EDU 4166Using Data to Assess Student Impact in K-12 Classrooms

Meeting Time Face-to-Face- Wednesdays 5:00pm – 6:30pm or Wednesdays 6:45pm-8: 15pmCredit 2

Instructor

Name: Tina MashburnEmail: tmashbur@highpoint.eduTelephone: 336-266-3124Twitter: @TinaMashburnOffice Hours: By appointment

Course Description

This course offers an exploration of the many forms of data and develops specific data literacy skills in creating assessments that yield valid and reliable data, using data to make informed instructional decisions and communicating to others what the data results mean. Topics of study include building assessment literacy, rubric design, collaborating through Professional Learning Communities (PLCs), the alignment of formative and summative assessment practices with the Common Core State and Essential Standards and how to effectively use technology integrated evaluation systems such as the Educational Value-Added Assessment System (EVAAS) for K-12 classrooms.

Conceptual Framework

The Reflective Decision Maker: Problem-Solver, Mentor, and Leader: The graduate programs in education emphasize the knowledge and skills master educators will need to operate in an increasingly challenging, fast-paced, demanding and ever-changing environment. The programs embrace a vision that is focused on improving student learning outcomes in the real-world environment of today’s 21st century schools. Master teachers who support and improve educational opportunities for all children and youth in our nation’s schools will be tomorrow’s most effective mentors, leaders and problem-solvers.

Text James-Ward, C., Fisher, D., Frey, N., Lapp, D. (2013) Using Data to Focus on Instructional Improvement. Alexandria, VA: ASCD ISBN 978-1-4166-1484-5

Pre-Requisite Admission to the teacher education programCo-Requisite EDU 4230/40/50/60/70: Internship II

Standards

Standard 1: Teachers Demonstrate Leadership: Teachers lead in the classroom.Standard 4: Teachers facilitate learning for their students: Teachers plan instruction appropriate for their students. Standard 4: Teachers facilitate learning for their students: Teachers use a variety of methods to assess what each student has learned.Standard 5: Teachers reflect on their practice: Teachers analyze student learning.

Learning Outcomes

By the end of the course, students should be able to: Demonstrate understanding of how formative and summative assessment data are used to monitor

and evaluate students’ progress and to inform instruction. Demonstrate ability to align standards addressed in lesson to rubric criteria in order to assess and

evaluate the degree to which the students successfully meet standards. Demonstrate the ability to formatively and summative assess the students in the student teaching

internship and reflect on candidate’s teaching as well as the students’ learning. Develop the knowledge, skills and dispositions to lead a data driven school improvement process

in a school.

Out of Class Work

This course is a co-requisite experience for the Student Teaching Internship II. Students will be expected to use data gathered from their student teaching experience and conduct data analysis using strategies

defined in this course.

Attendance

Students are expected to attend all class meetings and complete all assigned coursework by the set due dates. It is understood that emergencies may occur that prevent attendance; therefore, students who incur no more than 2 absences will not be penalized, but must make arrangements with the professor prior to the absence. Upon the third absence a probation form will be submitted. Those missing more than 3 will risk involuntary removal from the class roster. Please note that High Point University does not excuse any student for being absent. Students are requested to send me an email prior to being absent in class.

Disabilities

Students who require classroom accommodations due to a diagnosed disability must submit the appropriate documentation to Disability Support in the Office of Academic Development located on the 4th Floor of Smith Library or by contacting Rita Sullivan Roberts, Director of Disability Support Services, at 336-841-9061. A student’s request for accommodations should be made at the beginning of a course. Please note that accommodations are not retroactive.

Schedule

Date Topic Assignment Due

Week 11/13

Introduction Review of Syllabus Schoology Expectations of EE #5

Assessing Student Learning Project

Using Data to Focus on Instructional Improvement, Chapter 1, Debugging the School p. 1-15

Gradual Release of Responsibility Instructional Framework

Using Data to Focus on Instructional ImprovementChapter 1Debugging the School p. 1-15

Week 21/20

Use of Summative Assessment Data (School Report Cards, Benchmark Data, Classroom Summative Data)

Using Data to Focus on Instructional Improvement, Chapter 2, Taking a Look at Hard Data p. 15-31.

Using Data to Focus on Instructional ImprovementChapter 2Taking a Look at Hard Data p. 15-31.

Please bring the following: School Report Card Benchmark Data for your class if available

Week 31/27

Using Data to Focus on Instructional Improvement, Chapter 3, Using Soft Data to Bring Information Into Focus p. 31 - 47.

Using Data to Focus on Instructional ImprovementChapter 3Using Soft Data to Bring Information Into Focus p. 31 - 47.

Student Observation/Data Analysis due (Expectations will be provided prior to this

class session)

Week 42/3

Professional Learning Communities (PLCs)

DuFour, R. (2004). What is a Professional Learning Community? Educational Leadership, 61, (8) p. 6-11

http://www.allthingsplc.info

DuFour, R. (2004). What is a Professional Learning Community? Educational Leadership, 61, (8) p. 6-11

Please be prepared to discuss your school’s PLC structure.

Week 52/10

Data Notebooks

Using Data to Focus on Instructional Improvement, Chapter 4, Getting to the Root of the Problem. P. 48-66.

Using Data to Focus on Instructional ImprovementChapter 4Getting to the Root of the Problem. P. 48-66.

Please bring the following: Sample of student data tracking system Photo of data wall if applicable in your

school

Week 62/17

Using Data to Focus on Instructional Improvement, Chapter 4-5, Getting to the Root of the Problem and Mobilizing Efforts to Make a Difference, p. 48-89.

Using Data to Focus on Instructional ImprovementChapter 4-5Getting to the Root of the Problem and Mobilizing Efforts to Make a Difference, p. 48-89.

Week 72/24

Effective Feedback Practices

Informal Assessment, Minute by Minute Assessment

Leahy, S., Lyon, C., Thompson, M., and Wiliam, D. (2005). Classroom Assessment: Minute by Minute, Day by Day. Educational Leadership ASCD; 63 (3), 19-24.

Leahy, S., Lyon, C., Thompson, M., and Wiliam, D. (2005). Classroom Assessment: Minute by Minute, Day by Day. Educational Leadership ASCD; 63 (3), 19-24.

Please bring the following:

Sample of student feedback you have provided on a piece of work or assessment

Week 83/2

Creation and Use of Formative Assessment Data

Using Data to Focus on Instructional Improvement, Chapter 6, Monitoring Progress and Midcourse Corrections, p. 90-108.

Using Data to Focus on Instructional ImprovementChapter 6Monitoring Progress and Midcourse Correctionsp. 90-108.

Midterm- Take Home (Questions and expectations will be provided at a prior class session)

Week 9

3/9No class – University Spring Break

EE5 outline plan submitted to Schoology

Week 103/16

Using EVAAS Data - Guest Speaker

NC Evaluation System and Standard 6, Using EVAAS Data

Ask your cooperating teacher the following questions and submit in Schoology prior to this class session.

1. In your professional opinion, what is most important to know about EVAAS?

2. How do you use the data to drive your instructional decisions?

Week 113/23

EE 5 Work session

Week 123/30

Examining and Using the Data to Ensure ALL Student are Learning (Subgroups)

Using Data to Focus on Instructional Improvement Chapter 5- Mobilizing Efforts to Make a Difference, p. 67Chapter 6, Monitoring Progress and Midcourse Corrections, p. 90

EE 5 Due for Initial Review

Week 134/6

Applying Assessment Practices to PLCs

Submissions of PLC Research to Schoology

Week 144/13

EE 5 Presentations

Week 154/20

EE 5 Presentations Final Submission of EE 5

Week 164/27

Final Exam Presentations Final Exam Presentations

EE 5 &

Final ExamRequire-

ments

Students are expected to complete all assignments by the due date, attend all classes, and participate in all discussions. Students will need to have access to the Internet for the downloading of software and completion of assignments. Students will also need to have access to their O: and W: drives both on and off campus (students without access can see IT to have access established).

Assignments will NOT be accepted late. Assignments are to be submitted through Schoology Access Code WNWVW-TBZHW

1. EE 5 - Assessing Student Learning Project Assessing Student Learning (EE5) – In this project you will demonstrate your ability to formatively and summative assess the students in your student teaching internship and reflect on your teaching as well as their learning. For this project, you will be evaluated using the Electronic Evidence 5 Rubric provided below. At the end of the semester, you will present your EE 5 to the class and discuss your assessment plan.

The purpose of this assignment is to provide you with an opportunity to demonstrate your

understanding of how formative and summative assessment data are used to monitor and evaluate students’ progress and to inform instruction. In part one of this two-part assignment you will successfully complete NC Falcon training on formative assessment. In part two, which will be completed during student teaching, you will develop and carry out an assessment plan for the students in your classroom, report and analyze the results, and reflect on the use of assessment data to guide instruction in your classroom.For this assignment you will plan informal, formative and summative assessments to align with a unit you will complete in your student teaching. Your assessment plan will show how you think ahead of time for daily informal assessment and the instructional changes you could make based on the results. The plan will also show a formative assessment mid-way through your unit that prepares you to make improvements in instruction before the summative assessment at the end of the unit where the standards from the unit are clearly and effectively assessed.

As you implement your plan, you will demonstrate the data collected from your informal, formative and summative assessments, your reflections based on the data collected and the instructional improvements you make based on your reflections.

Your assessment plan will include: A brief introduction about your school A brief EOG/EOC testing summary or data profile describing your school and grade A calendar that includes:

o A pre-assessment to determine base line. o Which standards will be taught each day of your unit o Informal assessments used at least three times a week throughout the instruction of

your unit o Scheduled Formative and Summative Assessments

Samples of each assessment: o Pre-assessment o Informal assessments used o Formative assessment with an explanation of what information you plan to gain

based on the items selected for the assessment o Summative or post-assessment with a definition of how you will determine whether

students “mastered” the content of the unit Data collected, Analysis, and Instructional Changes (remediation steps and/or modifications

for those students who are not yet proficient), articulating modifications for unique learners in your classroom based on data analyses.

o Informal assessment data collected and the instructional change/improvement made based on the data

o Formative assessment data collected and presented in chart format; instructional improvements made based on formative assessment data

o Summative assessment data collected and presented in chart format; improvements made from the formative assessment data and instructional reflection of your teaching from the unit, to include

Final reflection of unit and next steps (to include (remediation steps and/or modifications for those students who are not yet proficient) Will also include pre-test to post-test growth.

(Your EE 5 will have the following sections) Summary of the Unit (no more than a half-page) Brief data signature of the school (no more than a page) Standards/Objectives taught and assessed Assessment Calendar

Samples of Assessments (not student copy) Data Collected and Instructional Changes

Pre-Assessment Informal Formative Summative

Final reflection of unit and next steps (to include (remediation steps and/or modifications for those students who are not yet proficient)

Be sure to refer to the rubric for the project as it describes the grading criteria for the assignment. Students must be proficient on all portions of the project in order to receive credit for EDU 4166 and Student Teaching.

2. Final Exam PresentationA final demonstration of learning is required for the last class session and will include: 1) a personal accounting of the content knowledge and skills you acquired through participation in this class along with evidence of your learning; and, 2) a reflection on how participation in the class affected your thinking, attitudes, and dispositions toward teacher leadership in general. Answers to the following questions must be included in the final demonstration of learning narrative.

1. Knowledge and Understanding. What new knowledge or deeper understandings did you acquire as a result of participating in this class? What can you present as evidence of your learning?

2. Skills. What skills did you acquire or refine as a result of participating in this class? What can you present as evidence of skill acquisition or refinement?

3. Attitudes and Dispositions. How were your attitudes and dispositions affected by your participation in this class? Where did you undergo the greatest change in orientation or thought? What attitudes and dispositions were affirmed?

4. Personal Insights. What was the most valuable insight you learned about yourself as an educational leader through your participation in this class?

5. Application. What will you do to apply what you learned in this class? 6. Effort. How much effort did you put into this class and to what degree are you satisfied

with your learning? 7. After completing this project, what were your “take-aways”? In other words, what did you

learn from this activity that will influence your leadership behavior?

Honor Code

Every student is honor-bound to refrain from conduct which is unbecoming of a High Point University student and which brings discredit to the student and/or the University. All students are expected to know and follow the University Honor Code and Uniform Conduct Code. The Codes of Conduct can be found on the High Point University website as well as in the Undergraduate and Graduate Handbooks.

Writing Center

The Writing Center provides writing assistance for students at any level of study – from freshman to graduate – at any stage in the writing process, from invention through revision.  The Writing Center staff will be available in a variety of locations around campus during various hours throughout the day, Monday through Friday. Go to https://highpoint.mywconline.com/ to make an appointment. Appointments can only be made through the online portal.

Writing consultants do not proofread or edit students’ papers for them, but they do work with students to help them develop strategies for improving their writing in light of their respective assignments, instructors, and writing styles.  For more information, contact the Writing Center Director, Dr. Leah Schweitzer, at lschweit@highpoint.edu or (336) 841-9106.

SOE Resource

Center

The School of Education Resource Center located on the lower level of the SOE Building will be open for checking out materials during the following hours: Monday 1:00pm - 7:00pm; Wednesday

10:30am - 2:30 pm; Thursday 3:00pm - 5:30pm; Friday 9:00am - 5:00pm; Saturday 12:00pm - 7:00 pm; Sunday 1:00pm - 7:00pm

Evaluation and Grading

Grading Scale (Using the University Cutoffs defined in Blackboard)A+/A/A- B+/B/B- C+/C/C- D+/D/D- F90-100 80-89 70-79 60-69 0-59

1. EE #5-Assessing Student Learning Project 40%2. Student Data Analysis 15%3. Midterm Exam - Reflection 15%4. Project Presentation (Final Exam) 15%5. Reading Reflections/Questions and Participation 15%

Final Exam Presentation Rubric

Emerging 1 point Developing 2 points Proficient 3 points1. Oral communication- Correct English usage

4-6 errors in speech, lots of “ums”

2-3 errors in speech, several ums through out

Less than 1 speaking errors, only an “um” or two

2.Delivery Speaker does not look at the audience

Presenter looks makes good eye contact with audience

Presenter engages the audience

3.Participation & Engagement

Class members failed to respond and participate and were not engaged.

Participation by class members was good. Engagement was good.

Participation was exceptional and lively. There was a high level of student engagement

4. Communication Aids & Materials

Materials and aids were minimal or lacking in clarity/usefulness.

Materials and aids were good/clear.

Materials and aids were extremely useful and informative.

5. Organization and Time

Organization was poor; there was frequent down time. Did not maintain timeframe.

Organization was adequate. Time was under 8 or over 12 min.

Organization was excellent, presentation was around 10 min.

6. Preparation, Research, & Planning

Lack of preparation, research, and/or planning was evident.

Preparation, research, and planning were good.

Preparation, research, and planning were excellent.

7. Creativity & Methods The methods used seemed ineffective and lacked creativity.

The methods used were acceptable with some level of creativity.

The methods used encouraged understanding and interaction and incorporated creative approaches.

8. Presentation/ Overview

Weak overview for classPreparation was good.Good overview for class

Impressive overview; excellent command of the topic.

Points Earned 8 10 12 14 16 18 20 22 24Letter Conversion C- C C+ B- B B+ A- A A+

Criteria 1- Unacceptable 2- Acceptable 3- Good/Solid 4- Exemplary Score

Clarity of criteria

Criteria being assessed are unclear, inappropriate and/or have significant overlap

Criteria being assessed can be identified, but are not clearly differentiated or are inappropriate

Criteria being assessed are clear, appropriate and distinct

Each criteria is distinct, clearly delineated and fully appropriate for the assignment(s)/course

Distinction between

Levels

Little/no distinction can be made between levels of achievement

Some distinction between levels is evident, but remain unclear

Distinction between levels is apparent

Each level is distinct and progresses in a clear and logical order

Covers the Right

Content

The rubric doesn’t seem to align with the content standards/learning targets it is intended to assess.

Some features don’t align well with the content standards /learning targets it is intended to assess.

Most features align well with the content standards/learning targets it is intended to assess.

The content of the rubric aligns directly with the content standards/ learning targets it is intended to assess.

Criteria are Well

Organized

The rubric seems “mixed up”—descriptors that go together don’t seem to be placed together. Things that are different are put together.

Some details that are used to describe a criterion are in the wrong criterion, but most are placed correctly.

The details that are used to describe a criterion go together; you can see how they are facets of the same criterion.

The details that are used to describe a criterion go together to an exemplary degree; you can easily see how they are facets of the same criterion.

Balance

The rubric is out of balance—features of more importance are emphasized the same as features of less importance.

The emphasis on some criteria or descriptors is either too small or too great; others are all right.

The relative emphasis on various features of performance is mostly balanced—things that are more important are generally stressed more; things that are less important are generally stressed less.

The relative emphasis on various features of performance is right—things that are more important are stressed more; things that are less important are stressed less.

Number of Levels Fits

Targets and Uses

The number of levels is not appropriate for the learning target being assessed or intended use. There are so many levels it is impossible to reliably distinguish between them, or too few to make important distinctions. It would take major work to fix the problem.

Teachers might find it useful to create more levels to make finer distinctions in student progress, or to merge levels to suit the rubric’s intended use. The number of levels could be adjusted easily.

The number of levels of quality used in the rating scale makes sense. There are enough levels to be able to show student progress, but not so many levels that it is impossible to distinguish among them.

The number of levels of quality used in the rating scale gives excellent information. The levels give exemplary direction to the student in terms of their progress, leaving little question about learning progress.

A Rubric for Rubrics (HPU)

 Scoring chart: 0 - 6 = needs improvement                       7-12 = workable             13-18 = solid/good                        19-24 = exemplary

References: http://www.ecu.edu/cs-educ/opd/upload/RubricforRubrics.pdf; http://webpages.charter.net/bbmullinix/Rubrics/A%20Rubric%20for%20Rubrics.htm

Electronic Evidence #5 Assessing Student Learning

Project Rubric

Evidence Descriptors and Evaluation ToolHighlighted yellow text below describes how the evidence specifically addresses each of the descriptors. The rubric will be used for the instructor’s evaluation of the project as it related to the course grade as well as for gateway assessment for the unit’s comprehensive assessment plan for NCATE.

Alignment with the NC Professional Teaching StandardsThe Project on Assessing Student Learning is designed to provide evidence of the candidate’s performance relative to the following standards and elements:Standard 1: Teachers Demonstrate Leadership: Teachers lead in the classroom.1a.1 Evaluates the progress of students toward high school graduation using a variety of assessment data measuring goals of the North Carolina Standard Course of Study.

Emerging/Developing1 (Below 80%)

Proficient2 (80-89%)

Accomplished3 (90-100%)

The candidate will analyze formative and summative assessment data and evaluate individual student and class progress towards meeting goals from the NCSCOS (Common Core and/or Essential Standards).

Data analysis fails to show an understanding of student progress towards meeting the goals of the NCSCOS (Common Core and/or Essential Standards).

Data analysis shows a clear understanding of student progress towards meeting the goals of the NCSCOS (Common Core and/or Essential Standards).

Data analysis shows a clear understanding of student progress towards meeting the goals of the NCSCOS (Common Core and/or Essential Standards). Analysis also includes steps for remediation and or enrichment (as appropriate) and those steps are logical, valid, and attainable.

Total Standard 1: Teachers Demonstrate Leadership Score:Standard 4: Teachers facilitate learning for their students: Teachers plan instruction appropriate for their students. 4b.1 Collaborates with colleagues to monitor student performance and make instruction responsive to cultural differences and individual learning needs.

Emerging/Developing1 (Below 80%)

Proficient2 (80-89%)

Accomplished3 (90-100%)

The candidate will review lesson plans and assessment strategies with the cooperating teacher and other appropriate professionals (including the university supervisor) to ensure that the modifications for the unique learner are appropriate.

Evaluation of lesson plans and assessment strategies by the cooperating teacher and university supervisor is consistently below proficient.

Evaluation of lesson plans and assessment strategies by the cooperating teacher and university supervisor are consistently proficient.Evaluation of instruction by the cooperating teacher and university supervisor is consistently proficient.

Evaluation of lesson plans and assessment strategies by the cooperating teacher and university supervisor are consistently accomplished.

Evaluation of instruction by the cooperating teacher and university supervisor is consistently accomplished.

Standard 4: Teachers facilitate learning for their students: Teachers use a variety of methods to assess what each student has learned.4h.1 Uses multiple indicators, both formative and summative, to monitor and evaluate students’ progress and to inform instruction.

Emerging/Developing1 (Below 80%)

Proficient2 (80-89%)

Accomplished3 (90-100%)

Candidates develop formative and summative assessments that are related to

Assessments are developed; however, they are not properly

Assessments are developed and align properly with the objectives

Assessments are aligned with appropriate goals and objectives to accurately gauge the

a specific objective from the NCSCOS.aligned to the objectives being taught.

being taught. Plans for both formative and summative assessment tie closely to the unit and its objective(s).

effectiveness of instruction.

4h.2 Provides evidence that students attain 21st Century knowledge, skills, and dispositions.

Emerging/Developing1 (Below 80%)

Proficient2 (80-89%)

Accomplished3 (90-100%)

Candidate designed summative assessments include the evaluation of student progress towards the development of 21st Century knowledge, skills, and dispositions.

Candidate designed summative assessments do not include the opportunity for students to demonstrate real world application of their knowledge, collaboration skills, and/or critical thinking abilities.

Candidate designed summative assessments include real world application, collaboration, and critical thinking components while measuring progress towards meeting the objectives of the NCSCOS (Common Core and/or Essential Standards).

Candidate designed summative assessments are authentic assessments that enable students to demonstrate 21st Century skills as well as mastery of the objectives of the NCSCOS (Common Core and/or Essential Standards).

Total Standard 4: Teachers facilitate learning for their students. Score:Standard 5: Teachers reflect on their practice: Teachers analyze student learning.5a.1 Uses data to provide ideas about what can be done to improve students’ learning.

Emerging/Developing1 (Below 80%)

Proficient2 (80-89%)

Accomplished3 (90-100%)

Candidates will reflect on how student learning can be improved based on analysis of student assessment data.

The candidate’s reflections show a weak understanding of how lessons are revised based on student progress and the effectiveness of the lessons in the unit when they are taught.

The candidate’s reflections show an understanding of how lessons are revised based on student progress and the effectiveness of the lessons in the unit when they are taught.

The candidate’s reflections show an in-depth understanding of how lessons are designed and remediated based on student progress and the effectiveness of the lessons in the unit when they are taught. Ideas are provided on lesson revision and student remediation and/or enrichment.

The candidate will reflect upon their choices of instructional strategies and student data in an effort to enhance future teaching decisions and effectively meet the learning needs of their students.

The candidate’s reflections show little or no evidence of thoughtful consideration regarding the impact of their instructional decisions on student learning and/or the inclusion of research-verified approaches to improve student learning in the future.

The candidate’s reflections show thoughtful consideration regarding the impact of their instructional decisions on student learning and include the use of research-verified approaches to improve student learning in the future.

The candidate’s reflections show the continuous and purposeful inclusion of innovative research-verified approaches to improve student learning in the future.

Total Standard 5: Teachers reflect on their practice. Score:

Total Score from All Standards__________

Total ScoreEmerging

__________Total ScoreProficient

__________Total Score

Accomplished

Emerging: Total Score of 9 or below (C or below on Project)

Proficient: Total Score of 10-14 (B- to B+ on Project)Accomplished: Total Score of 15-18 (A- to A+ on Project)

Date: ________________________________________

Follow-Up Needed (Comment if Necessary):