nicole bolen and alishia ancar november 6, 2009 1

Nicole Bolen and Alishia AncarNovember 6, 2009

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Welcome and OverviewSheila Talamo, TAP Director212°: The Extra Degree by Sam Parker and Mac Anderson

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Handout

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

3. 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

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WelcomeFormative Assessment ReviewEstablishing Criteria (I Do & Video)Tracking Formative AssessmentLunchTable Groups Establish Criteria (We Do & Carousel Feedback)Schools Establish Criteria (You Do)Book TalksFinal Comments and Evaluations

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Similarity GroupsWrite your favorite sport on an index cardForm groups according to your sportWithin your group, pair up with your closest neighbor not from your schoolTimedPairShare to discuss your sport and answer this question…

How is performance and progress tracked and measured in regards to your favorite

sport?

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Effective Use of Formative Assessments: Classroom vs. Cluster

Challenges

Leadership Team’s Role Regarding Formative Assessments

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Handout

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 ad 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 scaffold 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/leaders7

What are some of the challenges when creating/utilizing formative assessments? Popcorn answers

Formative vs. SummativeStudent CharacteristicsAlignmentStrategy vs. SkillPlanning and developing criteriaTracking and utilizing student data

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

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

Work Smarter, Not Harder!

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10 Minutes

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sdrawkcaB DesignBackwards Design

Identify Need/Skill

Select Strategy

Establish Criteria/Develop Scoring Guide

Develop Pre-Test

Determine Field Test Group

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Handout

Conduct Pre-Test

Use Pre-Test Data to Refine Criteria

Chunk/Segment Strategy

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

Field Test Each Chunk

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Model ( I do)

Establishing the criteria and developing the scoring guide using GLEs, knowledge of prerequisite skills, the guiding questions, and knowledge of the testing format in order to design a valid, aligned pre-test

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Handout

What is the defined need?

Data comes from various sources

What is the targeted GLE(s)?

GLE is appropriate for content area

What sub-skills are critical in order to address the targeted GLE(s)?

Strategy chunking on hold

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How will the pre-test be aligned to the criteria and the testing format?

Language within the criteria will change based on contentSet parameters for administering the pre-test

After examining the pre-test results, are there any grey areas within the scoring guide that must be clarified and resolved?

Don’t keep changing the bar; you’ll never get there

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

Alice Harte: Master teachers examining and

refining the criteria

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Find a partner that has the same color card as you (red or blue)

TimedPairShare to answer the question

What is critical to remember when establishing the criteria for the identified need/skill?

PairsPair to form a group of 4 (2 red and 2 blue)

Round Robin to answer the question starting with the person that is closest to the floor, moving clockwise

How can student data (formative assessments) be tracked throughout a cluster cycle?

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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

Cluster Tracking Chart

Student Tracking Chart

HML Chart

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. %

Cluster Skill-Cycle 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

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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*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.*

HighStudent Work

Characteristics

MediumStudent Work

Characteristics

LowStudent Work

Characteristics

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

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Present, chart, and analyze pre-test data (Quantitative)

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

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Grade/Content: 1st GradeSkill: Writing BME, w/ DetailsStrategy: 6+1 Traits


Chunk #1

Chunk #2

Chunk #3

Chunk #4

Chunk #5

Chunk #6

Chunk #7

Chunk #8

Growth


Pre9/25

Post

Student Data

Student Data

Student Data

Student Data

Student Data

Student Data

Student Data

Student Data

Pt. %

Advanced90-100

0

Mastery80-89

0

Basic60-79

8

Approaching Basic40-59

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Foundation39 & Below

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*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

Skill: Writing BME, w/ Details Strategy: 6+1 Traits of Writing

Mrs. Johnson’s Class


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. %

Makenzie 78Ainsley 73Jennifer 75

Seth 55Nathan 50

Christian 68Katerin 65

Zaire 53Daniel 70Nick 33Ty 48

Jorge 48Madison 35

Ragen 33Santana 50

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*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.*

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Grade/Content 1st Grade__ Skill Writing:BME w/ Details Strategy _6+1 Traits

High Student Work Characteristics

Medium Student Work Characteristics

Low Student Work Characteristics

Lots of ideas-multiple sentences

Some awareness/ evidence of opening/ closing

Most words are spelled correctly (self monitoring)

Good fine motor skills

Spaces between words are correctly placed

Provide supporting details (3-4)

Picture relates to story & illustrates written details

I nconsistent spaces between words

I nventive spelling that is mostly recognizable

( ar f res pla) Our f riends play.

Aware of punctuation, but inconsistently placed

Most pictures recognizable but lack some details

More erasures and/ or corrections- unsure

Strings of letters Pictures may be

unrecognizable- needed descriptions to

No evidence of writing elements in their work (BME, supporting details, rich vocabulary, etc.)

Off -topic- written response to prompt is not related to topic Do not use punctuation or put in wrong places

Written responses are simple phrases or one-word answers (SPED this is Med/ High characteristic)

No spaces or incorrectly spaced

Present, chart, and analyze data (Formative Assessments) from Chunk 1

Revisit HML Chart

If field testing is the forerunner and regularly monitored by the LT, the strategy should be presented to cluster groups in segmented chunks that can be implemented and assessed on a weekly basis

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Grade/Content: 1st GradeSkill: Writing BME, w/ DetailsStrategy: 6+1 Traits


Chunk #1

10/2

Chunk #2

Chunk #3

Chunk #4

Chunk #5

Chunk #6

Chunk #7

Chunk #8

Growth


Pre9/25

Post Student DataIdeas

Student Data

Student Data

Student Data

Student Data

Student Data

Student Data

Student Data

Pt. %

Advanced90-100

0 0

Mastery80-89

0 2

Basic60-79

8 15

Approaching Basic40-59

25 19

Foundation39 & Below

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Handout

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Cycle-Skill Student Tracking Chart Skill: Writing BME, w/ Details Strategy: 6+1 Traits of Writing

Summative Assessments

Chunk #1

10/2 Ideas

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.

%

Makenzie 78 73 Ainsley 73 75 Jennifer 75 78

Seth 55 55 Nathan 50 55

Christian 68 69 Katerin 65 70 Zaire 53 55 Daniel 70 68 Nick 33 34 Ty 48 49

Jorge 48 52 Madison 35 37 Ragen 33 33

Santana 50 52

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Medium

Student Work Characteristics

Low





Good fi ne motor skills Spaces between words

are correctly placed Provide supporting

details (3-4) Picture relates to story

& illustrates written details

Most punctuation is correctly placed (self -monitoring)

More diffi culty with closing; openings are improving




Aware of punctuation, but inconsistently placed

Most pictures recognizable but lack some details


they are aware that there is a problem (punctuation, capital letter, l/ s) but not sure how to fi x it

Strings of letters (1T class & SPED only)

Pictures may be unrecognizable- needed descriptions to decipher (working on this using thinkalouds)


Off -topic- written response to prompt is not related to topic (1T class & SPED only)

Do not use punctuation or put in wrong places (SPED only)

Written responses are simple phrases or one-word answers (SPED this is Med/ High characteristic)


Lack of detail in stories Some attempt at

inventive spelling

Date & Color of Modifications: _9/ 28__10/ 2__________________________________ __

Stephanie: Tracking data in lower and upper elementary grades

Tomika & Deon: Tracking data in middle school and high school

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Think about what you just heard and how it may apply to you and your cluster groups as we walk through

one more week of tracking data

Present, chart, and analyze student work samples (Formative Assessments) from Chunk 2

Revisit HML chart

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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Cluster Skill-Cycle Tracking Chart Grade/Content: 1st Grade Skill: Writing BME, w/ Details Strategy: 6+1 Traits

Summative Assessments

Chunk #1

10/2

Chunk #2

10/9

Chunk #3

Chunk #4

Chunk #5

Chunk #6

Chunk #7

Chunk #8

Growth

Performance Levels (Ranges)

Pre

9/25

Post Student Data Ideas

Student Data Org

Student Data

Student Data

Student Data

Student Data

Student Data

Student Data

Pt. %

Advanced 90-100

0

0

1

Mastery 80-89

0

2

5

Basic 60-79

8

15

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Approaching Basic 40-59

25

19

23

Foundation 39 & Below

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

Skill: Writing BME, w/ Details Strategy: 6+1 Traits of Writing


Chunk #110/2 Ideas

Chunk #210/9 Org.

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. %

Makenzie 78 73 80Ainsley 73 75 78

Jennifer 75 78 82Seth 55 55 60

Nathan 50 55 63Christian 68 69 74Katerin 65 70 71

Zaire 53 55 59Daniel 70 68 73

Nick 33 34 40Ty 48 49 53

Jorge 48 52 56Madison 35 37 33Ragen 33 33 43

Santana 50 52 54

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Medium


Low





Good fi ne motor skills Spaces between words

are correctly placed Provide supporting

details (3-4) Picture relates to story

& illustrates written details; have begun adding captions to pictures

Most punctuation is correctly placed (self -monitoring)

More diffi culty with closing; openings are improving

Using Excellent Ending starters/ prompts to address closing issues




Aware of punctuation, but inconsistently placed; improving

Most pictures recognizable but lack some details; pictures now better represent details in the writing


they are aware that there is a problem (punctuation, capital letter, l/ s) but not sure how to fi x it

Strings of letters (1T class & SPED only); modeling referencing word wall and working dictionary to help those who cannot independently spell

Pictures may be unrecognizable- needed descriptions to decipher (working on this using thinkalouds); improving!


Off -topic- written response to prompt is not related to topic (1T class & SPED only)

Do not use punctuation or put in wrong places (SPED only)

Written responses are simple phrases or one-word answers (SPED this is Med/ High characteristic); f orming 1-2 complete sentences


Lack of detail in stories Some attempt at

inventive spelling

Date & Color of Modifications: _9/ 28__10/ 2__10/ 9_______________________________

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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1 hour

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We DoUsing a generic set of student work samples:Table groups will refine the criteria and scoring guide (EMTs will assist)

Remember to refer to the GLEs and guiding questions

Remember to sort the samples into HML, according to characteristics, and use them to improve the scoring guide

Post your finished product(s) along with student work samples

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Rotate clockwise to 3 postings

Each member of the table group uses a different color of sticky notes to provide both I Like… and I wonder… feedback for each posting

Focus Question: How was the criteria and/or scoring guide refined?

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You DoIndividual school teams will use their own set(s) of pre-tests/classroom work samples to establish criteria and a scoring guide or refine the criteria and scoring guide (EMTs will assist)

If time permits, begin developing the next chunk’s formative assessment

This is often a long, difficult process. Although you may not finish today, this You Do will provide your team with a good start!

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Handout

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The sticker on your school’s name tag identifies where you will begin the

rotation.

PUNT: The Differentiated Classroom (Laurie)

PASS: Dramatically Different (Sue)

KICK: The Power of Retelling (Vicky)

Connections, School Gifts, and Final Comments

Evaluations

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Thank you for your attendance at the game today.

nicole bolen and alishia ancar november 6, 2009 1

Documents

student data

tracking of student

handout slide

analysis of student

instruction formative

student work sequences

assessment data

student igp goal