Meeting Every Student at Every Level with “Out of the Box” Assessments

1. Cindy Appleby, principalcindy.appleby@daviess.kyschools.usTricia Murphy, 4th grade teacher tricia.murphy@daviess.kyschools.us Scott Trimble Assessment ConferenceMeasuring Up: College and Career Readiness for All Meeting Every Student at Every Levelwith “Out of the Box” Assessments Whitesville Elementary SchoolDaviess County Public Schools

2. A “Snapshot” of our Professional Learning Community • Meeting EVERY student at EVERY level…Began PLC team planning model in 2008-09 • MATH: developed and grouped by RIT Bands • READING: 30 minute MAP driven instruction, school-wide, in addition to the language arts block • Grade level teams meet frequently to discuss needs based on MAP and KPREP assessment data. • Enrichment/Intervention needs for students are driven by Primary Grades Instructional Data(K-1) and DesCartes (2-5) • Formative Assessments are reviewed and “enrichment ladders” are built as action plans illustrating how specific “holes” will be filled.

3. Monitoring Student Achievement Differentiated & CommonSummative Assessments Formative Assessments Flashbacks MAPData Primary Skills Checklists (Skills Books) Synergy Room Assessment Software

4. Our Strategy for Grouping Students • Focus on scores in goal strands (Class by RIT), rather than overall RIT score to provide more prescriptive needs • Note: Overall RIT scores will appear next to the child’s name in parenthesis • Begin grouping by determining on-grade level RIT score • Group with “proficiency” percentile in mind (70th) • Flexible grouping based on goal strands • Teachers rotate among groups based upon strengths of the team • Avoid teaching the same group back-to-back Class by RIT Sample

5. Activities & “Out of the Box” Assessments Common Core; DesCartes; Primary Inst. Data Tool MAP: Class by RIT Other Assessment Data

6. How do we monitor instruction? Instruction Common Core deconstructed with DesCartes Post for Analysis in Synergy Room Formative Assessments Reteach Intervention/Enrichment Formative Assessments Summative Assessments Reteach/Retest One-on-one instruction

7. Flashbacks • K-5 • Given daily • Driven by sub-domains/goal strands • Check for mastery and re-teach • Students score and track progress in Leadership • Track weekly averages FlashbackSamples

8. Matches Learning Target Rigorous Results Oriented Results- Oriented Some of our Favorite Formatives…“Every Child, Every Lesson, Every Day.”-Mike Schmoker

9. Synergize to Mastery… Primary Math: • Number Sense: represent a number in many ways ELA: • Word recognition • Beginning, middle, ending sounds • Character traits Intermediate Math: • Number Sense: number representation • Steps of a word problem • Geometry • Multiplication representations ELA: • Character traits • Context clues

10. Let’s Go Fishin’… Primary Math: • Ordering numbers (ordinal) • Computation • Patterns • Number Recognition ELA: • Letter/Sound Recognition • Alphabetical order • Word Building Intermediate Math: • Order of Operations • Computation • Number Sense (place value) ELA: • Parts of speech • Theme • Syllabication

11. Spoons… • Computation • Vocabulary development • Elements of literature/non-fiction • Context Clues

12. Problem Puzzles… Primary Math: • Computation (representing sums and differences) • Number Sense (multiple ways to represent numbers) ELA: • Phonemic Awareness (initial, middle, ending sounds) • Character development Intermediate Math: • Problem Solving (analyzing word problems) • Number Sense (representing numbers) • Computation (product, quotient, difference, sum) ELA: • Character development • Elements of literature Vocabulary: used across grade levels to develop an understanding of terms (rewrite, explain, picture, sentence, syllabication)

13. Question Crowns… • Vocabulary development • Character traits • Questioning strategies • Inferencing skills • And the list goes on…

14. Ideas for VOCAB Vocabulary Scrolls: • Pencils and calculator tape • Paper towel rolls and paper Vocabulary Roll-it: • Students roll a dice, and depending on the number they should act out a word, make it (with play-doh), describe, give synonym or antonym Uh-oh!: • Picture/Word cards with vocabulary • Students can use cards to act-out, describe, etc. • If they correctly explain they keep the card, but if they draw an uh-oh card they place the card back in the bucket. VocabSpin-it: • Students use a spinner, paper clip, and pencil to locate word on the word wall to act out, draw, describe, etc. “Feel it, Say it” Sock Bucket: • Shapes, letters, symbols, etc. are placed in sock bucket. Students will feel the object and guess what it is Vocab Puzzles: • Student created puzzles can be cut apart and place in large envelopes for matching games.

15. Reteaching • Mini-lesson followed by M, P, L groups • One on one instruction during pullouts • Enrichment time • Assessment Coaching • Afterschool clubs

16. Summative/Common Assessment • Summative: • Differentiated based on RIT band group • Common/Scrimmage: • Grade level assessment (scrimmage) • Resources: CIITS • Tracking/Monitoring Progress for ALL students • Summative Tracking for PLC • Skills of concern/Date to Mastery • Re-teaching takes place during enrichment • Intensive re-teaching takes place during pull-outs (one-on-one) Summative Tracking for PLC

17. Synergy Room’s Purpose • This room is used to post and monitor student achievement • Personal student data is posted on the side of the room that can be secured • School-wide goals • Grade level goals • Leader in Me goals

18. Synergy Room Data • Summative: • Differentiated based on RIT band group • Common/Scrimmage: • Grade level assessment (scrimmage) • Resources: CIITS • Tracking/Monitoring Progress for ALL students • Summative Tracking for PLC • Skills of concern • Reteaching takes place during enrichment • Intensive reteaching takes place during pull-outs (one-on-one)

19. School Planning in Synergy Room • Teachers meet weekly for 65 minutes in the Synergy room • Look and discuss posted data and make adjustments • Post new summative assessment data and compare to look for positive growth or not • Determine what instructional changes need to happen in the next week by thinking outside the box

20. District Planning in the Synergy Room • Superintendent, Asst. Superintendent, Director of Elementary Education, DAC, Director of Special Services, and the Director of Title I come twice a year for a data share • The leadership team shares current data and as a group discuss plans for continuous improvement based on current data

21. Thank you, and good luck on your journey ahead as you continue to meet EVERY student at EVERY level. “The single greatest determinant of learning is not about socioeconomic factors or funding levels. It is instruction.”-Mike Schmoker, Results NOW