Act and Assess Part I Feb. 6, 2007

Plan for Today 4:10-4:20 Welcome Back and Overview 4:20-4:50 Bridging the Gap: Teaching and Learning 4:50-5:40 “Student Work as Evidence” Protocol 5:40-5:50 Break 5:50-6:05 Objectives and Topics for Spring 6:05-6:30 Classroom Data as Evidence 6:30-7:00 School Team Work

Just because you taught it doesn’t mean they learned it.

Using Data to Inform Instruction: Teaching Learning Bridging the gap between teaching and learning PART III

Where are you right now with formative data? Collection Collection Use Use Quality Quality

Collection of Formative Data Are teachers submitting data electronically? Are teachers submitting data electronically? Where are we storing our data? Where are we storing our data? Are we using our assessment binder? Are we using our assessment binder?

Use of Formative Data How are we using our data? How are we using our data? When will our staff or ILT be able to look closely at the data to identify trends and concerns? When will our staff or ILT be able to look closely at the data to identify trends and concerns? What are our goals for using formative data? What are our goals for using formative data?

Quality of Formative Data Are all teachers administering assessments in the same way? Are all teachers administering assessments in the same way? Are all teachers scoring assessments consistently? Are all teachers scoring assessments consistently?

You don’t want your formative data to go to data-data land!

What is ongoing data? Data that are collected on an ongoing basis AND are analyzed and used to inform future instruction as well as assess student learning. Data that are collected on an ongoing basis AND are analyzed and used to inform future instruction as well as assess student learning.

MCAS & BPS “Formative” Assessments Ongoing Data Data are collected only once or twice a year Data can be collected on an ongoing basis One test, one day Broader types of data can be collected Can have delay before results are available You know right away if students learned what you taught

The Dangers of Assumptions Think about the potential implications when we assume students’ mastery of a skill or concept, when in fact they do not have a real understanding. Think about the potential implications when we assume students’ mastery of a skill or concept, when in fact they do not have a real understanding.

Effectively Monitoring and Using Ongoing Data to Improve Instruction Week-in-Review Week-in-Review What is it? What is it? Where did the idea come from? Where did the idea come from?

What is included on the Week-in-Review? Skills—the how to(s) of learning Skills—the how to(s) of learning Example: What are some strategies you can employ when you encounter a word in a book that you don’t know? Example: What are some strategies you can employ when you encounter a word in a book that you don’t know? Concepts—specific concepts Concepts—specific concepts Explain how photosynthesis works Explain how photosynthesis works Some parts are designed to determine if a student has learned a concept in class Some parts are designed to determine if a student has learned a concept in class At least one part requires students to have studied at home At least one part requires students to have studied at home

A Sample

The most amazing monitoring system will not, by itself, improve instruction or student learning.

Now what? Looking at the results closely Looking at the results closely What are concepts and skills with which individual students need more support? What are concepts and skills with which individual students need more support? What are the concepts and skills that you taught, or at least thought you taught, but students didn’t learn? What are the concepts and skills that you taught, or at least thought you taught, but students didn’t learn? How can using ongoing assessment influence instructional development? How can using ongoing assessment influence instructional development?

Pre-assessment What is a pre-assessment? What is a pre-assessment? How can teachers effectively use How can teachers effectively usepre-assessments? How can former MCAS questions help in the designing of pre-assessments? How can former MCAS questions help in the designing of pre-assessments? Knowing what students do know is as important as know what they don’t know.

Comments and Questions Thank you!

Connections Using School-wide Data to improve classroom instruction Using classroom data to improve classroom instruction } Using Team-level data to improve classroom instruction

“Student Work as Evidence” Protocol  LASW can be used for many purposes Help figure out learner-centered problem Help identify problem of practice Help assess whether action plan is working  Recap Readers’ Journal Action Plan  Engage in Protocol

Protocol Debrief Debrief discussion questions Debrief discussion questions LASW as ongoing evaluation – 4 th letter LASW as ongoing evaluation – 4 th letter

The Big Picture Balance (1) need to revisit and (2) need to move on Balance (1) need to revisit and (2) need to move on Celebrate successful process and apply to a different problem Celebrate successful process and apply to a different problem

What Does Action Plan Lead To? Improved instruction in one area Improved instruction in one area Building team culture that will support new inquiries, drawing on progress made in addressing Building team culture that will support new inquiries, drawing on progress made in addressing Scaffolding issues Scaffolding issues Rubric issues Rubric issues Accountability issues Accountability issues

Spring Objectives  Offer concrete strategies  Allow learning from each other  Support implementation of action plan  Support preparation for “real thing” next year

Spring Topics  Data At Classroom Level  Looking At Student Work  Supporting Peer Observation  Distributing Leadership  Internal Accountability FEB FEB MAR APR APR MAY MAY

Brainstorming  Describe your Action Plan  Brainstorm how to make best use of classroom-level data in assessing progress

Next Assignment  Read article, review Data Wise ch. 7 & 8  Meet without TF and draft memo  Meet with TF for TF memo feedback “Student Work as Evidence” Protocol  Revise memo