS Report
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Graduation Rate
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Crockett High School Growth Comparison to State and District All Students
29%
18%
27%
41%
19%
31%
20%
30%
39%
20%
38%
31%
38% 37%
22%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
ALL ELA Math Sci SS
State Change 2003-11 District Change 2003-11 Campus Change 2003-11
Source: TEA AEIS Multiyear History Report