Keep your sanity AND make progress! Oh, and let’s have fun too! John Humphries, NCSP.
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Transcript of Keep your sanity AND make progress! Oh, and let’s have fun too! John Humphries, NCSP.
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Weaving InitiativesKeep your sanity AND make progress! Oh, and let’s have fun too!John Humphries, NCSP
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Why are we here?• Things have gone downhill and a lot of people are
talking about it• The messages we get from DPI and WEAC are
generally positive• And in reality, many things are going very well• But, another reality is that our data show
numerous problems
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(c) Midwest Instructional Leadership Council 3
• Since 1994, reading performance by Wisconsin 4th graders has remained stagnant, or declined slightly. During that same period of time, many other states have made significant gains in early reading achievement. As a result, Wisconsin has fallen behind. This decline is not limited to any group or range of achievement.
2/15/2011
WI Read To Lead Task Force
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Wisconsin’s 2011 Report Card National Assessment of Educational Progress
• No improvement compared to 2009
• 66% below Proficient – 32% Below Basic
• White Students• Below National Average (25% below basic)
• 9th highest/worst rate in U.S.
• FL 1 Full Grade Level ahead of WI• MA 2 Full Grade Levels ahead of WI
4
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WI Report Card 2011 (Continued)
• 50% of low income students below basic (10th highest/worst rate in U.S.)
• 61% of African-American Students below basic (5th highest/worst rate in U.S.)
• 75% of students in Special Education score below basic (14th highest/worst in U.S.)
5
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ME IA AK
NM WI
SD WV
IN MO ND UT VT
MN WY
ID NE NH
AZ IL KS MI MT TN
OR CT OK RI SC TX
USA VA
AR CO LA PA
NV NY OH
NJ WA
CA GA NC
MS HI MA
DE KY
AL DC
FL MD
-5
0
5
10
15
20
Change in NAEP 4th Grade Reading Standard Score: 1992-2011 by State
Median State Change=5WI Change = -5
Courtesy of Dan Reschly
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Turn and Talk• Do you remember a time when more kids were
proficient?• What do you think happened?• What can or should be done?
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So they moved our cheese…• State report cards to rate schools and districts• CCSS to raise standards and improve consistency• New assessment systems to measure outcomes
and progress• Smarter Balanced Assessments• Explore, Plan, ACT• PALS• District assessments
• Educator Effectiveness to rate teachers• MTSS (RtI & PBIS) to improve outcomes
• Staffing for MTSS
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What do we know?
Effective Practices
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What do we know about effective practices?• New assessment tools (CBM, CAT)• New interventions focused on specific skills• Researchers performing meta-analyses: Hattie,
Knight, others• A meta-analysis is a broad review of research on a topic
using all the subjects as a new group• Summarized as an “Effect Size” where number >.40 are
good, and numbers of > 0.75 mean significant growth
• “More time with poor instruction won’t close gaps.”
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Hattie’s “Effect-O-Meter”
d=Effect Size
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Hattie Activity• •Effect size of 1.0 indicates an increase of one
standard deviation on the outcome (achievement).
• –Advanced achievement by 2-3 years• –Student who got “xyz” exceeded 84% of kids
who didn’t get “xyz.”
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Public Data About Outcomes
State Report Cards
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GREAT NEWS
CHALLENGES AHEAD
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When you consider the report cards:• What were your areas of concern?• Do you know how growth and gap are measured?• Where does CCSS show up?• What does MTSS connect with?• What will educator effectiveness help with?
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Raising State Report Card Scores• Level of Achievement
• Implementation of CCSS• MTSS: PBIS shown to raise achievement overall with high
fidelity implementation
• Growth in Proficiency• Effective Core Practices: Hattie, Knight, others
• Gaps for Disaggregated Groups• MTSS: RtI• Progress Monitoring
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Dodgeville’s Initiative Timeline
Nov.2012
Jan.2013
Mar.2013
June2013
Sept2013
Nov.2013
Jan.2014
Mar.2014
June2014
Sept.2014
Nov.2014
Jan.2015
Mar.2015
June2015
Elementary
TIER I BEGINNINGTIER II PLANNING
CCSS
BalancedAssessment
System
RTI A
DEVELOP COMMON BENCHMARK
TIER I COMPLETETIER II PARTIAL
Legend
RTI B
SECONDARY
SMARTER BALANCED ASSESSEMENT
ADMINISTERED
TIER I & II COMPLETETIER III PLANNING
TIER I & II COMPLETETIER III PARTIAL
TIER I CONTINUINGTIER II PARTIAL
TIER I & II COMPLETETIER III PLANNING
TIER I CONTINUINGTIER II PLANNING
TIER I CONTINUINGTIER II BEGINNING
TIER I & II COMPLETETIER III BEGINNING
TIER I BEGINNINGTIER I CONTINUINGTIER II PLANNING
TIER I COMPLETETIER II BEGINNING
DEVELOP COMMON SUMMATIVE
EXPAND USE OF FORMATIVE
FIELD TEST COMMON BENCHMARK
FIELD TEST COMMON SUMMATIVE
CONTINUE & REFINE FORMATIVE
IMPLEMENT COMMON BENCHMARK
IMPLEMENT COMMON SUMMATIVE
IMPLEMENT FORMATIVE
Educator Evaluation
ALL ELP-12
ALL ELP-12
ALL ELP-12
UNPACKCCSS
ENDURING
BACKWARD DESIGN1ST SEMESTER COMPLETE
BACKWARD DESIGN2ND SEMESTER
COMPLETE
CCSS ALIGNED CURRICULUM IMPLEMENTATION
ADMIN PD
ADMIN PILOT
FULL ADMIN IMPLEMENTATION
TEACHER PILOT: PROBATIONARY AND ON CYCLE PROFESSIONALS
ALL PROFESSIONALS USE NEW SYSTEM
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Common Core State StandardsA Major Improvement—Raises the Bar
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CCSS• Current political woes in WI Legislature• One Legislator @ Hearing in Eau Claire: “If we cut
off the money for testing we can stop CCSS?”• Concerns over lack of specificity, lack of basic
skills focus, also lack of extension to even higher skills
• Other concerns about literature versus nonfiction reading, etc.
• MAJOR lack of trust between State Legislature/Governor and DPI
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Source: K-12 Education and Economic Summit presentation by Alan B. Krueger, Princeton University
WORKPLACE REQUIREMENTSCHANGES IN SKILLS USED AT WORK*
21
Source: Autor, Levy and Murnane, 2003* Based on the Dictionary of Occupational Titles
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Copyright 2013 Midwest Instructional Leadership Council
22
READING STUDY SUMMARY
600
800
1000
1400
1600
1200
Text
Lex
ile
Mea
sure
(L
)
HighSchool
Literature
CollegeLiterature
HighSchool
Textbooks
CollegeTextbooks
Military PersonalUse
Entry-LevelOccupations
SAT 1,ACT,AP*
National Test Data: MetaMetrics
Interquartile Ranges Shown (25% - 75%)
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MAP Predicted Proficiency Percentiles
Midwest Instructional Leadership Council23
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Screening, Progress Monitoring, SBA
New Assessment Systems
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Timeline for Future Assessments• Now: PALS Reading Screener 4K, K, 1• Spring 2014: SBA for ELA and Math Grades 3-8• Fall 2014:
• PALS-2• WKCE for Science and Social Studies Grades 4, 8, 10• Explore for ELA and Math Grade 9
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Becoming an Assessment Expert• MTSS is a data-focused model• Understand reliability and validity
• Reliability is about accuracy• Validity is about meaningful outcomes
• Be efficient with time and money• Don’t use diagnostic tests for screening• Don’t use formative measures for screening• Don’t pay for more than one screening tool• Create your own formative assessment tools
• IRIs are not reliable for screening or progress monitoring, they have different purposes
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My Biases:• PK-5
• AIMSweb for screening and progress monitoring• PALS because I have to, but it’s a benchmarked test and
has too many false positives and false negatives so we confirm with AIMSweb (DPI requires interventions for students below benchmark)
• Common formative assessments by teachers
• 6-12• STAR for screening and monthly PM• AIMSweb for weekly PM• Common formative assessments by teachers
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4th Grade Math: Problem Solving
Formative Screening Progress Monitor
Diagnostic Summative
Assessment ToolExamples
ObservationHomeworkExit Slips
AIMSWEB Math Concepts and Applications
AIMSWEB Math Concepts and Applications
Diagnostic Math Test
Math CBA
WKCE or SBA
Who collects?How often?
Teacher in Class
Classroom teachers 3 times/yr
Trained Para administers weekly
Math Specialist when problems arose
Teachers, annually
How long does it take?
As long as she wants
10 minutes, group administered a few hours to score by Para
10 minutes admin, a few minutes to score/report
20-30 minutes
Hours to administer and months to score
How are results used?
To modify instruction
To identify students at-risk of falling behind
To see if interventions are working
To align intervention with need
To compare schools, districts, and groups
These are the basic assessment tools you need.
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Connecting with student outcomes and State Report Cards
Educator Effectiveness
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Educator Effectiveness• Measures of Effective Teaching funded by Gates
Foundation• Identified teaching practices linked to improved
student outcomes• Main practices included in state law, and two
models in use: Danielson used by DPI and Stronge used by CESA 6
• 50% of our evaluations will be based on these practices
• Two fundamental connections• Student surveys give feedback to teachers• Teacher observations looking for effective practices
• 50% of our evaluations will be based on student outcomes using SLOs
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Educator Effectiveness• Goal setting
• Professional Growth Goals• Student Learning Objectives
• We can do this poorly if we ignore connections, use unreliable data sources, and allow an “Anything Goes” approach
• How we can begin to weave things together• Use data sources for multiple purposes, but always use
reliable data• Align with state report cards as central outcome
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Dodgeville’s Approach to EE Data• Professional Growth Goal: PBIS using SAS data for
building• Staff can also create their own goal, but must use PBIS Goal first
• SLO #1: Growth in achievement• Staff can choose either reading or math• Building-level or grade-level• Use MAP or STAR data as baseline• Student Growth Percentiles: Look at relative growth
• SLO #2: Closing Gaps or other• Co-teaching teams use screening data to identify, PM data to
monitor• Compute change needed by student to close within 3 years• Teachers not in co-teaching teams can create their own SLOs
using data
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Staffing, Funding, Incidental Benefit• Old guidance: Licensure, Funding, Due Process
preclude many activities• “Special education personnel are allowed to be
permanent, ongoing members of problem-solving teams even if those teams are discussing nondisabled students. This can be part of the child find responsibility of the district.”
• The OSERS and DPI memos confirm that special education teachers can provide supports to nondisabled students as long as students with disabilities also need those same supports. This is nothing new, but what is new is that if one student with a disability benefits from the support, then it can be acceptable.