December 11, 2009

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Welcome and OverviewSheila Talamo, TAP DirectorThe World According to Mr. Rogers by Fred Rogers

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1. Deepen understanding of the role of the Leadership Team in supporting and monitoring the analysis of student work in the field tests and in cluster.

2. Deepen understanding of the process of establishing criteria, developing measurement tools, and creating formative assessments that are based on the criteria and aligned to the testing format.

3. Develop a working knowledge, using formative assessments to track cluster progress and pinpoint specific student difficulties.

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WelcomeFormative Assessment ReviewBackwards Design Model (I DO)Refine Criteria (We Do) Schools Establish Criteria (You Do)When Students Track Their ProgressTracking DataDevelopmentBook TalksEvaluation/Closing

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AgendAgendaa

Due to time constraints please:

Jot down the questions you are having as we go through the trainingYou might discover the answer to your question later in the dayEMTs will give individualized support/consultation with your questions

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Handout

Effective Use of Formative Assessments: Classroom vs. Cluster

Planning for Assessment of Student Learning

Leadership Team’s Role Regarding Formative Assessments

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Assessment documents students’ achievement

Track students’ progress toward achievement of cycle goal

Use assessment to differentiate instruction

Utilizes assessment to identify characteristics in students’ work in order to monitor and adjust instruction

Formative and summative assessment to guide instruction

Utilize student work and pre/post tests to drive instruction

Use of assessment data motivates students

Utilize student work to encourage reflection and motivation

Assessments are aligned with and scaffolded according to standards

Use of student work sequences and segments new learning

All assessments are used to provide specific oral/written feedback to students

Data from student work provides teachers specific feedback from cluster members/leaders

AllWrite RoundRobin

Stand-N-Share

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CriteriaSkillsAlignmentFormative MeasuresSummative MeasuresStudent CharacteristicsTracking & Utilizing Student Data

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RoundTable

Field Testing information is continuously brought to the Leadership Team before presenting at cluster.

The Leadership Team monitors and supports the development of criteria and formative assessments.

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The Leadership Team monitors and supports the analysis and tracking of student work

After the pre-test is administered and analyzed, the Leadership Team supports the development of the Student IGP Goal

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Based upon the progress of data, the Leadership Team may have to assist the master and mentor teachers in refining the criteria and/or detecting sub-skill problems

The Leadership Team is the Master & Mentor teachers’ cluster

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The cluster cycle goal mirrors the Master/Mentor’s IGP goal.

Master’s/Mentor’s IGP guides the cluster long range plan

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The origin of the Student IGP Goal is the field test pre-test data

Progress toward the IGP goal helps determine when to post-test

Leadership team decides when to administer the field test post-test that ends the cycle

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Handout

Identify Need/Skill…-What is the defined need?

-Use various data sources (LEAP, iLEAP, GEE, Benchmark Tests, District Assessments, Dibels, etc.)

-What GLE(s) will we target?-GLE(s) appropriate for content area based on biggest needs

-What sub-skills/prerequisite skills that are critical in

order to address the targeted GLE(s)?

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Handout

Select Strategy -What strategy will assist students in mastering the targeted GLE(s)/identified need?

-Research & bring possible strategies to the Leadership team for consideration.

Establish Criteria/Develop Scoring Guide -What does mastery of the targeted GLE(s)/identified need look like? -Test the students’ knowledge and application of the skill not the strategy. -Language within the criteria will change based on content.

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What are some things you should consider when creating a scoring

guide?

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◦ Does the scoring guide relate to the outcome being measured?

◦ Is the scoring guide free from irrelevant skills/sub skills and information?

◦ Are the descriptors and scoring levels well defined?

◦ Do the criteria align to high stakes testing? ◦ Can teachers and students understand and

consistently apply the scoring guide? ◦ Is the scoring guide developmentally appropriate? ◦ Does it reflect teachable skills or the strategy?◦ Will it provide the kind of information you need

and can use effectively?

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Handout

Develop Pre-Test -How will the pre-test be aligned to the

criteria and the testing format? -Set parameters for administering the pre-

test

Determine Field Test Group

Conduct Pre-Test

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Use Pre-Test Data to Refine Criteria -After examining the pre-test results, are there any grey areas within the scoring guide that must be clarified and resolved?-It is okay to change/adjust if needed

Set a Student IGP Goal-Based on the field test pre-test results, what will the Student IGP Goal be?-Set a realistic goal where all students must show growth-This goal tells you when to end the cycle

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Chunk/Segment Strategy -As you field test this may need to be adjusted

or modified

Develop Formative Assessments for each chunk, aligned to criteria and sometimes aligned to testing format *see handout

Field Test Each Chunk

23Handout

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Alice Harte: Master teachers creating the

criteria

Why is it important to use student work samples when refining the criteria/scoring guide?

Why is it important to include the whole leadership team in this process?

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3rd Grade Work Samples

Tessie Bell, Alice Harte Master Teacher

3CR Strategy

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Number Off

One Stray

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Using Tessie Bell’s 3rd Grade student work samples from Alice Harte:

We will refine the Progressing to Criteria Progressing to Criteria section under the RestatementRestatement portion of the generic scoring guide together.

Our mission is to define the scoring levels to eliminate any grey areas teachers may encounter when scoring student work.

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Using Tessie Bell’s 3rd Grade student work samples from Alice Harte:

Table groups will refine the Progressing to Progressing to CriteriaCriteria section under the Details Details portion of the criteria within the scoring guide

Refer to the GLEs and guiding questions.

Sort the samples into HML, according to characteristics, and use them to refine the scoring guide.

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Meets Criteria

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Progressing to Criteria

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Below Expectations

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Score Comments

Restate

Details

Closure

Providing teachers with graphic displays of students’ scores on formative assessments were associated with a 26 percentile point gain

Students tracking their own progress using graphic displays, gains are even higher

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Handout

Two different settings, same contenttaught for the same length of time:

Students tracked their progressStudents did not track their progress

On average, students tracking their own progress was associated with a 32 percentile point gain in achievement.

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First, the rubric provides a description of the levels of performance

Second, tracking progress provides a representation of each student’s progression of learning

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Addressing a single goal in all the assessments

Use rubrics instead of points

Use different types of assessment

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Formative Assessments ARE the student data in a cluster cycle

Before data is tracked the criteria, scoring guide, and pre-test are presented to cluster

Data must be analyzed both quantitatively and qualitatively in order to thoroughly track students’ progress

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Grade/Content:Skill: Strategy:

SummativeAssessments

Chunk #1

Chunk #2

Chunk #3

Chunk #4

Chunk #5

Chunk #6

Chunk #7

Chunk #8

Growth

Performance Levels(Ranges)

Pre Post Student Data

Student Data

Student Data

Student Data

Student Data

Student Data

Student Data

Student Data

Pt. %

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Cluster Skill-Cycle Tracking Chart

Growth Formula: Increase (Post-Test Score – Pre-Test Score = ___) / Pre-Test Score = Percentage Growth

*Exception: With a score of 0 on Pre-Test, % growth IS Post-Test score. To calculate a DECREASING score use formula above, but % will

be in negative terms.*

Qualitative DataQualitative Data Handout

Skill: Strategy: SummativeAssessment

Chunk #1

Chunk #2

Chunk #3

Chunk #4

Chunk #5

Chunk #6

Chunk #7

Student Growth

Student Names Pre Post Student Data

Student Data

Student Data

Student Data

Student Data

Student Data

Student Data Pt. %

Cycle-Skill Student Tracking Chart

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Growth Formula: Increase (Post-Test Score – Pre-Test Score = ___) / Pre-Test Score = Percentage Growth

*Exception: With a score of 0 on Pre-Test, % growth IS Post-Test score. To calculate a DECREASING score use formula above, but % will

be in negative terms.*

Handout

HighStudent Work

Characteristics

MediumStudent Work

Characteristics

LowStudent Work

Characteristics

Grade/Content _________ Skill ____________ Strategy _________________Date & Color of Modifications: ___________________________________

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Qualitative Data

Handout

Present, chart, and analyze data (Quantitative)

Defining and categorizing characteristics of student work samples using the HML chart (Qualitative)

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Trenise Duvernay

Sandra Walker-Parker

Handout

Present, chart, and analyze student work samples (Formative Assessments) for each chunk.

Revisit HML chart (add & scratch through).

Continuously connect back to IGP student goal to monitor progression toward goal.

Use the data to pin-point specific problems with sub-skills and individual students and determine next steps.

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Formative assessments are ALWAYS aligned with and measured against the criteria and scoring guide.

Formative assessments need to be a mixture of test items formatted and aligned to the high stakes test and test items where students must demonstrate their knowledge in other ways.

Quantitative and qualitative data are extracted from formative assessments.

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The data from the formative assessments guides the progress of the cluster cycle.

The data should be frequently measured against the Student IGP Goal in order to determine when to post-test.

The data is also used to guide all decisions, determine the success of a strategy, and to pinpoint specific student needs.

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Partner A Partner BPick one question you would like feedback on from the handout. Briefly explain your student need & the strategy you are working on. Present & explain your scoring guide and student work.

Ask clarifying questions. Examine the scoring guide & student work. Answer the posed question.

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Handout

◦Does the scoring guide relate to the outcome being measured?

◦ Is the scoring guide free from irrelevant skills/sub skills and information?

◦Are the descriptors and scoring levels well defined?

◦Do the criteria align to high stakes testing? ◦Can teachers and students understand and

consistently apply the scoring guide? ◦ Is the rubric developmentally appropriate? ◦Does it reflect teachable skills or the strategy?◦Will it provide the kind of information you need

and ◦ can use effectively?

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Developing Minds by Costa (Nicole)

The Power of Retelling by Benson (Vicky)

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