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Becoming Data Wise to Promote Collaborative Inquiry

Office of Teaching and Learning

Office of Accountability and Assessment

Modified for Overbrook HS

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Desired Outcomes

Create a framework for collaborative work. Begin to develop common language to

discuss assessment Introduce an overview of District-wide

assessments for the 2009/10 academic year Use collaborative inquiry to create an action

plan that supports the school plan based on “data wise” decision making.

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Enhanced Assessment System Components

All Schools

Early warning

Benchmarks

End-of-Year: Non-PSSA grades

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The Assessment Plan

Acuity Assessments (developed by CTB/McGraw-Hill)

Unified assessment plan Very similar operationally to this year’s

system but with additional instructional resources

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Why an Enhanced Assessment System?

Kaplan recently announced it was leaving the benchmark-test market.

This was an opportunity to enhance, unify and refine our Assessment System.

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Why an Enhanced Assessment System?

BUT, the results from the enhanced system must be integrated into SchoolNet, which is the system that our schools use to access student data from:

Benchmarks

Common Assessments

EAP

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Benchmark Assessments

Minimal changes– Schedule /Number of tests/ One class period– Content– Delivery– On-line interface– Reports

Under development– Teacher resources for differentiated instruction.– Predictive component added to each benchmark test.– New report added to SchoolNet

Distractor Analysis Report

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For Example: Distractor Report

Provides the user with

reasons why a student most likely chose an answer.

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Benchmark Testing

Same– Paper/Pencil Testing and Online Testing– Five benchmark tests for students in grades 3-8– Four benchmark tests for high school students – Online Testing

7 days to complete testing Results in SchoolNet 24 -48 hours No test code to input -

– click on an icon to begin test

– Paper and Pencil Testing Results in SchoolNet 5 days

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EAP: Educational Assistance Program(State funds for programs like Power Hour, 9th Grade interventions and Summer programs)

Required: Students must take 3 approved predictive assessments, with constructed-response items.

Currently: Students in EAP programs take a separate test (Acuity) during program time but also take the “regular” benchmark tests.

Next Year: Students are only administered the constructed response items during program time, with the multiple-choice items now part of the regular benchmark test.

Early Indicator/Predictive Assessment

New assessment to be administered in September in grades 3-11

Reading/English Language Arts and math assessed

Assessment will have only multiple- choice items

Early Indicator/Predictive Assessment

Provides baseline data earlier in the year Diagnose strengths and weaknesses at the

beginning of the school year so that teachers can more precisely target instruction

Validly predicts performance on the PSSA—know earlier in the year which students are likely (and not likely) to score proficient

End-of-Year Assessment

Provides results data similar to the types of results obtained from the PSSA, which can be used for summative purposes

Used to support end of year decision making Provides a measure of the degree to which

students have met grade-level expectations, i.e., if the student had taken the PSSA would he or she have scored proficient

End-of-Year Assessment

New assessment to be administered in June in grades 1,2, 9, & 10 (non-PSSA Grades)

Reading/English Language Arts and math assessed

TerraNova will no longer be administered in grades 1 and 2

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Common Assessments (Comprehensive High Schools)

Same– Math and English only– Grades 9, 10 & 11– Friday multiple choice / Quiz format

Changes– In English includes a reading passage– Scored by vendor – Results loaded into SchoolNet for review

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Connection to Previous PD

Share a success you have had in implementing a strategy for differentiating instruction.

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Write-Think-Pair-Share

Review the assessments listed on the Sample Assessment grid.

Check off whether you think each assessment is a Predictive, Formative, Diagnostic or Summative assessment.

Discuss your thinking

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Video: Collaborative Inquiry

Christy’s DilemmaVideo

http://www.ascd.org/publications/educational_leadership/feb09/vol66/num05/toc.aspx

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Planning for Collaboration

Establish group norms

Use protocols to structure conversations

Adopt an improvement process

“Lesson Plan” for meetings

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Consultancy Protocol

The Consultancy Protocol is a structured process for helping an individual or a team think more expansively about a particular, concrete dilemma.

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Consultancy Protocol in Action

Task Cards

Share a dilemma following the Consultancy Protocol

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Data Wise Planning Sequence

Reference: Boudett, Kathryn., City, Elizabeth., Murnane, Richard., Data Wise.,

Cambridge, Massachusetts, Harvard Education Press, 2008.

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A Data Wise District (Necessary Skills)

Understand, interpret, and use assessment data correctly Assessment Literacy

Use software to access data and create and understand graphic displays of assessment results SchoolNet

Participate productively in collaborative group conversations and protocols

Develop, implement, and assess action plans to improve instruction School Improvement Plan

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Today we:

Practiced a using a protocol to move from discussion to action

Learned about the District-wide assessments for 09/10

Have begun to develop a common language and understanding for some assessments

Used collaborative inquiry to create an action plan about how, when and why we use some assessments.