getting results: impacting each student within all students december 1, 2011

Getting Results: Impacting Each Student within

All Students

December 1, 2011

Roles and Responsibilities

NormsFacilities

Getting Started

Parking Lot Materials

Norms

• Stay Focused• Manage Electronic Devices• Practice Timely Attendance• Pass Notes instead of Sidebar Talking• Respectfully Challenge One Another• Listen Actively• Participate to the Fullest of Your Ability

Inclusion Activity

Outcomes• Understand the link between formative

assessment and planning for instruction.• Understand the various uses of value-added

data in the Ohio Improvement Process, including use by teacher based teams.

• Analyze how Universal Design for Learning supports ALL students.

• Explore Instructional Frameworks and plan for next steps within your district.

The Ohio 5-Step

Process:A Cycle of

Inquiry

Marrying OIP & VA – POWER of TWO

• Achievement Scores=What students know relative to what they are supposed to know.

OIP Goal:Student Indicator

• Value-Added Scores=What adults in the building are doing in respect to C, I, A and programs.

OIP Goal:Adult Implementation

FOCUS Guides

Using Academic Progress Information in the OIP at the District Level

VALUE-ADDED

Using Academic Progress Information in the OIP at Building and TBT Levels

What’s the Process?

• Review Achievement Data• Review Value-Added Data

• Determine patterns• Determine strengths• Determine challenges

• Determine why we are getting the results• Determine how we can improve

• How do value-added measures support what we know about schools?

The Power of Two:Achievement & Progress

Pro

gre

ssO

ne Y

ear’

s G

row

th

AchievementTest Results

Standard

Low ProgressLow Achievement

Low ProgressHigh Achievement

High ProgressLow Achievement

High ProgressHigh Achievement

• School A

• School B

• School C

• School D

• School E

• School F

• School H

• School K

• School G

• School J

Where can you find MAAP?

www.battelleforkids.org/ohio

Matrix of Achievement and Progress

High Achieving

High Growth

(Leading)

Low Achieving

High Growth

(Learning)

Low Achieving

Low Growth

(Losing Ground)

High Achieving

Low Growth

(Lucky)

Value-Added

https://ohiova.sas.com/evaas/signin.jsf

Composite of Math & Reading

DISTRICT - Math

District Reading

Economically Disadvantaged

Students with Disabilities

Teacher-Based Team Fishbone

TBTs: Don’t Forget Success Site

https://reports.success-ode-state-oh-us.info/

District/Building MAAP Activity

1. Where are your district’s highest levels of progress and achievement (see the top-right part of the matrix)? The practices in these areas are currently your district’s greatest strengths.

2. Where are your district’s lowest levels of progress and achievement (see the bottom-left part of the matrix)? These areas are currently your district’s greatest challenges.

3. Where in your district do you see high levels of progress, but low levels of achievement (see the top-left of the matrix)? Educators in these areas have discovered ways to improve their effectiveness. Their practices provide a working model for how others might improve.

4. Where in the district do you see high levels of achievement, but low levels of progress (see the bottom-right of the matrix)? The practice of these educators has become frozen. They require stretch goals.

Value-Added Support

VALs (Region 14 Value-Added Leaders)

Deanne Link [email protected]

Jackie [email protected]

The Ohio 5-Step

Process:A Cycle of

Inquiry

Assessment and Learning – A TBT

Do you agree?

Yes or No?

The results from a formal written test are the only data you can bring to a TBT to discuss.

Quick Check for Learning

Anticipation Guide• Statements that can be

reacted to without having read the text.

• Statements that challenge beliefs.

• General rather than specific statements.

• Write statements that you want them to think about as part of upcoming content.

Formative classroom assessments for learning

‘ll

31

The Data Coach’s Guide: Love, Stiles, Mundry & DiRanna, c. 2008

Embedded throughout our

Session

Summative district and

state assessments

Data about people, practices, perceptions

Benchmark common assessments

Formative common assessments


Annual

2-4 times a year

Quarterly or end of unit

1-4 times a month

Daily - Weekly


“5 then 1”(“10 then 1”… “15 then 1”)

Example:

After 5 minutes of “giving” information, then STOP and give 1 minute for reflection and processing.

“Listen in”Formative classroom

assessments for learning


More summative in the types of questions

Questions are based on specific deconstructed

learning targets


state assessments





Annual

2-4 times a year


1-4 times a month

Daily - Weekly

How We Assess…

Learning Target Students will be able to solve problems requiring them to add

fractions with like and unlike denominators.

Summative FormativeSolve:

½ + ¾ =

(a)4/6

(b) 1

(c) 1 1/4

(d) 4/8

What is the least common denominator for the following fractions?

1/2 2/3 3/4

(a) 24(b) 12(c) 6(d) 9

What is the Difference Between the Two?

Reading Activity

We must create/use assessments that will gather data that are the right “grain size.”

That is the information teachers need from

formative assessments must be specific enough to be able to tell them what to do next in their classrooms. Kim Marshall (2008)

The Teacher as Assessment Leader, Edited by Guskey, pg. 43

Original Terms New Terms

• Evaluation

• Synthesis

• Analysis

• Application

• Comprehension

• Knowledge

• Creating

• Evaluating

• Analyzing

• Applying

• Understanding

• Remembering(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

Aligning Learning Targets to Appropriate Assessments

Stiggins 2006

Assessment Design

Multiple choice items MUST be created with “diagnostic” distracters that can pinpoint what is understood and not understood. They allow for teaching with precision.

It has to serve a diagnostic purpose!Distracters are more difficult to write than the correct answers!

Best DistractersA plant is able to grow larger because

A. it gets its food from the soil.

Misconception A student who chooses this answer does not understand that nutrients are manufactured internally by the plant.

B. it turns water and air into sugar.

Oversimplification The student understands that food is manufactured internally but does not understand that water & carbon dioxide (from the air) are used to make sugar and oxygen.

C. it has chlorophyll to produce food.

Overgeneralization The student does not understand that some parasitic plants do not contain chlorophyll.

D. it adds biomass through photo-synthesis.

Correct answer


Pair Share• In pairs, analyze the

assessment questions and discuss how each could be used as summative or formative.

• Determine how / why distracters are used in these questions.Formative classroom



HOW MUCH IS TOO MUCH!?Summative

district and state

assessments





Annual

2-4 times a year


1-4 times a month

Daily - Weekly

Frequent Testing/Effects of Testing

.34

Hattie 2009

Feedback

.73

Hattie 2009


Quick Write

• Read the Hattie quote on both sides of the handout

• Write one “a-ha” on a Post-it


Doug Reeves on Formative Evaluation

Formative Evaluation!

0.90

Hattie 2009

Pay attention to the formative effects of your teaching, as it is these attributes of seeking formative evaluation of the effects (intended and unintended) of the programs that makes for excellence in teaching.

Hattie pg. 181 2009

Formative Evaluation!

0.90

An Analogy



state assessments





Annual

2-4 times a year


1-4 times a month

Daily - Weekly

Tools/Samples for AssessmentsA. Student Reflection ChartB. Checklist for Creating Common AssessmentsC. Checklists for using Formative/Summative

Assessments

Benefits of Use Something New

Group 3-2-1Write 3 key terms related towhat you know or have learned about assessment.

Write 2 questions you have about assessment.

Write 1 way you can apply your learning about assessment.Formative classroom



So…IF:We understand … “the way assessment questions are designed determines the kind ofdata we receive,

THEN:We need to ensure that all of the learningtargets embedded in our standards are identified.”

Do I need summative or formative data?

I need to make sure I assess the embedded targets.

What is “Deconstructing”?

“Taking a broad and/or unclear standard, goal, or benchmark and breaking it into smaller, more explicit learning targets that can be incorporated into daily classroom teaching”

Stiggins et al. 2006

aka Unwrapping & Unpacking

Deconstructing Standards into a Progression of Learning Targets

• A systematic process to identify embedded learning targets in standard indicators so that nothing essential is missed during instruction

• Learning targets: What students should know, understand and be able to do to master the indicators

• Sequence the targets into a developmentally appropriate learning progression

Tips for Deconstructing

Analyze the wording of the standard/objective to determine key concepts and key skills Read through indicators Circle verbs to identify key skills Underline nouns and noun phrases to identify key conceptsExample: Create grade-appropriate real-world problems

involving any of the four operations using multiple strategies, explain the reasoning used, and justify the procedures selected when presenting solutions.


Linking• 1st person makes a statement

about something they have learned.

• Person to the right “links” to the 1st person’s statement.

• Continue the “links” until everyone at the table has participated


Checking for Understanding vs. “Just asking”

Frequently check for understanding: Are the kids – all of the kids – following what you are

saying? Asking “Does anyone have any questions” does not work.

(Ripley, 2010, p.5)

Formative assessment provides information about how to

differentiate classroom instruction for the next lessons.

Assessment that Makes Sense, Chris Jakicic, pg. 44 & 42

These are not improvised or spontaneous; rather, they are administered at a particular time in the teaching-learning process for the teacher to get feedback about how to proceed.



state assessments





Annual

2-4 times a year


1-4 times a month

Daily - Weekly

Quick Check for LearningApplication Cards

Think of one way to apply your new knowledge and write it down on your post it note.

Bump in the RoadWrite down something that you find confusing or a

skill or concept you find difficult.


School and Classroom PracticeMUST CHANGE

TBT Step 3: Planning for High Quality Instruction

The Ohio 5-Step

Process:A Cycle of

Inquiry

Step 3Establish shared expectations for

implementing specific effective changes in the

classroom

What planning must occur at Step 3, so that our core instruction addresses the

diverse needs of ALL students in our classrooms?

5 Step TBT Process

FOCUS ON THE CORE

Assessment and instruction are often conceived as curiously separate in both time and purpose. The key to

high-quality formative assessment is to intertwine the two.

Graue 1993

Formative Assessment Instruction

Case Study - Modified JigsawA. Number the tables 1, 2, 3B. Table will read their assigned case study and answer

the preview questions (3 minutes)C. Form triads of a 1, 2, and 3D. Share out your responses and summarize your case

study (1 minute each)E. Discuss and share questions with

your triad (3 minutes)

Framework of Effective

Instructional Practices

Importance of Instructional Framework

Provides a common language around instruction

Allows district to reinforce and maintain focus on district goals

Provides a foundation for ongoing conversation and collaborative inquiry

Creates coherence around curriculum, instruction and student outcomes

Olzendam (2008).

Michael Fullan observes that “terms travel

easily…..but the meaning of the underlying concepts

does not”DuFour, R. , DuFour, R. , Eaker, R., Many ,T.,

2006. Learning By Doing, A Handbook for Professional learning Communities at Work .

Bloomington ,IN: Solution Tree

When complete, an Instructional Framework will help answer the question:

What common agreements around instruction inform teachers’ daily

instructional practices?

Instructional FrameworkDistricts have to work together to define

and agree on what HIGH QUALITY INSTRUCTION

means by doing the following:

1.Reviewing the research on effective instruction

2. Developing their own list of effective practices

McNulty, 2011

SUPPORTING TEACHER BASED TEAM WORK with a DISTRICT-WIDE INSTRUCTIONAL FRAMEWORK

Understand that Your Understand that Your System’s Work System’s Work ISIS

to Focus on to Focus on Instructional Instructional ImprovementImprovement

Marzano:The Art and Science of Teaching (2008)

The SCIENCE of teaching involves generalizations from the research about

effective teaching.

The ART of teaching involves adaptations a teacher must

make to accommodate his/her specific situation and

style.

Marzano (2010) recommends districts and schools systematically explore and develop a model or language of instruction based on action research regarding specific instructional strategies.

TRADITIONAL FRAMEWORK DAGGETT SYSTEM FOR EFFECTIVE INSTRUCTION

What Teachers Should Do What the Entire System Should Do

Teacher Focused

Student Focused

Teachers Deliver Instruction

Teachers Facilitate Learning

Vision Set by Top Leaders

Vision is Built More Inclusively

Define Vision in terms of Academic Measure

Define Vision as Strong Academics and Personal Skills and the Ability to Apply

ThemRigid Structures Support Adult

Needs

Flexible Structures Support Student Needs

Focus on Teaching Focus on Learning


Whip Around• Make a list of 3 items related

to your understanding of instructional frameworks.

• Everyone stands.• One at a time, each person’s 3

items are reviewed. Others cross items off their own list if duplicated. Sit when your 3 have already been stated.Formative classroom


All available evidence suggests that classroom practice has changed little in the

past 100 years.James Stigler and James Hiebert

There is a lot of sitting and listening and not a lot of thinking.

Robert Pianta (on his observation of more than 1,000 classrooms)

On HOW We Teach

Current Challenges• increased diversity in classrooms; • high expectations for all students;• high stakes testing; • accountability for all students.

If we have deconstructed our embedded learning targets, and our assessments

provide us formative feedback,

Then how do we link instruction to the results of our assessments, KNOWING

there is learner diversity in every classroom?

Think About Your Schools

How many students have:• Visual issues• Attention difficulties• Auditory issues• Reading disabilities, etc.

UDL: The "Intersection of Initiatives"

Where integrated units, multi-sensory teaching, multiple intelligences, differentiated instruction, technology enhanced learning, and performance-based formative assessments come together.

IDEA 2004 Section 614

“The law states that “state education agencies (or local agencies in the case

of district assessments) shall to the extent feasible use Universal Design

principles in developing and administering any state-wide

assessment”

Universal Design for Learning

Meeting the Needs of ALL Learners

UDL Guidelines Video

UDL Guidelines - Educator’s Checklist

Universal Design for Learning

If we first “universally design” our lesson plans to meet the needs of more learners, there will be fewer

“struggling” learners in need of further accommodations.

Teacher Based Teams:

Impacting Each Student within

All StudentsThrough use of

effective instructional practices !

UDL Addresses These Realities… • Students with disabilities fall along a

continuum• Most classrooms are highly diverse• Differentiation can benefit all learners • Curriculum needs fixing, not the student• Materials must be flexible and diverse• General education and special education

teachers plan instruction collaboratively (TBT 5 Step Process)

From Melody Musgrove, Director of Office of Special Education Programs, USDOE, 2011 Ohio Special Education Leadership Conference

“Special Ed was never designed to be a place. It was

meant to be specially designed

instruction.”

I contend that to integrate requires the teacher to plan lessons that actually require the student with special needs to actively participate in the learning. Inclusion, on the other hand, simply requires the students be placed physically in a regular classroom without any real expectation that the student will be participating intellectually in what the rest of the class is learning.

Ainsley B. Rose

Specially Designed Instruction Defined:

“Adapting as appropriate to the needs of an eligible child, the content, methodology or delivery of instruction to address the unique needs of the child that result from the child’s disability and to ensure access of the child to the general education curriculum so the child can meet the educational standards that apply to all children within the jurisdiction of the school district.”

Specially Designed Instruction

• Supplements the Core Instruction• Is fully described on the IEP • Ensures delivery is a shared

responsibility of the SpEd and GenEd Teachers

• TBT must be aware of SDI when designing instructional strategies and assessment.


Think – Pair – Share

• Think about key ideas of Universal Design for Learning?

• Pair up• Share how this has relevance

for the next steps in your districts.


Review of Outcomes• Understand the link between formative

assessment and planning for instruction.• Understand the various uses of value-added

data in the Ohio Improvement Process, including use by teacher based teams.

• Analyze how Universal Design for Learning supports ALL students.

• Explore Instructional Frameworks and plan for next steps within your district.

District Work Time

What are your next steps to develop or further implement UDL or another district

instructional framework?OR

What are your next steps toward working on formation assessment and instruction

practices in your TBTs?

March 15, 2012Tentative Topics

• Instructional Frameworks• Leadership• Monitoring

Preview of next training

Upcoming Dates

Regional Training SessionsInternal Facilitator Follow-up Sessions

March 15, 20128:30-3:30

January 19, 20128:30-10:30

May 10, 20128:00-11:00

Mark Your Calendars!

Please complete the Training Evaluation form

Region 14 Training TeamKim Adams – Southern Ohio ESCLisa Barnhouse – Region 14 SSTAmanda Blanton – Brown County ESCMarleen Bottoms – Region 14 SSTLinda Stepp – Region 14 SST

Thank You!

getting results: impacting each student within all students december 1, 2011

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