LISD Data Camp

1. LISD Data Camp June and August, 2010 LISD TECH Center Jennifer DeGrie and Stan Masters

2. Welcome Necessary Forms SB-CEUs SHU Credit W-9 Security Forms

3. Session 1 Essential Questions Examining Student Work to Inform Instruction How do we examine student work? How do we reach consensus about what proficient work looks like? What diagnostic data should be included in the data warehouse?

4. Session 1 Outcomes Lead an examining student work protocol Recognize the importance of consensus on proficiency Discuss what diagnostic data should be included in their data warehouse Develop an SMART goal that includes engaging teachers in examining student work

5. School Improvement Process

7. Norms for Our Work Participate actively Actively listen Seek application Press for clarification Honor time agreements and confidentiality Keep ‘side bars’ to a minimum and on topic Take care of adult learning needs

8. FERPA/HIPAA Pre-Test

9. FERPA/HIPAA Pre-Test

10. FERPA/HIPAA Pre-Test

11. Data Roles What roles will each member of your team play in today’s work? Identify roles Describe responsibilities Hold each other accountable

12. Studying Student Work “Students should be presumed innocent of understanding until convicted by evidence.” Prior knowledge is like the largest part of the iceberg. “Think photo album versus snapshot” when it comes to assessment.

13. Studying Student Work Scores Scores with Thresholds (cut scores) Scores and a scoring rubric Scores, a scoring rubric, and the assessment task

14. Data Driven Dialogue The idea is that from this dialogue, new understandings may emerge. This shared understanding forms the base from which we may begin to design changes that will effect our students in positive ways.The idea is that from this dialogue, new understandings may emerge. This shared understanding forms the base from which we may begin to design changes that will effect our students in positive ways.

15. Data Driven Dialogue

16. Mining with a Student Performance Grid displaying patterns in student performance used with assessments for and of learning scored with a rubric or other form of scoring guide. “drills down” to display students’ strengths and areas for growth or improvement

17. Protocols for Using aStudent Performance Grid Sort a class set of student work into 3-4 piles, according to the rubric/scores. Enter the students’ names and scores on the Grid, beginning with the least proficient student. Analyze each student’s work to identify and describe specifically the strengths and areas of growth. Color code each of the repeating strengths and areas of growth.

19. Regional Map Assessment Task

20. Deliberate Practice Use the following tools to help your team analyze the student work you have brought with you today Resources on LISD Data Warehousing webpage: Prediction, Observation, Inference Worksheet Student Performance Grid Use dialogue to deepen your understanding of student learning

21. Words of encouragement from other assessments miners… All assessments are finite resources Having a variety of tools makes your mining experience more worthwhile It is better to work together while in the mines!

22. Reflection on Practice What did you learn about your assessment? What did you learn about your students? What are your next steps with your assessment? Your students?

23. Suggested Next Steps Move from scores to criteria around the scores Move from existing rubric to more concise rubric Move from individual analysis to team analysis

24. Developing Common Assessments: A Design Overview Step 1 – Define Purpose Step 2 – Identify “Fair Game” in Terms of Standards Step 3 – Balance of Representation Step 4 – Develop an Assessment Blueprint Step 5 – Select or Develop Items Step 6 – Develop the Assessment Step 7 – Administer and Score the Assessment Step 8 – Set the Cut Scores

25. assessment for learning formative (monitors student progress during instruction) placement (given before instruction to gather information on where to start) diagnostic (helps find the underlying causes for learning problems) interim (monitor student proficiency on learning targets) assessment of learning summative (the final task at the end of a unit, a course, or a semester) Purposes of Assessments

26.   How good is good enough?  Local criteria by local educators keys: collaboration and consistency May change over time 80% now, then 90% later Compensatory approach considered High performance on one measure can compensate for lower performance on another measure

29. 2009 MME Percent Correct Needed to “Pass”

30. Angoff Method for Setting Standards for Local Assessments Identify appropriate “judges” Select a representative sample of student work Review standards and performance levels

31. Angoff Method for Setting Standards for Local Assessments If selected response, Judges review individual items to estimate what percentage of students will get the item correct. Average the estimates for each question to determine “meets” standard. Repeat for the other performance levels

32. Angoff Method for Setting Standards for Local Assessments If constructed response, Judges review individual items to estimate what percentage of students will score at the highest level of performance (e.g., “4” on a 4-point rubric) Average the estimates, expressed as decimals, then multiplied by the performance level (e.g., “4”) to determine “meets” standard. Repeat for the other performance levels

34. School A SMART Goals During the 2009-2010 school year, the percent of 1st grade students at School A Elementary School scoring at benchmark in Oral Reading Fluency will increase from 75.47% to 95% by the end of the 2010 school year as measured by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Specific? 1st grade students at School A scoring at benchmark in Oral Reading Fluency Measureable? by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Attainable? During the 2009-2010 school year Results-based? 75.47% to 95% Time-bound? by the end of the 2010 school year School A was at 69% at midyearSchool A was at 69% at midyear

35. Progress on SMART Goal

36. S.M.A.R.T Goals and Action Plan Begin to develop your S.M.A.R.T goal and action plan, aligning with your school improvement planning Resources on LISD Data Warehousing webpage: How do I write a SMART Goal? Examples of SMART Goals SMART Goals Instruction and Practice

37. Anne Davis is right: Closing in on a goal triggers a part of the brain linked to motivation. This works for adults as well as students.Anne Davis is right: Closing in on a goal triggers a part of the brain linked to motivation. This works for adults as well as students.

38. LISD Data Camp June and August, 2010 LISD TECH Center Jennifer DeGrie and Stan Masters

39. Session 2 Essential Questions Using Classroom Data to Monitor Student Progress What data do schools need to collect to monitor their student progress? How do we communicate our expectations for how teachers monitor student progress? What monitoring data should we be entering in our data warehouse, and how will we use it?

40. Session 2 Outcomes Communicate expectations for monitoring student progress Facilitate the development of a monitoring plan Identify monitoring data that should be collected in the data warehouse Develop an assessment calendar as part of a monitoring plan

41. School Improvement Process

42. Norms for Our Work Participate actively Actively listen Seek application Press for clarification Honor time agreements and confidentiality Keep ‘side bars’ to a minimum and on topic Take care of adult learning needs

43. Data Roles What roles will each member of your team play in today’s work? Identify roles Describe responsibilities Hold each other accountable

44. Assessing Progress What data sources will provide the information needed to monitor student achievement? Long-term data: annually? Medium-term data: periodic intervals? Short-term data: daily or weekly? Progress monitoring begins at the medium or short-term level Many places only long-term data, so if this is the case, we will start there by unpacking the GLCE. Where are your schools…you need to assess where they are and determine your next steps. Think about the protocol and the confusion that existed in what the teachers understood district selected assessment assessed. Did they understand the GLCE they were assessing?Progress monitoring begins at the medium or short-term level Many places only long-term data, so if this is the case, we will start there by unpacking the GLCE. Where are your schools…you need to assess where they are and determine your next steps. Think about the protocol and the confusion that existed in what the teachers understood district selected assessment assessed. Did they understand the GLCE they were assessing?

45. Levels of Student Learning Assessments

46. What do you need to monitor? Progress on school improvement goals Tracking individual student progress Prioritize key indicators Support teaching and learning

47. What data is useful to monitor? Formative data is better than summative Local data is better than State data Standards are better than grades

48. Research says… Paul Black and Dylan Wiliam, “Inside the Black Box: Raising Standards Through Classroom Assessment” “…formative assessment is an essential part of classroom work…We know of no other way of raising standards for which such a strong…case can be made.”

49. Seven Strategies of Assessment for Learning Where am I going? Clear targets Models of work Where am I now? Descriptive Feedback Student self-assessment/goal setting How can I close the gap? Lessons that focus on one target at a time Teaching self-reflection Student record-keeping

50. How do you develop a monitoring plan? Identify specific learning indicators Create data collection templates Schedule assessment calendar collaborative collection and analysis

51. Developing your Monitoring Plan Excel Templates for Monitoring Maryland Department of Education http://mdk12.org/data/progress/developing/m4w2/pr2/index.html Michigan Department of Education http://www.michigan.gov/mde/0,1607,7-140-28753_33424---,00.html Lenawee High School Priority Expectations http://lenaweeisdpriorityexpectations.pbworks.com/ DIBELS Curriculum Maps https://dibels.uoregon.edu/c_maps.php#2_ap

52. Assessment Calendars

53. Time Elements of an Assessment CalendarSource: White, S. H. (2005). “Beyond the Numbers: Making Data Work for Teachers and School Leaders”. Lead and Learn Press: Englewood, CO When will we administer the assessment? When will we collect the data? When will we disaggregate the data? When will we analyze the data? When will we reflect upon the data? When will we make recommendations? When will we make the decisions about the recommendations? When will we provide written documentation about the decisions? When will we share the data with other stakeholders?

54. Components of an Assessment Calendar Source: White, S. H. (2005). “Beyond the Numbers: Making Data Work for Teachers and School Leaders”. Lead and Learn Press: Englewood, CO Norm-referenced tests State assessments Criterion-referenced tests Writing assessments End-of-course assessments Common assessments Performance assessments Unit tests Other

55. Assessment Calendars Develop your Assessment Calendar aligning with your SMART goal and your monitoring plan Resources on LISD Data Warehousing webpage: Creating an Assessment Calendar Statewide Assessment Calendar

56. Fall Professional Development student learning summative assessments standards-based grading and reporting use and analysis of multiple measures of data formative assessment strategies studying student work through collaborative inquiry

57. Questions? Stan Masters Coordinator of Instructional Data Services Lenawee Intermediate School District 2946 Sutton Road Adrian, Michigan 49921 517-265-1606 (phone) 517-263-7079 (fax) stan.masters@lisd.us Jennifer DeGrie Coordinator of Technology Applications Lenawee Intermediate School District 2946 Sutton Road Adrian, Michigan 49921 517-266-4830 517-263-2890 (fax) jennifer.degrie@lisd.us