COSA: Summer Assessment Institute August 2016

COSA: Summer Assessment Institute August 2016
Generating Educator Effectiveness: A Blueprint For Creating & Supporting Teams COSA: Summer Assessment Institute August 2016 Signal Word: Data Invites + Action and Reflection

Meet Your Trainers: Missi Thurman Penny Grotting Jane Osborne
Amy McQueen Meagan Kimball Megan Monson Ali Hurd

The L2 Matrix & Data Teams
Lucky Leading Achievement of Results Losing Ground Plug - teacher learning = increased student success. As well as sense of calm, control, elimination of things from the “plate” Learning Understanding Antecedents of Excellence

Objectives for the Day Examine each step of the process through guided practice Reflect on current practices in your building/s Determine strengths & areas of need in your current data team process Focus on building capacity, not having just a few experts! Engagement Strategy: Quick Write Quick Write: Write one strength and one area for growth for your teams that you are already aware of

Proposed Norms Pull your own learning wagon Be mindful about time
Listen for catch and release signals Technology has become one of our best assets & liabilities... Please set aside until prompted

Using our knowledge of Assessment for Learning… (CASL, Stiggins)
Where are we going? Where are we now? How can we close the gap? Today we will repeat this for each step

The Importance of Guiding Principles
“As to methods, there may be a million and then some, but principles are few. The man who grasps principles can successfully select his own methods. The man who tries methods, ignoring principles, is sure to have trouble.” – Ralph Waldo Emerson Circle grasps principles

Purpose Statement: … is an ongoing process in which educators (teachers and administrators) work collaboratively in recurring cycles of collective inquiry and action research to support the learning of each and every student. From Learning by Doing-Dufours - this is a great example of the principles and terms we just mentioned. Is the message the same? The terms may be different but supporting students is the heart.

The TEAM PROCESS “Where are we going?”

Brainstorm: What do you do now when you have data (cause or effect)?

The BEST Observation Tool EVER!
9:00 Talk about how we used this tool to guide the process aspect of the teams, and give specific next steps to the teams. To access your own copy of the tiered COR:

Remember this is not the outcome, it is a scaffold!
The Team Process Sheet The process sheet is a place to capture the conversation Have one person on your “team” enter this link: Click: make a copy Next, share the “sheet” with your two teammates Take a moment to click around and check it out Set aside until prompted Remember this is not the outcome, it is a scaffold!

Step 1: Plan & Prepare Instruction
What’s the order of this step? In groups of 8, work to order the cards. When you are done, your whole team should be standing in the order you think the steps should go.

The Flow of Step 1: Plan & Prepare
Choose Priority standards Deconstruct to student friendly learning targets Select/revise a post assessment Use resources & materials to decide which lessons match, what to skip/skim, what needs to be supplemented Select additional strategies for Core Create pre-assessment Create scoring agreements Administer Pre-Assessment & score

Step 1: Plan & Prepare Instruction
Deconstructing a standard to ensure we know what the standard is asking students to know, understand and be able to do & creates links between: Enduring understanding Essential questions Content and vocabulary Student Learning Targets Assessments Instructional Strategies Plan and prepare instruction

Step 1: Plan & Prepare Instruction Considerations
Have teachers taken the CFA to check for clarity and to better infer when students will struggle? Have clear criteria been identified (cut-off scores) for each group of students? Hint: 100% does not equal Exceeding How will CFA results be shared with students? How will students demonstrate their learning? Backward Design Model by McTighe and Wiggins What do you want students to Know, Understand, and Be Able to Do? How are they going to demonstrate their learning? This needs to be appropriate to the Bloom’s/DOK level suggested by the standard. How will you know if a student is meeting the specific standard or their performance objective? What are the key qualities you are looking for in this work? How would you describe the criteria for meeting this standard or objective? Address using a post-assessment as a pre-assessment— T: My students won’t know anything, anyway. C: May I please borrow your crystal ball? -Or- What are you assessing? Is it valuable? Depth of Knowledge or just discrete facts/skills? Plan and prepare instruction

Life is Busy & Agendas are Tight Don’t Forget that Step One is...
Do it well. Do it right.

Roadmaps to Learning… Determine acceptable evidence. (Assessment)
Common Core State Standards Identify desired results. (Targets) Determine acceptable evidence. (Assessment) Plan learning experiences and instruction. (Strategies and Lessons)

Step 1: Guided Practice Tips of the Trade:
If your district does not have a resource for prioritized standards, Northwest Regional ESD has done this work: Read the map from left to right and right to left. Make sure that all the parts link together. Follow the “FLOW” of step one.

Reflection: Where are we now?
How is this step going for you and your teams? Use the Team Process Sheet and the Comprehensive Observation Rubric (COR) to reflect and set specific goals. Take a minute to review the Team Process Sheet for step 1 and the COR (plan and prepare) Use the reflection sheet to write down some ideas and set some goals for your team. If time share out with table. - 7 steps

Step 2: Organize and Chart Data
Score the assessment based on the rubric Chart data into these categories: Exceeding/Meeting Close to Proficient Far To Go/Approaching Intervention Select a group of students to focus your plan on What would you say about this student’s work in relation to the criteria or the performance goal? What qualities are present or missing? Specifically, what can this student do (or not do) based upon the criteria? NOTE: Teachers need time to think and reflect as they chart data. Therefore, it is NOT recommended that this happen during the meeting. Organize and chart data

Step 2: Guided Practice! Tips of the Trade:
Make sure your cut scores allow for students to be separated out into groups with like needs. If most of your students will end up in one group, change your cut scores BEFORE you chart. Sometimes it may be easier to use descriptors for cut scores, rather than numbers.

How is this step going for you and your teams? Use the Team Process Sheet and the Comprehensive Observation Rubric (COR) to reflect and set specific goals. 11:00am steps

Break… You might need more coffee!
10:35-10:45 (Jane’s last slide)

Step 3: Analyze and Prioritize Needs
Review the results: Determine the performance strengths for each group of students What do the students know and/or understand relative to the standard? Determine the mistakes/misconceptions for each group of students. What errors do you see that demonstrate a simple mistake or misconceptions? Always start with strengths— What are the students able to do relative to the criteria and performance expectations? What does this student know and/or understand? I need to know what my students are able to do first, so that I can build upon it. Then determine an inference as to why the students are successful on those skills. Then look to the errors/misconceptions— Identify the specific skills, concepts, practices, or experiences each group of students will need to progress to the next level of achievement. Are there specific groups of students performing at a particular level, such as boys or girls, special population students, ELL, etc? What are the crucial knowledge, skill, or content gaps we need to address? Then write an inference as to why the students have those errors/misconceptions. Overgeneralization of a rule? Analyze data and prioritize needs

Review the results, continued: Determine inferences What is going on in the students’ minds that is leading them to be successful/unsuccessful? What trends do you see in the student errors? What patterns do you see in the groups of students whose work exhibits those errors? Is there an issue with the assessment? Always start with strengths— What are the students able to do relative to the criteria and performance expectations? What does this student know and/or understand? I need to know what my students are able to do first, so that I can build upon it. Then determine an inference as to why the students are successful on those skills. Then look to the errors/misconceptions— Identify the specific skills, concepts, practices, or experiences each group of students will need to progress to the next level of achievement. Are there specific groups of students performing at a particular level, such as boys or girls, special population students, ELL, etc? What are the crucial knowledge, skill, or content gaps we need to address? Then write an inference as to why the students have those errors/misconceptions. Overgeneralization of a rule? Analyze data and prioritize needs

Determine the priority need for the group, knowing some needs will have to be sequenced for addressing later. Always start with strengths— What are the students able to do relative to the criteria and performance expectations? What does this student know and/or understand? I need to know what my students are able to do first, so that I can build upon it. Then determine an inference as to why the students are successful on those skills. Then look to the errors/misconceptions— Identify the specific skills, concepts, practices, or experiences each group of students will need to progress to the next level of achievement. Are there specific groups of students performing at a particular level, such as boys or girls, special population students, ELL, etc? What are the crucial knowledge, skill, or content gaps we need to address? Then write an inference as to why the students have those errors/misconceptions. Overgeneralization of a rule? Analyze data and prioritize needs

Data Must Invite Action
“Data that is collected should be analyzed and used to make improvements (or analyzed to affirm current practices and stay the course).” – S. White, Beyond the Numbers, 2005, p. 13 Analyze data and prioritize needs

Generate a list of the strengths and errors first, then go back and attach inferences. Don’t forget to select a Prioritized Need! Think of this step as the laundry list of skills your students have/will need. Select the most necessary skill first, then work your way through the rest of the list.

How is this step going for you and your teams? Use the Team Process Sheet and the COR to reflect and set specific goals. 11:00am steps

Dear Facilitator … What are you still wondering about?
Burning questions? Concerns? Confusion? What are you still wondering about?

Lunch, Glorious Lunch! 59 minutes 61 seconds

Step 4: Select Common Instructional Strategies
Based on the prioritized need identified in Step 3... Identify research or evidence-based strategies. Agree upon which instructional strategies will have the most impact on the prioritized need. Start with 1-2 strategies and have teachers scaffold learning so that students go deeper in their learning. For example, problem solving in math-teach perseverance-giving students problems that are too difficult and then debriefing. The strategy itself, teacher questioning. What practices might support increased understanding of the concepts or performance? What experiences does the student need to further learning? Are there any other factors to consider as we begin to explore instructional strategies? If my strategy is to increase the opportunities for problem solving on more rigorous tasks in my mathematics classroom, I need to... 1. Teach students how to persevere when struggling with tasks 2. Model how to engage with a problem through Think Aloud, Three Read, or Problem Stem Strategies 3. Model different problem solving strategies (Draw a picture, write an equation, make a table, etc.) 4. Teach students how to share their thinking 5. Teach students how to listen, reflect upon, and respond to the thinking of other students So, one strategy with multiple steps or sub-strategies inside. Select common instructional strategies

Step 4: Select Common Instructional Strategies
Needs → Inferences → Strategy Selection When the value in the ones place in the subtrahend is larger, students incorrectly subtract the value in the ones place of the minuend from the value in the ones place of the subtrahend. Student does not have a solid grasp on place value. Student does not know the value that these numbers represent Place Value Mats Chant Will these specific strategies directly impact this error? Does it match? Is it a new strategy or is it what we’ve always done? Minuend - subtrahend = difference Students are subtracting 5 from 8 instead of 8 from 5 Period Story (missing punctuation entirely vs. period at the end of every line) Different thinking error -> different needs Select common instructional strategies Remember: SPECIFICITY is CRUCIAL

The strategy you choose should be high impact and MUST match the prioritized need! Select 1 or 2 strategies. This is not the time to create a long list of strategies.

Step 5: Determine Results Indicators
10:40am Determine results indicators

Step 5: Determine Results Indicators
What will I (teacher) do? What will students do? What will I see in their work if the strategy is working? This is where the professional learning comes into PLCs. When teams collaborate on unit and lesson design, they have deeper discussions about research based strategies that work best for teaching specific concepts. Expands their toolbox. Remind that students should be doing the heavy lifting. Think deeply about how to get students to engage with the task. What we see in the work is our assessment of whether the strategy is shifting the dial. Explicit is more than just saying the strategy—help teachers walk out of the meeting with an in-depth plan of how to implement. “Modeling” is a great strategy, but all teachers have a different picture of what modeling looks like. We need our picture to be as similar as possible to be able to determine if the strategy was successful in moving the dial for our students. Make the procedure explicit so it is replicable, to achieve best results! Determine results indicators

This is your chance to get SPECIFIC. After answering these questions, you should have your lesson plan. This step also generates your progress monitor.

Self-reflection: “Where are we now?”

Step 6: Create a Theory of Action
If we ______________, then _____% of our (Step 4) (Step 2) students will be able to _________ by _______ . (Step 5c) (date off your map) If we use place value mats to teach double-digit subtraction, then 76% of 2nd grade students will be able to subtract double digit numbers accurately by Jan. 22, 2016. Current Slide 30: Create a theory of action

Goal / Theory of Action Algorithm
Pre-assessment Data Exceeding/ Meeting Close to Proficient Far to Go/ Approaching in Need of Intervention Teacher A (24) 3 5 10 6 Teacher B (26) 2 18 Teacher C (23) 9 Teacher D (27) 1 12 Total (100) 8/100 = 8% 26/100 = 26% 46/100 = 46% 20/100 = 20% 10:50am 100% of Exceeding/Meeting = 8 100% of Close to Proficient = 26 50 – 75% of Far to Go/Approaching = between 23 and 35 students Less than 25% of Far to Go, in Need of Intervention = 0 – 5 students = 57, 57/100 = 57% = 74, 74/100 = 74% Theory of Action between 57% and 74%

This should be your quickest step, spend less that 10 minutes on this! Use the algorithm, it takes less time than a debate over what percentage is fair.

Step 7: Reflect, Monitor & Evaluate the Process
Reflect on the process on an ongoing basis Determine which steps went well, and identify areas where additional training or support are needed. Reflect on the growth made in each classroom. Discuss differences in instruction. Draft the next agenda. What did we have to change throughout the process? Did we need to add anything? Did a chosen strategy work or not work? How do we know? Reflect; monitor and evaluate results

Build this into your agenda so that you make sure to actually do it. Record your thinking so that you remember for next year!

Other Factors that Affect Collaboration:
Time Norms Roles and Responsibilities Agendas Location of Meetings Participation: team members need to have a common curricular, instructional, or assessment focus about which to collaborate Commitments (Norms): teams will need to establish and enforce norms or collective commitments of conduct and behavior if teachers are to work in collaborative teams that promote a level of openness and vulnerability—(Setting teacher team collective commitments protocol.) The purpose of the collective commitments and norms is to raise the level of professionalism and liberate the team to openly, safely, and respectfully discuss the work at hand. Teams must develop a clear conflict-resolution plan should members violate the norms. (Care Enough to Confront) Leaders: The team leader should maximize the team’s ability to collaborate by inviting diversity of thought and challenging ideas and practices. Agenda and Meeting Minutes: Tools that lend themselves to more efficient use of time. Agendas acknowledge that time is valuable. An agenda need not be complicated or long, but it needs to be purposeful. Minutes capture the actions and decisions that the team has made, who is responsible for various action steps, and provide a quick insight into the activities of the team. Minutes provide principals with target guidance, direction, or resources to support the collaborative team’s work. Team time: Teaching children well is a complex activity that is learned through teacher knowledge sharing, coaching, professional development experiences, and field-based experience. Teachers as professionals need time to reflect on the success and failures of their daily lessons and weekly assessments with others who are working toward similar grade-level or course-based goals.

Time Teams must have a minimum of 1 hour to implement this process
Additional time is needed initially “But we only have 45 minutes, now what?” Buy time by: Rotating subs Early release / late arrival Common planning time Other Overarching thoughts Shortcuts

Norms “The purpose of designing collective team commitments
is to create a respectful, open environment that encourages diversity of ideas and invites professional criticism combined with close inspection of practices & procedures.” - Kanold & Larson, Common Core Mathematics in a PLC at Work

Sample Norms Be Focused on our Common Vision Honor our Agenda Maintain Professional Collegiality Be Active Participants Strive toward Equity of Voice Create an Environment of Safety and Confidentiality Focus on our Learners Be Global Thinkers Provide Time Use our Technology Professionally Try to encourage your teammates to move past basic professionalism. That should already be a given!

Roles Must be Defined & Carefully Selected
Core Roles: Facilitator Time keeper Recorder/Scribe Additional: Data Manager Process Observer/Engaged Participant Support Members: Administrator/coaches etc. Team members often have multiple roles, but a single person should not have ALL of the core roles! Typically NOT the administrator We need primary people with a back up person for each role needed. It is encouraged to NOT have the administrator play a primary role for facilitator, data analyst, or minute taker. Administrators need to be flexible with what might come up and it is unpredictable when a situation causes administrator absence from a planned meeting. Since we know that this might occur, let’s avoid problems and set up the roles so that the team is not dependent on administrators being at the full meetings 100% of the time.

What Does Each Role Do? Facilitator - Prepares Agenda & Facilitates Meetings Time Keeper – Manages and honors the time of all members and agenda items Recorder/Scribe – Takes/Shares Notes/Agendas, etc. Data Manager - Organizes Data Prior to meeting for ease of use Process Observer/Engaged Participant – Participates and offers feedback on team processes

An AGENDA is Essential Provides a targeted focus for the meeting
Communicates the team’s priorities Offers a roadmap of what will be accomplished Helps team members come prepared Allows a team to track accomplishments over time NOTE: Agendas should be drafted at the end of each meeting

Tips for Setting Up A Running Agenda
Have the agenda ready prior to the first data team of the year with: * School priorities listed at the top/black box * EVERY date that the team will meet for the year * Indicate in advance dates where the use of time will not be their own choice (Celebrations, Reflections, Cancellations) 12:05

Running Agenda Tips Continued
At the end of the meeting time, encourage teams to look ahead at the running agenda to see what is coming next & what may need to be bumped up/pushed back. Whenever possible, plan to give and analyze assessments two weeks (or more) before the start of instruction. Example: Black Box Running Agendas

Location of Meetings Shared Space Leverage Your Resources Thoughtfully
Coach/Admin/Support Team Materials Technology You!

Dear Facilitator … What are you still wondering about?
Burning questions? Concerns? Confusion? What are you still wondering about?

Give one, Get one… Describe one key factor that can affect the team process and how to ensure the impact is positive. If I could only remember one thing about the data team process I would remember... Two conversations for each questions so four conversations total

Coming Soon... Tomorrow’s Breakout Session
Build shared understanding of effective strategies for moving teams to increased collective efficacy Increase awareness of the “Must Haves & Can’t Stands” in data teams Discuss Tools of the Trade that support efficiency while increasing student outcomes Focus on building capacity, not having just a few experts! Engagement Strategy: Quick Write

Feedback Your feedback is important to us. We read every response!
Please take a minute to go to this form Or do the paper version in your packet to answer 4 quick questions.

COSA: Summer Assessment Institute August 2016

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