CECV Intervention Framework Module 4 Analysis

1. CECV Intervention Framework Module 4 Analysis

2. All teaching really boils down to three key processes... The processes are: finding out where learners are in their learning, finding out where they are going, and finding out how to get there. Wiliam, D. Embedded formative assessment (2011) Hawker Brownlow Education p.45

3. Workshop Overview As a result of participating in this module, you will: • Analyse assessment data, i.e. interpret data and use the language of assessment • Identify patterns of learning within assessment data • Experience shared professional conversations...the value of a team • Make instructional decisions based on data • Use a process or protocol for guiding professional dialogue/analysis

4. Core Principles The analysis of student data links to several core principles of the Intervention Framework: • All students can succeed • Effective schools promote a culture of learning • Effective teachers are critical to student learning success • Teaching and learning are inclusive of all • Inclusive schools actively engage and work in partnership with the wider community • Fairness is not sameness • Effective teaching practices are evidence-based

5. Using Evidence The big idea is that evidence about learning is used to adjust instruction to better meet student needs – in other words, teaching is adaptive to the learner’s needs. Wiliam, D 2011, Embedded Formative Assessment , Hawker Brownlow Education p.46

6. Using an Intervention Process The analysis of student data supports the teacher and school team to: • Develop student learning goals • Determine the best instructional approach • Monitor student progress over time • Assess the success of the intervention • Identify the staff professional learning needs required to progress student learning

7. Three Tiers of Support 7

8. Reflection Task Team Discussion • What do you currently do with all the assessment information collected at your school?

9. Making Sense of It All Inspecting the evidence

10. Using the Scores Examine the class/group data set As an individual or pair, look across the group scores and make observations Group students based on their score data only. • What more do you need to know?

11. Spotlight on Two Students • Use the data for two students based on the Letter Id Task and Word reading (only) • As a group write summary statements about students regarding: • Letter and word knowledge • Strategic use of letters and words (identify how the student uses letter and word information)

12. Bringing in More Information • As a group, look across all Observation Survey tasks and make summary statements about the two students regarding: • Letter and word use and knowledge based on whole survey (reading and writing knowledge) • Running records • Reading and writing strategies

13. Additional Information • What other information can we draw on as data? • How does this additional information from other sources inform our analysis?

14. Reflect • What are key aspects of making meaning from the data? • Protocols or procedures that assist the process?

15. Team Approach

16. Making Observations • Record your observations of the student’s reading • List strengths and concerns • Compare and discuss your notes with the group

17. Additional Information Compare and discuss Observation Survey (thorough analysis) Identify three key reading strengths (important step) Write three key areas of concern Next Steps—what would you suggest?

18. Ladder of Inference Ontario ministry of Education, Engaging in Courageous Conversations, Ideas Into Action. Ontario Leadership Strategy Bulletin #2 p.9 ,2010

19. Finding Direction Assessment data is analysed to… support improvement and to challenge the lack of it.” David Miliband (2006) Personalising Education; p23,OECD

20. Building a Student Profile The analysis of evidence collected directly informs the selection of an instructional approach for a student with specific academic or behavioural needs. Information from the student profile informs the: • content to be learned • instructional approach • ongoing assessments for evaluation.

21. Building a Student Profile The process involved in documenting a student profile would include summary statements that clearly identify: • Student strengths • Areas for further learning and development • Advice from other professionals

22. Looking at Your Own Assessments Use the student data brought to the session and follow this analysis protocol. • Analyse each individual assessment and teacher observation notes – summary statements • Analyse student data across assessments – summary statements • Note: Key learning strengths • Note: Key learning issues • Note: Key issues related to learning environment Make recommendations for instruction.

23. School Reflection to Action Plan • What processes do you have in place? • What are your challenges? • What are your questions? • Where to from here with developing the analysis of assessment?

24. References Wiliam, D (2011), Embedded Formative Assessment, Hawker Brownlow Education Miliband, David (2006,) Personalising Education, OECD Ontario Ministry of Education (2010), Engaging in Courageous Conversations, Ideas Into Action. Ontario Leadership Strategy Bulletin #2 Clay, M (2005), The Observation Survey of Early Literacy Achievement, Heinemann NZ.