1. 2 participants will understand … use of common formative and summative assessments to enhance...

MODULE 2Secondary

A Year in the Life of a Data Driven School

MODULE 2Secondary

A Year in the Life of a Data Driven School

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Welcome Back!

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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-Evaluation3

WHY ARE YOU HERE?

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Florida Change Model

Infrastructure

Implementation

Consensus

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Consensus Building

Continues… 6

You can lead the horse to water…

1. Innovators/adopters: welcome change

2. Susceptibles: resent current practices; feelings of dissonance

3. Nonsusceptibles: do not believe change is needed

4. Resisters: sabotage change efforts

(Powell, 1988)

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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.

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B.E

.S.T

Professional

Learning

Com

munities

R t IHow do we tie all of these initiatives

together?9

Brevard Effective Strategies for Teaching

ProfessionalLearning

Communities

Response to

Intervention

Student Achievement

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Problem Solving Process –Florida’s Model

EvaluateDid the plan work?

Problem AnalysisWhy is it occurring?

Problem IdentificationWhat is the problem?

Develop and Implement PlanWhat can we do about it?

What does your DATA say about

student achievement?

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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)

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Problem Solving Step 1

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What Data Are We Looking At?

Historical & CurrentAcademic Data

*Student data*Class data *Benchmark

data*Grade level

data

Formative Data

Summative Data

Progress Monitoring

Behavioral Data

Intervention Data

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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

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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.

Goals of RtI in FloridaT i R – Thinking is Required

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I.C.E.L.

DATA

INSTRUCTION

CURRICULUM

ENVIRONMENT

LEARNER

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Common Assessments

Formative and SummativeCreated by teachers, in collaborative PLCs, to

Inform Tier 1 Instruction

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

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.



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


Students should all be exposed to the same standards, knowledge, skills, and opportunity to learn in each class


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 !!!

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

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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).

Common Assessments

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.

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

Why such a powerful strategy?

Formative vs. Summative

FORMATIVE ASSESSMENTS

SUMMATIVE ASSESSMENTS

are assessments FOR learning

measure a few things frequently

are assessments OF learning

measure a lot of things once




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?




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.

Formative vs. Summative A medical analogy



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.

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.


The growth students experience helps to build confidence as learners

The growth teachers experience helps to build teacher efficacy and instructional skill set

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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.


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

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• 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

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!)

Team Work vs. Group Work

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.

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So, what does it look like?

Start with the end in mind…

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

How to begin?

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)?

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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?

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?

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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?



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?

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Formative - Summative

DeLaura Middle School:

Using Data to Close the

Achievement Gap

Review of Last Year…

Using Data to Drive Instruction What was required of teachers?

How did we get buy in? Lessons learned. 50

Collecting Data

Summative Assessments


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Analyzing Data

Teacher Data Teams Summer meetingsDetermining strengths and weaknesses

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Analyze Content Area Summative Assessments to Look for Trends, Problems, Strengths and Weaknesses.

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School Culture: Creating Conditions for Success

Essential that teachers understand that the data is feedback, not an indictment.

Teachers will resist using data if they feel that the information will be used against them for evaluative or punitive purposes.

Leadership should facilitate school climates where it is professionally and emotionally safe to look at student data.

Teachers need to collaboratively examine classroom-level data so that they can identify and learn effective instructional techniques from each other

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Taking Action

Curriculum mappingFormative assessmentsUsing the data to drive instructionReteaching – ensuring student

learning

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Collaboration is the key to success!

Looking Back…•Summative Data•Historical Data

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Building Level Challenges:DATA

Collection What is collected and who collects it? How frequently is it collected?

Organization Disaggregated by grade, gender, race, language,

SES? Designed to answer specific questions (Tier 1/2

effectiveness? Display-necessary to evaluate RtI

Goals/Benchmarks Aimline Trendline Rate

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Analyze the past –

How did we do?

What problems can we identify?

What can we do better?

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2006-07

2007-08

2008-09

2009-10

2010-11

2011-12

2012-13

2013-14

0

10

20

30

40

50

60

70

80

90

100

% Meeting High Stan-dards Read-ing

Linear (% Meeting High Stan-dards Read-ing)

% Making Learning Gains Read-ing

Linear (% Making Learning Gains Read-ing)

Awesome Elementary FCAT Reading Data Trends

Per

cen

t

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CORE REPORTS

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Student Desk Top Data System

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Example: Turning Historical Data Into Action

Problem ID Several years of declining writing scores

Why is problem occurring? Lack of consistency with curriculum and

instruction in each class Lack of clear expectations for student

behaviors and performance What will we do about it?

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Problem Solving 4th gradeCurriculum Issues

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Components/Implementation of Writing Workshop

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That doesn’t just happen…

It’s the result of Problem Solving

through Multiple Tiers of Instruction

and monitoring Response to Instruction/Intervention.

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The Power of Great Assessment:

Using Rather Than Reporting Data Use Data to:

inform instructional strategies

measure growth over time identify

misunderstandings & measure mastery

Report Data to:

update parents, principals, school

track student’s progress Reward or consequence

students

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Utilizing A3

To Document RtI

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Using A3 to Manage RtI DataSchool Leadership Teams

Using CORE reports

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Core Reports Is the Grade Level healthy?

Is the core meeting the needs of 80% of the students?

Are we meeting the needs of our

SUBGROUPS?

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Activity

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Look at the data

-What questions do you have?

- Do you have all the information you need to make choices?

Activity

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Look at the data

- As a diagnostic test, what choices would you make?

- As a summative test, what choices would you make?

Using A3 to Manage RtI Data Teacher Data Teams

Area of Concern

Observations

Set up/ record meetings

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Click on name of student, hit enter, and scroll down the page to Areas Of Concern (Tiers 1-2).

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Scroll down the page to Areas Of Concern (Tiers 1-2).

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Click on “Green Symbol” to open new window to create Areas Of Concern.

* Note: Please add a new Area of Concern for each subject area (e.g. reading, math), behavior, etc.

To DELETE an area of concern, click on the red X and then click on OKAY. 78

Select Learning Consideration by clicking on drop down box.

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Enter information into Description Box and Comment Box. Click Okay to save information.

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Once the Area of Concern has been created, your next step is to create as many interventions, progress monitoring updates, observations, assessments as needed .

Click on Magnifying Glass to enter information on the following areas: Observations, Interventions, Progress Monitoring

Click on red X to DELETE an area of concern and then click OKAY. 82

ADDING OBSERVATIONSAdd OBSERVATIONS by clicking on the Green Plus sign . Then click Okay.Update the OBSERVATION by clicking on the Magnifying Glass .

To DELETE progress monitoring click on the red X and then click OKAY.

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Parent Conferences and other meetings can be documented in the MEETINGS section.Add MEETING information by clicking on the Green Plus sign . Then click Okay. Update MEETING info by clicking on the Magnifying Glass . To DELETE meeting info click on the red X and then click OKAY.

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One Way To Do It:RtI Process for Secondary Schools

Roles and Responsibilities School-based Leadership Team (SBLT) Teacher Data Team (TDT)

Student Review System Identifying AYP-driven priority students

Timeline It’s not too late to start!

August-OctoberSBLT – Step 1

Review historical data from to discuss general Tier 1 strengths/weaknesses and set priorities for concern areas Tier 1 – B.E.S.T. model for improvement Tier 2 – Intervention reading and math Targeted at-risk students - AYP-focused

▪ Grade level(s)▪ Sub-group(s)

August - October SBLT – Step 2

Student Review System FAIR – Reading comp., MAZE, Word

analysis District Math and Science Assessments G.P.A. Attendance Behavior Teacher-directed


Decide on time and place to provide a consensus survey with faculty Paper survey Online survey

Plan overview faculty training by RtI coach 15-20 minutes

Plan A3 faculty training by RtI coach 20 minutes in lab during plannings


Identify/Appoint Teacher Data Team(s)

Middle Schools▪ MESH teams

High Schools▪ Four teachers, Guidance, Literacy Coach▪ All MESH and grade levels represented

September – OctoberData Collection and Review

Literacy Coach Lowest 25%, L1 and L2 students Works with reading teachers

RtI Coach L3 or above

Guidance Counselor Alert English teachers of identified

students from historical data for Tier 1 classroom supports

OctoberTDT Preparation

Student Review System is updated RtI Coach and Literacy Coach

SBLT - prioritizes students for TDT review and problem-solving

Guidance Counselor – contacts all teachers of priority students for A3 observational input

TDT – meets to review and problem-solve

HOLDING EFFECTIVE TEACHER DATA TEAM

MEETINGS

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The Top 10 Barriers to Effective Meetings

• No agenda is prepared• Member sabotage with own agenda• No time schedule has been set for the

meeting• No one is prepared• No facilitator is identified• No one agrees on anything• No action plan is developed• Everyone is off task• Negative tone throughout the meeting• Unclear who is responsible for what

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Teacher Data Meetings

PURPOSE

Student AchievementCollaborate to problem

solve and plan interventions both at Tier 1 and Tier 2 level

Monitor student progress

Learn from each other 95

Defining Roles

Work with your team to develop a job description for each of these Teacher Data team roles and assign a school-based person to each.

Facilitator Timekeeper

Recorder96

Problem Solving Process –Florida’s Model

EvaluateDid the plan work?

Problem AnalysisWhy is it occurring?

Problem IdentificationWhat is the problem?

Develop and Implement PlanWhat can we do about it?

OctoberTDT Problem-Solving

What are the problems? Individual and/or group

Why are they occurring? ICEL – individual and/or group (focus on

ICE) Hypothesis

What are we going to do about it? MESH Tier 1 classroom strategies

Is it working? Review in December/January

October – JanuaryMulti-Team and Multi-Tier

Re-prioritize Student Review System SBLT using semester and term data

Collect and disaggregate data RtI Coach, Literacy Coach, Guidance More observational data from teachers in

A3 TDT Problem-solving

Recommendations to SBLT Tier 2 intervention decisions

Who, what, when, where?

January – MarchPriority Students Tier 2

Priority students receive Tier 2 additional interventions

Jefferson Middle School - 2010 Who: AP and ASP-funded proctor What: Voyager computer-based program When: Once a week during activity

period Where: Computer lab

March – MaySBLT and TDT – What Now?

SBLT - Is it Working? Review Tier 1 and Tier 2 data Begin planning for next year

▪ Instructional PD, curriculum mapping, school-wide environmental issues

TDT Review priority student Tier 2 data and

make MESH recommendations Review problem-solving process for

lessons learned

IPST Teacher-directed referral

▪ TBD Parent-directed referral

▪ TBD Re-evaluation

▪ TBD

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Wrapping- Up 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

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1. 2 participants will understand … use of common formative and summative assessments to enhance...

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