1. Assessment For Today’s Classrooms™ Module 2 Making an Impact

2. Assessment For Today’s Classrooms, Module 2 No part of this publication may be reprinted, reproduced, stored in a retrieval system, or transmitted in any form without the prior written permission of PLS 3rd Learning. Direct all such inquires to: permissions@pls3rdlearning.com permissions@pls3rdlearning.com

3. Assessment For Today’s Classrooms, Module 2

6. “Take’em as they come” Test Instruct Grade and Move on Grade and Move on Assessment For Today’s Classrooms, Module 2

7. Starting information minimal or absent –Passed last year …. Individual progress (?), limited mastery Perpetuation of predetermined individual “success or failure” scenarios Pass-Fail model Assessment For Today’s Classrooms, Module 2

8. Screen / Assess Diagnose/ Assess Diagnose/ Assess Remediate / Instruct Remediate / Instruct Outcome s Assessment For Today’s Classrooms, Module 2

9. Screen / Assess Diagnos e/Assess Remediate /Instruct Outcome s Over Time or a Course of Study Assessment For Today’s Classrooms, Module 2

10. Assess individual (collective) StatusAssess Status Diagnose NeedsDiagnose Needs Remediate Needs through focused interventions Remediate individual (collective) Needs through focused interventions Impact: Assess the intervention for individual (collective) Post-intervention status Impact: Assess the intervention for individual (collective) Post-intervention status Assessment Fundamentals Assessment For Today’s Classrooms, Module 2

11. Progress focused –Individually –Collectively Data used intelligently –Guide instruction –Improve curricula –Improve teaching Continuous improvement “built in” Standards-focused achievement “built in” Assessment For Today’s Classrooms, Module 2

12. Are you using this model for your assessments? With what kind of tools are you provided? If you are not using them, how could you change to using them in this model? Where do ii (initial instruction) and iii (immediate intensive intervention) fit into this model? Assessment For Today’s Classrooms, Module 2

18. © Valerie K. Lewis and Steven H. Shaha 1997 1. Identify the Concept [Standard] 2. Establish a Team 3. Define the Educational Impacts 4. Define Objectives 5. Create Items [tools] to Assess Objectives 6. Develop Lesson - Instructional Approach/Curriculum 7. Facilitate - Teach 8. Assess the [Balanced Measure] Impacts through the Tools 9. Collaborate with Peers and/or Student to Student 10. Improve the Lesson and Improve the Impacts Assessment For Today’s Classrooms, Module 2

19. Ten Steps Application Activity Independently: Think of a lesson you’ve taught that didn’t go well the first time you taught it. Then, when you taught it again, it was more successful. Which of the ten steps did you follow? As a group: 1.Allow each group member to share the lesson (from independent brainstorm above) 2.Choose one lesson from the group. 3.Walk through the lesson again using the ten steps – How would you make even better? Assessment For Today’s Classrooms, Module 2

23. Action Research Process PLAN DO CHECK ACT Identify a Problem Develop and Implement a Plan Collect and Analyze Data Use and Share Results Proficiency Targets Assessment For Today’s Classrooms, Module 2

29. Practical Everyday life Action-oriented Evolving Intuitive Flexible Purposeful Exploratory Qualitative Open-ended Relevant Interactive Reflective Student-Centered Inquiry Continuous Collaborative Descriptive Assessment For Today’s Classrooms, Module 2

31. “ Action research is planned inquiry – deliberate search for truth, information, or knowledge.” (Schmuck, 1997, pp. 28) Assessment For Today’s Classrooms, Module 2

32. “Action (teacher) research is a natural extension of good teaching. Observing students closely, analyzing their needs, and adjusting the curriculum to fit the needs of all students have always been important skills demonstrated by fine teachers.” (Hubbard & Power, 1999, pp. 3) Assessment For Today’s Classrooms, Module 2

33. “Action research is a continuous and reflective process where educators make instructional decisions in their classroom based on student needs reflected by classroom data.” (Project CENTRAL, 2004, pp. 9) Assessment For Today’s Classrooms, Module 2

34. “Action Research is a process in which participants examine practice systematically and carefully use the techniques of research.” (Cathy Caro-Bruce, Madison (WI) Metropolitan School District) Assessment For Today’s Classrooms, Module 2

35. Just problem solving Research on other people The scientific method applied to teaching An outside source telling you what to do Assessment For Today’s Classrooms, Module 2

36. The primary goal of action research is to improve student learning by developing and refining the skill of teaching. Assessment For Today’s Classrooms, Module 2

37. Identify a Problem Develop and Implement a Plan Collect and Analyze Data Use and Share Results PLAN DO ACT CHECK Assessment For Today’s Classrooms, Module 2

38. Give an overview of my class (general statements regarding academic progress in reading). Discuss reading strategies used for low performing and high performing students. Provide Demographics of my school and class (race, gender, free/reduced lunch, parent involvement, etc.). Do I want to choose three students with similar needs or three students with different needs or combination? Instructional strategies that I’ve always wanted to try OR do I need ideas for instructional strategies to assist these students? Once I try these strategies, what do I expect the results to be? Assessment For Today’s Classrooms, Module 2

39. Assessment For Today’s Classrooms ™ PowerPoint Presentation Module 2 Making an Impact PowerPoint Presentation By: Lawanna Martinec Contact information: Diana Brown 352-394-4411 dbrown@pls3rdlearning.com © 2013 PLS 3rd Learning.