Integrating Concepts from the Oregon DATA Project with CCSS and Smarter Balanced Assessments

1. Integrating Concepts from the Oregon DATA Project with CCSS and Smarter Balanced Assessments 2012-2013 Webinar series February 21, 2013 3 p.m.– 4 p.m. This training is supported by a Statewide Longitudinal Data Systems grant from the U.S. Department of Education.

2. Webinar Focus • Connect key concepts from DATA Project trainings to implementation of CCSS and SBAC assessments. • Attend to transferableprinciples from prior DATA work. • Synthesize how key concepts have implications for supporting a dynamic system of effective instruction and student learning. • Connect collaborative data use to how it supports educator effectiveness

3. Remember, “As to methods, there may be a million and then some, but principles are few. The man who grasps principles can successfully select his own methods. The man who tries methods, ignoring principles, is sure to have trouble.” Ralph Waldo Emerson Change is inevitable; within all transitions there are principles that are “timeless and transferable.”

4. Connect—Attend—Synthesize

5. Connect — Attend — Synthesize We have an opportunity for a ‘do-over’ in use of testing/assessments What concepts and lessons learned carry forward to new assessment systems for CCSS?

6. Connect — Attend — Synthesize Key DATA Project Connections DATA Project Concepts Connection & Transition Collaborative Data Use Team effectiveness Data analysis and interpretation Instructional response • Data Teams • Structured Steps • Process: Moving from Mechanical to Mastery • Roadblocks • Proactive data tools Review Module 2 from 2011-2012 Webinar Series. Specifically, problem identification, problem clarification and hypothesizing and implementing solutions

7. Connect — Attend — Synthesize Action Research in Collaborative Data Use Action Research Collaborative Data Use Supported by a culture of inquiry, structures and processes that support iterative cycles of inquiry. Includes the use of formative and summative assessments, as well as other measures or indicators. • An inquiry cycle that moves from observation or assessment to analysis to hypothesis to planning/doing in an iterative process. • Includes the use of formative and summative assessments, as well as other measures or indicators.

8. What is transferable? What are the implications for your work?

9. Connect — Attend — Synthesize Assessing Your Assessment Formative Assessment Understanding how to develop and use aligned formative assessment side-by-side with lesson planning Limits Appropriate/inappropriate uses of different types of formative assessment Making use of assessment Summative & Interim Assessment • Understanding properties of summative assessment, particularly standardized assessment • Limits • Appropriate/inappropriate uses of different scores and score reports • Types of decisions supported by test information

10. Triangulation & Multiple Measures: Summative reports lead to digging deeper into interim and formative sources that lead to more precise identification of concerns.

11. Test Better Teach Better, W. James Popham Connect — Attend — Synthesize Uses of Assessment: Assessment with a Purpose • Clarify Curriculum • Test-triggered clarity vs. “teaching to the test” • Teaching for generalizability • Uncover students’ prior knowledge • Inform how long to teach something • Assess your instructional effectiveness

12. Connect — Attend — Synthesize Goal of Collaborative Data Use for Instructional Response

13. Connect — Attend — Synthesize What aspects of Assessment and data use are transferable? What implications does this have for your work?

14. Connect — Attend — Synthesize Do-Over Opportunity–Collaborative Data Use & Test-Triggered Clarity Focus on teacher teams discussing not just the ‘what’ to teach (CCSS), but also the ‘how’ to teach.

15. Connect — Attend — Synthesize Test-triggered clarity • Find clarity on the what, and especially how, using SBAC and other resources • Learning progressions • Content specifications • Item specifications • Evidence-based design: claims, assessment targets, task models • Etc. • CCSS cry out for ‘Teaching for generalizability’!

16. Transitioning to CCSS • Major Shifts • Focus • Coherence • Rigor

17. Connect — Attend — Synthesize Learning Progressions—support all uses of assessment • Progressions guide teachers’ responses to data • What do students understand and are able to do? • Based on student learning data, what should students learn next? • Based on student learning data, how should students learn it? What instructional activities will facilitate the learning this/these students need?

18. Connect — Attend — Synthesize Parallel process for planning instruction and assessment This instructional planning process involves considering the ‘what’ to teach and the ‘how’ to teach.

19. Evidence-Based Design • http://www.smarterbalanced.org/smarter-balanced-assessments/item-writing-and-review/ This process for item development involves considering the ‘what’ to teach and the ‘how’ to teach.

20. Connect — Attend — Synthesize Move instructional discussions From the ‘What’ to the ‘How’ Using student learning data to support instruction and transition to teaching under Common Core State Standards

21. Connect — Attend — Synthesize Test-triggered clarity and generalizability: • Using sample items from SBAC to uncover the cognitive demand of the standard in terms of expected performance. Connect expected evidence to instructional opportunity. • SBAC resources translate expectations of students under CCSS using evidence-based design and universal design principles. • Norm Webb’s criteria for distinguishing Depth of Knowledge are integrated into language of the CCSS and SBAC.

22. Connect — Attend — Synthesize Webb’s Criteria for Depth of Knowledge • http://www.aps.edu/rda/documents/resources/Webbs_DOK_Guide.pdf • http://dese.mo.gov/divimprove/sia/msip/DOK_Chart.pdf

23. Connect — Attend — Synthesize Example: Increasing levels of sophistication in reasoning using text • Cognitive Levels – Depth of Knowledge (Webb’s criteria) • Recall of Information: Requires students to recall and recite facts from a text. • Basic Reasoning: Requires mental processing beyond recalling information—summarizing, interpreting, classifying, predicting, comparing. • Complex Reasoning: Requires students to show a deep understanding of the text—explaining, generalizing, synthesizing, connecting, analyzing. • Extended Reasoning: Requires higher-order thinking on a multi-stepped task over an extended period of time.

24. Which DOK level would this represent? Recall of information Basic reasoning Complex reasoning Extended reasoning

25. Connect — Attend — Synthesize What aspects of Assessment and data use are transferable? What implications does this have for your work?

26. Connect — Attend — Synthesize Connecting to the ‘how’ of student learning Connecting Classroom Analysis to Instruction

27. Connect — Attend — Synthesize 1-Describe Representative Performance 2-Describe Learning Needs Based on Representative Performance & Learning Goals 3-Differentiate Learning Strategies

28. Connect — Attend — Synthesize Role of professional noticing, professional responding, and purposeful pedagogy Noticing: • Attending to students’ strategies, interpreting students’ understanding, and deciding how to respond on basis of students’ understanding. • Responding: • Teachers provide students with experiences that allow them to construct meaning through carefully designed tasks and facilitated discourse to engage students in the content of the domain and in the Mathematical Practices of CCSS.

29. Connect — Attend — Synthesize Questions to ask yourself when observing students or interpreting student work • What strategies are students using to solve this problem, perform this task or calculation? • What do their strategies tell me about their thinking and understanding? • How will what we ask students to do during instruction and assessment help us understand their understanding?

30. What did this student do? What big mathematical ideas are embedded in her strategy? • How would you notate her reasoning? • What is it that teachers have to know to be able to understand the mathematics of this student’s thinking?

31. Connect — Attend — Synthesize Monitoring Strategy

32. Connect — Attend — Synthesize Discussing the ‘how’ leads to intentional planning: • Collaborative and individual lesson plans for core instruction are supported by rich discussions about the ‘how’ of teaching based on the evidence analyzed and interpreted in teams. • Necessary to engage in these discussions to realize access to CCSS for all students.

33. Connect — Attend — Synthesize What aspects of Assessment and data use are transferable? What implications does this have for your work?

34. Connect — Attend — Synthesize Stoplight Reflect on what you’ve recorded in your table. Red-Which actions will you discontinue or not repeat unless seriously modified? Yellow-Which actions will you consider modifying to enhance transition to CCSS and SBAC? Green-Which actions will you continue?

35. Connect — Attend — Synthesize Summary • Connected DATA Project concepts to implementation of CCSS and SBAC assessments. • Noted the “timeless and transferable” principles to carry forward to CCSS and SBAC. • Noted implications for supporting a dynamic system of effective instruction and student learning. • Connected practices to supporting educator effectiveness.