1. HOW ASSESSMENT SUPPORTS RTI 2 AND CLOSING THE ACHIEVEMENT GAP Clinch-Powell Cooperative Presenters:

2. © 2013, Battelle for Kids. All Rights Reserved Goal To review classroom assessment practices that support state/national assessments, RTI²:Tier 1, and closing the achievement gap

3. © 2013, Battelle for Kids. All Rights Reserved What Can I Control Regarding Assessment? Classroom Practices! Balanced Assessment VideoVideo Leave today knowing elements are accessible through tools being offered.

4. © 2013, Battelle for Kids. All Rights Reserved A Balanced Assessment System Responsive Teaching Common Benchmark Assessment Formative Instruction State Testing Formative Instruction Value-Added Analysis & Class Reports Check & Change Did your goals and strategies make a difference? Responsive Teaching Formative Instruction Value-Added Analysis & Class Reports Common Benchmark Assessment Formative Instruction What will you do to improve teaching and learning? Responsive Teaching Check & Change Look for Strengths & Weaknesses; Formulate Goals Did your goals and strategies make a difference? Responsive Teaching Common Benchmark Assessment State Testing Value-Added Analysis & Class Reports Check & Change Responsive Teaching Value-Added Analysis & Class Reports Common Benchmark Assessment Formative Instruction What will you do to improve teaching and learning? Responsive Teaching Check & Change Look for Strengths & Weaknesses; Formulate Goals Formative Instruction Formative Instruction Formative Instruction

5. © 2013, Battelle for Kids. All Rights Reserved Tier 1

6. © 2013, Battelle for Kids. All Rights Reserved “Inside The Black Box: Raising Standards Through Classroom Assessment-1998” Black & Wiliam  Typical effect sizes of the formative assessment experiments were larger than most of those found for educational interventions.”  Achievement gains – 15-25 percentile points on standardized test score scales; 70 SAT score points; 4 ACT score points  Achievement of low-performing students increased to the point of approaching that of high achieving students Chappuis, Stiggins, Chappuis, Arter Classroom Assessment for Student Learning

7. © 2013, Battelle for Kids. All Rights Reserved TEACHERS What do formative instructional practices for TEACHERS look and sound like in action?  Where am I now? Clearly distinguish activities (performance goals) from achievement (learning goals). Articulate why students are being assessed and what they are going to do with the results. Provide descriptive feedback in relation to the learning targets or learning process. Employ effective questioning strategies. Use the student-developed rubric to engage students in self- assessment, peer-assessment and teacher-generated feedback. Teach students to self-assess and set learning goals.

8. © 2013, Battelle for Kids. All Rights Reserved TEACHERS What do formative instructional practices for TEACHERS look and sound like in action?  How can I close the gap? Design lessons to focus on one aspect of quality at a time. Use tiered lessons when appropriate (responsive teaching). Use flexible grouping as needed (responsive teaching). Teach students focused revision, including using rubrics. Engage students in self-reflection, modeling how to keep track of and share their learning.

9. © 2013, Battelle for Kids. All Rights Reserved STUDENTS What do formative instructional practices for STUDENTS look and sound like in action?  Where am I going? Understand the intended learning or targets/rubrics and can articulate the learning to themselves and others. Participate in the creation of rubrics with teachers and classmates. Have a clear picture from the start of what quality work looks like and sounds like. Examine examples of strong and weak work. Are able to create and critique assessment items. Are able to ask questions about the assessment blueprint.

10. © 2013, Battelle for Kids. All Rights Reserved STUDENTS What do formative instructional practices for STUDENTS look and sound like in action?  Where am I now? Understand why they are being assessed and what is happening with the results. Provide descriptive feedback to themselves and peers, using rubrics when appropriate. Learn to answer and ask effective questions. Learn to self-assess and set learning goals for themselves. Understand where they are on the learning progression.

11. © 2013, Battelle for Kids. All Rights Reserved STUDENTS What do formative instructional practices for STUDENTS look and sound like in action?  How can I close the gap? Understand the focus of any lesson and what is important. Understand why they are in particular learning groups or "doing" particular lessons. Understand the strategies to move their own learning forward. Are able to make focused revisions. Rubrics and work samples help. Engage in self-reflection and keep track of and share their learning.

12. © 2013, Battelle for Kids. All Rights Reserved Student Ownership Continua: Where am I? Rubric for Teachers’ Toolbox CategorySkilledPracticedLearningReady to Learn Student Ownership I actively and consistently give students ownership of their learning. My students are able to track their progress, set goals for learning, and communicate about their own progress. I can describe various student ownership practices and show examples. I understand, in general, the types of things one might do to give students ownership of their learning, but I don’t understand the precise steps involved. I don’t understand what is meant by student ownership-or- I don’t believe it to be powerful.

13. © 2013, Battelle for Kids. All Rights Reserved Effective Feedback Continua: Where am I? Rubric for Teachers’ Toolbox Category SkilledPracticedLearningReady to Learn Effective Feedback I report student assessment results accurately and understand ably. I am in the process of learning how to apply what I know. I understand, but I don’t know where to begin. I use standard, traditional ways of reporting assessment results to students.

14. © 2013, Battelle for Kids. All Rights Reserved Curriculum, Instruction, Assessment Curriculum (What?) Instruction (How?) Assessment (How Well?) Standards; Curriculum; Pacing Guides Strategies; RTI2; Differentiation; Collaboration; Flexible Grouping; etc. Formative; Summative; Common Assessments; Benchmarks; State; National

15. © 2013, Battelle for Kids. All Rights Reserved Assessment in Your Classrooms

16. © 2013, Battelle for Kids. All Rights Reserved The Need for Assessment to Inform Instruction Selecting Purposeful Assessments Developing Local Assessments Balanced Assessments Effective Use of Data to Guide Instruction Measuring and Closing Achievement Gaps Student Mobility Computer-Based Assessments

17. © 2013, Battelle for Kids. All Rights Reserved Connections to Formative Instructional Practices (FIP) Using clear learning targets Collecting and documenting evidence of student learning Providing effective feedback Student ownership of learning

18. © 2013, Battelle for Kids. All Rights Reserved Balanced Assessment System: What do I know about my students?

19. © 2013, Battelle for Kids. All Rights Reserved Alignment Since our ultimate goal is to improve learning and teaching through the use of the data generated from student growth measures, the assessments used must be closely aligned to articulated standards taught in the classroom.

20. © 2013, Battelle for Kids. All Rights Reserved Resources TNCore.orgTNCore.org – sign up for updates www.battelleforkids.org/Tennesseewww.battelleforkids.org/Tennessee Each school has an access code, but you can get to some resources without it. The FIP training modules (code required) go into depth on the all Formative Instructional Practices – New Modules as of July 1, 2013. http://ati.pearson.com/tools-resources/index.htmlhttp://ati.pearson.com/tools-resources/index.html (Pearson -- integral to TN assessment) Open Education Resources http://www.oercommons.orghttp://www.oercommons.org Karen Hess’s Cognitive Rigor Matrix and Examples www.nciea.orgwww.nciea.org

21. © 2013, Battelle for Kids. All Rights Reserved Assessment Blueprints Start With a Plan Record the prioritized learning expectations that will be on the assessment. Identify the assessment methods to be used. Identify the level of complexity of the learning expectations and the assessment items. Determine how much “weight” each learning priority will receive. Balance the rigor of the assessment.