Goals for Data Plan TOT - marinschools.org · Goals for Data Plan TOT ... § Enter common...
Transcript of Goals for Data Plan TOT - marinschools.org · Goals for Data Plan TOT ... § Enter common...
GoalsforDataPlanTOTReviewandExtendLearning Regarding:§ AssessmentTypes§ DataAnalysisProtocol§ DataSharing§ UsingDatatoInformInstruction
MCFPreK-3CommonAssessments§ CLASS,KOF,CELDT,CAASPP,EduSnap,SocialEmotional(Ages&Stages,DRDP,Seneca)
Analyzeschooldatathathasbeenprovided§ Utilizedataprotocol§ Schoolteamdiscussions§ SupportfromKelli,Connie, Janandeachother
DataPlanDevelopment TeamWorkSession§ Entercommonassessmentdatainplantemplate§ Workonanalysis,goalsetting,andinstructionalplanningwithschoolteam§ SupportfromKelli,Connie, Janandeachother
2012-13TrainingSeries
2013-14TrainingSeries
2014-15TrainingSeries
• 10StepsofPreK-3SystemBuilding
• P-3ResearchandBest Practices• ConnectingWith Early
ChildhoodPartners• EstablishingYourLeadership
Team• ProvidingHighQuality
ProfessionalDevelopment• ConnectingandAligningPreK-3rd
Grade• Mathematics• Literacy
• Assessment Loop• PasstheBaton• LearningWalks• Sustainability
• Training andLeadingColleagues• TrainerStrategies• FacilitatorSkills
• StrengthBasedAlignmentProcess• DefiningQuality• Sustainability
• SupportModules• Focus andGoalSetting• StrengthBasedInventory• P-3AlignmentSystems• ELA• Math• HowChildrenLearn• LearningWalks/Peer
ObservationSystems
• Types ofAssessments• PurposeofAssessments• AnalyzingData
• Criticalskills• Questions todrivethe
analysis• UsingDatatoInformInstruction• ResponsetoInstructionand
Intervention Systems• ReviewofCommonAssessments• GoalSetting• DataCollection• ActionPlanning
2015-16DataPlanDevelopmentTOT
ReviewandExtend LearningRegarding:§Assessment Types§DataAnalysis Protocol§DataSharing – Assessment Loop§UsingDatatoInform Instruction – Effective Practices
MCFPreK-3 Common Assessments§CLASS, KOF, CELDT,CAASPP, EduSnap, Social Emotional (Ages&Stages,DRDP,Seneca)
Analyze school datathathas beenprovided§Utilizedataprotocol§School teamdiscussions§Support fromKelli, Connie, Janandeachother
DataPlanDevelopment TeamWork Session§ Entercommon assessment datainplan template§ Work onanalysis, goalsetting, andinstructional planning withschool team§ Support fromKelli, Connie, Janandeachother
Streamline focus andplans forMCFPreK-3work
Kauerz, K. & Coffman, J.(2013). Framework for Planning, Implementing, andEvaluating PreK-3rd Grade Approaches. Seattle,WA:College of Education, UniversityofWashington.
KristiKauerz PreK-3PolicyandSystemWork
Cross-SectorWork
AdministrativeEffectiveness
TeacherEffectiveness
InstructionalTools
LearningEnvironment
Data-DrivenImprovement
FamilyEngagement
Communityand
Pathways
Kauerz, K. & Coffman, J.(2013). Framework for Planning, Implementing, andEvaluating PreK-3rd Grade Approaches. Seattle,WA:College of Education, UniversityofWashington.
OverallMakingADifferenceP-3System
EstablishLeadershipGroupandConnectWithEarlyChildhood
Partners
StrengthBasedAlignmentProcess
AgreementsandOngoingAlignment
Activities
Steps 1,2, 3 Steps 4,5, 6,7 Steps 8,9, 10
•Student Data•CAPreK Foundations•Common Core
CollectDataandAnalyzeStandards
• Learning Targets• Success Criteria
FocusDevelopPlan • Supportive, Targeted,
Timely Feedback• Formative andSummativeAssessment
ProvideFeedbackAssess
• AnalyzeData• MakeAdjustments toInstruction
• PlanNextSteps
Analyze,Adjust,Plan
DataandInstructionCycle
Birth-PreKData
KindergartenData
KindergartenData
1st GradeData
1st GradeData
2nd GradeData
2nd GradeData
3rd Grade&Beyond
PreK-3DataUsesIdentify Strengths andSupport Areas
Establish GoalsIdentify Professional Development Needs
Inform Instruction
Kauerz, K. & Coffman, J.(2013). Framework for Planning, Implementing, andEvaluating PreK-3rd Grade Approaches. Seattle,WA:College of Education, UniversityofWashington.
GoalCurrent,relevant,andhigh-qualitydatafrommultiplesourcesareusedtoimproveschools,programs,classrooms,instruction,professionaldevelopment,andothersystems
DifferentTypesofAssessment
StateLevelAssessment• Given1 xperyear• Measuresprogresstowardmeetingsetstandardsorskillexpectations• Resultsusedforaccountability
Universal Screeners• Given3 xperyear• Measuresprogresstowardmeetingestablishedbenchmarks• Resultsusedfordistrict,school,grade,&classroomdecisions
ProgressMonitoring• Given every 2to4weeks• Measuresongoingincrementalprogresstowardmeetingestablishedbenchmarks• Resultsusedforsmallgroupandindividualstudentdecisions
DiagnosticAssessment• Givenupto2-3 timesperyear– ormorefrequentlyifneeded• Measuresprogresstowardlearningdiscreteskills“digsdeeper”• Resultsusedforsmallgrouporindividualstudentdecisions
CurriculumBasedMeasures• Givenattheendofcurriculum lessonsorunits• Measuresprogresstowardmasteringcurriculumcontent• Resultsusedforwholeclass,smallgroup,andindividualstudentdecisions
ClassroomObservation&DataCollection
• Conducted daily/continuously• Observationnotesanddata,worksamples/portfolio,dailyinteractions• Resultsusedbyteachersupportstudentgrowthandengagement inthelearningprocessandto
makeadjustmentstoinstruction
MultidisciplinaryAssessmentBatteries
• Conducted forspecialprogrameligibility(TitleI,ChildFind/SPED,etc.)• Provideacomprehensivesystemformeasuringgeneralintellectualability,specificcognitiveabilities,
scholasticaptitude,orallanguage,andachievement.
ReasonsforAssessmentPREK-3PROGRAM/SYSTEMEVALUATION
Developlong-termandshorttermsystemgoalsandidentifywaystoassessthem
Long-term• Helps you longitudinal successes and challenges• Identify iffadeout isoccurring
Short-term• Multiple incremental measurable goals thathelpyou trackprogressive success alongtheway
• Allows you celebratewhatisworking anchangewhatisn’t
GUIDECHILDREN'SDEVELOPMENTANDLEANING
IMPROVEINSTRUCTION
Developlong-termgoalsaswellaslearningtargetsandsuccesscriteria.
Identifyappropriateandusefulassessmentmethods.
Learningtargets• Student friendly daily targetforthelesson
Successcriteria• What students willbe abletodoasaresultofmeeting thelearning target
BenefitsOnDemand Authentic
Sharedresponsibility
Ongoing
Withintheclasstime
Doesn’trelyonsinglemeasure
NELPandRAN
WorkingMemory
InformInstruction
IdentifyAtRisk
DifferentLevelsofAssessment&InstructionalSupports
District
School
Grade
Class
Group
Student
System Level
Individual Level
ReasonsforAssessment
GettingItRightFromtheStart:ThePrincipal’sGuidetoEarlyChildhoodEducation,Kostelnik,M.&Grady,M;;CorwinPress&NAESP,2009
Accountability
ProgramorSystemEvaluation
IdentifySpecialNeeds
ToGuideChildren’sDevelopment&Learning
ImproveInstruction
LevelsofAlignment
AcrossaDistrict
WithinaClassroom
AcrossaGradeLevel
From3rd Grade DowntoPreK
FromPreK Upto3rd Grade
PreK
Kindergarten
1st Grade
2nd Grade
3rd Grade
GoalSystematic targetdriven instructional
planning and gapanalysis
PreK-3ForwardDevelopmentBackwardDesign
•SummativeandFormativeStudentData•CAPreK Foundations•CommonCore
AnalyzeDataandStandards
•LearningTargets• Success Criteria
FocusDevelopPlan •Providehighquality
effective instruction•UtilizeFormativeAssessment•Supportive,Targeted, TimelyFeedback
ProvideInstructionandFeedback
•Assess•AnalyzeDataandIdentifyTrends
•MakeAdjustmentstoInstruction
•PlanNextSteps
Analyze,Adjust,Plan
DataandInstructionCycle
Birth-PreKData
KindergartenData
KindergartenData
1st GradeData
1st GradeData
2nd GradeData
2nd GradeData
3rd Grade&Beyond
PreK-3DataUsesIdentify Strengths andSupport Areas
Establish GoalsIdentify Professional Development Needs
Inform Instruction
U.S.DepartmentofEducationReportTeachers’AbilitytoUseDatatoInformInstructionTeachers needtobeabletodothefollowing:§Findtherelevantpieces ofdatainthedatasystemordisplayavailable tothem(datalocation)
§Understandwhatthedatasignify(datacomprehension)§Figureoutwhatthedatamean(datainterpretation)§Select aninstructional approachthataddresses thesituation identifiedthroughthedata(instructionaldecisionmaking)
§Frameinstructionally relevantquestions thatcanbeaddressed bythedatainthesystem(questionposing)
U.S. Department of Education, Office of Planning, Evaluationand Policy Development, Teachers’ AbilitytoUse DatatoInform Instruction: Challenges and Supports, Washington, D.C., 2011.
EduSnap DataAnalysisProtocolStep1- DescribeStep2– TranslateDataIntotheExperienceoftheStudentsStep3– ConsidertheImplicationsforpracticeStep4– PlanforImprovedPractice
Ritche, S.etal.(2105) FirstSchool TrainingMCF
BasicVersionofaDataAnalysisProtocol
Here’swhatthedatashows….Sowhatdoesitmean?Nowwhatwillwedoaboutit?
Data Action
ComprehensiveAssessmentProcess
1. Setchallenging, meaningful learninggoalsandprovidelearnerswithmultifaceted criteriatodefinesuccess.
2. Useevidence oflearners’understanding toprovideactionable feedbackthroughoutthelearning process.
3. Motivate learners toimprovetheirperformance.
Formore information about Comprehensive Assessment processes visithttp://www.edutopia.org/comprehensive-assessment-research
http://www.edutopia.org/comprehensive-a ssessment -resear ch
TopPredictorsforPositive3rd GradeOutcomesWhendetermininggoalsforyourPreK-3plan– considerthetoppredictorssharedattheEduSnap training:§Smallgroupinstruction§Peercollaboration§Orallanguagedevelopment§Vocabularydevelopment§Scaffolded instruction§Metacognition
Ritche, S.etal.(2105) FirstSchool TrainingMCF