Leverage ACT Aspire Results to Analyze Tasks, Student Work, and Examine Instruction

1. Leverage ACT Aspire Results to Analyze Tasks, Student Work, and Examine Instruction Spring 2018 Test Administration Dr. Jorge Peña, Director of School Improvement and Accreditation

2. Prayer (Sign of the cross) Loving God, Our creator, our savior, our companion, bless this journey of a new school year that we undertake. Refresh our souls and renew our spirits as we embrace the beautiful ministry you have called us to. We welcome those who are new to our schools andask that you strengthen them to share the wonderful gifts you have given them. Lord, make our hearts pure as we prepare for the return of students to our schools, and may you guide them to return with open hearts and minds eager to learn. We ask this through Christ our Lord. Amen. (Sign of the cross)

3. Check-in Activity: Expectations • Find someone you do not know • Each person has one-minute to answer questions: • What is your name? • What is the name of your school? • What is your role? • What do you hope to get out of today’s workshop? • What summer activity would you like to share? 0:59 0:58 0:57 0:56 0:55 0:54 0:53 0:52 0:51 0:50 0:49 0:48 0:47 1:00 0:45 0:46 0:32 0:33 0:34 0:35 0:37 0:36 0:39 0:40 0:41 0:42 0:43 0:38 0:30 0:31 0:44 0:29 End 0:26 0:25 0:24 0:23 0:22 0:21 0:20 0:19 0:18 0:17 0:16 0:15 0:14 0:27 0:12 0:13 0:28 1:00 0:01 0:02 0:04 0:03 0:06 0:07 0:08 0:09 0:10 0:11 0:05 0:53 0:50 0:51 0:52 0:54 End 0:56 0:57 0:58 0:59 1:00 0:55 0:49 0:41 0:48 0:46 0:44 0:43 0:42 0:40 0:39 0:38 0:37 0:36 0:35 0:34 0:32 0:33 0:31 0:45 0:13 0:15 0:47 0:20 0:17 0:18 0:19 0:21 0:28 0:23 0:24 0:25 0:26 0:27 0:22 0:30 0:16 0:14 0:12 0:11 0:10 0:08 0:07 0:06 0:05 0:04 0:03 0:02 0:29 0:01 0:09 1:00

4. Workshop Norms • Take an inquiry stance. • Ground statements in evidence. • Assume positive intentions. • Stick to protocol. • Start and end on time. • Be here now.

5. Workshop Objectives 12:30 - 12:55 Objective 1-Collaborate with partner to share data story 12:55 - 2:20 Objective 2- Identify the problem of learning by analyzing tasks and student work 2:20 – 2:30 Break 2:30 - 3:30 Objective 3- Discuss a process to examine instruction on the problem of learning

6. Archdiocese of Chicago Academic Improvement Goals Reading and Math • Student are to learn the Archdiocese of Chicago Curricular Benchmarks in English/language arts and math. As measured by meeting or exceeding ACT Aspire College Readiness Benchmarks: “ready” or “exceeding” • Student growth from one year to the next is “high” or above the expected level of performance

7. Share analysis: what is the data story? • Collaborate with a partner from another school. Each of you has five minutes. • What do you notice about the spring 2018 results? • What wonderings do you have about the spring 2018 results? 5 minutes 5 minutes

8. Workshop Objectives 12:30 - 12:55 Objective 1- Collaborate with partner to share data story 12:55 - 2:20 Objective 2- Identify the problem of learning by analyzing tasks and student work 2:20 – 2:30 Break 2:30 - 3:30 Objective 3- Discuss a process to examine instruction on the problem of learning

9. Improving Instruction and Student Learning There are only three ways to improve student learning. The first is to increase the level of knowledge and skill the teacher brings to the instructional process. The second is to increase the level of complexity of the content that students are asked to learn. And the third is to change the role of the student in the instructional process. That’s it. If you are not doing these three things, you are not improving instruction and learning. Source: Instructional Rounds in Education (2009). Pg. 24

10. Instructional Task

11. Tasks predict student performance • Think of the task as the “ceiling” of what we would expect students to know • Tasks with low cognitive demands generate low cognitive student responses • Tasks with high cognitive demands generate high cognitive student responses • Task are high leverage because they predict student performance

18. Consider Levels of Complexity:Webb’s Depth of Knowledge

19. Learning What is learning? When does learning happen? Remembering Understanding

20. Questions to answer when analyzing a task Analyze a task

21. Questions to answer when analyzing a task What is the actual work students are being asked to do? What do you have to know in order to engage the task? What is the actual product of the task? What is the task’s Level of Depth of Knowledge? What is the distribution of performance among students in the class on the task? If you were a student and did the task, what would you know and be able to do?

22. Answer questions in silence What is the actual work students are being asked to do? What do you have to know in order to engage the task? What is the actual product of the task? What is the task’s Level of Depth of Knowledge? What is the distribution of performance among students in the class on the task? If you were a student and did the task, what would you know and be able to do? 10 minutes End

23. Group discussion- share answers What is the actual work students are being asked to do? What do you have to know in order to engage the task? What is the actual product of the task? What is the task’s Level of Depth of Knowledge? What is the distribution of performance among students in the class on the task? If you were a student and did the task, what would you know and be able to do? 5 minutes

24. Rate the quality of authentic intellectual student work Analyze student work samples

25. Gather data/evidence • Identify a skill that was challenging to students on the ACT Aspire • Create tasks that requires using the skill • Collect samples of student work on the task

26. Quality of Authentic Intellectual Work: Tasks Standard 1: Knowledge Construction: The task calls for interpretation, analysis, synthesis, or evaluation of information. 3 = The task’s dominant expectation is for students to interpret, analyze, synthesize, or evaluate information, rather than merely to reproduce information. 2 = There is some expectation for students to interpret, analyze, synthesize, or evaluate information, rather than merely to reproduce information. 1 = There is no or virtually no expectation for students to interpret, analyze, synthesize, or evaluate information. The dominant expectation is that students will merely reproduce information gained by reading, listening, or observing.

27. Quality of Authentic Intellectual Work: Tasks Standard 2: Elaborate Written Communication: The task asks students to draw conclusions or make generalizations or arguments and support them through extended writing. 4 = Explicit call for generalization and examples. The task asks students, using narrative or expository writing, to draw conclusions or to make generalizations or arguments, AND substantiate them with illustrations, details, or reasons. 3 = Call for generalization or examples. The task asks students, using narrative or expository writing, either to draw conclusions or make generalizations or arguments, OR to offer illustrations, details, or reasons, but not both. 2 = Short-answer exercises. The task or its parts can be answered with only one or two sentences, clauses, or phrasal fragments that complete a thought. 1 = Fill-in-the-blank or multiple-choice exercises.

28. Rate the writing samples of student work in the amount of time 5 minutes End

29. Identify a Problem of Learning Analyze student work

30. Identify a problem of learning • The problem is about “learning” • The learners themselves are not the problem • Learning = understanding + remembering

31. Make specific and objective observations from student work (2 min) Silently examine the student work and write at least two “I notice” statements. (5 min) Share & tune your “notice” statements with a partner. Strong “notice” statements are low in inference and are indisputable facts. Example A, high inference statement: This student has not been taught how to write topic sentences. Example B, low inference statement: Paragraphs in this piece of writing are not organized around one idea. For example, in paragraph 2, the student has sentences about monkeys, birds, and alligators, but the facts are not clearly connected to one another. (3 min) Share with group

32. What do you notice? What do you wonder? (5 min) Silently examine all of the student work and take notes on what you notice and what you wonder (5 min) Go around: What did you notice about the student work? (5 min) Go around: What did you wonder about the student work? (5 min) Open discussion: What patterns do we see that might shed light on why students are challenged with this skill? (5 min) Determine what additional pieces of student work we need to examine in order to identify the problem of learning.

33. Identify a problem of learning (5 min) Silently generate a possible problem of learning and write it on an index card (5 min) Go around the group and read problems of learning (5 min) As a group, come to a consensus on a problem of learning Keep in mind: We’re looking for “a” problem of learning, not “the” problem of learning.

34. Our Problem of Learning • We identified the following problem of learning: [insert learner-centered problem here]

35. Debrief with SUMI Protocol • What Surprised you about analyzing tasks and student work? • How are you Understanding this approach to analyzing tasks and student work? • What is Marinating for you? • What Impact does analyzing tasks and student work have on you as leader of learning? 5 minutes End

36. Break : 10 minutes2:20 - 2:30

37. Workshop Objectives 12:30 - 12:55 Objective 1- Collaborate with partner to share data story 12:55 - 2:20 Objective 2- Identify the problem of learning by analyzing tasks and student work 2:20 – 2:30 Break 2:30 - 3:30 Objective 3- Discuss a process to examine instruction on the problem of learning

39. Open Discussion Why is observing practice challenging? What fears or concerns does it raise for us?

40. The Purpose of Observing Instruction IS to gather evidence that will help us understand how what we are doing (or not doing) as educators may be contributing to the problem of learning; IS NOT to make judgments that will be used for external accountability.

41. Leaning on Norms Take an inquiry stance Ground Statements in Evidence Assume positive intentions Stick to protocol Start and end on time Be here now • Strategies for following this norm: • Use specific and descriptive language • Resist the urge to praise • Depersonalize by using “teacher” and “student” (instead of proper names) when taking notes

42. Leaning on Instructional Rounds Norms • Use the descriptive and specific voice • Separate the person from the practice • Honor differences and accept where people are at • Reward openness • Focus on building the next level of work not judging the current level of work • Everyone can improve • What do you notice? • What do you wonder?

43. When Observing Practice Observe lessons on the problem of learning Try to stay for the full lesson Focus on actions that are related to the problem of learning Pay attention to what students are doing and saying (not just to what the teacher is doing and saying) Feel free to interact with students about their work Take detailed notes on student and teacher actions Strive to have your notes specific and descriptive.

44. Review Observation Template

45. Instructional Rounds Process to Observe Instruction • Get Oriented to the classroom (1 minute) • What grade is it? • What content area? • How many girls? How many boys? • How many adults are there? • How many minutes into the class are we?

46. Instructional Rounds Process to Observe Instruction • Examine the task • What are students being asked to do? • What are they actually doing? • Look for patterns of interactions • Are the interactions teacher-student-teacher? • Do students talk with each other? • Do students initiate conversation? Or are students always responding to the teacher?

47. Instructional Rounds Process to Observe Instruction • Listen to questions • What questions are being asked? • Who’s asking them? • What are the responses to the questions? • Consider time • How much time is spent on what activity? • Note time periodically throughout the observation as part of mapping what we see.

48. Instructional Rounds Process to Observe Instruction • Define evidence: descriptive statements of what is seen when examining instruction. • Not all forms of evidence are equally valuable • Some kinds of evidence is more helpful than others • Avoid “large-grained” evidence. For example, students are working in groups. • Use “fine-grained” evidence. For example, students worked individually even though they were in groups. Each worked on own paper and didn’t talk with others. • Evidence is only helpful if it helps the examiner understand something about the Instructional Core in that classroom. The Instructional Core is: • The teacher’s instructional process • Student engagement in the instructional process • The level and complexity of the content students are asked to learn

49. Objectivity/Specificity Matrix

50. Objectivity/Specificity Matrix: How would you classify each observation? Work with a partner • The teacher missed an important opportunity to engage a student in discussing the mood of the poem • The teacher doesn’t know how to engage students in discussion • When the teacher asked “What are we hearing a lot of?” he answered the question and counted the number of times “rage” appeared in the poem • The teacher answered his own questions