Comprehensive Assessment and Data System in GCISD Summative Assessment—1 time per year Data about Learner— 2-4 times per year (purchased assessments) District Common Assessments— End of Unit and/or grading period (District Created) Curriculum Based Assessments—1-4 times per month (Teacher/Team created) Formative Classroom Assessments (AFL Strategies) Daily Benchmarks & Cornerstone Tasks MAP, TELPAS, CogAT, DRA2, progress monitoring STAAR, End of Unit, Sem. Exams, ACT/SAT Assessments for Learning

 Break

Redefining education because YOUR future matters today!

Using Heat Maps for learning | for learners How did we do?

Performance Standard for EVERY Grade 3-8 STAAR assessment administered in or : Level II – Phase %2012

p. 5 So many numbers! How can we use data like these to guide decision-making and development? ≈ 75% ≈ 55% ≈ 85% ≈ 62%

≈ 62 % ≈ 55 % ≈ 85 %

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Why is the Final Recommended Standard so high?

English III Algebra II Grade 2 Grade 5

Rethinking Scores Well Prepared Sufficiently Prepared (Gr. 3-8 Final) Getting There (Sufficiently Prepared - Phase 1) Sufficiently Prepared (Gr. 3-8 Phase 2 | EOC Final)

Preview

How does this inform our work? Level II - Phase 1 KIDS and COMMUNITY Level II - Final PLANNING and PROFESSIONAL DEVELOPMENT

Start with what we are helping kids learn…the TEKS Readiness Supporting Process

KNOW so they can GROW

Know the Standards… 1.Name a hard-to-teach readiness standard 2.What concept(s) are being taught? 3.What do students learn in the previous two grades to prepare them? 4.How will students use the learning next year?

Readiness Standards ≈ 30% of assessed TEKS ≈ 65% of STAAR  IN-DEPTH instruction  BROAD and DEEP ideas 23 Concepts More complex to teach Pacing? More complex to teach Pacing?

Which Readiness Standards are hardest to teach? Ask teachers! Validating the System

General consensus? Would you expect this in all subjects? What does it mean if the lowest average score is a 3.8?

What are the 4 hardest to teach?

Teacher Perception 5.2A 5.2C 5.3B 5.3C

What are the 3 easiest to teach?

Teacher Perception 5.3A 5.8A 5.13B 5.5A 5.10C 5.12B 5.2A 5.2C 5.3B 5.3C

Does teacher perception match student performance? Validating the System

What do you expect to find?

Readiness

Student Performance Data Which SEs are the hardest to learn? Which SEs are the easiest to learn? Student Performance Data Which SEs are the hardest to learn? Which SEs are the easiest to learn?

Does Perception Match Performance? 5.3A 5.8A 5.13B 5.5A 5.10C 5.12B 5.2A 5.2C 5.3B 5.3C 5.2A 5.2C 5.3B 5.3C 5.3A 5.8A 5.13B 5.5A 5.10C 5.12B

5.5A 5.13B ✔

What if your data looked like this? 5.2A 5.2C 5.5A 5.12B 5.3A 5.8A 5.13B 5.3B 5.3C 5.10C 5.2A 5.3B 5.3C 5.10C 5.2C 5.8A 5.13B 5.3A 5.5A 5.12B

5.3B | 5. 3C | 5.10C | 5. 13B ✔ 5.2C | 5. 5A | 5.12B

Heat Maps   Login  State Assessment>Instructional Reports>Reporting Category SE Performance  Year 2012 &/or 2013  Subject-Mathematics  Grade 5, 8, Algebra I  Test: March 2012 or April 2013-English  Generate

Heat Map Analysis  Reporting Categories--Areas of concern?  Reporting Categories--Areas of strength?  What specific Readiness Standards do we need to continue working on?  What specific supporting standards do we need to continue working on?  Which Red readiness standard comes first in our curriculum documents?

Unwrapping the Standards  A necessary component to the IDP process  Write the standard—underline the nouns (concepts) and circle the verbs(skills)  Answer the Readiness Criteria Questions  Identify Academic Vocabulary  Identify cognitive process level of difficulty using Bloom’s Taxonomy  Content Builder--What content do students need to know to connect this new learning? What do they come with? How will they use it in the future?  Distractor Factor—common errors  What is the BIG IDEA with the readiness standard?

 Lunch

Essential Components of a CBA  Know your Purpose  To find out what students know and are able to do  To determine where students are in the learning continuum and how to support them in moving forward  To gather evidence needed to make inferences about student learning and teaching

Three Types of Item Formats  Selected Response  Multiple choice  True/false  Matching  Short answer or fill in the blank

Constructed-Response  Includes short-response and extended response  Requires students to organize and use knowledge and skills to answer the question or complete a task  More likely to reveal whether or not students have gained integrated understanding with regard to the readiness standards  Requires a scoring guide or rubric to evaluate degree of student proficiency.

Assessing Essential Understanding  We have to understand the BIG IDEA  Essential Understanding questions help teachers to determine if students have grasped conceptual knowledge  Often begin with “how” or “why”.  Open-ended  Requires a scoring guide or rubric

Selected Response Reasons For  Better content domain sampling  Higher reliability  Greater efficiency  Objectivity  Mechanical scoring Reasons Against  Emphasis on learning of isolated facts  Inappropriate for some purposes  Lack of student writing

How to edit questions in DMAC  Use a question stem to turn the question into a true/false, matching, or fill in the blank.

Example  5.03B/5.14B Dual Readiness—DOK 2  Q: Mr. Cantu will put 1 flag on each table in the cafeteria for a school event. The cafeteria has 15 rows with 5 tables in each row and 12 rows with 4 tables in each row. Mr. Cantu already has 94 flags. How many more flags does he need to buy?  A. 48  B. 19  C. 27  D. 29

Number of Items Guidelines  Remember the purpose of your assessment  Ask, “How many total items do I need in order to be able to make an accurate inference as to what students know and can do.”  Limit the total number of items so that student papers can be quickly scored and the results used right away.

Assessment Blueprint

Resources for CBA Items  Textbook questions (that meet criteria for well-written items)  Teacher Created  Internet educational resources and organizations  DMAC

Tools for checking item quality  Checklist of guidelines for evaluation of assessment item.  Common Formative Assessment Scoring Guide  Design Team Reflection

Data Teams Process  Part of the PLC work  5 Steps  1. collect and chart data and results  2. Analyze strengths and obstacles  3. Set S.M.A.R.T goal for student improvement  4. Select effective teaching strategies  5. Determine results indicator

Model of CBA  Based on one readiness standard and no more than 2 supporting standards.  One or more selected response types (4-7 Questions)  1-2 extended-response items  1 or 2 Essential Questions.  Scoring guide/rubric is embedded in the assessment for students to refer to  Students can (on average) complete in 20 min. or less. * Using a multiple-measure assessment enables educators to make more accurate inferences.

Year-Long Plan  3 Standards for fall  Process  Selected Response Questions  Data Teams process in PLC’s  3 standards for spring  Constructed Response Items  Essential Questions  Scoring Guides

Reflections  Questions?  Comments?

Part 2

Constructed-Response Reasons For  Provides more valid inferences about student understanding than those derived from selected-response items Reasons Against  Takes longer to score  Dependent on student writing proficiency  Can be a challenge to score accurately

Example  5.03B/5.14B Dual Readiness—DOK 2  Q: Mr. Cantu will put 1 flag on each table in the cafeteria for a school event. The cafeteria has 15 rows with 5 tables in each row and 12 rows with 4 tables in each row. Mr. Cantu already has 94 flags. How many more flags does he need to buy?  A. 48  B. 19  C. 27  D. 29

Session 5-Scoring Guides for constructed-response items  Scoring Guide is synonymous with rubric  A set of general and/or specified criteria used to evaluate student performance  Describes “proficiency” as met standard  Identifies degree or level of proficiency student achieves at the time of scoring

Scoring guides help ALL students succeed!  Performance criteria is shared before students begin their work.  Specific language that is understood by all  Referred to frequently during completion of task  Used to assess completed task  Expedite the evaluation of student work to help provide timely feedback.

Scoring Guide Strategies  Specificity is critical  Reliability comes from consistency in wording format  Clearly linked to standards and assessment items/tasks  Scoring guide and task requirements should fit “hand-to- glove”.

Criteria Quantitative  Proficient  = 3 supporting details  Exemplary  = 4 supporting details Qualitative  Proficient  =identifies main character  Exemplary  =relates main character to another character in the story noting similarities and differences

Avoid Subjective Language  Some  Few  Good  Many  Most  Little  Creative

Begin with Proficiency  Decide criteria for this level  Review task requirements and list the criteria  Scoring guide criteria should mirror the task requirements

Exemplary Level  Great for differentiating  Invites students who need a challenge to delve deeper into the task  Enables students to show “all they know” relative to the task  Should begin the first line with: All proficient criteria met PLUS:  Consider how each proficient level could be enhanced- quantitatively and qualitatively—so students understand how to go above and beyond the proficient level.

Progressing and Beginning  Since the goal is proficiency, design the criteria for the remaining two levels in relation to proficiency. This keeps student attention focused on the proficient criteria.