Stronge SGO Symposium

1. Stronge SGO Symposium Making SGOs a Successful Reality: Using SGO Data for Instruction

2. Organizing Questions 1 2 3 How do we implement SGOs successfully and plan for challenges along the way? How do we use assessment data to plan for instruction? How do we write SGOs based on data? Handout 2

3. Organizing Questions 1 2 3 How do we implement SGOs successfully and plan for challenges along the way? How do we use assessment data to plan for instruction? How do we write SGOs based on data? Handout 2

4. How do we write SGOs based on data? 1 Handout 2

5. SGO Template 1: Whole Group During the current ______________, all students will make measurable progress in ________________ as measured by _________________. Students will improve their pre-assessment scores by _________________ on the post-assessment. 1 Handout 2

6. SGO Template 1: Whole Group During the current semester, all students will make measurable progress in US History II as measured by the district-developed assessment on US History content and skills. Students will improve their pre-assessment scores by 50 percentile points on the post-assessment. 1 Handout 2

7. SGO Template 2: Tiered During the current ______________, all students will make measurable progress in ________________ as measured by _________________. • Tier 1: Students scoring _____________ on the pre-assessment will improve their pre-assessment scores by _________________ on the post-assessment. • Tier 2: Students scoring _____________ on the pre-assessment will improve their pre-assessment scores by _________________ on the post-assessment. • Etc. 1 Handout 2

8. SGO Template 2: Tiered During the current school year, all grade 2 students will make measurable progress in second grade reading as measured by the Diagnostic Reading Assessment on fluency and comprehension. • Tier 1: Students scoring levels 0.5-1.7 on the pre-assessment will improve their pre-assessment scores by 1.3 levels on the post-assessment. • Tier 2: Students scoring levels 1.8 and aboveon the pre-assessment will improve their pre-assessment scores by 1.0 levelson the post-assessment. 1 Handout 2

9. SGO Template 3: Formula During the current ______________, all students will make measurable progress in ________________ as measured by _________________. Students will improve their pre-assessment scores by ______ percent of what is needed to make 100 percent on the post-assessment. 1 Handout 3

10. SGO Template 3: Formula During the current school year, all students will make measurable progress in Biology as measured by the district-created assessment on biology content knowledge. Students will improve their pre-assessment scores by 50 percent of what is needed to make 100 percent on the post-assessment. (Example: A student who scores a 60 percent will need to score an 80 percent on the post-assessment). Formula: [(100 – pre-assessment) x 0.50] + pre-assessment = SGO 1 Handout 3

11. Writing an SGO • Work in a small group • Choose one of the provided data sets • Elementary Reading • Middle School History • High School Biology • Write an SGO using the template provided 1 Handout 3-6

12. Organizing Questions 1 2 3 How do we implement SGOs successfully and plan for challenges along the way? How do we use assessment data to plan for instruction? How do we write SGOs based on data? Handout 7

13. Two steps • Align classroom instruction with the assessment and curriculum • Analyze assessment results and use data to make instructional decisions 2 Handout 7

14. Aligning Classroom Instruction with Assessment 2 Handout 7

15. Unpacking a Standard • Determine the content. • Determine the cognitive level. (Bloom’s Taxonomy, Revised) 2 Handout 7

16. Bloom’s Taxonomy (Revised) Remember Recalling previously learned information Understand Demonstrating and understanding of the facts; explaining ideas or concepts Apply Using information in another familiar situation Analyze Breaking information into parts to explore understandings and relationships Evaluate Justifying a decision or course of action Create Generating new ideas, products, or ways of viewing things

17. Bloom’s Taxonomy (Revised) Remember arrange, define, describe, duplicate, identify, label, list, match, memorize, name, order, recall, relate, recognize, repeat, select, state Understand classify, convert, defend, describe, discuss, distinguish, estimate, explain, give examples, indicate, locate, paraphrase, predict, summarize Apply change, choose, compute, demonstrate, employ, illustrate, interpret, manipulate, modify, practice, prepare, show, sketch, solve, use Analyze appraise, breakdown, calculate, categorize, compare, contrast, diagram, differentiate, distinguish, examine, infer, model, question, test Evaluate appraise, argue, assess, attach, choose, conclude, defend, discriminate, estimate, judge, justify, interpret, rate, support, value Create assemble, combine, compose, construct, design, develop, devise, formulate, generate, plan, set up, synthesize, tell, write

18. Example: Unpacking a Standard For each learning objective, underline the content, circle the word(s) that provide information regarding cognitive level, and finally, classify the word into one of Bloom’s six cognitive levels. CCSS.Math.Content.3.G.A.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Handout 8

19. Example: Unpacking a Standard For each learning objective, underline the content, circle the word(s) that provide information regarding cognitive level, and finally, classify the word into one of Bloom’s six cognitive levels. CCSS.Math.Content.3.G.A.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Understand Handout 8

20. Which instructional activity is most appropriate this standard’s cognitive level? • Students in Class A complete a worksheet with the directions to circle all the shapes with 4 sides. Afterwards, the teacher debriefs with the class and explains that all four-sided polygons are called quadrilaterals. • Students in Class B are given a worksheet containing triangle, rhombus, rectangle, and square. They must choose which shape does not belong and explain their reasoning. Afterwards, the teacher debriefs with the class, listens to students’ explanations, and further explains that one way to sort would be by the number of sides, and that all four-sided polygons are called quadrilaterals. 2 Handout 8

21. Example: Unpacking a Standard For each learning objective, underline the content, circle the word(s) that provide information regarding cognitive level, and finally, classify the word into one of Bloom’s six cognitive levels. U.S. History 6.1.8.D.1.a: Compare and contrast gender roles, religion, values, cultural practices, and political systems of Native American groups. 2 Handout 8

22. Example: Unpacking a Standard For each learning objective, underline the content, circle the word(s) that provide information regarding cognitive level, and finally, classify the word into one of Bloom’s six cognitive levels. U.S. History 6.1.8.D.1.a: Compare and contrast gender roles, religion, values, cultural practices, and political systems of Native American groups. 2 Analyze

23. How can this instructional activity be improved to better meet the standard? Students in Class A read the chapter on Native American cultures. In small groups, they choose one Native American culture and create a skit in which they must illustrate the gender roles, religion, values, cultural practices, and political systems of the culture. 2 Handout 9

24. Analyze assessment results and use data make instructional decisions 2 Handout 9

25. Three Levels of Analysis • Assessment Analysis • Class-level Analysis • Student-level Analysis 2 Handout 9

26. Assessment Analysis:Guidelines for Revising Test Items • Check for error in a test item if… • Less than 30 percent of students answered the question correctly. • More than 90 percent answered the question correctly. • More low-scoring than high-scoring students answered the question correctly. 2 O’Malley (2010). Student Evaluation: Steps for Creating Teacher Made Tests. Handout 9

27. Assessment Analysis:Conclusions about the Assessment • What patterns emerge regarding frequently or seldom missed questions? • Are there any errors with the item? • Is the question’s cognitive level aligned with the standard content level? • Do students struggle with particular content or particular cognitive level? 2 Handout 9

28. Class Level Assessment: Looking at the Curriculum • How should this data affect long-term pacing for the school year? • Are there units that need more or less time based upon aggregated results? • How should this data affect short-term daily lesson planning? • Which cognitive levels were a struggle for students? 2 Handout 10

29. Student Level Analysis • Are there any students whose scores are outliers—above or below the rest of the scores? • Do these students need an alternative assessment to gauge their knowledge? • Do these students need individualized SGOs? 2 Handout 10

30. Student Level Analysis:Quick Sort Protocol • Divide assessments into three groups. • Usually: Above target, on-target, below target • What patterns emerge when looking at each group in turn? • Strengths • Areas for improvement Sadder & Nidus (2009). The Literacy Coach’s Game Plan. 2 Handout 10

31. Working with Advanced Students • Common individual SGOs for Advanced Students include: • Going deeper into the current curriculum (or learning and assessing at a higher level) • Accelerating into future curriculum (using the next grade or course level) 2 Handout 10

32. Example Analysis: Charlotte EyreMiddle School Writing 2 Handout 11

33. Rubric Used for Assessing Students Handout 11

37. Student Performance by Groups 2 Handout 12

38. Using the Data • How should this data affect the class-level instructional decisions that Charlotte makes? • How should this data affect the student-level instructional decisions that Charlotte makes? Handout 12

39. Organizing Questions 1 2 3 How do we implement SGOs successfully and plan for challenges along the way? How do we use assessment data to plan for instruction? How do we write SGOs based on data? Handout 13

40. Recommendation 1 Offer ideas and solutions whenever possible. 3 Handout 13

41. Recommendation 2 Initiate collaboration with a similar group (grade level, content team, etc.) 3 Handout 13

42. Recommendation 3 Consider involving parents and students in the goal-setting process. 3 Handout 13

43. Recommendation 4 Create an SGO online “warehouse” with SGO training materials, example SGOs and strategies, etc.. 3 Handout 13

44. Recommendation 5 Analyze data purposefully: Set specific times and procedures for data analysis. 3 Handout 13

45. Questions?