USING DATA TO INFORM AN INSTRUCTIONAL CYCLE Erin Rasmussen & Wyeth Jessee Seattle Public Schools 1

Purpose: We need to use data to be intentional in everything we do in order to close the achievement gap Objectives:  Learn how to use multiple assessments to inform standards-based instruction  Understand the process of adopting and implementing varied assessments within the content area of math  Increase awareness on how items on the SBAC highlight the need to transform school-wide math programs 2

How we got here: Broadview-Thomson K-8 is an urban school with about 675 students in NW Seattle 63% Free / Reduced Lunch 35 Languages 23% Students with IEPs 14% Students qualified for ELL Problem in : 64% of intermediate students met standard in reading on the MSP 3

Now, 81% of 3-5 th Grade Students Met Standard in Reading on the MSP 4

Adjustments made in B-T’s Educational Program High quality core instruction using curriculum aligned to standards A framework of prevention and targeted instruction/intervention matched to student need (tiered instruction) under our MTSS program Monitor all students performance in math and reading Track students on a new progress monitoring calendar Collaborative decision making process based on student data Use multiple points of data and kinds of assessments to make instructional decisions Allocation of district/building resources based on student need Aligned systems, language, and assessments K through 8 5

But where is the “Math?” 6

The Challenge:  To make sense of:  The Common Core Standards  Develop curriculum to match required skills  A varied selection of assessment to support instruction in every classroom 7

1. Fact Fluency 2. 8 Math Principals from CCSS-M 3. Questioning and Discussion 4. Clarification, Justification and Reasoning 5. Structure of daily math block 6. Assessment Transformation of the Broadview-Thomson K – 8 math program:

3-YEAR MATH PROGRAM DEVELOPMENT PLAN (See Handout) 9

In today’s high stakes context, it’s the assessments. What defines the Standards?

“Planning works when it starts from assessment, not from standards. That is the roadmap to rigor.” – Paul Bambrick-Santoyo, Leverage Leadership, p.114

Sample MSP Question for 7 th Grade When the height of a cylindrical storage tank is 11 m and the radius is 10 m, what would be its volume? A. 314 m3 B. 691 m3 C. 1,100 m3 D. 3,454 m3 13

WHY IS THIS SUCH A PROBLEM? W Y T I W Y G

But, the MSP is going away… So things will change. How, and what will be required so we don’t have a “dip” in performance scores?

The Practices in CCSS-M: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct and critique viable arguments 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to Precision 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning.

Smarter Balance 17

Sample Item from SBAC Jamal is filling bags with sand. All of the bags are the same size. Each bag must weigh less than 50 pounds. One sand bag weighs 57 pounds and another sand bag weighs 41 pounds. Explain whether Jamal can pour sand from one bag into the other so that the weight of each bag is less than 50 pounds. 18

Total Score for Mathematics Content and Procedures Score 40% Problem Solving Score 20% Communicating Reasoning Score 20% Mathematical Modeling Score 20%

OK, YOU SAY, But does a difference in tests really matter?

YES!

SO, HOW DO WE PREPARE KIDS TO DO WELL ON ASSESSMENTS LIKE THE SMARTER BALANCED ASSESSMENTS? (I thought you’d never ask!)

Guiding Questions:  Have you established Math and MTSS leadership teams?  Have you created a multi-year math program development plan?  What common assessments are used within your school?  Do you have a year-long calendar for assessments and collaboration?  What are the decision rules we use to determine when students need a re-teach and additional supports?  What resources (staff, budget) do we have in our building to support core instruction? Intervention? 23

Building Assessment Systems  Use multiple assessments to drive instructional decisions  Determine utility of assessment(s) across grade levels and access to foundational and/or discreet standards-based skills  Identify what needs to go if there is a needed replacement  Assess readiness of grade level / department teams 24

25 School Example: Types of Assessments at Broadview-Thomson Map & MSP Interim Benchmark & Performance Tasks YPP & Exemplars Conferring & Exit Tickets Computation & Fluency

BT SAMPLE MATH ASSESSMENTS (See Handout) 26

Analyzing Sample Assessment Questions  Align each question with the 8 Mathematical Practices that are being assessed or students could use to solve the problem. 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct and critique viable arguments 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to Precision 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning. 27

Common Pitfalls with Assessment Use not aligned with purpose of assessment Unaligned, water-downed assessments Poor connection with (or not predictive of) the Common Core State Standards Format of assessments are inconsistent with end- goal 28

Important Background Issues Formative assessment is not summative assessment given frequently! Interim benchmarks serve a different purpose: global planning, not daily input Scoring formative assessments rather than or in addition to giving feedback destroys their utility - Black & Wiliam, 1998: “inside the black box”

SAMPLE DATA REPORT FROM INTERIM BENCHMARK (See Handout) 30

Using Data to Inform Instruction  According to the data report, which standards need to be re-taught to the whole class?  Which students need small group instruction and re- teaching of standards?  What can you learn about the global planning needs from this data? 31

Formative Assessment The purpose of formative assessments is not simply to show what students “know and can do” after instruction, but to reveal their current understandings so you can help them improve. They measure a student’s ability to integrate knowledge and skills across multiple standards. Allowed to measure depth of understanding, research skills, and complex analysis. These tasks can serve as interim or summative assessments. Performance Tasks

Embedding Formative Assessments and Performance Tasks into the Units The formative assessment lesson:  A rich “diagnostic” situation that helps students grapple with core content and practices in CCSS-M, and prepare them for the rich assessments they will experience.  Performance tasks provide an alternative structure for assessments. They allow you to find out what student’s don’t know. You can scaffold each task to assess specific skills, or, as commonly used, a summative assessment that requires the application of many skills in an applied, real-world situation.

SAMPLE UNIT (See Handout) 34

Common Assessments  Identify common assessments used within your building  By type of assessment  By grade level bands  Identify gaps in your assessment framework  Identify Actions Needed for Common Assessments  What do you see as barriers to implementation?  Document on Action Steps on Action Plan 35

Assessment Planning Template 36

Building the Calendar Considerations for Building the Calendar…  Spread out assessments to decrease overload  Consider budgeting release time for collaboration (approximately 1.5 days)  Consider additional times for collaboration  Staff meeting times, PLCs, Release Days, Committee Meetings, SIT Meetings 37

School Example: B-T MTSS Calendar (Meetings and Assessments) 38

Building the Calendar  Identify activities that need to occur over the course of the schoolyear  How frequently do they need to occur?  Who will prep data and facilitate meetings?  Are teachers in need of release time from classrooms?  Draft activities over the year  Identify Actions needed for calendar building  What are the main challenges you anticipate?  Document on Action Steps on the Action Plan 39

Questions? 40