7/4/2013
Cindy Lovelace
Ennis, TX
[email protected]
www.staar-alt.com
Success
in the
Staar-alt
Classroom
Most illustrations from Symbolstix
www.n2y.com
Constructivism and Learning
A
new way to look at an old theory.
1 – Sensory Motor Stage of Learning
Level 2 – Preoperational Stage of Learning
– Concrete Operational Stage
Level 3 – Formal Operational Stage
Assimilation and Accommodation
Learners must want to learn.
Level
Significant
Cognitive Disability
Specialized
Supports
Require intensive,
individualized
instruction in a
variety of settings.
Learn Prerequisite
Skills only
Demonstrate
knowledge through
tasks
The
Staar-alt
Classroom
Staar-alt
Eligibility
1
7/4/2013
Staar-alt Teachers
Must be
Super Teachers
Most difficult students
Most diverse classrooms
Most documentation
Most observed
Most well trained
Least informed in school
Often, most frustrated
Staar-alternative Testing
How
satisfied are you that your teachers
do a good job of testing Staar-alt?
Least 1, 2, 3, 4, 5 Most Satisfied
How
satisfied are you that the levels
tested for your students are their highest
possible level?
Least 1, 2, 3, 4, 5 Most Satisfied
Discuss
what you would change
about your Staar-alt classrooms
if you could change anything.
A Look at Staar-alt Schedules
Most
Common Schedule
Sept
Nov
Getting to know kids
Dec
– Jan
Task Planning
Jan – Feb
Make tasks
Mar – Apr
Observe &
Document Tasks
Cindy’s
Suggested Schedule
Sept-
Dec
Train Prerequisite
Skills
Dec – Jan
Train Actual Tasks
Feb
– Mar
Observe & Document
Tasks
April
Move on . . . .
2
7/4/2013
Successful
Staar-Alt
Observations
are only the
end result of a
year of
teaching.
Documentation
Behaviors
Potty Training
IEP Objectives
Prerequisite
skills
What do we
document?
What skills are needed for SA?
• On the table, find a level 1 task.
• One person be the trainer & one
the student. Do the task.
• What skills might be needed
before a student can do the
task?
• Share those prerequisite skills in
the group.
3
7/4/2013
Prerequisite Skills: Level 1
Allow
hand over hand
to Sound
Respond
Shakers
Cowbell
Clicker
Teacher’s voice
Respond
to Smell
Lemon Extract
Pickle Juice
Vanilla Extract
Respond
Respond
to Sight
Light
Toys
Bubbles
Choose
Sort
head
eyes
Shakes body part
Laughs
Makes a sound
Nods head
Says yes.
Gazes at item
Gazes at person
Makes a comment.
to touch
Warm baggy
Cold baggy
Sandpaper
Moving air
a snack/reward
Pictures of objects
Turns
Darts
How does the
student
physically
respond?
Does anyone have
trouble with teachers
saying students are
non-responsive?
TEA Notes on Level 1
4
7/4/2013
What skills are needed for SA?
• On the table, find a level 2 task.
• One person be the trainer & one
the student. Do the task.
• What skills might be needed
before a student can do the
task?
• Share those prerequisite skills in
the group.
Prerequisite Skills: Level 2
Choose
Identify
Answer
1 of 3 answers
Yes/No x 3
Sort 3 characteristics
Sequence a story
Most/Least/Same
Fill in graphic organizer
Fill in Venn Diagram
Fill in 3 column graph
Fill a list of objects
Identify
shapes
noun/verb
Identify adjective
Fill in number sentence
Identify
Main idea
Setting
Main character
Problem
Solution
Lesson learned
TEA Notes on Level 2
5
7/4/2013
What skills are needed for SA?
• On the table, find a level 3 task.
• One person be the trainer & one
the student. Do the task.
• What skills might be needed
before a student can do the
task?
• Share those prerequisite skills in
the group.
Prerequisite Skills: Level 3
Answer
questions from
a text
Choose correct
meaning in dictionary
Follow written or
picture directions
Identify missing
directions
Identify problem &
offer possible solution
Compare
characteristics
Ask
questions
charts/graphs
Retell a story
Describe character
interactions.
Locate information in
text.
Explain a number
sentence
Determine possible
conclusions
Edit a draft
Make
TEA Notes on Level 3
6
7/4/2013
More TEA Notes on Level 3
So, how to
document
all of that?
•
•
•
Consistently
Accurately
Daily
One way to document
Mastered
7
7/4/2013
To
know what
students can do.
To increase their
ability to learn.
To raise student
testing levels.
THE REAL REASON?
To
make testing
easier for ME
to plan and do!
My aides ask me
this question all
the time:
Why document
this stuff?
TRAINING TASKS
IS REQUIRED
BY TEA
Resources
www.staar-alt.com
Staar-alt Helper is where I sell helpers for Staar-alt
teachers to do the testing in their grade level.
www.n2y.com
Home of News 2 You, Unique and Symbolstix. This is
what I use in my classroom.
www.mobymax.com
www.dreambox.com/teachertools
Free online learning for K-6th grade.
Math manipulatives and lessons if you have white
boards.
www.thewatsoninstitute.org
Look under “Teacher Resources” for free social
stories.
8
Name:
Task Training: Level 1
Mark correct steps with a 1, 2,and/or 3
Place a sticker in the Mastered Column.
Task
A
B
C
D
A
B
C
D
A
B
C
D
A
B
C
D
M
Mastered
Tu W
Th F
M
Tu W
Th F
Name:
Prerequisite Skills: Level 1
Attempt a task 5 times over a training period.
M Tu W Th F
Mark correct #/5 to show correct responses.
Place a sticker in the Mastered Column.
Mastered
Allow hand over hand work
Response to Shaker
Head—eyes—points—laughs—noise--gazes
Response to Bells
Head—eyes—points—laughs—noise--gazes
Response to Button Talker
Head—eyes—points—laughs—noise--gazes
Response to Teacher’s voice
Head—eyes—points—laughs—noise--gazes
Response to Cold
Head—eyes—points—laughs—noise--gazes
Response to Warm
Head—eyes—points—laughs—noise--gazes
Response to Sandpaper (rough)
Head—eyes—points—laughs—noise--gazes
Response to Lemon/Mint Extract
Head—eyes—points—laughs—noise--gazes
Response to Flashlight
Head—eyes—points—laughs—noise--gazes
Response to a fan (moving air)
Head—eyes—points—laughs—noise--gazes
Response to non-active/quiet toy
Head—eyes—points—laughs—noise--gazes
Response to Balloon
Head—eyes—points—laughs—noise--gazes
Response to Picture Book
Head—eyes—points—laughs—noise--gazes
Response to Teacher Reading a book
Head—eyes—points—laughs—noise--gazes
Chooses between 2 snacks/drinks
Chooses reward between 2 choices
Sorts 2 objects
Puts 3 letters or numbers in order
Sorts 2 pictures of objects
M
Tu W
Th F
Name:
Prerequisite Skills: Level 2
Attempt a task 5 times over a training period.
M Tu W Th F
Mark correct #/5 to show correct responses.
Place a sticker in the Mastered Column.
Mastered
Indicates choice by: ___________
Gazing, Hitting, Pointing, Saying
Chooses between 3 answers
Answers Yes/No questions x3
Sorts 3 characteristics
Fills a 5 item list (picture list)
Sequences 3 steps or story facts
5 steps
Identifies numbers 1-5, 1-10, 1-20
Identifies Most, Least, Same, Greatest
Identifies Setting & Main Character
Identifies Main Idea
Identifies problem and solution
Makes number sentences +/Fills in Graphic Organizer
Fills in Venn Diagram
Fills in Graph
Identifies Noun, Verb, Describing
word using picture cards
Identifies 2 dimension shapes
3 dimension shapes
Measures ¼ Cup, ½ Cup, 1 Cup.
M
Tu W
Th F
Name:
Prerequisite Skills: Level 3
Attempt a task 3 times over a training period.
M Tu W Th F
Mark correct #/3 to show correct responses.
Place a sticker in the Mastered Column.
Mastered
Identifies Word, Sentence, Paragraph
Fills in capital letter, punctuation
Does a survey and fill in graph
Follow 3 part directions
5 part directions
Use a ruler, thermometer, scale
Compare characteristics of item or
person:
Same & Difference
Identifies what setting has to do with
story.
Locate headings & subheadings
Gives the cause of an event in a story.
Alphabetizes words by first letter
Finds words in dictionary.
Chooses correct meaning for word
used in a sentence.
Determines where to find information
in a reference book.
Fills in a graphic organizer from a
written story.
Fill in the blank of sentence from the
story.
Identifies Antonyms
Identifies Synonyms.
Do science experiment and come up
with a conclusion on own.
M
Tu W
Th F
Name: