1. Information Analysis Dennis C. Taylor Professional Development Unit Cayuga-Onondaga BOCES

2. What if?

3. The most important moment in Syracuse basketball history!

4. Objectives Establish common goal to drive student achievement upward Analyze questions to understand how assessments interpret standards Identify the key principles of assessment Identify the key foundations of information analysis Interpret an assessment data report Connect deep analysis to effective instruction

5. Objectives Establish common goal to drive student achievement upward Analyze questions to understand how assessments interpret standards Identify the key principles of assessment Identify the key foundations of information analysis Interpret an assessment data report Connect deep analysis to effective instruction

6. 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 10%20%30%40%50%60%70%80%90%100% Pct. Free-Reduced Lunch Pct. Proficient NY State Public School ELA 4 th Performance vs. Free-Reduced Rates

7. 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 10%20%30%40%50%60%70%80%90%100% Pct. Free-Reduced Lunch Pct. Proficient NY State Public School ELA 4 th Performance vs. Free-Reduced Rates

8. 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 10%20%30%40%50%60%70%80%90%100% Pct. Free-Reduced Lunch Pct. Proficient What are the schools in the top-right doing that others are not?

9. Objectives Establish common goal to drive student achievement upward Analyze questions to understand how assessments interpret standards Identify the key principles of assessment Identify the key foundations of information analysis Interpret an assessment data report Connect deep analysis to effective instruction

10. LITTLE RED RIDING HOOD: 1. What is the main idea? 2. This story is mostly about: A. Two boys fighting B. A girl playing in the woods C. Little Red Riding Hood’s adventures with a wolf D. A wolf in the forest 3. This story is mostly about: A. Little Red Riding Hood’s journey through the woods B. The pain of losing your grandmother C. Everything is not always what it seems D. Fear of wolves ASSESSMENT:

11. Standards (and objectives) are meaningless until you define how to assess them. Because of this, assessments are the starting point for instruction, not the end. ASSESSMENT BIG IDEAS:

12. In an open-ended question, the rubric defines the rigor. In a multiple choice question, the options define the rigor. ASSESSMENT BIG IDEAS:

13. PRINCIPLES FOR EFFECTIVE ASSESSMENTS: COMMON INTERIM: Ultimate goal to become quarterly Common across all teachers of the same grade level DEFINE THE STANDARDS—ALIGNED TO: The college and career-ready expectations The instructional sequence (curriculum) The state assessment (format, content, & length)

14. PRINICIPLES FOR EFFECTIVE ASSESSMENTS: REASSESS: Standards that appear on the first interim assessment appear again on subsequent interim assessments WRONG ANSWERS: Illuminate misunderstanding TRANSPARENT: Teachers see the assessments in advance

15. Objectives Establish common goal to drive student achievement upward Analyze questions to understand how assessments interpret standards Identify the key principles of assessment Identify the key foundations of information analysis Interpret an assessment data report Connect deep analysis to effective instruction

16. Man on Fire What were the key moments in Creasy’s attempt to help Pita? What made Creasy’s analysis effective?

17. If you’re not at the pool, you cannot do the analysis!

18. Objectives Establish common goal to drive student achievement upward Analyze questions to understand how assessments interpret standards Identify the key principles of assessment Identify the key foundations of information analysis Interpret an assessment data report Connect deep analysis to effective instruction

19. Without data, you’re just another person with an opinion.

20. Top row: Assessment question number Next row: Name of standard addressed by question Left-hand side: Alphabetical list of students Next columns: Number of correct answers; percent correct Middle columns: Gray boxes at bottom: How well students did on all question measuring standards Repeated 5-1 Standards- Standards introduced previously and re-assessed New Standards- The material that is being assessed for the first time Bottom: Overall performance of the entire class Color-coding: Above 75% is in green; 60%-75% is yellow; Below 60% is red

21. PART 1—OVERALL IMPRESSIONS: Initial conclusions you can draw from the data: How well did the class do as a whole? What are the strengths and weaknesses in the standards: where do we need to work the most? How did the class do on old vs. new standards? Are they forgetting or improving on old material? Who are the strong/weak students? ASSESSMENT ANALYSIS I

22. PART 2—DEEPER ANALYSIS: “Bombed” questions—did students all choose same wrong answer? Why or why not? Break down each standard: Did they do similarly on every question or were some questions harder? Why? Sort data by students’ scores: Are there questions that separate proficient / non- proficient students? Look horizontally by student: Are there any anomalies occurring with certain students? ASSESSMENT ANALYSIS II

23. IMMEDIATE: One week turnaround BOTTOM LINE: Includes analysis at question level, standards level and overall—how well did the students do as a whole TEST-IN-HAND analysis: Teacher & instructional leader together TEACHER-OWNED analysis DEEP: Moves beyond “what” to “why” ANALYSIS:

24. Objectives Establish common goal to drive student achievement upward Analyze questions to understand how assessments interpret standards Identify the key principles of assessment Identify the key foundations of information analysis Interpret an assessment data report Connect deep analysis to effective instruction

25. Man on Fire What were the key moments in Creasy’s attempt to help Pita? After a solid analysis, what made Creasy’s action plan effective?

26. PLAN new lessons based on data analysis ACTION PLAN: Implement what you plan (dates, times, standards & specific strategies) LESSON PLANS: Observe changes in lesson plans ACCOUNTABILITY: Observe changes classroom observations, in-class assessments ENGAGED STUDENTS: Know end goal, how they did, and what actions they’re taking to improve ACTION:

27. Man on Fire

28. Final thoughts about the upcoming year Calendar: Three phases- Create assessments, Analyze results, Adjust instruction accordingly Individual teams will be guided by the Professional Learning Coaches Assessments may be shared between districts, if so desired

29. This mission is to help kids learn, not to get them to pass the class.

30. Common Assessments Dennis C. Taylor Professional Development Unit Cayuga-Onondaga BOCES

31. Objectives Understand the difference between formative and summative assessments Identify learning targets in a standard Analyze learning targets to determine the most appropriate way to assess

32. Basic Commitments of IT 1.What do we want students to know and be able to do? 2.How will we know if they can? 3.What will we do if they can’t? 4.What will we do if they already can?

33. Instruction-Assessment Models TEACH TEST ASSIGN GRADES PRE-ASSESS ANALYZE RESULTS PLAN INSTRUCTION TEACH FORMATIVE ASSESSMENT MODEL #1 MODEL #2 MONITOR, REFLECT ADJUST TEACH POST-ASSESS

34. Objectives Understand the difference between formative and summative assessments Identify learning targets in a standard Analyze learning targets to determine the most appropriate way to assess

35. What is summative assessment? Assessment OF learning To generate a grade At the end of a lesson or unit Used for motivation Teachers use it to report progress A SUMMARY!

36. What is formative assessment ? Assessment FOR learning To improve instruction and provide student feedback Ongoing throughout lesson or unit Students use it to self monitor Teachers use it to check for understanding INFORMATION!

37. If you give a formative assessment and do not do anything with the results, then it’s a summative assessment!

38. What are Common Assessments? “Not standardized tests, but rather teacher-created, teacher-owned assessments that are collaboratively scored and that provide immediate feedback to students and teachers.” -Douglas B. Reeves, CEO and founder, The Leadership and Learning Center

39. What are our initial plans? Assessments are designed by the district collaborative teams. Assessments are given in the same timeframe, and under the same circumstances. Data are analyzed at the Inquiry Team meetings. Plans are made together for corrective instruction, interventions, additional time, and support.

40. Common formative assessments are based on targets (not standards) that are clear to both the teachers and students.

41. What are learning targets? A learning target is any achievement expectation we have for students on the path toward mastery of an objective It clearly states what we want the students to learn and what should be understood by teachers and students Learning targets should be formatively assessed to monitor progress toward an objective

42. What is a target? Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision Know about character traits. (or even what a trait is!) Describe major events in a story, and how they influence the storyline. Describe how characters respond through their actions or language.

43. Formative assessment items should be written to measure whether students have learned specific learning targets.

44. Four types of targets Knowledge Reasoning Performance Skill Product

45. Knowledge Standards The student knows and understands concepts and facts. Standards include students being able to find information they need. KEY WORDS: explain, understand, describe, identify, define

46. Reasoning Standards The student uses knowledge to solve a problem, make a decision, or plan. KEY WORDS: compare-contrast, analyze, synthesize, classify, infer-deduce, evaluate

47. Skill Standards The student knows demonstrates that she knows the process needed to complete a skill. KEY WORDS: observe, listen, perform, do, use, question, conduct, speak

48. Product Standards The student uses knowledge, reasoning, and skills to produce a final quality product. KEY WORDS: design, produce, create, develop, make

49. Finding targets in standards through unwrapping Circle all verbs (skills we expect them to be able to do.) Underline nouns (concepts they need to know.) Double underline any context clues. Add any implied learning targets.

50. Choosing an appropriate assessment Selected Response Constructed Response Performance

51. Think back to the questions you developed!