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MODULE 2 Secondary A Year in the Life of a Data Driven School

MODULE 2 Secondary A Year in the Life of a Data Driven School. Welcome Back!. Outcomes. Participants will understand … Use of common formative and summative assessments to enhance Tier 1 data collection Data Tracking of Assessments for Curriculum Alignment with Standards

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MODULE 2 Secondary A Year in the Life of a Data Driven School

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  1. MODULE 2SecondaryA Year in the Life of a Data Driven School

  2. Welcome Back!

  3. Outcomes • Participants will understand… • Use of common formative and summative assessments to enhance Tier 1 data collection • Data Tracking of Assessments for Curriculum Alignment with Standards • Different Data to Analyze Tier 1 Health • SBLT Process Responsibilities for Identifying and Tracking Targeted At-Risk Student Populations • TDT Problem-Solving and Recommendations for Tier 1 and Tier 2 Services • IPST Process for Parent Request, Teacher Request, and Re-Evaluation

  4. WHY ARE YOU HERE?

  5. Florida Change Model Infrastructure Implementation Consensus

  6. Consensus Building Continues…

  7. You can lead the horse to water… • Innovators/adopters: welcome change • Susceptibles: resent current practices; feelings of dissonance • Nonsusceptibles: do not believe change is needed • Resisters: sabotage change efforts (Powell, 1988)

  8. Problem Solving – STEP Zero • “Step 0” in problem-solving model = building foundation for collaboration. • Steps: • Establish and maintain rapport among members. • Formulate sense of trust and respect (How?) • Clarify expectations for participation including roles and responsibilities, shared accountability, legal and ethical guidelines, preferred communication lines and so forth. • Establish understanding for problem-solving process.

  9. Professional Learning Communities B.E.S.T R t I How do we tie all of these initiatives together?

  10. Brevard Effective Strategies for Teaching Professional Learning Communities Response to Intervention Student Achievement

  11. Problem Solving Process –Florida’s Model Problem Identification What is the problem? What does your DATA say about student achievement? Evaluate Did the plan work? Problem Analysis Why is it occurring? Develop and Implement Plan What can we do about it?

  12. In order to implement RtI, you need a few pieces of infrastructure: • Capacity to Problem-Solve • Capacity to Collect Data, and Make Sense of it • Capacity to Display Data Over Time • Capacity to deliver instruction at different intensities (Tiered-levels of services)

  13. Problem Solving Step 1

  14. What Data Are We Looking At?

  15. Using Data to… • Analyze the past – How did we do? What can we do better? • Plan for today, drive our instruction- What should we do differently? • Diagnose-What specifically is the issue? • Progress Monitor-Is what we are doing working? • Predict the future

  16. Goals of RtI in FloridaT i R – Thinking is Required • Identify students early. • Ensure that students’ difficulties are not due to a lack of alignment between the instruction, curriculum, environment, and learner (I.C.E.L.). • Modify instruction and implement evidenced-based interventions based on individual needs. • Make informed decisions about what resources are needed to ensure student success.

  17. I.C.E.L.

  18. Formative and SummativeCreated by teachers, in collaborative PLCs, to Inform Tier 1 Instruction Common Assessments

  19. Guaranteed and Viable Curriculum • The first school-leveled factor to increase student achievement is to provide a guaranteed and viable curriculum. • Has the most impact on student achievement • Is the combination of two interdependent factors • Opportunity to learn (OTL) • Time • Marzano (2003) , What Works in Schools

  20. Guaranteed and Viable Curriculum • Intended Curriculum • Implemented Curriculum • Attained Curriculum • Discrepancy between the intended curriculum and the implemented curriculum is where Opportunity to Learn (OTL) makes a prominent factor in student achievement. • Marzano (2003) , What Works in Schools

  21. Guaranteed and Viable Curriculum • Action Steps - Increase OTL • Identify and communicate the intended curriculum • Connect essential curriculum and instructional time • Sequence and organize essential content • Ensure implemented curriculum • Protect the instructional time available

  22. Guaranteed and Viable Curriculum • Students should all be exposed to the same standards, knowledge, skills, and opportunity to learn in each class • Marzano (2003) , What Works in Schools • If all students are expected to demonstrate the same knowledge and skills (attained curriculum), regardless of the teacher to which they are assigned, it only makes sense that teachers must work together in a collaborative effort to assess student learning. and more importantly, learned !!!

  23. How does this relate to common assessments? • Feedback is “information communicated to the learner that is intended to modify his or her thinking or behavior for the purpose of improving learning” • John Hattie & Helen Timperley, (2007), The Power of Feedback • Assessment is the most common form of feedback • Marzano, (2010), Formative Assessment & Standards-Based Grading

  24. Common Assessments • Common Assessments are frequent and common to all students in a class, grade, or content area. • Ex: • All English 1 Honors • Algebra II • 7th Grade Integrated Science • 10th Grade American History, etc. (Fullan, 2005a;Hargreaves & Fink, 2006; Reeves, 2004; Schomoker, 2003; Stiggins, 2005).

  25. One of the most powerful, high-leverage strategies for improving student learning that is available to schools is the creation of Common Assessments in the content areas.

  26. Why such a powerful strategy? • Frequent, common, high-quality formative assessments help teachers inform instruction before summative assessment occurs. • (Fix problems before failing). • Designed by teachers (experts) who are collaboratively working together (PLC) • To help a group of students develop agreed-upon knowledge and skills

  27. Summative Assessments Formative vs. Summative Formative Assessments are assessments FOR learning measure a few things frequently are assessments OF learning measure a lot of things once

  28. Summative Assessments Formative vs. Summative Formative Assessments Answers the questions: Are students learning what they need to learn? Who needs additional time and support to learn? Answers the question: Which students learned what was intended and which did not?

  29. Summative Assessments Formative vs. Summative Formative Assessments are timely, in-process measurements that inform teachers regarding the effectiveness of the: core curriculum instructional strategies interaction of these with the learner. determine whether students have met intended standards by a specific deadline.

  30. Summative Assessments Formative vs. Summative A medical analogy Formative Assessments is like a physical exam can provide both the “doctor” and the “patient” with timely information regarding the patient’s well-being can help with a prescription for an ailing person or assist a healthy person to become even stronger. is like an autopsy can provide useful information that explains why the ‘patient’ has failed or what has already happened but the information often comes too late... at least from the patient’s perspective.

  31. Formative Assessments • Clearly defined goals related to learning and assessment • help teachers provide descriptive feedback to students • provides students with concrete information in how to improve • This feedback is due to in-depth analysis of the results.

  32. Formative Assessments • The growth students experience helps to build confidence as learners • The growth teachers experience helps to build teacher efficacy and instructional skill set

  33. Common Formative Assessments • Inform the practice of individual teachers. • provide teachers with a basis of comparison as students learn, skill by skill • how the performance of their students is similar to and different from other students who took the assessment.

  34. Common Formative Assessments • In terms of RtI, this is called peer comparison data • It also assesses the effectiveness of the • core curriculum • instructional strategies • learning environment (opportunities to learn) • learner interaction with these elements

  35. Common Formative Assessments • Common formative assessments help identify groups of students who need additional support and time to ensure their learning. • Everything students might SAY, DO, or CREATE has the potential to be formative because it can provide information about how much they understand and helps the teacher plan the next steps of instruction. • Obtrusive Assessments – take instructional time • Unobtrusive Assessments – do not take instructional time • Student generated assessments

  36. Team Work vs. Group Work • Teachers in common courses in a school … • Are responsible for ensuring students acquire knowledge and skills • Will work together (it makes sense) • Should divide responsibilities, No duplication of effort (expensive!)

  37. Team Work vs. Group Work • Teachers in common courses in a school … • Use common data to inform and improve the practice of individual teachers as well as teams of teachers • Use common data to build the capacity of the team to achieve at higher levels • Have a ‘Plan B’ essential to systematic interventions when students do not learn.

  38. So, what does it look like?

  39. Start with the end in mind…

  40. How to begin? • Start with the end in mind • What do we want our students to learn? • What are the standards? Strands? • What are the assessments that we will use to measure these standards? Strands? Unpack the Standards, Map the Curriculum, Assessments, Units, and Lessons

  41. How to begin? • What curriculum will we use to teach these standards and strands? • What lessons will we use to address the standards/strands? • When will we measure? • What is our plan to address students who need more time/instruction? (Plan B)?

  42. Collecting Data, considerations… • As teachers analyze data, consider: • For each question or assessment item – how many students got it right, how many students got it wrong? • What does this tell you about the test question? • It is across all classrooms? Is the data different across the classrooms?

  43. Collecting Data, considerations… • As teachers analyze data, consider: • Did one teacher cover the material differently? • Does this reflect in the formative measures, also? • How can we address inclusion classes?

  44. Collecting Data, considerations… • As teachers analyze data, consider: • For each test item, for the students who got it wrong, what did they choose? Is there a pattern to the ‘wrong’ answers chosen? • Did a lot of students choose answer B or are they spread out across B, C, and D if the answer is A?

  45. Collecting Data, considerations… • As teachers analyze data, consider: • Is it a possible bad test item that needs to be re-written to assess the standard objective? • How will you determine this?

  46. Formative - Summative

  47. DeLaura Middle School:Using Data to Close the Achievement Gap

  48. Review of Last Year… Using Data to Drive Instruction • What was required of teachers? • How did we get buy in? • Lessons learned.

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