Getting Results: Impacting Each Student within All Students December 1, 2011

1. Getting Results: Impacting Each Student within All StudentsDecember 1, 2011

2. Parking Lot Materials Getting Started Norms Facilities Roles and Responsibilities

3. Norms Stay Focused Manage Electronic Devices Practice Timely Attendance Pass Notes instead of Sidebar Talking Respectfully Challenge One Another Listen Actively Participate to the Fullest of Your Ability

4. Inclusion Activity

5. Outcomes Understand the link between formative assessment and planning for instruction. Understand the various uses of value-added data in the Ohio Improvement Process, including use by teacher based teams. Analyze how Universal Design for Learning supports ALL students. Explore Instructional Frameworks and plan for next steps within your district.

6. The Ohio 5-Step Process: A Cycle of Inquiry

7. Marrying OIP & VA – POWER of TWO Achievement Scores= What students know relative to what they are supposed to know. OIP Goal: Student Indicator Value-Added Scores= What adults in the building are doing in respect to C, I, A and programs. OIP Goal: Adult Implementation

8. FOCUS Guides

9. Using Academic Progress Information in the OIP at the District Level VA LUE - ADDED

10. Using Academic Progress Information in the OIP at Building and TBT Levels

11. What’s the Process? • Review Achievement Data • Review Value-Added Data • Determine patterns • Determine strengths • Determine challenges • Determine why we are getting the results • Determine how we can improve

12. The Power of Two:Achievement & Progress High Progress Low Achievement High Progress High Achievement • SchoolA • SchoolJ • SchoolH • SchoolE • SchoolC Progress One Year’s Growth Standard • SchoolK • SchoolG • SchoolF • SchoolB • SchoolD Low Progress Low Achievement Low Progress High Achievement Achievement Test Results How do value-added measures support what we know about schools?

13. Where can you find MAAP? www.battelleforkids.org/ohio

14. Matrix of Achievement and Progress High Achieving High Growth (Leading) Low Achieving High Growth (Learning) High Achieving Low Growth (Lucky) Low Achieving Low Growth (Losing Ground)

15. Value-Added https://ohiova.sas.com/evaas/signin.jsf

17. Composite of Math & Reading

18. DISTRICT - Math

19. District Reading

21. Students with Disabilities Economically Disadvantaged

22. Teacher-Based Team Fishbone

23. TBTs: Don’t Forget Success Site https://reports.success-ode-state-oh-us.info/

24. District/Building MAAP Activity • Where are your district’s highest levels of progress and achievement (see the top-right part of the matrix)? The practices in these areas are currently your district’s greatest strengths. • Where are your district’s lowest levels of progress and achievement (see the bottom-left part of the matrix)? These areas are currently your district’s greatest challenges. • Where in your district do you see high levels of progress, but low levels of achievement (see the top-left of the matrix)? Educators in these areas have discovered ways to improve their effectiveness. Their practices provide a working model for how others might improve. • Where in the district do you see high levels of achievement, but low levels of progress (see the bottom-right of the matrix)? The practice of these educators has become frozen. They require stretch goals.

25. Value-Added Support VALs (Region 14 Value-Added Leaders) Deanne Link so_dlink@mveca.org Jackie Miller jackie.miller@brown.k12.oh.us

26. The Ohio 5-Step Process: A Cycle of Inquiry

27. Assessment and Learning – A TBT

28. Do you agree? Yes or No? The results from a formal written test are the only data you can bring to a TBT to discuss.

29. Quick Check for Learning Anticipation Guide • Statements that can be reacted to without having read the text. • Statements that challenge beliefs. • General rather than specific statements. • Write statements that you want them to think about as part of upcoming content. Formative classroom assessments for learning

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32. The Data Coach’s Guide: Love, Stiles, Mundry & DiRanna, c. 2008 Summative district and state assessments Annual Data about people, practices, perceptions 2-4 times a year Benchmark commonassessments Quarterly or end of unit 1-4 times a month Formative common assessments Embedded throughout our Session Formative classroom assessments for learning Daily - Weekly

33. Quick Check for Learning “5 then 1” (“10 then 1”… “15 then 1”) Example: After 5 minutes of “giving” information, then STOP and give 1 minute for reflection and processing. “Listen in” Formative classroom assessments for learning

34. The Data Coach’s Guide: Love, Stiles, Mundry & DiRanna, c. 2008 Summative district and state assessments Annual Data about people, practices, perceptions More summative in the types of questions 2-4 times a year Benchmark commonassessments Quarterly or end of unit Questions are based on specific deconstructed learning targets 1-4 times a month Formative common assessments Formative classroom assessments for learning Daily - Weekly

35. How We Assess… Learning Target Students will be able to solve problems requiring them to add fractions with like and unlike denominators.

36. What is the Difference Between the Two?

37. Reading Activity

38. We must create/use assessments that will gather data that are the right “grain size.” That is the information teachers need from formative assessments must be specific enough to be able to tell them what to do next in their classrooms. Kim Marshall (2008) The Teacher as Assessment Leader, Edited by Guskey, pg. 43

40. Original Terms New Terms • Evaluation • Synthesis • Analysis • Application • Comprehension • Knowledge • Creating • Evaluating • Analyzing • Applying • Understanding • Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

41. Aligning Learning Targets to Appropriate Assessments Stiggins 2006

42. Assessment Design Multiple choice items MUST be created with “diagnostic” distracters that can pinpoint what is understood and not understood. They allow for teaching with precision. It has to serve a diagnostic purpose! Distracters are more difficult to write than the correct answers!

43. Best Distracters

44. Quick Check for Learning Formative classroom assessments for learning Pair Share In pairs, analyze the assessment questions and discuss how each could be used as summative or formative. Determine how / why distracters are used in these questions.

45. The Data Coach’s Guide: Love, Stiles, Mundry & DiRanna, c. 2008 HOW MUCH IS TOO MUCH!? Summative district and state assessments Annual Data about people, practices, perceptions 2-4 times a year Benchmark commonassessments Quarterly or end of unit 1-4 times a month Formative common assessments Formative classroom assessments for learning Daily - Weekly

46. Frequent Testing/Effects of Testing .34 Hattie 2009

47. Feedback .73 Hattie 2009

48. Quick Check for Learning Formative classroom assessments for learning Quick Write Read the Hattie quote on both sides of the handout Write one “a-ha” on a Post-it

49. Doug Reeves on Formative Evaluation

50. Formative Evaluation! 0.90 Hattie 2009