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Presentation on theme: "Massachusetts Department of Elementary & Secondary Education Waiting Room Today’s webinar will begin shortly. Massachusetts Department of Elementary &"— Presentation transcript:

1 Massachusetts Department of Elementary & Secondary Education Waiting Room Today’s webinar will begin shortly. Massachusetts Department of Elementary & Secondary Education REMINDERS:  Dial and enter the passcode # to hear the audio portion of the presentation  Download today’s materials from the sign-in page:  Webinar Series Part 7 PowerPoint slides  Using Current Assessments in DDMs REMINDERS:  Dial and enter the passcode # to hear the audio portion of the presentation  Download today’s materials from the sign-in page:  Webinar Series Part 7 PowerPoint slides  Using Current Assessments in DDMs

2 Ramping Up for Next Year: Strategies for Using Current Assessments in DDMs Webinar Series Part 7

3 DDM and Assessment Literacy Webinar Series # TitleDateLengthTime 1 Introduction: District-Determined Measures and Assessment Literacy 3/1460 minutes4-5pm 2Basics of Assessment4/490 minutes4-5:30pm 3Assessment Options4/2560 minutes4-5pm TA and Networking Session I7/113 hours9am-12pm 4 Determining the Best Approach to District- Determined Measures 7/1860 minutes4-5pm 5 Measuring Student Growth and Piloting District- Determined Measures 8/1560 minutes4-5pm TA and Networking Session II9/193 hours 2:30pm- 5:30pm 6 Integrating Assessments into Educator Evaluation: Developing Business Rules and Engaging Staff 10/2460 minutes4-5pm 7 Ramping up for Next Year: Strategies for Using Current Assessments in DDMs. 12/560 minutes4-5pm TA and Networking Session III12/123 hours 2:30pm- 5:30pm 8Communicating Results1/2360 minutes4-5pm 9Sustainability2/2760 minutes4-5pm

4 Massachusetts Department of Elementary & Secondary Education 3 Audience & Purpose  Target audience  District teams that will be engaged in the work of identifying, selecting, and piloting District- Determined Measures.  After today participants will understand:  Strategies for using current assessments as a starting place for District Determined Measures

5 Educator Evaluation Data SY

6 Massachusetts Department of Elementary & Secondary Education 5 Data Release – 11/21/13  educator evaluation performance rating data released for 213 RTTT districts  37,940 educators  Majority of Educators Received Solid Ratings  85.2% Proficient  Early evidence of differentiation is encouraging  7.4% Exemplary; 6.8% Needs Improvement; and 0.7% Unsatisfactory

7 Ramping Up for DDM Implementation Identifying DDMs beyond the minimum pilot areas

8 Massachusetts Department of Elementary & Secondary Education 7 Key Messages for Stakeholders

9 Massachusetts Department of Elementary & Secondary Education 8 Ramping Up  Goal by June 2014: To identify at least two measures of student growth to match with each educator for use in the school year.

10 Massachusetts Department of Elementary & Secondary Education 9 Ramping Up  Strategies:  Collaborate with other districts (e.g. network at the upcoming TA sessions, work with area collaboratives)  Engage educators in the process of identifying DDMs  Use assessments currently in use in the district as a starting point for DDMs

11 Massachusetts Department of Elementary & Secondary Education 10 Why use Current Assessments?  Feasibility  Potentially cost effective  Familiarity and experience with the assessments  They are Aligned to Content  Assess what is most important for students to learn  Assess what the educators intend to teach  They are Informative  Teachers already use the assessments to measure student learning  Final Step  Provide valuable information to schools and districts about an educator’s impact

12 Massachusetts Department of Elementary & Secondary Education 11 Considerations in DDMs  Performance vs. Growth  Most current assessments are measures of performance and not growth  Growth takes into account the different levels of student achievement  Measures of growth should provide all students an equal opportunity to demonstrate growth  Unit vs. Year  Most current assessments are designed to assess short units  DDMs that represent a full year provide more accurate representations of student growth and of an educator’s impact

13 Massachusetts Department of Elementary & Secondary Education 12 Potential Solutions  Bring together multiple assessments of similar content to measure performance at different points in time  Administer one assessment (or similar versions) at multiple points during the year  Combine multiple assessments of growth into a single DDM (e.g. pre-post tests of multiple units)

14 Massachusetts Department of Elementary & Secondary Education 13 The larger DDM context Preparing StepKey Questions 1. Create a Team  Who will be on the team?  What are the key responsibilities? 2. Determine Content to Be Measured  What standards and objectives are the most important to measure? 3. Identify Measure  What measures are already in use in the district?  Do components need to be developed or modified before piloting? 4. Prepare to Implement Measure  What is the timeline?  How will measure be scored?  How will the data be collected and stored? Implementing StepKey Actions 5. Test  Administer the measure  Score the results  Collect the data 6. Analyze  Analyze student results  Analyze the administration and scoring processes 7. Adjust  Modify components as needed 8. Repeat  Test, analyze, and adjust

15 Massachusetts Department of Elementary & Secondary Education 14 New Guidance from ESE  Using Current Assessments in District-Determined Measures: Leveraging the Curriculum-Embedded Performance Assessments From the Model Curriculum Units  Available at 14

16 Massachusetts Department of Elementary & Secondary Education 15 Using Current Assessments: Three Steps 1.Identify key content. 2.Ensure that change in performance represents student growth. 3.Select an approach for measuring growth.

17 Massachusetts Department of Elementary & Secondary Education 16 Using Current Assessments: Three Steps 1.Identify key content. 2.Ensure that change in performance represents student growth. 3.Select an approach for measuring growth.

18 Massachusetts Department of Elementary & Secondary Education 17 Step 1: Identify Key Content  Key Content may include content that is:  A meaningful sample of the learning  Challenging to teach and learn.  Under represented in assessment  District priorities.

19 Massachusetts Department of Elementary & Secondary Education 18 Example: 3 rd Grade ELA  Looking across the curriculum map to identify a meaningful sample of content

20 Massachusetts Department of Elementary & Secondary Education 19 Example: 3 rd Grade ELA Model Curriculum Unit Name Writing Standards Covered in Each MCU Independent ReadersX Author StudyXXXX BiographyXXXX Extreme WeatherXX NewspaperXXX PoetryX Reading InquiryXX Stories Matter Whose StoryXX

21 Massachusetts Department of Elementary & Secondary Education 20 Example: 3 rd Grade ELA  Standard 3 reads (W3.3) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

22 Massachusetts Department of Elementary & Secondary Education 21 Example: 9 th Grade US History  Are there commonalities in content covered across multiple units aligned to the MA Frameworks.

23 Massachusetts Department of Elementary & Secondary Education 22 Example: 9 th Grade US History Model Curriculum Unit NameStandards Constitutional Rights ELA9-10 W.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Economies of North & South RH 10.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as date and origin of the information. WHST 10.9: Draw evidence from informational texts to support analysis, reflection and research Industrial Revolutions W.H b: Support claims with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. Westward Expansion HSS Writing : Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

24 Massachusetts Department of Elementary & Secondary Education 23 Step 1: Identify Key Content  Key content may be taught repeatedly across the year  Key content may be taught once during the year

25 Massachusetts Department of Elementary & Secondary Education Step 1: Identify Key Content Question for Engaging Educators  What can a student do after they take your class that they couldn’t do before? 24

26 Massachusetts Department of Elementary & Secondary Education 25 Using Current Assessments: Three Steps 1.Identify key content. 2.Ensure that change in performance represents student growth. 3.Select an approach for measuring growth.

27 Massachusetts Department of Elementary & Secondary Education Step 2: Does change represent growth? What is Growth?  Educators understand growth.  Growth is about improvement and learning.  There is a difference between growth and how we measure growth.  We can measure growth in both simple and sophisticated ways. 26

28 Massachusetts Department of Elementary & Secondary Education 27 Step 2: Does change represent growth?  Are the assessments similar enough to support meaningful inferences about student growth during the year?  Do early assessments provide meaningful information about what students do not understand?  Do future assessments provide meaningful information about what students have learned?  Do students have the opportunity to demonstrate different levels of growth?

29 Massachusetts Department of Elementary & Secondary Education 28 Example: 3rd Grade ELA  In the third grade example  Each unit has a CEPA covering the same content  Rubrics are different, hard to compare  Solution  Identify similar evidence  Modify rubrics by adding consistently worded rubric items that assess the same content

30 Massachusetts Department of Elementary & Secondary Education 29  Looking Across Assessments Unit NameRubric Items Author Study Topic development and clarity Evidence and Content Accuracy Organization Standard English Conventions Variety of Sentences Precise Use of Vocabulary Biography Organization: relevant, well organized and detailed Opinion: Includes persuasive details that support the writer’s opinion Illustrations: Includes engaging illustrations on each page Text Features: Includes text features Voice: Turns the events into a story Newspaper The Writing Process Use of Technology Language and Conventions Interviewing and Quotes Descriptive Details Organization Poetry Includes description of topic of poem Includes senses or emotions evoked by poem Specific words or phrases to support response Personal reflection Whose Story Topic development Evidence and Content Accuracy Illustrations Standard English Conventions

31 Massachusetts Department of Elementary & Secondary Education 30 Example: 3rd Grade ELA  Conclusion:  The rubrics are similar enough to conclude that change in performance represents growth.  Advantages:  Do not need to change the tasks students will complete  Rubrics are on a consistent scale  Rubric do not need to be identical  Still include important rubric items that are present in only one CEPA (for example, use of technology in the Newspaper Unit)

32 Massachusetts Department of Elementary & Secondary Education 31 Example: 9 th Grade US History Constitutional Rights: Presentation where students take on different roles Economies of North & South: Write a journal, letter, … etc. Industrial Revolutions: Persuasive Writing Westward Expansion: Work in small groups making exhibit

33 Massachusetts Department of Elementary & Secondary Education 32 Example: 9 th Grade US History  Conclusion:  The performance tasks are too dissimilar to conclude that change in performance represents growth.  Next Steps:  Identify a way to assess the key content consistently.  For example, administer a single assessment of the key content at multiple times during the year.

34 Massachusetts Department of Elementary & Secondary Education 33 Using Current Assessments: Three Steps 1.Identify key content. 2.Ensure that change in performance represents student growth. 3.Select an approach for measuring growth.

35 Massachusetts Department of Elementary & Secondary Education 34 Step 3: Select an approach  Think about the scoring approach that will best capture student learning given the type of measure you have chosen.  For example:  Pre-Test/Post Test  Repeated Measures  Holistic Evaluation  Post-Test Only Learn more Webinar 5 Technical Guide B Learn more Webinar 5 Technical Guide B

36 Massachusetts Department of Elementary & Secondary Education 35 Example: 3 rd Grade ELA  Each student has five time points.  Classroom teacher rates all five time points, which provides information to parents and teachers about growth across the year.  First and last assignments are rated by two additional teachers. The difference is used to create a growth score. (The sum of the four rubric items. They decide to set standards after the pilot year.)

37 Massachusetts Department of Elementary & Secondary Education 36 Example: 9 th Grade US History  Each student completes four writing assignments.  The two US History teachers create a holistic rubric that looks at four aspects of the writing.  The two US History teachers flag disagreements between ratings and meet to resolve these differences.

38 Massachusetts Department of Elementary & Secondary Education 37 More Information  Using Current Assessments in District Determined Measures: Leveraging the Curriculum-Embedded Performance Assessments From the Model Curriculum Units  Available at ssessments.pdf. ssessments.pdf

39 Closing

40 Massachusetts Department of Elementary & Secondary Education 39 Attend Next Week’s TA Session  Date: December 12, 2013  Time: 2:30pm – 5:30pm  Locations: Southeastern MA: Norwell High School, Little Theatre, 18 South Street, Norwell, MA  Northeastern MA: Groton-Dunstable Regional High School, 703 Chicopee Row, Groton, MA  Western MA: Frontier Regional School, Media Center, 113 North Main Street, South Deerfield, MA  Register: -DDM-Technical-Assistance-Networking-Session-3- December-12th DDM-Technical-Assistance-Networking-Session-3- December-12th-2013

41 Massachusetts Department of Elementary & Secondary Education 40 Sharing Locally-Developed DDMs  We need your help! Please submit:  Assessment directions, materials, items and prompts  Scoring resources (rubrics, answer keys)  Other information (steps for administration, lesson plans, examples of how results are used)  To submit your examples, complete the survey and upload your materials at https://app.smartsheet.com/b/form?EQBCT=5 2e3762ac7954f93aa40cc879bc https://app.smartsheet.com/b/form?EQBCT=5 2e3762ac7954f93aa40cc879bc38855

42 Massachusetts Department of Elementary & Secondary Education 41 Register for Webinar Series Part 8  Part 8: Communicating Results  Date: January 23, 2014 Time: 4-5pm EST (60 minutes) Register: https://air-event500.webex.com/air- event500/onstage/g.php?d= &t=ahttps://air-event500.webex.com/air- event500/onstage/g.php?d= &t=a

43 Massachusetts Department of Elementary & Secondary Education 42 Questions  Contact  Craig Waterman at  Ron Noble at  Tell us how we did: rict-Determined-Measures-Assessment- Literacy-Webinar-7-Feedback rict-Determined-Measures-Assessment- Literacy-Webinar-7-Feedback


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