Response to Instruction Part 1

1. Response to Instruction Part 1 Alaska’s Standards and Assessments Alaska Department of Education and Early Development

2. Agenda • Materials needed • Protocol • Alaska’s standards and assessments • Standards Based Assessment reports • Data analysis • Guided questions Alaska Department of Education and Early Development

3. Necessary Materials • The following are necessary to complete the Response to Instruction series of presentations: • Standards Book – K-2 and/or 3-10 • SBA Test Blueprint • Guide to Test Interpretation • EED Assessment website: http://www.eed.state.ak.us/tls/assessment/ Alaska Department of Education and Early Development

4. Materials shown and used • Located at: http://www.eed.state.ak.us • Test blueprint - http://www.eed.state.ak.us/tls/assessment/SBABlueprints.html • Guide to Test Interpretation - http://www.eed.state.ak.us/tls/assessment/SBA_GTIsTS.html • Formative Assessments - http://www.eed.state.ak.us/tls/assessment/FormativeAssessmentResources.html • SBA Summary Reports - http://www.eed.state.ak.us/tls/assessment/drclinks.html • Standards - http://www.eed.state.ak.us/standards/ Alaska Department of Education and Early Development

5. Protocol • Purpose to have respectful, in-depth, insightful conversation about teaching and learning • Listen while others are speaking • Be respectful of others comments and/or suggestions • Be cognizant of time if there is established limit Alaska Department of Education and Early Development

6. Alaska’s Standards Alaska Department of Education and Early Development

7. Alaska Content and Performance Standards/Grade Level Expectations Alaska Department of Education and Early Development For more information go to www.eed.state.ak.us/tls/assessment/GLEHome.html

8. Standards/Grade Level Expectationsare tools for teachers Alaska Department of Education and Early Development

9. Goal of the Grade Level Expectations • Give students and teachers a clear and challenging target. • Help focus energy and resources on instruction that promotes student achievement. • Move the learning from the abstract to the concrete • Attend to prerequisite skills and understandings • Provide a tool for judging how well students are learning and how well schools are performing. Alaska Department of Education and Early Development

10. Reading Grade Level Expectations Alaska Department of Education and Early Development

11. The first column of each table includes a sentence that summarizes the Performance Standard. The second column includes the complete Performance Standard. The indicators, under each stem, identify what a student should be able to do. Alaska Department of Education and Early Development

12. The bolded statement here is called a “stem”. Each stem is the same across the grade levels for a given Grade Level Expectation. It communicates the main curriculum and instructional focus of the Grade Level Expectations across the grades. Alaska Department of Education and Early Development

13. Differences between grade level expectations are underlined. Alaska Department of Education and Early Development

14. This Grade Level Expectation does not lend itself to large scale assessment therefore it has been designated for local assessment (L). Alaska Department of Education and Early Development

15. Grade Level Expectations Alaska Department of Education and Early Development

16. Grade Level Expectations Lab – #1 • Find a Grade Level Expectation assessed on the Standards Based Assessment • Find a locally assessed Grade Level Expectation • Share with a neighbor how you would assess the local Grade Level Expectation in your classroom Alaska Department of Education and Early Development

17. Grade Level Expectations Lab – #2 • Find a Grade Level Expectation that demonstrates a difference from the previous grade level. • Trace that GLE down the grade levels and then up as well. • Share with your neighbor what you discovered, an “AHA” you had. Alaska Department of Education and Early Development

18. Assessments Formative Summative Alaska Department of Education and Early Development

19. Purposes of Assessment • Help teachers and students understand the concepts, skills, and knowledge students have acquired • Assistance with diagnosis where needed to alter instruction • Show individual student growth over time • Report to parents about students’ achievement • Compare student achievement with other same-age students nationally and statewide • Evaluate the effectiveness of the curriculum/school program Alaska Department of Education and Early Development

20. Formative Assessment GLE Item Sampler Think Pair Share Questioning techniques Teacher made tests Curriculum Based Measures Alaska Computerized Formative Assessment Anchorage School District Item Bank Alaska Department of Education and Early Development

21. Formative Assessment • Usually developed before teaching takes place • Designed by the teacher or takes the form of a published assessment • Occurs before and/or during instruction • Provides diagnostic information on specific mistakes and misconceptions • Used to share with individual students to encourage active learning. Alaska Department of Education and Early Development

22. Alaska Computerized Formative Assessments (ACFA) Alaska Department of Education and Early Development

23. ACFA – provides information for adjustment Alaska Department of Education and Early Development

24. ACFA – provides information for adjustment Alaska Department of Education and Early Development

25. Formative Assessment - Lab • Refer back to the previous slide, look at the students’ formative assessment results. • What are your initial reactions to the students’ results? • Identify the possible need for instructional adjustment. What might be the next step? Alaska Department of Education and Early Development

26. 4th Grade – Grade Level Expectations Alaska Department of Education and Early Development

27. ACFA Test Sampler Math – Statistics and Probability Grade 4 Alaska Department of Education and Early Development

28. GLE Item Sampler Math - Statistics and Probability Grade 4 Alaska Department of Education and Early Development

29. Formative Assessment Questions • How do you utilize the information you receive from observing a student, revising a writing sample, listening to a discussion, grading a math quiz and/or reading test? • What type of questions might you be asking yourself if you see/hear lots of errors and/or inconsistencies with a student’s responses? • How do you engage the student in these discussions with you? Alaska Department of Education and Early Development

30. Summative Assessments • Process of evaluating and grading the learning of students at a point in time usually at the end of an instructional unit • Accountability decisions are derived from summative assessment data Alaska Department of Education and Early Development

31. Summative Assessment TerraNova ELP SBA End of unit HSGQE NAEP Alternate Alaska Department of Education and Early Development

32. Assessment Lab – #1 • Identify the assessments utilized at your school site and/or district • Label each one as summative or formative • List what each assesses • Determine what information each assessment gives the teacher • Identify how the information is used • Label each as a district or school level assessment Alaska Department of Education and Early Development

33. Standards Based Assessments (SBAs) • Measure a student’s achievement in relation to the grade level expectations for the student’s appropriate grade • Analyze the scores of the individual test to identify areas of instructional need in relation to individual students. Alaska Department of Education and Early Development

34. SBA to GLE Test connected to standards. Alaska Department of Education and Early Development

35. Standards Based Assessment Test Blueprint Reporting Category Area of emphasis Grade Level Expectation addressed Alaska Department of Education and Early Development

36. Guide to Test Interpretation Alaska Department of Education and Early Development

37. Summary Reports • Information is needed to read the summary reports • Raw score – tells the number of multiple-choice questions answered correctly in addition to the number of constructed response items on a subject-area assessment. It has limited utility as it cannot be compared across tests or administrations. • Scale score – is used because a raw score may not represent the same skill on every test form. The scale score is a statistical conversions of the raw scores that adjust for shifts in item difficulties and permit valid comparison across all test administration within a particular subject. On the SBA the scale score range is 100 – 600 [maximum]. Alaska Department of Education and Early Development

38. SBA to GLE Content Area Scale Score Information by school, district and state (300 is proficient) Overall Proficiency level information Alaska Department of Education and Early Development

39. SBA to GLE Drill down from reporting category to GLE Alaska Department of Education and Early Development

40. Identify School Summary Report Identify area of greatest challenge Identify specific GLEs using test blueprint Protocol (10 minutes) 2 minutes – complete tasks above 8 minutes – discussion rounds (1 minute per person) What aspects of the district program need to be reviewed to address challenge area? SBA Data Review Lab Alaska Department of Education and Early Development

41. Individual Student Report Proficiency Level Descriptor Student scale score by reporting category and reported with error band. Alaska Department of Education and Early Development

42. Proficiency Level Descriptors • Proficiency Level Descriptors (PLD): what does performance at the different proficiency • levels look like? • Advanced • Proficient • Below Proficient • Far Below Proficient Alaska Department of Education and Early Development

43. SBA to GLE - Lab Discussion Protocol • Working in a triad answer the questions on the following page using the protocol below: • Person A responds to question 1 for 2 minutes • Person B and C ask clarifying questions • Person B responds to question 2 for 2 minutes • Person A and C ask clarifying questions • Person C responds to question 3 for 2 minutes • Person A and B ask clarifying questions • Take 3 minutes to summarize your thoughts Alaska Department of Education and Early Development

44. SBA and GLE Lab Questions • How do we organize all summative assessments to develop our understanding of students? • How do we organize all formative assessments to develop our understanding of students? • What do our assessment results tell us about our curriculum? Alaska Department of Education and Early Development

45. Align Curriculum to Standards Instruction Assessment Content and performance standards Context Scope and Sequence Alaska Department of Education and Early Development

46. GLEs and Curriculum • GLEs are “what a student needs to know” and the instructional curriculum guide and materials are the “how it’s done” • It’s imperative that curriculum is aligned to the GLEs • Determine where the weak area(s) is/are in the curriculum to be able to provide additional instructional materials to ensure all GLEs are met • Analyze the scores of the SBAs to identify areas of concern or instructional need of school, grade level or individual student Alaska Department of Education and Early Development

47. Additional Standards Alaska Department of Education and Early Development

48. In conclusion • Alaska’s standards and assessments reflect curriculum taught • Formative and summative assessment allow adjustments made to instruction • Analyzing data and asking questions ensures curriculum, materials and professional development are working to support student achievement Alaska Department of Education and Early Development