1. Response to Intervention www.interventioncentral.org Problem Solving Process –Florida’s Model Evaluate Did the plan work? Problem Analysis Why is it occurring? Problem Identification What is the problem? Develop and Implement Plan What can we do about it? What does our DATA say about student achievement? 1

2. Response to Intervention www.interventioncentral.org DeLaura Middle School: Using Data to Close the Achievement Gap

3. Response to Intervention www.interventioncentral.org Looking Back… Year One – Using Summative Data –What was required of teachers? –How did we get buy in? –Lessons learned. 3

4. Response to Intervention www.interventioncentral.org Teacher Data Teams Evaluate assessments Team review of master grid of data 4

5. Response to Intervention www.interventioncentral.org Why Look At Grade Level Summative Assessment Data? Examine the strengths and weaknesses of : Curriculum Instruction Students Assessment Tool 5

6. Response to Intervention www.interventioncentral.org Step 1 Was the assessment high quality? –Did it measure student learning that aligned with Power Standards? –Was the type of assessment the most appropriate for what it was measuring? –Did it assess both lower and higher order thinking skills? –Did it require students to demonstrate learning a variety of ways? –Provides opportunity for students to be involved in their own learning –Did it ensure validity, rigor, reliability and fairness? Step 2 Gather classroom data, assemble it on a master grid and duplicate for team review of results. Be sure to attach a copy to this reflection form. Step 3 Briefly describe the unit assessment and learning targets: Step 4 Create a graphic representation of the data: Common Assessment Reflections

7. Response to Intervention www.interventioncentral.org One of the most powerful, high-leverage strategies for improving student learning that is available to schools is the creation of: frequent common high-quality formative assessment by teachers who are working collaboratively to help a group of students develop agreed-upon knowledge and skills (Fullan, 2005a;Hargreaves & Fink, 2006; Reeves, 2004; Schomoker, 2003; Stiggins, 2005).

8. Response to Intervention www.interventioncentral.org Common Assessment Reflections Step 5 Identify areas for team discussion: oAs a team, which targets from the assessment require more attention? oAs a team, which students did not master which targets? oAs a team, which classrooms require additional support? oAs an individual teacher, which area was my lowest and how can I improve in that area. Step 6 Create and explain a team plan of action to address the needs of students who’ve not mastered the required targets:

9. Response to Intervention www.interventioncentral.org Ainsworth and Viegut on Common Formative Assessments Use the metaphor of a matched pair of bookends. The power standards/essential outcomes and the final summative assessment are the matched pair of bookends. Differentiated instruction Learning activities Assigned student work Classroom formative assessments Re-teaching and enriching of the standards are the “books” that typically appear between the bookends.

10. Response to Intervention www.interventioncentral.org

11. Response to Intervention www.interventioncentral.org Analyze Content Area Summative Assessments to Look for Trends, Problems, Strengths and Weaknesses. 11

12. Response to Intervention www.interventioncentral.org Summative assessments can provide helpful information regarding the strengths and weaknesses of curriculum and programs in a district, school or department. They often serve as a means of promoting institutional accountability.

13. Response to Intervention www.interventioncentral.org Formative assessments are timely in-process measurements that can inform teachers individually and collectively regarding the effectiveness of their practice. Dufour, Dufour, Eaker & Many

14. Response to Intervention www.interventioncentral.org Common formative assessments represent the most effective strategies for determining whether the guaranteed curriculum is being taught and more importantly, learned. Dufour, Dufour, Eaker and Many

15. Response to Intervention www.interventioncentral.org Common, team-developed formative assessments are such a powerful tool in school improvement that no team of teachers should be allowed to opt out of creating them. Dufour, Dufour, Eaker and Many

16. Response to Intervention www.interventioncentral.org Common formative assessments inform the practice of individual teachers. They provide teachers with a basis of comparison as they learn, skill by skill, how the performance of their students is similar to and different from other students who took the assessment. Dufour, Dufour, Eaker and Many

17. Response to Intervention www.interventioncentral.org Common formative assessments help identify groups of students who need additional time and support to ensure their learning. Dufour, Dufour, Eaker and Many

18. Response to Intervention www.interventioncentral.org Everything students might…. say do create has the potential to be formative because it can provide information about how much then understand and helps the teacher plan the next steps of instruction.

19. Response to Intervention www.interventioncentral.org Collaboration is the key to success!