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PASS. October 28, 2010. Barb Rowenhorst Janet Hensley. Outcomes. Assess learning teams in regard to “ Where are we now ? Where are we going ? How do we close the gap ?” Analyze assessments using the revised Bloom’s Taxonomy and the learning team process.
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PASS October 28, 2010 Barb Rowenhorst Janet Hensley
Outcomes • Assess learning teams in regard to “Where are we now? Where are we going? How do we close the gap?” • Analyze assessments using the revised Bloom’s Taxonomy and the learning team process. • Align the level of rigor and cognitive complexity among indicators, assessment and instruction. • Utilize Achievement Series results to improve instruction and student achievement.
Division of Learning Time • Review the chart “Division of Learning Time”
PASS - Looking at Student Work • September 2006 • Rating continuum on pieces of student work (sticky notes) • November 2006 • Protocol #1 –student work • March 2006 (2 sessions) • Protocol #2 – class work • October 2007 • Achievement Series – assessment & student work • January 2009 • Formative Assessment – Involving students • Data Retreats - Ongoing
Learning Team – Claire’s Math Laminated Sheet
? 3.G.1.1 Shapes Factual Knowledge / Remember A1 3.A.2.2 Problem-Solving Procedural / Apply C3 3.N.2.1 Multiply Factual Knowledge / Remember A1 3.N.1.3 Fractions Conceptual / Remember B1
Claire’s Test Questions • What strategies might the “Learning Team” suggest to Claire’s teacher to try in the classroom prior to the next learning team meeting?
Learning Team - Practice • Practice analyzing a student’s assessment work based on the assessment you brought with you to analyze as a team.
T-Chart (Obstacles/Solutions) • What might be some obstacles to discussing Rigor and using Bloom’s in learning teams? (in our control) • What might be some solutions to the obstacles?
T-Chart (Obstacles/Solutions) • Divide into teams. Stand by a chart with your team. • Brainstorm all the things you might be able to do to help solve the obstacle listed. • When signal is given, move to the next chart, read the solutions, write additional solutions. (Marker moves with your team) • Continue until your team has written on each chart
Why Look at Assignments, Assessments and Student Work? • Data: the end product of teaching • Teacher collaboration • Essential professional development through reflection • Accountability • Standards-based educational reforms • Conditions in classrooms • Lack of alignment to standards • Work expected is not at proficient level • Work produced is not at proficient level • Basic work is accepted as proficient Are you teaching what you are assessing?
The Reports www.achievementseries.com
Meade Rural Schools (361-770-4373) Stagebarn Elementary (290-125-9510) Sturgis Academy (289-132-2490) Sturgis Elementary (920-314-1497) Sturgis High School (322-779-7389) Whitewood Elementary (870-355-3546) Williams Middle School (347-188-0588) AS – Site IDs
1st Click on the Classroom Tab 2nd Click on the District Gradebook
Item Analysis Report Student Student Student Student Student Student Student Student Student Student
Data Dialogue • Find the Indicator/Standardon the Achievement Series that is the lowest for your class. • Review the results on the AS site. • Complete the Data Discussion handout based on your AS results.
