1. How Do I Know If They Know? Houston Independent School District Professional Support and Development- ABRAZO

2. Do Now How do teachers accommodate differences in the needs of students within their classrooms — to close the gap between those who succeed and those who struggle to meet standards — if they don’t have access to dependable day-to-day evidence of differences in their students’ current levels of achievement? They cannot. — Rick Stiggins Your reaction to Quote 1? (respond just to Quote 1 on handout):

3. What Happened to Maria? Maria is a very hard-working student. Each day, she carefully and accurately completes her worksheets and book work. Maria and her parents check GradeSpeed each evening and are proud of her 95 average. Maria’s table group earned an “A” for a recent project, giving her a “100” major grade, the only one recorded for the grading period. So it comes as quite a shock to both Maria and her teacher when Maria earns a 52 on her unit test. What might have happened? 3

4. Participants’ Objectives Participants will be able to: Understand what data-driven instruction is Understand the importance, types, and techniques of assessment Look critically at assessment data to plan strategically for student learning 4

5. Adapted from Kaplan, Sandra N.. Frames. United States of America: Educator to Educator, Inc., 1998. What is Data Driven Instruction?

6. What is Data Driven Instruction? 6 It means that our focus should be on asking one simple question – are our students learning? It means to break from our focus being on “what” teachers taught to “what” students learned.

7. Data Driven Instruction Assessments Analysis Action 7

8. 8 Mistakes that Schools Make Inferior interim assessments Secretive interim assessments Infrequent assessments Curriculum-assessment disconnect Delayed results Separation of teaching and analysis Ineffective follow-up Not making time for data 8

9. Assessments Core Idea: Standards are meaningless until you define how you will assess them. Core Idea: Assessments are not the end of the teaching and learning process. They are the starting point. 9

10. Core Drivers for Assessment Transparent starting point Common and Interim- All students every 6-8 weeks Aligned to state tests and college readiness Aligned to instructional sequence Reassessed- Interim Assessments should continuously reassess previously taught standards. 10

11. The Ripple Effect Driven By Data, 2010- page 10

12. Rigorous Assessments DO Sustain and extend rigorous instruction. Ask students to apply what they learn to real-world and unpredictable situation. Ask students to solve interesting problems. Ask students to answer the how and why. 12

13. Rigorous Assessments DO NOT Mark the end of instruction. Ask students to apply what they have learned to formulaic and predictable situations. Ask students to do nothing more than remember what they have learned. Ask students to answer only the who, what, and when. 13

14. Assessment Terms Informal Assessment_____ Assessment Formative Assessment_____ Assessment Assessment FOR Learning Assessment ___ Learning 14

15. Consider This We use the general term assessment to refer to all those activities undertaken by teachers – and by their students in assessing themselves – that provide information to be used as feedback to modify teaching and learning activities. Such assessment becomes formative assessment when the evidence is actually used to adapt the teaching to meet student needs. — Black and Wiliam (1998) What’s the difference? (write on handout)

16. Formative Assessment 16  Is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes. 2.The assessment is embedded within the learning activity and linked directly to the current unit of instruction. 3. The assessments are small-scale (a few seconds, a few minutes, certainly less than a class period) and short cycle (they are often called “minute-by-minute” assessment or formative instruction).

17. Formative Assessment Brainstorm 17 On a index card: List 5 quick ways you might assess individual student understanding during instruction  auditory, kinesthetic, visual Stand up and find a new partner Compare lists  check same  add new

18. Lemov: Check for Understanding Plan good questions  In your lesson plan  Include open-ended  Probe – extend – scaffold Collect individual data  Does each student understand?  Multiple answers to one question 18 Collect individual data and act on it quickly.

19. Collecting Data 19 Johanna ~ Elisa ~ D’Andre Jose AB Kendric George Sandra – Unique Elias – Thomas – ~ Karan ~ Alicia Mr. Frizzle’s Seating Chart

20. BRAIN BREAK! 20

21. Summative Assessment 21 1.These types of assessments are generally given one time at the end of some unit of time such as the semester or the school year to evaluate students’ performance against a define set of content standards. 2.These assessments typically are given statewide (but can be national or district) and these days are usually used as part of an accountability program. 3.They are the least flexible of the assessments.

22. Interim Assessments 22 1. Road Map for Instruction 2. Improvement in teaching 3. Target Focus 4. Accountability 5. Visibility 6. Checking for understanding without teacher support 7. Preparing students for high stakes assessment

23. What do we want the test to tell us? 23 A score report should go beyond indicating which questions were answered incorrectly; it should inform a plan for action to further student learning. Interim assessment results must be the basis for conversations among teachers and with students about the nature of students’ work and the changes in their own practice that are needed to improve instruction.

24. Review of Assessment What is the importance of assessment? How is assessment tied to instruction? How is assessment tied to data analysis? 24

25. Analysis 25 Try to remember the last time you visited the doctor when you were sick with something unfamiliar. What were the kinds of things you told your doctor? What did the doctor do next? What happened as a result of these steps?

26. Analysis that leads to Action 26 Data reports Teacher owned analysis Test in hand analysis Deep Analysis

27. 3 Levels of Analysis 27 1.Question Level Analysis 2.Standards Level Analysis – How students performed differently on questions measuring the same standard and on related standards. 3.Overall Analysis – How students did in one class compared to another or one school compared to the district.

28. Data Analysis - Activity 28 Using the handout entitled “Questions to Ask During Interim Assessment Analysis”, work with your group to look critically at the data provided for your content area. What does the data tell you? What is your first step?

29. Action 29 Assessments and analysis are great and necessary things, but unless they are coupled with real, concrete action, they do not bear fruit. Focus on the concrete strategies to move from theory to reality in the classroom.

30. Action – Key Characteristics 30 Correct analysis New strategies Specific time of implementation Keep Action Plans Simple!

31. Action – Powerful Tools that ARE NOT Content Specific 31 Ongoing assessment Re-write and tighten objectives with assessment in mind Do more with “Do Nows” Use differentiated instruction Use exit tickets to enter student learning Build peer-to-peer support strategies Make homework meaningful

32. What does data-driven instruction look like at your campus? 32 We have discussed three important components of data-driven instruction: Assessment Analysis Action In your small groups, write up an action plan of the steps you will take at the beginning of the year to ensure a data driven instructional culture.

33. References 33 Driven by Data: A Practical Guide to Improve Instruction by Paul Bambrick-Santoyo Rigorous Classroom Instruction by Robyn Jackson Teach Like a Champion by Doug Lemov