Friday, May 29, 2015

STAAR Data - Looking at Reporting Categories

Question: We don't know yet if our learners met standard on (passed) STAAR...What DO we know????

Answer: We know how the learners performed in each reporting category!

Now that our Spring 2015 STAAR data is in Aware, we can analyze the information by Student Reporting Category.  Once you log in to Aware through eduphoria!, select Student Reporting Category Breakdown from the drop down menu in the top, right side of the screen.

This will allow you to see the overall percent correct in each reporting category.

To clarify what this data means, look at the TEKS in the reporting categories...The STAAR Standards Snapshots from Lead4Ward allow you to see the TEKS organized by reporting category in a clear, organized format.  Go to and choose the Snapshot for your grade level.

I encourage you to reflect on this school year in light of this data and other quantitative and qualitative data collected in your classroom.  In what area did your learners' strengths lie?  Weaknesses?  How will this influence your lesson design for 2015-2016? 

Remember that we will only have raw score data (total number correct and number correct per reporting category) until the fall when TEA releases our performance standards and the pass rates are set.  At that time, we will know whether each child met standard or not.

The Met/Satisfactory column in Aware will reflect 0% or No for all learners until the fall when the performance standards are set.

As you review your data, I encourage you to ask questions rather than seek only answers.  More questions will uncover more data, and more data will paint a more accurate picture of our learners. 

Tuesday, May 12, 2015

CISD Long-Term Transfer Goals

Coppell ISD Long-Term Transfer Goals for Mathematics

According to the work by Wiggins and McTighe in their book Schooling by Design, transfer goals aim to the most important long-term performance outcomes we desire of our learners.  

These goals:

  • require application (not simply recognition or recall),
  • the application occurs in new situations,
  • with the application, some strategic thinking is required,
  • learners must apply their learning autonomously (on their own), and 
  • transfer calls for the use of habits of mind (such as persistence).

The CISD Long-Term Transfer Goals were identified by a committee of educators challenged with designing a macro-level mathematics curriculum for our district.  The committee selected the 8 Standards for Mathematical Practice which originated from the National Council of Teachers of Mathematics (NCTM) process standards and the strands of mathematical proficiency in the National Research Council's report, Adding it Up.

Learner understanding of the Transfer Goals is demonstrated through Transfer Tasks.  Ultimately, the tasks are aligned vertically, beginning with our youngest learners and extending to those applying their understanding abstractly, building throughout as the sophistication of mathematical thinking is developed.

As educators analyze tasks and use the standards (TEKS) to understand desired outcomes, the vertical alignment of the learning experiences is clarified.

One possible example of a transfer task related to a long-term transfer goal, model with mathematics, is stacking cups.  Explained here:, the task has been revised and shared on blog posts by Dan Meyer: and Alex Overwijk:  Since then, Andrew Stadel has shared how to extend the task vertically:

If you are interested in designing a learning experienced based on the stacking cups task, please let me know.  This can be done K-12.  I would love to come to your classroom to help!  --- Mary