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1 From Formative to Instructional Practice Kelly Oglesby, Chief Information Office Data Tools Team Elementary Language Arts and Social Studies Data Analyst.

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Presentation on theme: "1 From Formative to Instructional Practice Kelly Oglesby, Chief Information Office Data Tools Team Elementary Language Arts and Social Studies Data Analyst."— Presentation transcript:

1 1 From Formative to Instructional Practice Kelly Oglesby, Chief Information Office Data Tools Team Elementary Language Arts and Social Studies Data Analyst Pre-K Professional Development August 19, 2011

2 2 Please make sure all cell phones are turned to silent and/or vibrate.

3 3 What will we be talking about today? Formative vs. Summative – What is the difference? How does the data promote differentiated instruction? How does a teacher use the data for instruction? SURPRISE!!

4 4 How does a Pre-K teacher use the formative information to impact the instructional practices in the classroom? Overarching Question

5 5 Data Wise Improvement Process

6 6 Alignment with the Teacher Evaluation Rubric

7 7 Formative vs. Summative – What is the difference? How does the data promote differentiated instruction? How does a teacher use the data for instruction?

8 8 Building a Shared Understanding

9 9 What Do Students Know… “Frequent monitoring of each student’s learning is an essential element of effective teaching; no teacher should be absolved from that task or allowed to assign responsibility for it to state test makers, central office coordinators, or textbook publishers.” (Learning by Doing, 2006)

10 10 Defining Assessment Summative – score that reflects achievement. For students who took the test; the scores are not used to improve instruction.Summative – score that reflects achievement. For students who took the test; the scores are not used to improve instruction. Formative – data and information that is used to improve instruction for the students who took the test. Information reflects student needs and strengths, not achievement.Formative – data and information that is used to improve instruction for the students who took the test. Information reflects student needs and strengths, not achievement.

11 11 August SeptemberOctoberNovemberDecemberJanuary FebruaryMarchAprilMayJune District Formative Testing Window EOG/EOC Testing Use of Assessments throughout the Year How do you measure out your school year with daily instruction, common assessments, formative assessments and summative evaluation? Assessments are tools for calibration. Each “ measure mark ” might represent how often an assessment is used by the teacher to guide the instruction.

12 12 Jigsaw Protocol 1.Read one of the five articles placed on your table. Formative Assessments: What Do Teachers Need to Know and Do? Assessment Through the Student’s EyesAssessment Through the Student’s Eyes Attributes of Effective Formative Assessment Learning to Love Assessment The Assessment Double Play

13 13 Jigsaw Protocol 2.As a team create a poster that reflects your understanding of the formative process. Be creative! Reflect text information! Demonstrate classroom application!

14 14 Jigsaw Protocol 3. Pick a team representative to share your findings to the whole group. Be prepared to share how this article impacted your definition of the formative assessment process.

15 15 Formative vs. Summative – What is the difference? How does the data promote differentiated instruction? How does a teacher use the data for instruction?

16 16 How do you measure student learning in your classroom?

17 17 What are the Four 25% Groups? The Challenge Population The High Average Population The Low Average Population The Struggling Population *Each classroom has its own variations on the following populations.

18 18 At its most basic level, differentiation consists of the efforts of teachers to respond to variance among learners in the classroom. Whenever a teacher reaches out to an individual or small group to vary his/her teaching in order to create the best learning experience possible, that teacher is differentiating instruction. What is Differentiated Instruction?

19 19 There at least four classroom elements based on student readiness, interest, or learning profile: 1.Content - what the student needs to learn or how the student will get access to the information 2.Process - activities in which the student engages in order to make sense of or master the content 3.Products - culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit 4.Learning Environment - the way the classroom works and feels How is a Lesson Differentiated?

20 20 Formative vs. Summative – What is the difference? How does the data promote differentiated instruction? How does a teacher use the data for instruction?

21 21 Why Bother With Data? Data leads to a teacher being able to: –Reflect practices –Generate new strategies to reach students –Make practical educational decisions –Meet the needs of individual student’s learning styles –Determine and reevaluate previous decisions for effectiveness Gall, Joyce P. and M.D., Borg, Walter R. Applying Educational Research: A Practical Guide. NY: Longman, 1999.

22 22 Using Data to Plan Curriculum & Meet Individual Children’s Needs Data is only meaningful when it is linked to decisions about teaching. Data is used to make decisions about individuals. Jasmine brings you a book and pointing to the cover, says, “What does that say?” You think: She’s aware that print carries a message and notices print in the environment. You do: I’ll call attention to how I read from top to bottom and left to right when I read with her next time.

23 23 Who owns the data? digs into the practice behind the data? leads the inquiry into other data sources? What data are most important? impact does analysis have on instructional practice? are the planning conversations focused on? When do teachers have time to analyze? does accountability talk happen? do teachers have time to implement their new plans? Why do we have a sense of urgency? is data part of our culture? are we making this change in practice to impact our future learning outcomes? How are we being deliberate with our actions? are we targeting student learning needs based on multiple data points? will we hold each other mutually accountable for implementation?

24 24 Using Data to Plan for Differentiation

25 25 SURPRISE!!

26 26 Questions, Concerns, Comments

27 27 Thank you for allowing me to be with you today. Please let me know if I can be of any assistance. Good luck in the upcoming school year!

28 28


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