Teaming Up to Help Preservice Teachers Succeed on MoPTA Tasks Dr. Debby Bogle Irvine and Dr. Mike Smith Missouri Western State University MACTE Columbia, Missouri March 28-29, 2017

MoPTA High Stakes Assessment for All Missouri Student Teachers ($275) Overall Score of 37/60 Necessary Two Week Long Resubmission Window ($85) Student Stress

$$ The Million Dollar Question $$ What exactly does MoPTA want teacher candidates to do in order to pass?

Task Two. Assessment and Data Collection to Task Two Assessment and Data Collection to Measure and Inform Student Learning Overview It is all about the assessment, NOT the learning activities When prompts ask about groupings, activities, and technology used, it wants to know what was done during the assessment, NOT during the lessons. Only the last couple of textboxes in Step 3 ask students to reflect on what they learned and how they would use that information to guide their future instructions.

Task 2 continued Create an assessment using technology and administer to whole class as a pre-assessment (this is the baseline) Teach 2-3 sequential lessons to prepare students for the assessment. Administer the assessment to whole class Complete a data analysis of whole class and create graphic Identify two focus students with different needs Create and administer two different modified assessments to focus students Reflect on effectiveness of modified assessments

What we Decided to do Help teacher candidates become curriculum developers, data analyzers, and reflective practitioners. 3- day literacy unit with small group differentiation in Teaching Reading in the Classroom course 3-5 day unit in Applied Methods and Management course Both classes taken with Jr. Teaching Experience Complete data analysis for each unit Rubrics for units align with MoPTA guiding prompts

Three Day Literacy Unit Student Sample Lesson 1 - Introduction to Dialogue Students will be introduced to dialogue and learn how to punctuate dialogue. Students listened to me read Terrific by Jon Agee. I asked the students to listen for the writer’s craft. What is the author using to tell his story?

Lesson 1 - continued Student Sample Students assisted me in punctuating dialogue in sentences. Afterward, the students were given macaroni noodles and a story without dialogue punctuation. The students practiced punctuating dialogue with their macaroni noodles as I monitored and assisted students..

Lesson 2 - How to use dialogue in a story Student Sample Comic strips! I modeled using a comic strip to add dialogue to a paragraph in my narrative. Afterwards, the students were instructed to find a paragraph in their narrative in which they could illustrate and insert dialogue.

Lesson 3 - Using expression - Put “Said” to Bed! Students learned to add expression to their dialogue. I read Yertle the Turtle by Dr. Suess. Students were instructed to give a “thumbs up” every time they heard a dialogue tag other than “said.” Student Sample

Three-Day Literacy Unit Student Sample Pre-Assessment (baseline) Dialog Rubric

Three-Day Literacy Lesson Data graphic Student Sample

RTI Lessons 4 students - All four students have reading IEPs and all four students received the lowest test percentages in the class. Lesson 1 - Students cut out dialogue punctuation, tags, and sentences. Students worked together to construct and punctuate dialogue sentences. Lesson 2 - Students worked to complete a quotation use study guide. The students worked sentences independently and as a group. Student Sample

RTI Post Assessment If I had to teach my RTI group again, I would make sure the sentences and dialogue punctuation marks were cut out prior to the lesson. It took too much time for the students to cut out each individual section. I would have them cut out and placed in Ziploc bags to ensure easy access when I need them.. Student Sample

Applied Methods and Management 3-5 Day Unit Backward Design Any subject Develop assessment and administer as pretest to collect baseline data Teach 3-5 days, reflecting each day and making adjustments to curriculum as needed Administer assessment Create graphic of assessment data Write reflective data analysis Second Student Unit Same Semester

Jr. Unit Reflection Piece ✓Discuss their informal assessments and how they used that data to make instructional decisions ✓Discuss what lesson plan changes were made ✓Students create two graphics of formal assessment data Item analysis table Pre-Post comparison table ✓Discuss findings from formal assessment

Jr. Unit Rubric Sample MWSU Standard # 6.4 - Student Assessment - Assessment data used to drive teaching decisions and adjustments to instruction & Missouri Teacher Standard #7.2 - 6.4 The teacher candidate uses multiple methods of assessment including classroom and standardized assessment data to guide teacher's and learners' decision making. (Prepares Teacher Candidate for MoPTA Task 1 & 2) There is no evidence provided that assessment data was used to inform changes to instructional plans and activities. (0-1 /D/F Baseline) Evidence is provided that assessment data was used to inform changes to instructional plans and activities. These adjustments/ lesson plan revisions/ RTIs are mentioned but not discussed in either the Daily Reflections or the Unit Reflection. (2-3 /C/B Inconsistent) Evidence is provided that assessment data was used to inform changes to instructional plans and activities. These adjustments/ lesson plan revisions/ RTIs are discussed in the Unit Reflection and mentioned in the Daily Reflections. (4/A Consistent) Evidence is provided that assessment data was used to inform changes to instructional plans and activities. These adjustments/ lesson plan revisions/ RTIs are thoroughly discussed in the Unit Reflection and mentioned in the Daily Reflections. (4/A Developing)

What Else we Decided to do Started specifically teaching academic language such as: 1. helping teacher candidates better understand what modification means and how it is different from accommodation. 2. reviewing thoroughly the term differentiation. 3. using the terms baseline, rationale, instructional strategies, learning goals… Encouraging education faculty to used these terms in their classes Shared with education faculty MoPTA data

Modifications vs. Accommodations Know the difference Task Two is asking for MODIFICATION. Modification – Alterations made to instruction and/or assessment that changes, and more often than not, lowers, or reduces learning or assessment expectations. The resulting product is usually not equal to the student product without modifications.

Examples of Modifications Examples: ►reducing the amount or complexity of content the student has to know (ie. Getting lower level text to read or fewer/easier questions to answer) ►rewording/explaining/paraphrasing test questions to make them more understandable ►shortening a vocabulary or spelling test ►change of topic ►use of native language ►oral reading of reading/communication arts content (if “reading” is the goal being assessed) This is what Task Two is asking for.

Accommodations Accommodations – change made to instruction and/or assessment intended to help students fully access the general education curriculum without changing the instructional content. Accommodations provide equitable instruction and assessment for students by reducing or eliminating the effects of a student’s disability. Accommodations do NOT CHANGE OR REDUCE the learning expectations in regard to the goal being assessed. Generally, the resulting student product with accommodations is equal to the student product without accommodations.

Examples of Accommodations ► Providing more time to complete work or take the test ► Allowing movement to increase physical comfort ► Allowing use of recorder to tape lectures. ► Allowing a quiet room to take the test. ► Allowing use of calculators (if “computing” is not the goal being addressed/assessed.) ► Allowing oral responses instead of written responses. ► Providing study guides before tests. ► Telling students to use a piece of paper to cover all questions except the one being answered so they can focus better. ► Orally reading test items in any subject other than reading. These are NOT what Task Two is asking for.

Seminar for Student Teachers Blended Two whole days and three partial days face to face First whole day (8-4) discuss Tasks 1, 2, & 3 PowerPoints Examination of Questions Partner work with actual examples Partial day to reexamine Task 2 & 3 then discuss Task 4 Partial day to reexamine Task 4

Know what the Guiding Prompts are Asking Break down the question Thoroughly answer all parts of the question Do not worry about being redundant Keep bias out Analyze actual samples ????????????????????????????????

Lets examine some guiding prompts and actual student responses!

Table Showing Task 2 Scores for Three Semesters

Task 2 Total Score Spring 2016 8.700333333 Fall 2016 8.754705882 (12 possible) Fall 2015 8.086666667 Spring 2016 8.700333333 Fall 2016 8.754705882

?????Questions????? What are you doing at your university to prepare teacher candidates for MoPTA?

Thank you for attending Thank you for attending. If you would like more information about how we prepare our teacher candidates for MoPTA or a copy of our PowerPoint please email us. Dr. Mike Smith may be contacted at smithms@missouriwestern.edu Dr. Debby Bogle Irvine may be contacted at bogleds@missouriwestern.edu