Writing the Interim Report

Susan McDaniel, Liaison

LeeAnn Palomarez, Program Assistant

2011-2012 Overview

Pre-conference

Observation

Post conference

Interim Report: Teachers report on formative assessments, progress and modifications of the plan. A student survey is administered and summarized.

Final Report: Teachers analyze the pre/post assessment results and evaluate the overall Student Progress plan.

Observation Cycle(Level I only)

Initial Report: Teachers identify and discuss the objective, teacher steps, student activities and assessments of the Student Progress plan.

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Individual Responsibility Report Staff Development Report Principal’s Sign-off form

Making the Connection:Initial (what you planned to do) to Interim (what you have done to date)

Pre-assessment data

Teacher Steps --Scaffolding --Literacy strategies

Formative assessments

Student Activities

Validated implementation of the year long Student Progress Plan

Instruction Modifications

Formative assessment descriptions Student survey

Instruction Modifications

Formative Assessment--definition An ongoing diagnostic assessment

providing information to guide instruction and improve student performance. (Handbook, p. 38)

A. Formative Assessments--Criteria Lists ongoing types of assessments and

provides a description for how each is being used.

*Refer back to assessments listed in the Initial Report.

*Why did you chose to use that particular assessment?

*Have you used assessments not in the Initial report?

*Make a note of any assessments that you decided not to use and why.

Formative Assessments: Scoring 2 points: Lists the assessments and states

purpose for each one. A thorough description is provided for how each was used in relation to the year long objective.

1 point: Lists assessments only. 0 points: No formative assessments or

description given.

Formative Assessments: Secondary Example Year long objective: Social Studies, Strand 5, Concept 2—

SW examine the costs and benefits of economic choices relating to individuals, markets and industries.

One formative assessment listed on the Initial Report was daily bell work.

Purpose: “Daily bell work assignments are also used to assess student knowledge. Often times, the bell work is for the students to analyze a given market situation and state what kind of effect it would have on the market. With the bell work the students are asked to apply their knowledge of supply and demand. This helps me assess whether or not the students can correctly apply what they have learned in class about analyzing a given economic situation.”

Formative Assessments: Example Year long objective: The Arts/Music, Strand 1, Concept 2--Students will

play instruments alone and with others. A formative assessment listed on the Initial Report was a musical

performance. Purpose: “Performances were scored with a teacher observational

checklist/rubric. Students are required to prepare and perform passages on several pieces of music throughout the year. The checklist/rubric consists of five criteria of a musical performance: appropriate posture and playing position, accurate rhythm, good intonation, steady tempo and tone/musicality. Performing music on an instrument demonstrates the student’s ability to read and synthesis multiple musical symbols simultaneously as well as apply that knowledge to the performance.”

B. Instruction/Data--Criteria Clearly describes how instruction made a difference in

student achievement based on progress toward reaching the objective. Describes progress using data from formative assessments. Discusses overall student success or improvement over time. If a summative assessment was administered, a comparison is stated.

Instruction/Data: Scoring 3 points: Thorough description of instruction

and data 2 points: Some description of instruction and

some reference to data 1 point: Description or data only

Instruction/Data: Secondary Example Year long objective: SW examine the costs and benefits of economic

choices relating to individuals, markets and industries.

“Using bell work allows me to assess my students progress on a daily basis. My goal was to see if the students were learning the newest part of the previous day’s lesson, which always included direct instruction, visual aids such as graphs and charts, real-world examples and small group work. I pieced the information together slowly for the students over the course of the semester. In a whole group review of the bell work activity, students share their responses. I then can determine if I need to re-teach a specific element of the PO before moving on.

Typically 24-25 out of 28 students completed the daily bell work correctly. A notable exception was during the unit on equilibrium quantity—in the early part of this unit the average completing the bell work correctly was about 12-14, which I address in detail in part C.”

Instruction/Data: Example Year long objective: SW play instruments alone and with others. One strategy I use is to model rhythms, good intonation and expressive

playing on a variety of instruments. In addition, I provide recordings of the pieces being learned. It is beneficial for the students to have an aural/visual model. Prior to a performance, we focus on the assigned passages. At times, I will play with a specific section of the group, modeling a phrase and then have a pair of students play it back for me. Prior to introducing each new piece, during whole group instruction, we identify key signatures, accidentals, time signature, tempo and dynamic markings and musical symbols. (Literacy strategy)

Overall scores on the most recent performance were 6 students scored between 18-20, 4 students scored a 16 or 17, 4 students scored a 14 or 15, and 2 scored a 12 or 13. No students scored less than a 12. Scoring was based upon a 4 point rubric for each of the 5 criteria, for a total of 20 possible. Lowest scores were in accurate rhythm indicating the need for modifications.

C. Modifications/Data--Criteria Clearly describes types of modifications made:

pacing, grouping, correctives, re-teaching, etc. and provides purpose for each based on data from formative assessments. Provides justification if no modifications were necessary.

*If students did not pass a formative assessment or are not making progress toward the objective, then what did you do?

Modifications/Data: ScoringLevel II—3 points possible 3 points: Lists modifications and thoroughly

describes purpose based on data 2 points: Lists modifications and/or purposes

based on some data 1point: Lists modifications or purposes only,

no data discussed

Modifications/Data: ScoringLevel III—2 points per objective; 4 total

possible 2 points: Lists modifications and thoroughly

describes purpose based on data 1 point: Lists modifications only, no purpose

or data discussed

Modifications/Data: Secondary Example Year long objective: SW examine the costs and benefits of economic

choices relating to individuals, markets and industries. I did have to adjust instruction based on my formative assessments. The

bell work allowed me to correct student mistakes on a daily basis. I could make adjustments to cater to the needs of individual students using one-on-one instruction for a particular concept. For example, one student was consistently getting incorrect answers on reading graphs. However, due to scores on previous bell work, it was clear she understood the economic concept. I worked with her one-on-one, providing more examples of a variety of charts and graphs. I also began to reorganize my seating chart midway into each unit, placing students who were scoring high on the bell work with those who were struggling. (Students are seated in groups of four). In regards to the equilibrium unit mentioned in Part B, as stated, after direct instruction 60% of the students were not meeting the standard. I then created guided lessons incorporating graphic and mathematical representations as additional examples.

Modifications/Data: Example Year long objective: SW play instruments alone and with others. One modification I am making is to provide more in-class time for

sectional and small group rehearsal. I have observed that the majority of my students take greater ownership of the music when rehearsing as a member of a sectional setting with others who play the same part. This allows for the section to work on their specific “trouble spots” together and provide feedback to one another. Sectionals are led by myself, student leaders or U of A volunteers. As per data on the last performance, students were consistently scoring low on the accurate rhythm criteria, with 11/16 scoring a 2, 3/16 scoring a 3, and 2/16 scoring 5/5. This indicates a need for more individual and group rehearsal time.

I also created advanced compositional projects for those students who had mastered the criteria, in which the students compose short rhythmic and melodic pieces.

D. Student Survey/Data--Criteria Uses numerical data to summarize the

responses on the survey. Describes how the results assisted in plan changes. Attaches a copy of an appropriate survey.

*The survey is asking for feedback about the instruction/activities relative to the objective.

Sample surveys may be found at http://www.susd12.org/content/maintenance-forms-2010-11

Student Survey/Data: Scoring 1 point: Summarizes results. 1 point: Describes how results impacted

plan. 1 point: Attaches a copy of an

appropriate survey.

Student Survey/Data: Secondary Example Year long objective: SW examine the costs and benefits of economic

choices relating to individuals, markets and industries. “Daily bell work helps me to describe how markets function.” Out of 28 students taking the survey… Always---21 Sometimes---6 Never---1 Impact: I am satisfied with this result and will continue to use the bell

work as a daily assessment. I am constantly creating questions and examples that align with the previous day’s learning and try to make them relevant to the students. I plan on incorporating more current event examples into the bell work to help the students make the connection to the “real” world. The student who responded never frequently comes to class late and often misses most or all of the bell work.

Student Survey/Data: Example Year long objective: SW play instruments alone and with others. “Working on music with sectional groups helps improve my own

performance.” Out of 16 students who completed the survey, 5 said “most helpful”, 8

chose “very helpful”, 2 said “helpful”, 1 chose “somewhat helpful” and 0 stated “little /no help”. (93.75% scoring 3 or better)

Impact: All of my students felt working with their sectionals was beneficial to varying extents. I have already modified my plan to include more sectional time each week and will follow that schedule for the remainder of the semester. I will also invite more guest musicians, such as U of A students, to work with students in these settings.

Reminders… The Interim Report is due in the Career Ladder

office by Wednesday, February 15th at 5:00 p.m. You are encouraged to submit your report via email.

Reports and survey should be submitted together. These reports are not to be done collaboratively.

Any reports that are identical or nearly identical will not be scored. The Interim Report must be completed individually.