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Changing Teacher Practice. Changing Student Outcomes. Summer Institutes. 2013. North Carolina Summer Institutes Learning Path. 2013. 2011. 2012. Summer Institutes. Summer Institutes. Summer Institutes. IMPROVING PRACTICE. WHAT. HOW. Focus: Planning how instruction needs to change.

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Summer institutes

ChangingTeacherPractice

ChangingStudentOutcomes

Summer Institutes

2013


Summer institutes

North Carolina Summer Institutes

Learning Path

2013

2011

2012

Summer Institutes

Summer Institutes

Summer Institutes

IMPROVING PRACTICE

WHAT

HOW

Focus: Planning how instruction needs to change

Focus: Reflecting, adjusting and improving after year one of implementation

Focus: Internalizing a new SCOS

Essential Standards


Summer institutes

2013 Summer Institutes |Changing Teacher Practice Changing Student Outcomes

Design Studio Session

Understanding School-Based Accountability and Supporting a Balanced System of Assessment

Presenters:

Jami Inman, Julian Wilson, Curtis Sonneman


Summer institutes

2013 Summer Institutes |Changing Teacher Practice Changing Student Outcomes

Design Studio Session

Understanding School-Based Accountability and Supporting a Balanced System of Assessment

Presenters:

Lisa McIntosh, Jennifer Northrup, Nancy Barbour, and Hope Lung (Charlotte), Scott Beaudry (Greensboro), Jeff Payne (Hendersonville)


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Design Studio Session

Agenda – Session Overview

Formative and Diagnostic InformationUse: To assist in teaching and learning

CLASSROOMS

Educator EffectivenessUse: To ensure that part of every educator’s evaluation is based on student growth

EDUCATORS

School AccountabilityUse: School Performance Grades, ESEA and Public Reporting

SCHOOLS


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Design Studio Session

By the end of this session participants will:

Understand the Importance of Formative and Diagnostic Information

CLASSROOMS

Understand Common Exams, Summative Assessment Data and Their Relationship to Teacher Effectiveness

EDUCATORS

Understand the Use of Assessments and Data for School Accountability

SCHOOLS


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

School Accountability AssessmentsState  LEA  School

Measures of Student Learningto be included in Student Growth component in teacher evaluation Teacher  School

Diagnostic and Formative AssessmentsStudent  Teacher

12

State & Local Instructional Improvement ToolsFormative & Benchmark Assessments and Data Analysis for Instruction

WorkKeys

High School Measures of Student Learning(Common Exams) in core academic non-tested subjects

ACT

ACT

11

3 End of Course (EOC)Biology, Math I and Eng II

PLAN

10

9

8

EXPLORE

End of Grade (Math, English Language Arts, Science)

Elementary and Middle School Common Exams in currently non-tested subjects

7

EOG (Math, ELA)

6

EOG (Math, ELA)

5

EOG (Math, ELA, Science)

4

EOG (Math, ELA)

K-5 Diagnostics

3

EOG (Math, ELA)

Lower Elementary Measures of Student Learning

K - 2


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Classroom Assessments

CLASSROOMS

Formative and Diagnostic InformationUse: To assist in teaching and learning


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Classroom Assessments:

Formative and Diagnostic Information

CLASSROOMS

Balanced Assessment System

Summative Assessment

(Classroom, Statewide)

Benchmark Assessment

(Classroom, School, District)

Formative Assessment

(Classroom)


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Classroom Assessments:

Formative and Diagnostic Information

CLASSROOMS

NC FALCON

North Carolina’s Formative Assessment Learning Community’s Online Network


Self assessment survey

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Classroom Assessments:

Formative and Diagnostic Information

Self-Assessment Survey

CLASSROOMS

Indicate how often you do the following:

5 - Daily 4 - Weekly 3 - Monthly 2 - Quarterly 1- Rarely/Never

  • I use checklists when gathering information about student learning.

  • I use rubrics for assessing my students.

  • I write learning targets in student-friendly language on the board and go over them with my students.

  • I provide students specific information (without using grades) about where they are in meeting the learning targets.

  • I plan or modify classroom instruction based on the information I receive from students during class.

  • I give students opportunities to self-assess and set goals for future learning.

  • I give students opportunities to assess their peers.


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Classroom Assessments:

Formative and Diagnostic Information

What is Formative Assessment?

CLASSROOMS

Formative assessment is a processused by teachers and studentsduring instruction that provides feedbackto adjust ongoing teaching and learning to help studentsimprove their achievement of intended instructional outcomes.

The Council of Chief State School Officers (CCSSO, 2008)


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Classroom Assessments:

Formative and Diagnostic Information

CLASSROOMS

4 Key Words:

Process

During

Feedback

Feedback

Students


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Classroom Assessments:

Formative and Diagnostic Information

CLASSROOMS

Formative Assessment Model


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Classroom Assessments:

Formative and Diagnostic Information

CLASSROOMS

Research shows that if students are formatively assessed, learning will improve. When learning is improved, students are able to demonstrate that learning in a variety of ways including scoring well on standardized assessments like the EOG and EOC.

Black and Wiliam (1998)


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Classroom Assessments:

Formative and Diagnostic Information

CLASSROOMS

North Carolina Professional Teaching Standards

Standard IV: Teachers Facilitate Learning For Their Students

Teachers use a variety of methods to assess what each student has learned.

  • Teachers use multiple indicators, including formative and summative assessment to evaluate student progress and growth.

  • Teachers provide opportunities, methods, feedback, and tools for students to assess themselves and each other.

  • Teachers use 21st Century assessment systems to inform instruction and demonstrate evidence of students’ 21st Century knowledge, skills, performance, and dispositions.


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Classroom Assessments:

Formative and Diagnostic Information

CLASSROOMS

Attributes of Effective Formative Assessment

  • Providing students with learning goals and targets in language they can understand

  • Clearly describing the criteria for successfully meeting the target through examples

  • Effectively using learning progressions to scaffold learning

  • Providing descriptive feedback that helps the student know what to do next in their learning

  • Actively engaging students in self-assessment as well as peer-assessment.


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Classroom Assessments:

Formative and Diagnostic Information

CLASSROOMS

Formative Assessment Plan


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Classroom Assessments:

Formative and Diagnostic Information

CLASSROOMS

Establishing Clear Learning Targets


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Classroom Assessments:

Formative and Diagnostic Information

CLASSROOMS

Criteria for Success

Where am I going?


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Classroom Assessments:

Formative and Diagnostic Information

CLASSROOMS

Collecting Evidence

Where am I now?


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Classroom Assessments:

Formative and Diagnostic Information

CLASSROOMS

Documenting Evidence

  • The documentation should reflect the learning adequately and appropriately.

  • The documented evidence of learning should provide enough information to make sound decisions that inform instruction and improve student learning.


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Classroom Assessments:

Formative and Diagnostic Information

CLASSROOMS

Sample Strategies for Collecting and Documenting Evidence of Student Learning:

  • Mental Notes – Givingspecial attention while listening to student discourse with intent to remember and provide descriptive feedback.

  • Symbolic Indicators – Record any symbol, understood by you and your students, on your class roster that indicates where the student is in reaching the learning target.

  • Matrix – A chart with names down the left side and the learning targets written across the top. As students reach each target, check it off or record short phrases to indicate where each student is in the learning process.

  • Audio/Video Recordings – Live documented footage of what a student does and/or says which indicates where they are in reaching the learning target. The advantage of this strategy is that growth can be documented at different intervals.


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Classroom Assessments:

Formative and Diagnostic Information

CLASSROOMS

FORMATIVE ASSESSMENT CONTENT EXAMPLES

NC FALCON


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Classroom Assessments:

Home Base Components

CLASSROOMS

Information

Instruction

Educator Effectiveness: Evaluation and Professional Development

Student Information and Learner Profile

Data Analysis and Reporting

Instructional Design, Practice & Resources

Assessment

Integrated Instructional Solution

a newstandards-aligned tool for instruction (e.g. lesson plans, unit plans), assessment and data analysis

Information

a simpler, better information system to replace NC WISE

Effectiveness

a simpler, better online evaluation system and new professional development system

Truenorthlogic

Evaluation and PD

Schoolnet

Instructional

Tools and

Assessment

Test Nav

SummativeAssessment

OpenClass

Collaboration

PowerSchool

Student

Information


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Classroom Assessments:

Home Base Resources

CLASSROOMS

  • Develop aligned assessments for formative, interim or summative purposes

    • Create an Express Test

    • Create a Test Manually

  • Deliver assessments

    • Online

    • Print options available for paper/pencil delivery

  • Data analysis and reporting tools integrate with assessment tools and student information to deliver data on student progress to teachers, parents and students in an easy-to-understand, actionable way


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Classroom Assessments:

Formative and Diagnostic Information

CLASSROOMS

Reflection –Mix Music Meet

  • Using sticky notes….

  • Select one of the tools we just discussed and describe how it might be used for diagnostic/pre-assessment or summative assessment.

Music provided by: http://www.purple-planet.com


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Classroom Assessments:

Formative and Diagnostic Information

CLASSROOMS

How do I keep my balance?

Balanced Assessment System


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Design Studio Session

Break

EDUCATORS


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Common Exams

EDUCATORS

Educator EffectivenessUse: To ensure that part of every educator’s evaluation is based on student growth


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Common Exams:

Focusing on the “Why”

EDUCATORS

So why have statewide Measures of Student Learning/Common Exams?

  • North Carolina has a statewide evaluation system to ensure that every teacher receives a fair and consistent evaluation, regardless of his or her employing LEA

  • Teachers in all content areas should receive a Standard Six rating based on the growth of their own students on their content-specific standards

  • Most LEAs do not have the capacity to design their own assessments for all non state-tested grades and subjects


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Common Exams

EDUCATORS

Educator EffectivenessTests to measure student growth as a part of educator evaluation

  • When:

  • End of Year or Semester; Flexible windowUsed For:

  • Providing an EVAAS score

  • Only for those teachers whose subjects are currently non-tested

  • For professional growth, and as a required component of employment decisions*

  • Logistics:

  • Once a year

  • 1 or 2 class periods

  • Should replace teacher- made final exam

Measures of Student Learning:

Library of Common Exams

* Note: Not part of School Accountability Model (“A-F”)


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Common Exams

EDUCATORS

  • Following Local Superintendents’ RecommendationLocal Superintendents recommended that State, not districts, develop measures of student growth for non-tested grades and subjects

  • Designed and Developed with TeachersOver 800 teachers are involved in the design and development

  • Using EVAASEmploy EVAAS to measure student growth facilitated by educators

  • Focuses Attention on All Content Areas (not just Math & English)Ensuring teachers of all content areas receive feedback on how well they facilitate student growth

  • Allows District Flexibility around Administration of ExamsDistricts make choices regarding logistics and who takes which exams


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Common Exams:

District Flexibility

EDUCATORS

  • Logistics Handled by District

    • No set State testing window – districts schedule at their discretion

    • 90 minute test administration (actual student testing time)

    • Districts can choose online or paper-pencil versions, or a combination

    • Districts choose whether or not to have exam proctors

    • Districts choose methods for scoring short-answer (non-multiple choice) exam questions

    • Common exams should replace teacher-made final exams (therefore, should not create additional testing for students)


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Common Exams:

District Flexibility

EDUCATORS

  • Policy Decisions Handled by District

    • Districts choose whether or not to count common exam scores as part of students’ final course grades

      • If district includes common exam score in students’ final grade, district chooses how much it counts toward final grade

    • Districts set policies locally regarding what qualifies as a “mis-administration” (for example, cheating)

    • Districts must ensure that each teacher has a measure of how he or she is facilitating student growth, but there is no requirement to administer all of the common exams in the library

    • Districts use State-provided “decision-tree” to determine which exams must be administered, but can give any exam they choose


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Common Exams:

State-provided Decision Tree

Does the teacher administer an End-of-Course (EOC) assessment, End-of-Grade (EOG) assessment, or Career and Technical Education (CTE) Post-Assessment to ALL of his or her students?

EDUCATORS

NO

Does the teacher instruct a course or grade/subject with a Common Exam?

YES

No State requirement to administer a Common Exam.*

NO

No State requirement for 2012 – 2013.

YES

State requirement to administer the Exam.

* Note: Districts may still choose to administer Common Exams


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Common Exams:

Reaction to First Administration 2012-13

EDUCATORS

  • Use an index card to record the following:

  • Three things that went well with your LEA’s implementation of Common Exams

  • Three things you will do differently next time

  • Share your responses with your group


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Common Exams:

Reaction to First Administration 2012-13

EDUCATORS

Looking for suggestions?

  • Revisit the Google Doc for your region –

    http://bit.ly/19J5B44

    Take a few minutes to review the areas of concern for others in your region. In the right-hand column, please provide strategies that might help another LEA.


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Common Exams

EDUCATORS

Break


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

School Accountability Assessments

SCHOOLS

School AccountabilityUse: School Performance Grades, ESEA and Public Reporting


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

School Accountability Assessments:

For School Performance Grades, School

Accountability and ESEA (formerly NCLB)

SCHOOLS

  • When:

  • EOC/EOGs - May or June (Dec/Jan for Semester I)

  • ACT – March

  • WorkKeys - February

  • Used For:

  • School accountability (state and required federal)

  • School data made public and used to target support

  • Logistics: Once a year; proctored

End-of-Grade (EOG), End-of-Course (EOC)

  • 3-8 English and Math

  • 5 & 8 Science

  • 1 each Math, English and Sciencein High School

WorkKeys12th

ACT 11th


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

School Accountability Assessments:

Timeline

SCHOOLS

SBE Decision

SBE Decision

SBE Decision

In Development

*2014-15 implementation of SMARTER assessments contingent upon board approval of assessments to replace the State-developed ELA and Math assessments.


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

State Assessments 2012-13 and 2013-14

SCHOOLS

  • Aligned to the Common Core and Essential Standards

  • Inclusion of New Items Types

  • Moving towards full online administration in 2014-15

Demo of New Assessments

http://go.ncsu.edu/nctdemo


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Assessment Delivery Format

SCHOOLS

  • Online Administration

    • All End of Course Assessments (Math I, English II, & Biology)

    • End of Grade 5 & 8 Science

    • NCEXTEND2 Alternate Assessments

      • NCEXTEND2 Reading and Math 3-8

      • NCEXTEND2 Science 5 & 8

      • NCEXTEND2 Math I, English II & Biology

  • Paper/Pencil Administration

    • Reading and Math 3-8

    • All online assessments will be available in this format

      • NCDPI recommends online administration, but paper/pencil will be available


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Online Assessment Delivery Plan

SCHOOLS

  • 2013-14 Online Assessment System

    • NCTest will continue to be the online assessment delivery system

    • Will require a locked down browser or app

  • 2014-15 Online Assessment System

    • Home Base will be the new system for delivering summative assessments online (this will include delivery of Smarter Balanced Assessments)

      • Test Nav


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Standard Setting

SCHOOLS


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Standard Setting

SCHOOLS

Educator Groups Recommend Achievement Levels

Administration of New Tests

1

2

May/June

June into July

Achievement Standards Presented to SBE

Compile Data and Build Developmental Scale

3

4

July into August

October


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

College and Career Readiness

SCHOOLS

It is important to remember that we have raised expectations significantly in the 2012-13 school year.

Claims in the Past: Grade-level Proficiency Only

  • Claims in the Future:

  • Grade-level Proficiency and

  • Career- and College-Ready


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

READY Accountability and School

Performance Grades Indicators

SCHOOLS


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

School Performance Grades Legislation

SCHOOLS

  • House and Senate have 2 different bills

    • Senate version in budget proposal being discussed in conference

    • House version currently in Senate for consideration


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Reporting School Performance Grades

SCHOOLS

  • Operational in 2012-13

  • The SBE must respond to the General Assembly “…annually by January 15 on recommended adjustments to the school performance grade elements and scales for award of scores and grades.”

  • Must be reported publicly


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Calculating School Performance Grades

Per HB 435

SCHOOLS

High School

{state mean}

+ Growth

{Schools that meet or exceed growth are raised one letter grade}

Elementary and Middle

{state mean}

+ Growth


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

HB 435 School Performance Grades:

Guiding Principles

SCHOOLS

  • Using the state mean, which means raising standards will not create undifferentiated grades

  • Each indicator has a different mean and scores are distributed around that mean

  • Set criteria against the state average

ExampleIndicator A

ExampleIndicator B

46%

87%

C

C


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

HB 435 School Performance Grades:

Guiding Principles

SCHOOLS

  • Monitor data for continuous improvement of the accountability system

  • Making or exceeding EVAAS growth will improve school’s grade by one letter grade

  • Each met ACT Benchmark counts (ex: 3 out of 5 counts more than 1 out of 5)

  • WorkKeys based on the state average % of CTE graduates meeting silver level


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

SB 402 School Performance Grades:

Guiding Principles

SCHOOLS

  • Uses the same indicators as House version, but in a different way.

    • Weights the indicators according to how many students participated.

      • For example, WorkKeys would have less weight due to the smaller N count.

    • ACT criteria (tentatively): Composite score meeting the UNC System minimum (currently set at 17).

    • Growth could be up to 20% of final grade.


Summer institutes

2013-2014 School Calendar - Draft

2013

2014

Compilation of New Data

Standard Setting

High School Assessment Administration

3-8 and High School Assessment Administration

READY Report to SBE

READY Report to SBE

ACTMarch 4, 2014March 18, 2014 (make-up)March 4-18 (accommodations testing)

PLAN

WorkKeys

EXPLORE

WorkKeys for Early Graduates in Dec

Field test of summative and interim assessment items and performance tasks

5th Tech Readiness Tool Collection Windows


Facilitated team time preparation

Facilitated Team Time Preparation

  • To prepare for Facilitated Team Time, complete the brief reflection to identify the “big ideas” gained from this session that you will share with your Summer Institute team.

  • To access the reflection document, visit http://bit.ly/SIreflection or scan the QR code on the next slide.

  • To access the reflection responses during Facilitated Team Time, visit http://bit.ly/SIresponses.


Facilitated team time preparation1

Facilitated Team Time Preparation


Summer institutes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Design Studio Session

QUESTIONS


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