Using the Teacher Tools for Instructional DecisionMaking

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Using the Teacher Tools for Instructional
Decision-Making
Prepared and presented by HISDs Curriculum
Department
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TEACHER TOOLS

• CLEAR Online
• CLEAR curriculum
• Syllabus documents
• Model Lessons
• Resources

• PASS
• Snapshot data
• TAKS data
• Stanford data
• Student data

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Social Studies Snapshot Item Analysis

• US History Since Reconstruction

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SS.8.30.b WHS.25.c USH.24.bAnalyze Information

• 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.

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SS.8.30.b WHS.25.c USH.24.bAnalyze
Information of students answering 3 of 4 correct
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USH.24.b Analyze Information
State Militia Called to End the Homestead
Strike Silver Miners Protest Wage Cuts over
1,000 Jailed Labor Movement Leaders Executed for
Causing Haymarket Riot

• Events mentioned in the headlines above might
  have caused which of the following results?
• passage of the 16th Amendment
• passage of the Sherman Anti-Trust Laws
• progressive reforms related to environmental
  safety
• rise of a strong labor union movement

14 14 11 62
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USH.24.b Analyze Information
This topic is not included in the content for USH
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USH.24.b Analyze Information

• Which of the following is the correct cause and
  effect pairing of events from the 1920s?
• A Victory in World War I and the outbreak of
  urban riots.
• B Labor unrest and the downfall of unions.
• C Prohibition and the rise of organized crime.
• D Fear of foreigners and reducing limits on
  immigration.

14 17 41 22
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USH.24.b Analyze Information

• Use the map and your knowledge of social studies
  to answer question 58.
• Historians often use election results maps to
  interpret historical events. As a historian, how
  might you interpret the cause of the election
  results from 1932 reflected on the map to the
  right?
• A Most voters blamed President Herbert Hoover for
  the Great Depression.
• B It is difficult to defeat an incumbent
  president.
• C Franklin D. Roosevelt had more business and
  political experience than Herbert Hoover.
• D The Republican Party popularity had been
  declining throughout the 1920s.

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USH 8/ WHS 26.cInterpret social studies data
including visuals

• On Snapshot 2 for USH 8
• 23 answered 3 of 4 correct
• On Snapshot 2 for World History
• ss answered 3 of 4 correct

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Interpreting visuals
Probably did not read the graph title or the
question carefully
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• During the Great Depression unemployment was one
  of the most critical economic factors. Which of
  the following statements best summarizes an
  inference about the data reflected on the graph?
• Unemployment was above 10 million by the early
  1930s and continued to increase.
• Increased efforts by the government to employ
  people worked temporarily and reduced
  unemployment.
• Government programs to reduce unemployment were
  all successful.
• The low unemployment of 1927 caused the rise in
  future unemployment statistics.

20 35 13 24
Interpreting visuals from US History
Nearly equal numbers on responses indicate
guessing
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Interpreting visuals World History

• Which conclusion is supported by information
  provided by the map?
• Traders from the East brought woven goods to
  Europe. 14
• More products were carried on the ocean than
  across the land. 28
• Eastern traders provided luxury items to
  Europe. 25 (correct answer)
• Silk was the principal product traded. 24

14 28 25 24
There are many more land routes than water routes
shown on the map clearly not using the visual.
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In Summary.

• Using the Snapshot results teachers can examine
  trends unique to their classes and tailor
  instruction to meet student skill/content needs
  and prepare for TAKS.
• Students need multiple opportunities to learn how
  to interpret data and analyze information using
  appropriate content from instruction.
• Review of basic test-taking skills and content
  related vocabulary is critical for success on
  Snapshots and TAKS.

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Exit Level TAKS Issues

• Setting the Stage

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The Issues

• In order to graduate each student will have to
  meet the state standard on all 4 Core-Content
  Exit Level tests.
• Potentially 50 of our students district-wide
  will fail to meet the standard on one or more
  sections of the test this spring. At current
  rates, 15 of those will be due to the Social
  Studies test (possibly over 1500 students).

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Considerations

• Parents will need to be notified immediately if
  students are at-risk of not graduating due to
  TAKS failure
• There are 4 retest opportunities (summer 2004 and
  fall/spring 2005 prior to May 2005 graduation
• Students that fail to meet the standard on 3 or 4
  Exit-Level tests may consider dropping out
• Personal Graduation Plans must include
  intervention plans for each student

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Considerations

• Decision-making regarding priority intervention
  for each student failing one or more sections of
  the Exit Level TAKS
• Targeted, intensive interventions will need to be
  provided to assist students in meeting these
  standards
• Summer School is one avenue for providing
  interventions for students
• Incentives will have to be developed to encourage
  students to attend summer school

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Summer School Issues

• Credit Recovery Classes
• TAKS Intervention Classes for 11th grade students
  who did not fail a credit but failed one or more
  sections of TAKS
• Creation of small, targeted TAKS intervention
  classes (101)
• Hiring tutors/teachers for summer interventions
• Training and materials for summer school
  intervention teachers

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Communication to parents

• Notifying parents concerning
• students at-risk of not graduating
• summer school intervention options
• summer test retake July 6,7,8, and 9
• fall intervention requirements