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Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Analyzing and Examining Student Work Hamden Public Schools August 25, 2004. Facilitated by: Alice Henley & Kim Mearman SERC, Middletown, CT (860) 632-1485. Which Road Will You Take?. TTYN Turn To Your Neighbor.

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Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

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  1. Analyzing and Examining Student WorkHamden Public SchoolsAugust 25, 2004 Facilitated by: Alice Henley & Kim Mearman SERC, Middletown, CT (860) 632-1485

  2. Which Road Will You Take?

  3. TTYNTurn To Your Neighbor Turn to your ‘shoulder’ partner or ‘face’ partner when directed and take three minutes to answer the questions from Which Road Will You Take?

  4. Proposed Plan for 2004-05 8/25/04– All administrators [9-3] 9/27/04 – All Principals [3:30-5:30] 1/20/05 – Grade 3 & 5 Teams [ ] 1/21 or 2/1/05 – Elementary Principals [ ] 3/10 or 3/11/05 - Grade 3 & 5 Teams [ ] 4/12/05 - Elementary Principals [ ] 4/25/05 – All Principals [ ]

  5. VOCAB • Verify the terms • Organize your cards • Communicate to a partner • Assess your understanding • Build on it

  6. Terms

  7. Assessment “Assessment is a process of collecting data for the purpose of making decisions about individuals or groups and this decision-making role is the reason that assessment touches so many people’s lives.” Salivia & Ysseldyke (2001)

  8. Assessment “Assessment is a process of collecting data for the purpose of making decisions about individuals or groups and this decision-making role is the reason that assessment touches so many people’s lives.” Salivia & Ysseldyke (2001)

  9. Assessment “Assessment is a process of collecting data for the purpose of making decisions about individuals or groups and this decision-making role is the reason that assessment touches so many people’s lives.” Salivia & Ysseldyke (2001)

  10. Assessment “Assessment is a process of collecting data for the purpose of making decisions about individuals or groups and this decision-making role is the reason that assessment touches so many people’s lives.” Salivia & Ysseldyke (2001)

  11. Assessment Reflection Planning Assessment Instruction Assessment Student Outcomes

  12. Closing the Achievement Gap • Accountability and High Standards • Annual Academic Assessments • Consequences for Schools that Fail to Educate Disadvantaged Students [Accountability refers to the systematic collection, analysis and use of information to hold schools, educators and others responsible for student performance. States are being given freedom to develop assessments meeting certain criteria.]

  13. Local Control and Flexibility Parental Choice Accountability The 4 Pillars of NCLB Doing What Works

  14. NCLB does NOT require student accountability (e.g., graduation exams to get a diploma.) NCLB does require SYSTEM level accountability to ensure that all students learn to high levels. Thurlow, M. & Thompson, S. National Center on Educational Outcomes. University of Minnesota

  15. Statewide Accountability System K-12

  16. Changes in State TestingNew Generation of CMT and CAPT *Results count for AYP

  17. Assessment and Identification • Identify and intervene early • Simplify the identification process • Incorporate response to intervention • Incorporate universal design in accountability tools Recommendation from Task Force for Reauthorization of IDEA July 2002

  18. What is the Purpose for Assessment? • To examine student progress • To determine if there is an achievement gap Pre-Assessment/Planning • To address specific strengths and needs Defining Target Areas/Instruction • To evaluate student learning Monitoring/Reflection

  19. District School Classroom Students What is the Purpose for Assessment? • To make instructional decisions

  20. Curriculum What we teach Environment Context of learning Instruction How we teach Student Outcomes of Learning What Do We Assess?

  21. Testing vs. Assessment Assessment Tests

  22. Looking at Numbers Quantitative data (Numbers) Determining instructional level Monitoring student progress Analyzing Assessments

  23. Moving Beyond Numbers Qualitative data (Descriptions) What is known Patterns Approaches to learning Analyzing Assessments

  24. To Analyze… What is the question that needs to be answered? • Focused thinking • Detail • Clarify • Refine vague statements • Probe for specifics Lipton and Wellman 2003

  25. Individual Support School-Wide Analyzing and Examining Student Work Address Intensity of Need for a Few Students Close Achievement/ Performance Gaps for Some Students Ensuring Effective Instructional Practices and Promoting Positive Educational Outcomes for All Students All Students in School (Horner, 1998)

  26. Examining Student Work Examining student work has always been part of a teacher’s job. But, in recent years, that practice has moved from being a solitary activity to being a more collaborative effort in which teachers learn about their practice by sharing with and listening to colleagues. Tools for Schools, NSDC, Feb/March 2001

  27. Analyzing Student Work To reflect upon instructional practice as it relates to an individual student’s progress or the progress of a targeted group of students To make instructional decisions focused upon specific a student or a specific group of students Examining Student Work To reflect upon instructional practice as it relates to the learning of all students To make instructional decisions about universal practices about general curriculum Analyzing & Examining Student Work Purpose

  28. Analyzing Student Work Occurs as an individual, partners, or a specific small group of colleagues Focuses upon a targeted student’s work (purposefully selected) Is designed to support problem-solving and meeting the specific instructional needs of a student or a targeted group of students Examining Student Work Occurs only with a small group of colleagues Focuses on any student’s work (more randomly selected) Is designed to structure reflective dialogue for a group of professionals in order to enhance the instructional practice of those individuals Analyzing & Examining Student Work Characteristics

  29. “If teachers are to become skilled at independently identifying and addressing idiosyncratic learning problems of their students, they must learn to reflect critically on student work as well as on their own teaching practices.” Source: “Lifelines to the classroom: Designing support for beginning teachers”, by Kendyll Stansbury and Joy Zimmerman. Knowledge Brief, WestEd, 2000.

  30. Reflection Cycle BEST Training 2001

  31. What is Reflective Practice? deliberate pause open perspective thinking process examination of beliefs, goals & practices new insights & understanding actions that improve student learning Reflective Practice to Improve Schools J. York-Barr, et.al.

  32. Reflective Practice Spiral Reflective Practice to Improve Schools J. York-Barr, et.al.

  33. TIME for a BREAK!

  34. Timed-Pair-Share • Turn to your shoulder partner. Dialogue about the differences between analyzing and examining student work • Partner A speaks for 1 min, while Partner B listens. • Partner B speaks for 1 min, while Partner A listens.

  35. So How Does It Feel? • How did it feel to be the listener? • How did it feel to be the speaker? • What does this tell us about listening? A Crucial Skill for Examining Student Work – LISTENING!

  36. Effective Listening • Paraphrase • Clarify • Summarize • Ask questions • Use non-verbal cues • Validate • Keep focused • Silence

  37. Descriptive Review • Review the Process • The facilitator provides the directions and timelines for the process. • Setting the Tone • The group reviews the intention of the process. The group agrees to the reflective process.

  38. Descriptive Review • Work is Presented/Context • Teacher puts the work out for the team to see and provides a brief introduction to the work. • Descriptive Rounds • Selection of rounds is based on type of work and focus of reflection. Each round builds on the previous one, seeking to deepen an appreciation for the instruction, task, and student learning.

  39. Descriptive Review • Hearing from the Teacher • Presenter has time to say what was heard. • Reflecting • The group reflects on the process. • Each member highlights what was learned.

  40. Descriptive Review Timetable

  41. Round One: Describe what you see.

  42. Round One: Describe what you see. Round One: Describe what you see.

  43. Descriptions See, Hear, Touch Evidence based Specific language Judgments Inferences Feelings Assumptions Descriptions vs. Judgments Perceptions

  44. A Crucial Skill for Examining Student Work – Use Descriptions Only!

  45. Round One: Describe what you see.

  46. Round Two: What Questions Do You Have?

  47. Types of Questions • Opening Thinking • Inquire • Explore • Extend focused statements • Invite a wide-range • “What are some of the ways you noticed the students demonstrated their learning? L. Lipton & B. Wellman, 2003

  48. Types of Questions • Focusing Thinking • Detail • Clarify • Refine vague statements • Probe for specifics • “The students did not understand the directions.” “What did you see the students doing when you finished the directions?” L. Lipton & B. Wellman, 2003

  49. A Crucial Skill for Examining Student Work – Be Strategic in the Types of Questions You Use.

  50. Round Three: What skills did the student demonstrate?

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