Presentation on theme: "Bridgeport, CT Brooklyn, NY Hartford, CT New Haven, CT Using Data to Drive Great Instruction UCONN Assessment Colloquia Series Workshop."— Presentation transcript:
Bridgeport, CT Brooklyn, NY Hartford, CT New Haven, CT Using Data to Drive Great Instruction UCONN Assessment Colloquia Series Workshop
Achievement First The Mission of Achievement First is to deliver on the promise of equal educational opportunity for all of America’s children. We believe that all children, regardless of race or economic status, can succeed if they have access to a great education. Achievement First schools will provide all of our students with the academic and character skills they need to graduate from top colleges, to succeed in a competitive world, and to serve as the next generation of leaders in our communities.
Aims and Agenda Aims: TWBAT Build standards-based interim assessments Write great questions to assess student progress towards mastery of state standards. Use data from standards- based assessments to drive instruction. TWB Inspired to use, rather than report data Agenda Data-driven instruction philosophy/overview The AF curriculum overview Writing great assessments Using data to inform instruction Wrap-up
Do Now Think back to times in your life when you have had to take a high stakes exam. How did you prepare for the exam? Did you receive any feedback during the preparation for exam? What other feelings did you have about the process?
Why Test? Thinking back to that high- stakes test you took… What was the purpose of the test? Where did your success on the test get you? What was the value or benefits of the test? Why do we test?
The Achievement First View on Assessment The state standards are “the floor, not the ceiling” Standards lay out for us the basic skills students need for a solid educational foundation. They are there to help us ensure we are giving students this essential groundwork. However… Standards are the minimum. To fulfill our mission, we push students beyond them and incorporate many other factors that lead to student success Truly Valuable Assessment vs. “Teaching to the Test” Our assessments are based on our instruction, not the other way around Assessments, used properly, let us know whether we’re truly doing our best for our students
The Power of Great Assessment: Using Rather Than Reporting Data Report Data to : update parents, principals, school track student’s progress Reward or consequence students Use Data to: inform instructional strategies measure growth over time identify misunderstandings & measure mastery
Achievement First Curriculum Development Overview State/AF standards Scope and Sequence Interim AssessmentsCurriculum Materials Datasheets Instructional Battle Plans
Examining State Standards Sample State Objective: Identify or infer important characters, problems, settings, events, relationships and details.
Lessons That Teach Students to Master SETTING SWBAT identify the time and place of a story. SWBAT identify and describe the setting of a story including the time period, place, and the unexpected happening within the setting. SWBAT consider how a story would be different if it happened in another time and place. SWBAT identify how the setting influenced the subject’s life. SWBAT identify how the setting effects the mood and can be a main character in the story.
Lessons That Teach Students to Master CHARACTER Pair/Share Activity: Turn to the person next to you and write 2-3 aims that help students reach mastery of character analysis. Sample State Objective: Identify or infer important characters, problems, settings, events, relationships and details.
Interim Assessments Aligned to the scope and sequence Match the state assessments in terms of level of difficulty and question type Roughly follow the state assessment blueprints Cumulative
Interim Assessments Start IA 1 IA 2 IA 3 IA 4 IA 5
What Interim Assessments Are Not Perfect assessments of all the skills, knowledge, and motivation that students will need to succeed … but they are a very solid indication of student mastery of essential skills The only form of assessment used at Achievement First schools (or that a teacher should use) … but they are one important part of a complete picture of student success Standardized tests … but they are criterion-reference tests that measure student mastery of clearly-defined standards Only basic skills, only multiple choice … but they include higher- order thinking skills, problem-solving, and writing to explain answers
Writing Great Questions Each question addresses a standard that is covered on the scope and sequence on or before this IA. Each question asks the standard in the same (or very similar) way as the state assessment or example questions. Each question is geared at the appropriate grade level. Each question has only one correct answer. Each question is clearly stated and free from grammatical errors.
Examples of Interim Assessment Questions Question 1: Describe Gilly’s attitude when she meets William Ernest for the first time. Is this a strong question? What traits of great questions does it have? Which does it lack? Question 2: When the Gilly does something really annoying, why does she get in trouble? Is this a strong question? What traits of great questions does it have? Which does it lack?
The Lost Boy and the Little People A long time ago when the world was new, a young Cherokee boy was exploring the mountains near his home. Kanati walked along dreaming about the time when he would be old enough to go hunting with his father and the other men of the tribe. Preoccupied with his thoughts, Kanati walked higher and higher into the mountains, farther and farther from home. It was beginning to get dark before Kanati realized he was lost. Suddenly, ahead of him, Kanati heard noises that sounded like people playing drums and dancing. The sounds seemed to be getting louder, so he continued walking. “Maybe I’m coming to a village,” he thought. But when he reached the spot where the sounds seemed to be coming from, the drumming and dancing noises stopped. The spot was barren except for some grass and weeds.
Check for Understanding Pair/Share Activity: Turn to a partner and write a question that you would use to assess students’ understanding of the character’s feelings. Remember to use the guidelines for good question writing!
Distracter Answers Distracter answers should: Be plausible answers that students may have come to by specific, incorrect thinking. Parallel the length and grammatical structure of the correct answer.
Check for Understanding Pair/Share Activity: Adjust the question you just created to include good distracters. Remember, distracters: Are plausible answers that students may have come to by specific, incorrect thinking. Parallel the length and grammatical structure of the correct answer.
The Basic Interim Assessment Process A structure for using a standards-based, data-based system to drive instruction 6 weeks to Mastery Check the Scope and Sequence to determine what to teach Design standards-based lessons and units Teach so students master standards Give the Interim Assessment Grade the Interim Assessment Analyze the Interim Assessment Structured conversation around data Whole class review, small group review, one-on-one tutoring
In order to use data to inform instruction: Collect data in a central location that allows you to track it over time. Define student mastery. Highlight standards that student have mastered/not mastered. Create a battleplan to target instruction, tutoring, and practice.
Check for Understanding Pair/Share Activity: Analyze a set of data to create your own data-driven plan
Wrap-up How do I develop a standards-based, data-based interim assessment system? Get a hold of all state standards, released tests, example items, test prep company materials, etc … Analyze the materials to create a list of clear standards. Put these standards in a discrete order (scope and sequence) that clearly defines what is to be taught every 6 weeks (or whatever time period you use). Develop an end-of-year assessment that covers all these standards; create answer keys, info sheets, and reflection sheets. Make sure that your assessments mirror (and exceed) the state’s assessments. Develop interim, cumulative assessments to assess student growth during the year. Create a system for meaningful conferences about student achievement; put these meetings on the calendar and hold firm to them. Create a mechanism for curriculum development to address weaknesses exposed by your assessments. Ensure that teacher collaboration and professional development focus on the following questions: What are our students mastering, not mastering? What is the most effective and efficient way to teach this standard?
Data-Driven Instruction Next Steps What am I going to take away from this? What can I/others do? May/ June 2009: 2009-2010 School Year:
For more information Samantha Kennedy, Teacher Recruiter email@example.com Roxanna Lopez, Senior Curriculum and Professional Development Associate firstname.lastname@example.org