Heidelberg Administrators Leadership in School Technology Integration

1. 0 Heidelberg AdministratorsLeadership in School Technology Integration Module 3: ASSESSMENT AND D3M

2. 0 Agenda • Welcome and Introductions • Goals, Objectives, and Anticipated Outcomes • Session 2 Review • Revisit Multiple Measures • Data Safety and Transparency • Tools for Data Collection and Manipulation • SMART Goal Setting / SMART Plus Exercise • Formative Assessment • Discussion, Reflection and Evaluation

3. 0 Goals • Develop data literacy skills to improve achievement through informed instruction/support • Develop professional learning communities rooted in the use of information • Provide professional development for users as DoDDS enhances data access and use

4. 0 Objectives • Recognize the value of multiple data measures • Recognize the importance of Data Safety and Transparency • Access and analyze data specific to your school • Demonstrate an understanding of the SMART goal process

5. 3 Keys to Successful Schools • Effective Teamwork! • “The best thing to invest in right now is collegiality. The number one skill that teachers will need is to be team-based, collegial, sharing their knowledge and wisdom” Alan November • “Unfortunately, teacher isolation - the opposite of teamwork - is one of the most obvious realities of a teacher’s life” Mike Schmoker • You must not accept Teacher Isolationism!!

6. 3 Keys to Successful Schools • Effective Teamwork! • Simply placing teacher in groups, does not make a team • Use the 30/30+ minute format • Insure that there is always an agenda given out before the meeting • Insure that goals and minute/meeting notes are distributed to all team members in a reasonable amount of time (including copies to administrators)

7. 3 Keys to Successful Schools • Set Measurable Goals • SMART Goals for Schools • SMART Goals for Teacher Teams • “We did not find a single case in the literature where student learning increased but had not been a central goal” Joyce, Wolf, and Calhoun • “What gets measured, gets done!” Mike Schmoker

8. 3 Keys to Successful Schools • Use of Data: Summative/Formative • Data helps us to monitor and assess performance • Build a climate of Data-Safety

9. Data-Driven Decisions (D3)for Teaching, Learning, and Leading Frequent Formative Assessments Data Analysis by School Teams GOOD BASELINE DATA Improved Instructional Practices MEASURABLE INSTRUCTIONAL GOALS

10. Two Way Interaction Analysis Demographic Data Demographics by Student Learning Example: Is there a relationship between attendance and standardized achievement results? Student Learning Data Adapted from: Bernhardt, V. L. (1998). Data analysis for comprehensive school wide improvement. Larchmont, NY: Eye on Education.

11. Two-Way Interaction Analysis Adapted from: Bernhardt, V. L. (1998). Data analysis for comprehensive school wide improvement. Larchmont, NY: Eye on Education.

12. Three Way Interaction Analysis Demographic Data Demographics by Student Learning and Processes Example: What are the differences in student learning results based on who the students are, and how they are taught to read? School Processes Data Student Learning Data Adapted from: Bernhardt, V. L. (1998). Data analysis for comprehensive school wide improvement. Larchmont, NY: Eye on Education.

13. Three-Way Interaction Analysis Adapted from: Bernhardt, V. L. (1998). Data analysis for comprehensive school wide improvement. Larchmont, NY: Eye on Education.

14. Multiple Measures of Data Demographic Data All four areas must be considered. School Processes Data Perceptions Data Student Learning Data Adapted from: Bernhardt, V. L. (1998). Data analysis for comprehensive schoolwide improvement. Larchmont, NY: Eye on Education.

15. Four-Way Interaction Analysis Adapted from: Bernhardt, V. L. (1998). Data analysis for comprehensive school wide improvement. Larchmont, NY: Eye on Education.

16. Data-Driven Decisions (D3)for Teaching, Learning, and Leading Frequent Formative Assessments Data Analysis by School Data Teams GOOD BASELINE DATA Improved Instructional Practices MEASURABLE INSTRUCTIONAL GOALS

17. Important Reminders • Data we gather and analyze must focus on thepurpose of the school or our efforts will lead to only random acts of sporadic improvement; • Schools cannot use summative student achievement measures alone; • To get systemic improved results, we must look at intersections of demographic, perception, student learning, and school process data. Adapted from: Bernhardt, V. L. (1998). Data analysis for comprehensive schoolwide improvement. Larchmont, NY: Eye on Education.

18. Reading Activity • Reading Assignment • Perspectives/Blind Data • February 2003 (of ASCD’s Educational Leadership) • How Will We Use the Data? • Where Did the Data Come From? • What Do the Data Really Say?

19. Data Transparency & Safety • How can I create a climate of high data visibility and data safety in my schools? • How can I foster celebration of data? PTlI-D3 Session December 6, 2006

20. 0 Dealing with the SEDUCTIVE ALLURE OF DATA Administrations and teachers need to ask themselves the following questions: • Significance: “Do my classroom assessments measure genuinely worthwhile skills and/or knowledge?” • Teachability: “Will I be able to promote my students’ mastery of what’s measured in my classroom assessments?” • Describability: “Can I describe what skills and/or knowledge my classroom tests measure in language sufficiently clear for my own instructional planning?” • Reportability: “Do my classroom assessments yield results that allow me to tell which parts of my instruction were effective or ineffective?” • Nonintrusiveness: “Are my classroom tests taking up too much time away from my instruction?” Popham, “Dealing with the Seductive Allure of Data”

21. SMART Goal Setting S – SpecificObjectives should specify what is to be achieved M – Measurable Should be able to measure whether you are meeting the objectives or not A – Attainable Are the objectives you set, achievable and attainable R – Relevant Is what you achieve relevant to the objectives with available resources T – Time Bound When do you want to achieve the set objectives and can you track it?

22. SMART Goal + Checkup • Measurable baseline • Measurable target • Specific timeframe • Specific about what is being assessed • Specific method of assessment • Some ideas, based on data, for future action / focus needed to reach target Scott McLeod, Data-Driven Teachers

23. SMART Specific Measurable Attainable Relevant Time Bound SMART + Specific target Measurable baseline Measurable target Specific timeframe Assessment method Informed hypothesis Review…

24. DoDDS website: Jim Rodman NCREL - Data Use Atomic Learning Looking at Data Tools

25. "Assessments that happen once a year are not likely to be of much help to those who must make decisions every three or four minutes. Assessments that provide broad portraits of student achievement are not likely to help those who need high-resolution microscopes. Assessments that produce results two months after the test is taken are not likely to be of value to those who must make decisions right now." --Richard J. Stiggins (2002) Formative Assessment

26. Formative Assessment The first active element of formative assessment is… Sharing the learning outcomes or learning intentions with students at the beginning of a lesson. • not only are students more motivated and task-oriented if they know the learning outcome of the task, • but they are also able to make better decisions about how to go about the task. The learning outcome needs to be clear and unambiguous, and explained to students in a way that they can understand. Adapted from the Ministry of Education, Wellington, New Zealand

27. When Do You Assess? • Most teachers assess students at the end of an instructional unit or sequence. • When planning, teaching, and assessment are interwoven, both the students and the teacher benefit. The next slide suggests a diagnostic continuum for ongoing assessment.

28. Feedback and Goal Setting Pre-test Graphing for Greatness Inventory KWL Checklist Observation Self-evaluation Questioning Conference Exit Card Peer evaluation Portfolio Check 3-minute pause Quiz Observation Journal Entry Talk-around Self-evaluation Questioning Unit Test Performance Task Product/Exhibit Demonstration Portfolio Review On-going Assessment:A Diagnostic Continuum Formative Assessment (Keeping Track & Checking -up) Summative Assessment (Making sure) Pre-assessment (Finding Out) Teachers must share this information with other teachers.

29. Another Look At Formative and Summative Assessment The garden analogy If we think of our children as plants … Summative assessment of the plants is the process of simply measuring them. It might be interesting to compare and analyze measurements but, in themselves, these do not affect the growth of the plants. Formative assessment, on the other hand, is the equivalent of feeding and watering the plants appropriate to their needs - directly affecting their growth. Adapted from the Ministry of Education, Wellington, New Zealand

30. Formativeassessment is assessment that is designed to informinstructional decisions and help you formulate plans for addressing student needs going forward. It can be contrasted with summativeassessment, which helps you evaluate a program at it’s completion and helps guide future developments. Formative Assessment Is

31. BIG little Medium ‘Big Data’ vs. ‘Little Data’ Renaissance Learning™

32. We need more ‘Medium’ and ‘Little’ Data What we need tobe doing more of… Also, muchmore of…

33. Formative Assessments… • Include both formal and informal methods • Occur right along with instruction • Provide specific feedback to teachers and students for the purpose of guiding teaching to improve learning • Should be aligned to DoDDS/DoDEA Standards

34. Formative Assessment … • Depicts a student’s life as a learner • Guides instruction to enable better teaching and learning • Is used to make instructional adjustments • Alerts the teacher about student misconceptions • Is an “early warning signal” • Allows students to build on previous experiences • Provides regular feedback • Provides evidence of progress • Aligns with instructional/curricular outcomes

35. Involves monitoring and adjusting Begins in the planning process Provides constructive feedback for improvement Can validate techniques Often spontaneously collected Multiple types more valuable than single-source Often shared informally - unlike summative data Collected before or during implementation for immediate interventions Formative Assessment

36. Formative Assessments and Walk-throughs Key elements of formative assessment include: • The identification by teachers and learners of learning goals, intentions or outcomes and criteria for achieving these. • Rich conversations between teachers and students that continually build and go deeper. • The provision of effective, timely feedback to enable students to advance their learning. • The active involvement of students in their own learning. • Teachers responding to identified learning needs and strengths by modifying their teaching approach(es). Ministry of Education, Wellington, New Zealand

37. Conference Exit Card Peer evaluation Portfolio Check 3-minute pause Oral Presentations Quiz Observation Journal Entry Talkaround Self-evaluation Questioning Examples of Formative Assessment http://www.rcsdk12.org/setrc/Assessment%20Exit%20Cards%20U%20LEAD.ppt#265,14,Formatve Assessment Is..

38. The Black Box: Findings Black and Wiliam’s research indicates that improving learning through assessment depends on five deceptively simple factors: • Providing effective feedback to students. • Students’ active involvement in their own learning. • Adjusting teaching to take account of the results of assessment. • Recognizing the profound influence of assessment on students’ motivation and self-esteem - both crucial influences on learning. • Ensuring pupils assess themselves and understand how to improve. • Think about your own assessment practice and how you would incorporate the “simple factors” • Think about whether your teachers are ready to incorporate the “simple factors” Ministry of Education, Wellington, New Zealand

39. Key Questions • What will DoDDS Schools look like five years from now? • Curriculum? • Resources? • Programs? • Thinking outside the box.