Please Sign-In and Do escWorks

1. Please Sign-In and Do escWorks • Go to www.sdesa7.org • If new… Sign up for free account – bottom right • If you have an account… • Go to the calendar on the bottom right • Register for today’s session Aug. 10 • Go to More Sessions…. • Register for this year’s sessions: • Oct. 6 Jan. 8 Feb. 4 March 2

2. 2009 – 2010School Improvement Teams Barb Rowenhorst, TIE

3. Outcomes • Reconnect with colleagues. • Review the 2008-2009 year-end survey results. • Use a protocol to analyze strong and weak student work. • Examine student work and analyze it for indicators of student learning and to guide data-driven dialogues with colleagues. • Use a rubric with strong and weak student work as a formative assessment tool and as a guide for descriptive feedback. • Determine instructional and curricular implications of the work.

4. Achievement Series Benchmarks By building: agree on a two-week window for Math and two-week window for Reading; may be at separate intervals Fall All Schools September 1-30  WinterElementary      January 1-29                            MS/HS           January 19 – February 12          SpringElementary      April 26-May 21

5. M & M Tell something about yourself for each of the M & M’s you took. • Red Funny personal story (short). • Yellow A place you visited or would like to visit. • Blue Job-related story (short). • Orange A book you recently read. • Green Something you do in your spare time/or summer. • Brown Something you recently accomplished. Choose 3 M & Ms from your packet. You may eat the rest!

6. The Teacher’s Survival Kit Red Eat at the first sign of frustration. Orange Eat to minimize depression. Green Eat to calm your fears. Yellow Eat when you feel a headache coming on. Blue Eat to reduce the screaming urge. Brown Eat ANYTIME! If all symptoms appear at the same time… Eat the WHOLE DARN BAG!

7. 2009 Year-End Survey

8. Question: School

9. Question: Position

10. Question: Building SIP Goals

11. Question: Goal Progress

12. Question: PLC

13. Question: PLC Progress

14. Question: Data-Driven Dialogue

15. Assessment – Learning Targets

16. Assessment – Learning Targets

17. Assessment – Strong/Weak Work

18. Assessment - Feedback

19. Comments

20. Comments Each building will be given your individual comments and survey percentages. • Benchmark Assessment  (2) • Time for the work (4) • SIP Presentation/Content/Goals  (5) • PLC (1) • SPED (2)                                                 • DSTEP Relevance (1)                       

21. Comments • Assessment • Will be covered though our year's work and at the building level. • Time • On-going effort that we keep in the forefront • Example: alternating every other early-release along with our dedicated SIP time • SIP and DSTEP • Circle of concern/influence  • Accountability process (NCLB/Accreditation)

22. Comments • Other comments                            • Circle of concern/influence may be helpful • Norming, storming, performing process may be helpful • Responses to Change stages may be helpful • SPED                           • Top priority for district; concrete steps • Questions?

23. Formative Assessment

24. Formative Assessment - Synectic • () is like formative assessment because . . . • Create a synectic phrase for the summer “artifact” or “activity.” • Create a graphic representation to represent the synectic phrase. • 10 minutes

25. Formative Assessment - Synectic A beach ball is like formative assessment because… it keeps you focused on student learning rather than bouncing around with your instruction.

29. Formative Assessment - Synectic • () is like formative assessment because . . . . • Create a synectic phrase for the summer “artifact” or “activity.” • Create a graphic representation to represent the synectic phrase. • 10 minutes

30. Formative Assessment

31. Assessment Continuum Pre-Assessment Discovering Summative Making Sure Formative Assessment Checking Up

32. http://video.google.com/videoplay?docid=7106559846794044495 Ma and Pa Kettle Math

33. Formative AssessmentStrategy #2Looking at Strong and Weak Student Work

34. Looking at Student Work • Place a colored sticky note on the matching-colored student math work. Work Independently • Rank order the pieces of student work from 1 to 5 • (1 = weakest and 5 = strongest) • Write the rank order on the sticky note attached to each student work.

35. Looking at Student Work • Place each sticky note on the chart with the corresponding ranking. Math Rank #1 (Weakest)

36. Looking at Student Work What observations can be made from the data wall?

37. Looking at Student Work Before instruction and assessments can be developed, all educators need a clear understanding of what the standards look like in student work and what measurable learning targets are required for students to achieve mastery.

38. Looking at Student Work What might be some ways we can begin the process of ensuring there is consistency within: • departments? • grade levels? • content areas? • building? • district?

39. Looking at Student Work Examining student work is NOT… “grading” or “scoring” student work.

40. It is… • A window into student’s thinking and learning… Harvard Project Zero • A way to “build the capacity of school faculties to improve the quality of instruction…through a critical review of student work.” Academy for Educational Development • A means of “focusing…inquiry into teaching and learning.” Coalition of Essential School

41. Looking at Student Work Benefits for students: • improved learning • increased clarity about intended outcomes • focused revisions when necessary

42. Why is Examining Student Work Important? Where am I now?

43. Why is Examining Student Work Important? Where am I going?

44. Why is Examining Student Work Important? Where have I been?

45. Why is Examining Student Work Important? How can I close the gap?

46. In what ways does this work meet, or fail to meet, the performance standards? (Quality of student work) What does the student’s response indicate about the effectiveness of instruction? (Teaching practice) What does this work tell us about how well the student understands the topic? (Student’s understanding) How is growth demonstrated? (Student’s growth) LASW Focus Questions Looking Together at Student Work, 1999

47. Protocol for Looking at “Classroom” Student Work

48. What…is a Protocol? • Agreed upon guidelines for conversations about student work. • Vehicles for building the skills and culture necessary for collaborative work. www.lasw.org

49. Why…Use a Protocol? • Makes it safe to ask challenging questions of each other. • Makes the most of time allowed. • Supports conversations about teaching and learning. • May be used initially until process is learned.

50. Activity: Classroom Protocol