Schoolnet II Welcome Instructor:.

Schoolnet II Welcome Instructor:

Learning Goals At the end of this workshop, you will understand how to: Explain how user roles impacts item access Create and Administer Benchmark Assessments Explain how test categories and test dates impact test content and results access Understand best practices for creating assessment items Today we’ll focus on the basic for all tests so that you can create and administer a classroom test. Tomorrow we’ll go into detail about rolling out a benchmark program and advanced features.

Where can I find helpful resources ?
DPI and Pearson have loaded a variety of helpful materials into Schoolnet. Search Home Base in Instructional Materials to locate: Quick reference cards End user PowerPoint presentations Training scripts Schoolnet contains screen specific help on every screen ( to access click the ) For hardware and software questions click System Requirements in the footer of any screen

Pearson K12 Technology Customer Education Self-Paced Distance Learning: When are we training?
Self-Paced Distance Learning, accessed via PowerSource, Web-based “Mastery in Minutes” training includes short tutorials that are topic-specific for easy answers to simple tasks Online distance learning consists of interactive courses approximately one hour in duration. Designed for adult learners, this type of training includes authentic assessment, interactive storylines, and hand-drawn graphics to engage learners. Unlimited access! LEAs determine who can access the materials Practice throughout the course Authentic Assessment to evaluate understanding of concepts

What Assessment Items are available?
DPI has loaded a total of 35,919 assessment items (as of Sept 19th 2014) ELA – 6,352 Math – 13,536 Science – 12,834 Social Studies – 2,432 Additionally, there are 869 passages Show users how to find the Item bank -Hands On Assessment admin – find an item – select subject – all items available now display Speak to Items always being added to the system – through the submission process (other educators and DPI) More items/ Passages can be created and submitted for approval to the state. Once approved they will be available for every educator in North Carolina.

What Instructional Materials are available?
DPI has loaded a total of 38,026 instructional materials (as of sept 19th 2014) Curricular Units - 396 Instructional Units– 1,545 Lesson Plans – 12,212 Assessments - 442 Resources – 11,454 External Resources – 11,977 Show users how to find the Materials bank – Hands On Classrooms– Instructional Materials – select all subjects and grades – all Instructional Materials available now display Speak to Instructional Materials always being added to the system – through the submission process (other educators and DPI) More instructional materials can be created and submitted for approval to the state. Once approved they will be available for every education in North Carolina.

Item Types Multiple choice Y T/F Some Gridded Open Response
Paper Online Clickers Notes Multiple choice Y T/F Some Gridded Open Response Can be associated with a rubric Inline Response N Matching Hot spot - Single Hot Spot – Multiple Drag and Drop Click Stick Drop Tasks A collection of items Hands On Note what Item are avabile for online vs. paper vs. clickers If items are not available for your needs, it’s easy to build new items. Attach any item type to a passage. With gridded, can provide more columns that needed in order not to give a hint – student can answer flush left or right with any numerical equivalent Clicker support depends on the model – reference QRC

Building the Item Bank Grouping multi-step items into reusable tasks
Snip it tool for adding Items Paste from Word Using the html editor Use of express test to create placeholders Answer Key Only tests Bulk uploading Scores Use of express test to create placeholders (this is not an assessment but a way to add items into SN) Discuss -Naming convention – Items for Upload -Ready to schedule – add items to item central Snip it tool for adding Items - Easy tool for adding math equations (if already created) If a screen shot is added it should be sized before being added to the item. (max 2mg recommended 25 kb) Screen will NOT read picture Paste from Word Will copy all formatting over from Word to SN text editor - Recommended for items/ Passages Using the Html Editor Embedding code from teacher tube/ Map Quest Note: if embedding code the item CAN NOT be the last assessment Item on a test Uploading MP3 (4 mg max)

Tasks A task is a collection of items that you can reuse
Each item can have a different standard and point value Group items that are part of a project and can’t stand alone Tasks are useful for multi-step project assignments that cover multiple skills.

Activity: Create a Task item with at least 2 activities.
Note the difference when saving in Leadership vs Teacher role.

Item Visibility Options
Users who have permission to create items for other users will see this screen when they save an item. They have the option to choose who else will be able to see the item. Discuss the use case for each option. Co-authoring allows multiple users to collaborate. Can include a member with additional item rights to bypass the need for submit/approval. When the item is complete, anyone in the group with appropriate permissions can share the item to Item Central. User can select other users to co-author items with. List is restricted to users in the application that have the ability to create and edit items Determine who should have access to each item Enable co-authoring to create items collaboratively Reserve some items for district benchmarking

Process for Submitting and Approving
Any user can submit an item, passage, or rubric to be shared Users who are permissioned to do so can approve content at their default institution Once the content is approved, the submitter can no longer edit the content Submission process in NC – Teacher – School – District - State Contrast to co-authoring Refer to QRCs.

Rolling Out an Assessment Program
Naming conventions for assessments For example: Preparing for testing Discuss who will do what Including item creation, test creation, scheduling and assigning tests, and monitoring the collection of results Math 6 CDB Math 6 CDB 1 M Subject Grade Test title School year Modified [Trainer note:] Emphasize how important it is to establish conventions before you start. If you’re making school-based tests, conventions are especially important, because you want the tests in the School & District Data menus to be grouped by school. Classroom-based tests should include the teacher name because they will show up in the student profile. Naming conventions: Don’t add the word “test.” 13

Restrict Teacher Access
Restrict Teacher access – stops a teacher from viewing assessment content before the start date of the testing window New in version 16.1 – Restrict Content Access see next slide

Restrict Teacher Access
New in version 16.1 – Restrict Content Access – NC not yet upgraded to 16.1

Review Activity: (Creating a test)
Create a District Benchmark containing 4-6 items (title it with your initials). Choose 8th Grade Math. Edit one item to be an Open Response item. Find the task item and add it to the test (hint – Advanced Search).

Benchmark vs. Classroom Tests
Results appear in School & District Data and Classrooms Tests created at the district or school level for the purpose of institution-wide data collection Only the highest level category used for KPI calculations Classroom Results appear in only Classrooms Tests created for the purpose of classroom use Can be teacher-created or selected from a pool of pre- made tests My Classroom or Common Classroom categories available In Assessment Admin, you can create two kinds of tests. Benchmark is a generic term that covers all interim assessments not loaded as standardized tests. You might call them progress checks, baselines, minis, and the like. If teachers are granted the “Create and edit tests for an institution” operation, they can create and edit school benchmark category and common classroom tests. A common classroom test can be created at the district or school level and behave just as those tests would. The exception is that their data does not appear in the School & District Data module. If teachers have rights to create common classroom tests at their institution, only other teachers at that institution and district users will see the test.

Test Category What Type of Assessment am I creating
Use for Where to Find Results My Classroom Check for Understandings, classroom tests with scores for teacher use only In Student Profile and Classrooms Shared Classroom Assessment Assessment shared by Teachers Tests that can be used by multiple teachers of a course that don’t need review at aggregate level School Assessment End of Unit Assessments Tests taken by students in multiple teachers’ classes that should be viewed at the school level either by teacher or aggregated Same as above plus throughout School & District Data with the exception of KPIs District Benchmark Baseline/Benchmark Assessments Tests taken by all students in a course that should be available for all reports Same as above plus in KPI if this is the most recent test Note: Only the My Classroom test category can go to PowerTeacher Gradebook, if applicable. My Classroom – Data visible for the section only Common Classroom – Data visible for the section only (recommend) School Benchmark – End of Unit Assessments – Allows for aggregate reporting on section/teacher comparison/ school. (assign) District Benchmark – Baseline/Benchmark assessments that will be take across the district. (assign) Recommend – more of less here is a test would you like your students to take it Assign – Students will take this assessment Note – Terminology may change (sys admin can add and rename test categories)

Understanding Test Stages
Private Draft Visible only to the creator Public Draft Visible and available for editing to all users with permission to create and edit tests Does not apply to teacher-created classroom tests Ready To Schedule Test content is complete and cannot be edited Be sure to add any new items to Item Central before scheduling Scheduled The test is assigned, but has not reached the start date A test switches from Scheduled to In Progress automatically when the start date is reached In Progress Current time is between the start date and the end date Automatically switches to Complete when the number of results exceeds a certain percent of eligible test takers (default is 85%) Complete The test is Complete when the current time is past the end date or percentage hit If creating Common assessment, school/District benchmark – it is recommended to move assessment into the public stage immediately to allow for collaboration.

Scheduling at the School & District
Option Available to Description Assign to students All Assign the test to a specific set of courses Recommend to teachers District and school test administrators Suggest this test to teachers based on course taught. Teachers have option to assign the test to students . Recommend to schools District test administrators Turn over the assignment task to school test administrators who can then assign the test. Use this option when you do not have sufficient knowledge of the courses at each school to assign the tests. School test administrators will see an additional section titled Recommend Tests on the Assessment Admin page. These users must click Not Assigned to assign these tests locally. Test admins can assign or recommend by course: Assign—Teachers are required to administer the test Recommend to teachers—Select to recommend this test to students based on their course enrollment; teachers may assign the test to students, but are not required to do so Recommend to schools—Select to recommend this test to administrators who may assign the test to a teacher or section Use the option to recommend to schools when you do not have sufficient knowledge of the courses at each school to assign the tests to courses. You will need to set up a test admin at the school. It is not recommended to use the Recommend option for Benchmark assessments. If students MUST take the assessment use the assign option

Resume Activity Return to test.
Go through test stages, Private, Public, Ready to Schedule. What do you need to do at Ready to Schedule stage? Copy test and replace the words (COPY) with ‘Recommend’. Schedule the ‘Recommend’ test to start immediately and recommend to schools/courses. Schedule the original test to start the next day and assign directly to courses (or Quick Assignment)

Assigning District Benchmarks
District Benchmarks should always be assigned to Students as you want them to take the test District Benchmarks can not be Recommended to teachers only Schools Recommend to teachers is used for School Benchmarks – this displays because your roll allows you to create and schedule both district and school benchmarks.

Assigning District Benchmarks Con’t
Select the specific courses from the left hand side of the screen using the check boxes and the select ADD SELECTED Once all of the courses display on the right select Done, View summary

Teacher Assigns Recommended Test
Click ‘No’ in the Assigned column of a recommended test to assign it to sections

Preparing for Online Testing
Students Understand available features, how to view results, how results will be used Teacher or other proctors Access to Proctor Dashboard, online passcode, usernames and passwords Computers Hardware and software Demo how to get to proctor dashboard as a test admin

Printing Printing options available on Test Detail page
If testing online, will some students with accommodations test on paper? Discuss who will print: Test booklet Answer sheets Answer key Scoring instructions or rubrics Will you print district tests centrally or at each school or classroom? Even if testing fully online, may wish to print scorign rubrics

Scanning Use ScanIt to scan and upload results
Omit if they are testing online only. Answer sheets must be scanned on a scanner attached to a computer installed with ScanIt.

Scoring Score by student or section
Reference scoring slide from yesterday if needed

Resume Activity Return to original test (in progress and assigned to courses). Score open response items by sections

Track Completion Rates
Test administrators monitor the progress of scanning by school and by section with Track Completion Rates. It’s useful to identify a school or section that is missing results.

Discussion: Implementing Assessments
Building the item banks Submission/approval process Who will do what? Creating school assessments / district benchmarks? Assigning / recommending? Scanning / printing Tracking data completion Turn/Talk/Share: Ask people to share a memory with the person next to them. In sharing, ask for one example from the group What are the implications for this? What does it mean for your role in the school? Why is this an important question to ask at the beginning of PD on instructional materials? Stress that this puts a positive look at lesson planning.

and tell us what you think!
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Welcome back

CURRICULUM MANAGER DAY 1 PM USE CM PPT
Use Curriculum Manager PPT

Welcome back

CUSTOM REPORTING DAY 2

Learning Goals School and District Data Overview
Distinguish between the “who” and the “what” for reporting Define student sets Build custom reports Publish reports Tag key reports Run course or section reports

DISTRICT/SCHOOL level reporting Overview

View Key Performance Indicators
Explore the KPI Dashboard. Reflects current students only Defaults to your school [Trainer note:] Show how to switch to district or teacher view Show how to drill into KPI details and add and remove filters

How did students perform on benchmark tests?
Current year tests only Defaults to your institution [Trainer note:] Show filters Expand to show details Drill in to a few reports

Drilling Down: Item Analysis Report
Find a section that has district and local assessment data Which skill and standard are you most concerned about for your students? Which items were the most challenging for students and what can you learn about their misunderstandings by looking at the distractors? What evidence of strengths/weaknesses in curriculum, instruction, or assessment are apparent in the data? What other data (student work, individual demographic data) do you have that informs your knowledge about student performance? What instructional actions will you take to differentiate instruction based on the data?

Reports Available to Investigate Further
Access published reports in the Report Bank. A variety of published reports may be available to you Benchmark reports that contain multiple tests are available here instead of the dashboard Districts may choose to published reports in the Report Bank. Learn more about this in the Schoolnet II series

Reports Available to Investigate Further
Pre-formatted reports are a set of easy-to-create reports that allow some modifications Some of these reports may already by available from the Benchmark Dashboard or Report Bank [Trainer note:] Show Demographic overview with current enrollment Show a standardized test for math by all subtopics, and use it to discuss current vs. total enrollment; add paging by subgroup

Save and Access Your Own Reports
So that the data is always current, save the report parameters, rather than the results. Rather than recreate a report, you can save the parameters to run later [Trainer note:] Demonstrate how to save and access these kinds of reports

Analysis Spreadsheet How are my students performing across multiple data points?
Should have at least one pre-made column set available; you can also add your own columns In Classrooms, by default, student set is the selected section—can override with student group Maximum of 25 columns Can export to Excel

Functionality Review Are you familiar with the following?
Running reports from the Report Bank and Benchmark Dashboard Creating a pre-formatted report Creating an analysis spreadsheet Saving a report and viewing a saved report [Trainer note:] Ask some review questions to check for understanding of prerequisites, then do a jigsaw activity.

Creating a Report First ask yourself: What is my goal for this report?
Who do I want to know about? What do I want to know about these students? What do I want to compare? Running a meaningful report takes more than just being able to navigate the site. For example: The “who” could be, for instance, all current 4th graders, students who did poorly on a math objective, or girls who missed a lot of school. The “what” could be, for example, how many students are in each score group of a test, which students are struggling in a specific skill, how many are in each special program As you can see, it is not enough to say “I want to run a test report or an attendance report.”

Compare Reports Report 1 Report 2 How do these reports differ?
Who: Students who missed multiple days of school last year Who: Students who performed poorly on a standardized test What: Standardized Test report What: Attendance report How do these reports differ? Is it likely that the same students are in both reports? What questions do these reports help answer?

Making a Complete Report
Who: Student Set + What: (Report Parameters + Data Constraints) Pre-formatted reports: Choose from a limited selection of student sets, report parameters, and data selections, all available in one place Custom reports: Define student sets, report parameters, and data constraints separately Analysis spreadsheet: Begin with a student set and define columns of data A data constraint might be “where was the student when the test was taken?” A report parameter would be a row or column definition.

The “Who” The “who” is your student set: a group of students who meet pre-defined criteria. Example student sets include students who: Are enrolled in a particular class Are currently enrolled at your school Are enrolled in a special education program Were enrolled in 4th grade last year Performed poorly on a specific test You can combine these criteria to build custom student sets, such as all 10th-grade girls who missed a lot of school last year. You will discover many more possibilities when you try out the student filter.

The “Who” Defining a Student Set
Create a student set: Manually, using a student filtering process Automatically, by clicking a graph or table The student set “box” appears in the following locations: Analysis Spreadsheet Student Filter Custom Reports

The “Who” Define the Student Set by Applying Filters
Filters are “and” criteria; students must meet all filters. Define the student set by applying filters. The original student set represents all student records in the system. This is an “and” filter—the more filters you add, the smaller the student set gets. Once you get to zero, don’t add more!

The “Who” Enrollment Filter
Current Enrollment – Students enrolled as of today Total Enrollment – Students enrolled over time Choose Total Enrollment to include all students at some point during the school year—to evaluate how the institution performed over time. Also, use this option during summer.

Try It Out Use Boolean Logic
Middle School No Year Specified Enrolled B [Trainer note:] Discuss what each letter means–who is included and who isn’t? A/B = includes students who were enrolled during the school year and at some time in the past were in middle school B = boys Don’t need specific school year for gender–does not matter A C D Female

Try It Out The “Who” – Define a Student Set
Create a set of current students at a school Create a set of low-scoring students Save a student set Discuss enrollment selection (current vs. total)

The “What” Analysis Spreadsheet
The “what” is your data selection, the data points on which you would like to report. Use your data selection to: Measure students across multiple assessments (such as standardized vs. benchmark tests for same subject) View scores across multiple subjects and sort results to identify students who perform better in some subjects than others Compare assessment data to attendance View demographic information (such as gender and ethnicity) Analysis spreadsheet — The “what” is displayed in the columns and the “who” in the rows. The student selection (“who”) is the same regardless of the column selection (“what”).

The “What” Custom Reports
For custom reports, the “what” is defined by report parameters and data selections. Report parameters: Formatting (such as a table, graph, or pie chart) and data elements (rows and columns, such as test section or score group) Data constraints: Point in time (last year’s test), school, and grade level in which the students tested [Trainer note:] More on this later.

The “What” Report Parameters: Grouping Data
Use report parameters to group data using sub-rows and paging Use paging for both custom and pre-formatted reports For pre-formatted reports, page by subgroup category Paging by student subgroup Note how these reports have the same data, but the way the data is grouped changes the way you can interpret it. Rows and sub-rows grouped by subject

The “What” Custom Report Builder
Use custom reports to define parameters: Formatting Rows Columns Totals With your custom group of students, you can also run a variety of customized reports. These reports show how many students meet the report parameters. For example, it may show how many students are in each score group for each school for a test. These reports do not display the actual scores in the table.

The row and sub-row selection alters the report for the same data
Use of Row and Sub Row The row and sub-row selection alters the report for the same data [Trainer note:] Which one makes it easier to compare schools? Which one makes it easier to find problem subjects by school? Note that we’ve used “percent of row” instead of value since the schools are different sizes

Demonstration: Building a Custom Report
[Trainer note:] Show how to create a basic report that would be of interest to the group.

Try It Out: Generate a Custom Report
Generate custom reports Standardized test Independent practice Try some of the options in the Benchmark Item Analysis report Save a few reports for other activities

Choose a Report Type For ~<200 students
Analysis Spreadsheet Custom Report For ~<200 students For specific students, such as those who did well in reading but not math To see student names on the report If a pre-formatted report does not meet your needs For a large selection of students To find patterns To identify instructional areas of concern for a group of students

Publishing Reports for Others
Report Manager – Users with the report manager role can publish reports and manage published reports: Save the report Publish the report School-level report managers publish to the school bank District-level report managers publish to a single school, a district, or multiple schools Edit and retract reports No approval workflow No approval workflow means that unlike lesson plans, reports do not need to go through an approval process before being published. However, you can set up a workflow for publishing reports at your school or district by using a school- or district-level report manager.

Saving to the Report Bank What can you save to the Report Bank?
Pre-formatted reports Student sets Analysis spreadsheets with students Analysis spreadsheets without students* Custom report with students (focus for today) Custom report without students* * When using these items, you are prompted to select the missing component

Key Reports Display on Schoolnet home page
Highlight the especially important reports for your institution Display reports from your institution’s Report Bank only Tag reports as “Key Reports” at the school level or across all schools as part of the publishing and contextualizing process

Places to Find Reports Public Report Bank: Repository for published reports (published reports are custom reports approved by an administrator for district-wide or school-wide distribution) My Reports Bank: Repository for saved reports that you created and published reports from the Report Bank that you bookmarked (Note: Only you can see the reports that you save.) Key Reports: Quick reference for published reports on the Schoolnet home page that are tagged as “key” reports Related Reports: Quick reference for published reports on the KPI detail page that are related to a specific KPI Benchmark Dashboard: Quick reference for published reports that include a single test administration

Try It Out: Publishing Reports
Publish reports you want to make available to other users Select a few reports to tag as Key Reports Retract any reports you don’t want to remain published

Don’t Forget!! Navigate to the survey and tell us what you think! Event Number: Can add URL here.

Don’t Forget! Navigate to the survey and tell us what you think!

Understanding Roles/ Operations within Home Base
Day 2 PM

Understanding Roles and operations within Home Base
Roles for Schoolnet access Tools and support documentation available How to access user management in Powerschool Cautions and scenarios Bulk export and import role assignments

Deployment of Schoolnet – Wrap up Discussions
Group Discussion for next steps for deployment/ turn around training Home Base planning questions (utilizes worksheet)

ADDITIONAL RESOURCES

Where can I find helpful resources ?
DPI and Pearson have loaded a variety of helpful materials into Schoolnet including (search Home Base in Instructional Materials) Quick Reference cards End user PowerPoint's Training Scripts Schoolnet contains screen specific help on every screen ( to access click the ) For Hardware and Software questions click System Requirements at the bottom of My Schoolnet (main start screen)

Where do I find more information
IIS webpage for further information:

Pearson K12 Technology Customer Education Self-Paced Distance Learning: When are we Training?
Self-Paced Distance Learning, accessed via PowerSource, 365/24/7 Web-based “Mastery in Minutes” training includes short tutorials that are topic-specific for easy answers to simple tasks. Online distance learning consists of interactive courses approximately one hour in duration. Designed for adult learners, this type of training includes authentic assessment, interactive storylines, and hand-drawn graphics to engage learners. Unlimited access! LEAs determine who can access the materials Practice throughout the course Authentic Assessment to evaluate understanding of concepts

Distance Learning and Mastery in Minutes
Under the Training tab search for Schoolnet Courses and Mastery in Minutes –

Enhancement Requests and Forums

Next Steps Wrap up Questions and answers Evaluation
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