Day 4: Using Assessment Data to Inform Decision Making

Learning TargetScoringCriteriaEnrichment 4.NBT.2 Read and write 4- digit numbers in standard form. Rubric Score: ____ /2 Write (Questions 1, 2) ____ /2Read (Questions 16, 17) ____ /4 Proficient? YES / NO (Proficiency Criteria is ¾) ____ /2 Write – CHALLENGE! (Questions 3, 4) 4.NBT.2 Read and write 4- digit numbers in expanded form. Rubric Score: ____ /2 Write (Questions 5, 6) ____ /2Read (Questions 18, 19) ____ /4 Proficient? YES / NO (Proficiency Criteria is ¾) ____ /2 Write – CHALLENGE! (Questions 7, 8) 4.NBT.2 Read and write 4- digit numbers in word form. Rubric Score: ____ /4 Write (Questions 9, 10, 11, 12) ____ /4 Proficient? YES / NO (Proficiency Criteria is ¾) ____ /2 Write – CHALLENGE! (Questions 13, 14) 4.NBT.1 Explain how digits within a multi-digit whole number relate to each other by their place value. Rubric Score: ____ /1 Write (Question 15) ____ /1 Proficient? YES / NO (Proficiency Criteria is 1/1)

Learning Target1 Minimal Learning 2 Basic Learning 3 Proficient Learning 4 Advanced Learning 4.NBT.2 Read and write 4- digit numbers in standard form. LukeBetty Kody Janet Bill Ally Zach Claire Erik Olivia 4.NBT.2 Read and write 4- digit numbers in expanded form. LukeBetty Kody Janet Bill Ally Zach Claire Erik Olivia 4.NBT.2 Read and write 4- digit numbers in word form. LukeBetty Kody Janet Bill Ally Zach Claire Erik Olivia 4.NBT.1 Explain how digits within a multi-digit whole number relate to each other by their place value. LukeBetty Janet Bill Ally Zach Claire Kody Erik Olivia

Measurement: Formative Assessments Grade 4 Recording Summary Mrs. Eggebrecht Sum mati ve 4.MD.1 4.MD.2 4.MD.1 4.MD.2 4.MD.1 4.MD.2 4.MD.1 Estimate & measure length by choosing the most appropriate unit of length (inch, foot, yard, mile). Estimate with customary capacity units (cups, pints, quarts, & gallons). Compare sizes of capacity measurements. Estimate & measure with units of weight (weight, ounce, pound, ton). Convert between customary units. Solve & explain the answers to each problem in writing (problem solving). Estimate & measure length to nearest centimeter, & choose metric unit for measuring length (mm/cm/dc/m/km). Estimate with milliliters & liters. Measure capacity using milliliters and liters. Estimate & measure with units of mass – grams & kilograms. Convert between metric units. Compare different units of time & convert one unit of time to another. Solve problems requiring finding times, measurements, or quantities (Work Backward) 1.Caleb Hmwk: R P E FA: Hmwk: R P E FA: Hmwk: R P E FA: Hmwk: R P E FA: Hmwk: R P E FA: Hmwk: R P E FA: Hmwk: R P E FA: Hmwk: R P E FA: Hmwk: R P E FA: Hmwk: R P E FA: Hmwk: R P E FA:

STUDENT Counts to 100Counts by 10sSequences NumbersWrites Numbers FA 1 FA 2FA 3FA 4 MET PROF? FA 1FA 2FA 3FA 4 MET PROF? FA 1FA 2FA 3FA 4 MET PROF? FA 1FA 2FA 3FA 4 MET PROF? KA1233Yes SA2233Yes FB2234Yes SC2222NO2223Yes1122NO1122 LC1233Yes PD1122NO JH2333Yes RL1122NO HP2333Yes DS3444Yes LS2333Yes Green = Intervention Needed Pink = Enrichment Needed

 1. Which of our students need additional time and support to achieve at or above proficiency on an essential learning target?  How will we provided that time and support?  2. What is our plan to enrich and extend the learning for students who are highly proficient?  3. What is an area where my students struggled?  What strategies were used by teammates whose students performed well?  What is an area where our teams’ students struggled?  What do we believe is the cause?  What is our plan for improving the results?

Review the proficiency level for each learning target to determine if it was set at the appropriate level Make note of any problematic questions that need to be reviewed by the team List each learning target and the total number of students who scored below proficiency, met proficiency, and exceeded proficiency General Results: based on what you find, decide whether or not additional whole-class instruction is needed around a learning target, or if teachers can respond to students in smaller groups

Which teacher was most effective? Strategies can be shared Students who need more time/support should be assigned to the most effective teacher What mistakes did students make? Weak background knowledge? Learning target is an abstract concept? Common misconceptions? How can we provide corrective instruction? What other resources do we have for support? No teachers on the team used highly effective teaching strategies… now what?

The team should review the assessment as a whole and decide whether or not they want to use the same assessment in the future Revisit questions identified as in need of review Team should also review the consistency of scoring practices Each teacher brings three random samples of student work – everyone scores, compare results and discuss All team members work together to score assessments, teachers exchange work samples so they are not grading their own student’s work

There MUST be a response and follow-up assessment for any learning target a student missed Teams must decide when to give follow-up assessments and what they will look like Teams must measure whether or not students have mastered the target after the intervention

“The number one influence on student learning is student involvement in their own learning.” -Thomas Many PLC at Work Summit 2013 Phoenix, AZ

 When Students Track Their Progress Educational Leadership (Health and Learning) December 2009/January 2010, 67(4), pp By Robert J. Marzano

Scaling Many & Sparks Many, ABS Enterprise 2013.solution-tree.com 1 Minimal Learning With no help, there is limited understanding or skill demonstrated. With help, a partial knowledge of some of the simpler and complex details and processes. 2 Basic Learning No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes. 3 Proficient Learning No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught. 4 Advanced Learning In addition to exhibiting level-3 performance, in-depth inferences and applications that go beyond what was taught in class.

CCSS Place Value Standards - Unpacked:  Domain: Number and Operations in Base Ten  Cluster: Generalize place value understanding for multi-digit whole numbers.  Standard 4.NBT.1: Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.  LT: Explain how digits within a multi-digit whole number relate to each other by their place value.  LT: Find and record all possible outcomes for a situation (Problem Solving-Make an Organized List).  Standard 4.NBT.2: Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.  LT: Read and write 4-digit numbers in standard form.  LT: Read and write 4-digit numbers in expanded form.  LT: Read and write 4-digit numbers in word form.  LT: Compare whole numbers through hundred thousand.  LT: Use knowledge of place value to order numbers.  Standard 4.NBT.3: Use place value understanding to round multi-digit whole numbers to any place.  LT: Demonstrate how to use place value to round whole numbers.

Domain: Number and Operations in Base Ten Cluster: Generalize place value understanding for multi-digit whole numbers. Standard 4.NBT.2: Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. Learning Target: I can read and write 4-digit numbers in standard form. FA # FA # FA # FA # Proficient? (3) YES NO Learning Target: I can read and write 4-digit numbers in expanded form. FA # FA # FA # FA # Proficient? (3) YES NO Learning Target: I can read and write 4-digit numbers in word form. FA # FA # FA # FA # Proficient? (3) YES NO Learning Target: I can compare whole numbers through hundred thousand. FA # FA # FA # FA # Proficient? (3) YES NO Learning Target: I can use knowledge of place value to order numbers. FA # FA # FA # FA # Proficient? (3) YES NO

Pin bulls eye when 80% of students demonstrate proficiency on a Learning Target. Arrow indicates the learning target(s) that our class is currently working on. “What’s Our Target?” Bulletin Board

Essential to becoming a PLC – cannot answer Question 2 “How will we know if they have learned it?” The assessments are not as important as how you use the information you receive from them Teams must work on developing trust around their use of data – Team meetings are judgment-free zone!

Bring needed materials for a lesson and/or unit to create formative assessments for.