Data for Student Success August, 2009 Mission Pointe “It is about focusing on building a culture of quality data through professional development and web based dynamic inquiries for school improvement.”

Introduction to the Grant Federal Title II Part D of the NCLB Act of 2001 Enhancing Education through Technology Grant awarded through CEPI Awarded to Calhoun ISD in partnership with Macomb ISD and Shiawassee RESD Beginning date: January 1, 2007

Session Goal Provide a process to identify essential learning, develop assessments to determine mastery, and use data for differentiation in order to help struggling students achieve the essentials and to help proficient students extend their learning.

Outcomes Provide a process of prioritizing the content expectations Identify components of an assessment plan Develop a process for utilizing formative assessments to improve student learning and inform instruction

Assessment Plan Support school mission Support school improvement goals Contain time frames and responsibility Communicate purpose Contain both “of” and “for” assessments Define use of data Contain ongoing review

Safety Net Curriculum Read Mike Flanagan’s Read the Safety Net Curriculum by Doug Reeves Use Final Word protocol to process

What is a power standard? Endurance Leverage Readiness for the next level

What is a power standard? School Life State Test What essential understandings and skills do our students need? Which standards and/or indicators can be clustered or incorporated into others?

Process for Standards Identification 9 th Grade ELA Example Identify non-negotiable standards for the course Place standards into units (Repetition is ok) “Unpack” the power standards –What does mastery look like? –How do we assess it?

Identify Linear Power Standards Using Linear expectations from Math MMC, identify the “essential” standards. As a group: –Place a green sticker on the essential expectations –Yellow on the extension expectations

Process time

Why assess? What are reasons we assess? What do we hope to gain? What are some of the errors made with assessments?

Why common assessments Doug Reeves (2004) refers to common assessments as the “gold standard” because they: promote consistency in expectations provide timely, accurate, and specific feedback to both students and teachers

Assessment Questions What evidence do we need to indicate students have met our stated purpose?What kinds of assessment results will tell us with confidence our students are proficient? What types of assessments provide that evidence? What choices will we offer students to demonstrate their understanding or skills?

Results of Assessments “You can enhance or destroy students’ desire to succeed in school more quickly and permanently through your use of assessment than with any other tools you have at your disposal.” Rick Stiggins

A Balanced Assessment Program Assessment“OF” SummativeSummative Norm Referenced / StandardizedNorm Referenced / Standardized A snapshot in timeA snapshot in time Essential Question: What have students already learned?What have students already learned?Assessment“FOR” FormativeFormative Often teacher-madeOften teacher-made A moving pictureA moving picture Essential Question: How can we help students learn more?How can we help students learn more?

Assessment Terms Large scale assessments or external Small scale or internal Norm-referenced Criterion referenced Selected response Constructed response Performance assessments

Assessment Design Match purpose with design Develop collaboratively Be fair, reliable, and valid

Depth of Knowledge Do assessment items match expectations in their cognitive demand? –Recall –Skills Concepts –Strategic Thinking –Extended Thinking

Evaluation Process Identify assessment types. Align and determine frequency. Evaluate item quality. Plan for revision and administration.

Assessment Types Selected response Short answer Constructed response Performance assessment Teacher observed

“Unwrapping” the power standards Using the Content Expectation Worksheet, “unpack” the power standards. –Identify what mastery would look like –Identify possible forms of assessment

Match to Standards Align each item to a standard. Are the power standards emphasized? How many items are matched to each standard? Are there any standards not represented? Are there standards over-represented?

Process time

Common Scoring/Rubrics (MME)

Assessment Data Summary Data – what to look at Sample reports Look at classroom reports Look at individual student reports

School Wide Data

Classroom Data

Student Data

Data Analysis What questions does the data raise? –Pick either ELA or Math.

Assessment Data Review Math As a group, identify next possible steps you would need to take as a department or grade level.

Assessment Data Review ELA As a table, examine the qualities of the student score on the rubric. Identify next steps for advancing student writing based on the rubric. Identify next steps for instruction based on student needs.

Process time

Formative Assessment What it is –Progress check –Non-threatening practice – “Safe dipstick” –Feedback to the student –Dictates next steps for instruction –Pre-test

Formative Assessment What it is NOT –Graded Quiz –Graded homework –Graded class discussion –Ignored

Power of Formative Assessment Identify student’s current understanding. Communicate to student, next steps to reach mastery. Indicate student’s progress toward mastery. Indicate readiness for summative assessment.

Feedback Needs to be timely. Focuses on objectives Specifically identifies student success and actions for improvement. Comments focus on closing the gap between current and desired performance. Students need time to revise work. Occasionally done collaboratively.

Process time

Reference Understanding by Design – Wiggins Classroom Assessment – Stiggins “Inside the Black Box” – Black and Wiliam Quality Assessments – Walstrom Formative Assessment – Shirley Clarke