1. Fall Visit: Year 2 Please sit by Grade Levels within Team/Departments

2. Culture of Continuous Improvement STEP #1 Assess Student Performance Analyzing Achievement for Struggling, Average, and Succeeding Students STEP #2 Assess the Assessment STEP #3 Assess the Lesson Plans Identifying Strengths and Concerns in Planning and Instructional Practices

3. Assessing Student Performance: Using Statistical Analysis Analyzing Unit Effectiveness: Gr. 5 American Revolution unit

4. Using Statistical Analysis Traditional Test

5. Using Statistical Analysis  Remember: Numbers are only numbers. Context matters!  Analyzing test scores raises a variety of questions:  Are the assessments valid?  Did LP instruction move students toward self-reliance?  Was formative assessment frequent and effective?  Did A&I LPs flow logically and without distraction?  Did E&R LPs challenge succeeding students?

6. Assessing the Assessment: Traditional Test

7. Using Statistical Analysis – Traditional Test Analyzing Questions Related to Knowledge Types Identify test questions that assessed procedural knowledge versus those that assessed declarative knowledge. (Some questions may assess both.) On which questions did students have more trouble – procedural or declarative? Analyzing Unit Effectiveness: Gr. 5 American Revolution unit

8. Knowledge Types: A Review  Construct meaning  Organize the knowledge  Store the knowledge  Learn the model  Shape the model  Internalize the model Declarative Knowledge Procedural Knowledge Analyzing Unit Effectiveness: Gr. 5 American Revolution unit

9. Sample Test Questions Questions that address Declarative Knowledge Which group would most likely agree with the ideas presented in Common Sense? A.Patriots B.Loyalists C.Dutch sailors D.Spanish soldiers Analyzing Unit Effectiveness: Gr. 5 American Revolution unit

10. Sample Test Questions Questions that address Procedural Knowledge Cause and Effect Using the graphic organizer, list reasons for and consequences of the Boston Tea Party. Analyzing Unit Effectiveness: Gr. 5 American Revolution unit Boston Tea Party

11. Using Statistical Analysis – Traditional Test Analyzing Questions that assessed the Unit Goal Identify the questions that assessed the Unit Goal at an unsophisticated level. Identify the questions that assessed the Unit Goal at a more challenging and sophisticated level. Did each of these questions assess the Unit Goal at the same Bloom thinking level as the Unit Goal ? Analyzing Unit Effectiveness: Gr. 5 American Revolution unit

12. Sample Test Questions Unsophisticated Questions that address the Unit Goal Multiple Choice: Due to the Revolutionary War, the United States no longer traded with ________________. A. France B. Great Britain C. Spain D. All of the above Fill in the Blank: The _______________ led colonists to claim “no taxation without representation.” Analyzing Unit Effectiveness: Gr. 5 American Revolution unit

13. Sample Test Questions Sophisticated Questions that address the Unit Goal Short Answer: Imagine you are a Journalist living during the Revolutionary War. In three complete sentences, explain how the Sugar Act and Boston Massacre impacted your life. ____________________________________________________ Analyzing Unit Effectiveness: Gr. 5 American Revolution unit

14. Using Statistical Analysis – Create an Improvement Plan Traditional Test Effective Make Changes Does the TT Challenge all student groups appropriately? Affirm planning and instructional practice for both types of knowledge? Ensure that Goal achievement is the basis for TT Grades? Analyzing Unit Effectiveness: Gr. 5 American Revolution unit

15. Assessing the Assessment: Performance Assessment

16. Using Statistical Analysis – Create an Improvement Plan Performance Assessment EffectiveMake Changes Did the Performance Assessment assess the Unit Goal at the critical thinking level of the Unit Goal? Does the Performance Assessment allow for multiple levels of achievement using tiering within the prompt or a tiered rubric? Analyzing Unit Effectiveness: Gr. 5 American Revolution unit

17. Using Statistical Analysis – An Improvement Plan  The teacher found that her Performance Assessment did not match the Unit Goal and therefore needed to be rewritten to assess student mastery of the Unit Goal. Unit Concept: American Revolution Unit Goal: SWBAT explain events in American life that led to the Revolutionary War and the consequences for life in America.

18. Assessing the Lesson Plans

19. Using Statistical Analysis – Create an Improvement Plan A&I Lesson Plans Effective Make Changes Did LPs Activate prior knowledge and introduce new ideas and concepts? Engage multiple learning styles on core concepts? Enable students to achieve an unsophisticated version of the Unit Goal prior to the Traditional Test? Analyzing Unit Effectiveness: Gr. 5 American Revolution unit

20. Using Statistical Analysis – Create an Improvement Plan A&I Lesson Plans Student Self-reliance Effective Make Changes Did LPs move students from reliance on the teacher to self-reliance? Did LPs engage students with the Unit Goal in groups? In pairs? Individually? Analyzing Unit Effectiveness: Gr. 5 American Revolution unit

21. Using Statistical Analysis – Create and Improvement Plan A&I Instructional Practice Declarative Knowledge EffectiveMake Changes Procedural Knowledge EffectiveMake Changes Analyzing Unit Effectiveness: Gr. 5 American Revolution unit

22. Using Statistical Analysis – Create an Improvement Plan A&I LPs Formative Assessments Effective Make Changes How many formal formative assessments occurred during the unit? How often did LPs note informal formative assessment? Did formal formative assessments assess Objectives at the same critical thinking level as the Unit Goal? Analyzing Unit Effectiveness: Gr. 5 American Revolution unit

23. Using Statistical Analysis – An Improvement Plan  Reflect on the Assessments, Instruction, and Unit Cover Page using the Unit Improvement Plan. Unit Concept: American Revolution Unit Goal: SWBAT explain events in American life that led to the Revolutionary War and the consequences for life in America.

24. Using Statistical Analysis – An Improvement Plan  The Statistics generated by the student data provide a starting point for reflection of potential changes.  This teacher ultimately found that her Traditional Test was effective in showing student challenges – her Acquiring & Integrating Lesson Plans needed to focus more deliberately on Declarative Knowledge. Unit Concept: American Revolution Unit Goal: SWBAT explain events in American life that led to the Revolutionary War and the consequences for life in America.

25. Using Statistical Analysis – Create an Improvement Plan E&R Lesson Plans Effective Make Changes Are the LPs student-centered? Did the LPs challenge succeeding students to engage with sophisticated instances of the Unit Goal and Concept? Did the LPs allow failing students to revisit and meet the Unit Goal? Analyzing Unit Effectiveness: Gr. 5 American Revolution unit

26. Preparing the Unit Improvement Plan Using the Unit Improvement Plan as a guide, review your statistics and your unit.

27. Assessing Course Outcomes Questions to consider:  What sort of evidence should be compiled showing student achievement of the Course Outcomes?  When should this evidence be gathered? Would this process begin in the 3 rd quarter? 4 th quarter? Earlier?  Should questions be created to provide evidence? If so, how would these questions be created? Collaboratively online using a Google Doc?

28. Assessing Team/Department Outcomes Questions to consider:  What sort of evidence should be compiled showing student achievement of Team/Department Outcomes?  Would the process of evidence gathering begin in the final year of the team? Throughout the three years?  Should questions be created to provide evidence? If so, how would these questions be created? Collaboratively online using a Google Doc?