Presentation on theme: "Data for Student Success Examining Student Work to Inform Instruction"— Presentation transcript:
1Data for Student Success Examining Student Work to Inform Instruction “It is about focusing on building a culture of quality data through professional development and web based dynamic inquiries for school improvement.”
2Introduction to the Grant Federal Title II Part D of the NCLB Act of 2001 Enhancing Education through Technology Grant awarded through CEPITim
3Agenda for this Module Why examine student work? Ways to examine student workFactors and structures that facilitate meaningful discussions.
4Outcomes of this module Better understand WHY and HOW to examine student work.Understand how to use the Examining Student Work Protocol and the Collaborative Assessment Conference to facilitate the regular examination of student work.Understand the factors and structures that facilitate meaningful conversations.Identify a game plan to regularly examine student work and use the information to inform instruction.
6“If there is anything close to a silver bullet for improving student achievement, it would be the continuous, collaborative examination of student work.”Schmoker?
7“The practice of having teachers work together to study student work is one of the most promising professional development strategies in recent years. Examining student work helps teachers intimately understand how state and local standards apply to their teaching practice and to student work.” Joan Richardson, editor of the National Staff Development Council newsletter
8Why Examine Student Work? To clarify teaching and learning objectivesTo understand reasons behind school/district -level dataTo monitor student learning between formal assessment periodsTo inform and adjust instruction and make best use of teaching timeTo improve communication and collaboration between educatorsTo encourage mutual accountability between educatorsTo improve student learning and achievementWhat student work is examined regularly by teams in your school?
9Beyond the Surface Level Data “You can’t ‘guarantee’ what you don’t monitor.”Mike SchmokerMoving to the student level…Facilitation: Talk with your table teams -What does this statement mean?How would your districts answer this?Chart out responsesMEAP is not enoughUntil we get to the student level you can’t diagnosis, plan for instruction
10Surface Level: What Does Our MEAP Data Tell Us? Example: MEAP 5th grade reading,Use demo site – 5th grade Reading
11Tell us what this data is showing. The Data 4ss ELA MEAP Proficiency Report shows that our school has fewer proficient 5th graders than the ISD or the state. Why?
12The Reading Comparative Item Analysis shows that comprehension is 56 The Reading Comparative Item Analysis shows that comprehension is 56.2% of the 5th grade reading test, so we will dig a bit deeper by clicking on that bar to see how our students performed in this strand.
13Looking at data leads to questions-avoid jumping to conclusions. There is a significant gap between state and school on items #27, 28, 29, 30-why?Go to Tabular Results to see the GLCE for these items.
14Our students did as well as, or better than, the state average. Our students did worse than the state average.Tabular results (too large for one page)Comprehension strand is 56.2% of test.These 4 items, as well as 10/18 items (56%) based on R.CM explain relationships among themes, ideas, and characters within and across texts to create a deeper understanding by categorizing and classifying, comparing and contrasting, or drawing parallels across time and culture. This GLCE accounts for about 30% of the entire reading test.Our students did poorly on the last 4 items, but they did fine on other items associated with this GLCE. Why?
15Define the Student Learning Problem These 4 items, as well as 6 others - a total of 10/18 items (56%) on this strand (31% of the reading test)- are based on one GLCE: R.CM – “explain relationships among themes, ideas, and characters within and across texts to create a deeper understanding by categorizing and classifying, comparing and contrasting, or drawing parallels across time and culture.”Knowing how well our students are doing with this GLCE is clearly important for their success on the reading MEAP test.
16Do our students have a problem with the expectations of this GLCE? Since they did poorly on some items and well on other items, was there an issue with the specific items, or do our students not have this GLCE mastered?These specific items were not released, so we cannot analyze them, although 3 of the 4 items on which students did poorly had to do with comparing ideas.How can you answer this question if you haven’t been assessing this GLCE?
17Key QuestionsHave teachers “unpacked” this GLCE to determine what students should know and be able to do?Do we know if our students have mastered the expectations of this GLCE before they take the MEAP?Are we assessing this GLCE?If so, how and how often?What do we do with the information gained from the assessments?Is our instruction matched to our students’ needs?End of “why” section
18How can we examine student work in a meaningful way?
19Method #1 The Examining Student Work Protocol was developed to diagnose student strengths and needs with the primary purpose of informing and adjusting instruction.
20Objectives of the Examining Student Work Protocol Show the power of examining student workFacilitate the professional dialogue that occurs as teachers come to agreement on criteria for proficiencyUnderstand teachers’ misconceptions and their understanding of the GLCE being assessed
21The Examining Student Work Protocol asks teachers to Identify characteristics of proficiency on a GLCE using a specific assignment or assessment.Diagnose students’ strengths and needs based on their performance.Determine next instructional steps based on the diagnosis.
22Foundational Understanding: Summative versus Formative Summative – Assessment of learning Formative - Assessment for learning
23To use assessment information effectively, teachers must shift their mindset from scoring (a summative examination of) to diagnosing (a formative examination of) student performance.
24In the first part of the Examining Student Work Protocol, a team of teachers work through the process of reaching consensus on what the team believes constitutes a proficient student response to the question posed in the assessment.
25Part 1: Reaching Consensus about Proficiency Ask clarifying questions to be sure all members of the team have the same understanding:What did you ask the students to do?Which GLCE were you assessing?What do you consider proficient performance on this assignment?Exactly what did students need to say or write for you to consider their work proficient?
26Why is Having a Clear Understanding of Proficiency Important?
27“To assess student achievement accurately, teachers and administrators must understand the achievement targets their students are to master. They cannot assess (let alone teach) achievement that has not been defined.” Stiggins, Richard J “The Principal’s Leadership Role in Assessment.” NASSP Bulletin (January 2001): 13–26.
28“If you know what you want, you’re more likely to get it.”
29A pre-requisite to interpreting student work is a clear understanding of what you are looking for. What does a proficient response look like? What exactly do your students already know and what do they still need to learn?
30It is not enough that an individual teacher defines proficiency. It is critical that at least a grade level or subject team has reached consensus on the definition of proficiency to ensure that all students are held to the same performance expectations.Marzano-guaranteed and viable curriculum means teachers need to be on the same page.
31Only after the team has agreed on what constitutes a proficient response are they able to diagnose student strengths and needs.
32Walking Through The Examining Student Work Protocol One way to assess R.CM at the classroom level: Assess student responses to a comprehension prompt by using a targeted rubric.
33Practice with this Assessment What is the value of showing the rubric to students ahead of time?There are similar GLCE at other grade levels Could this assessment be used with students at these grade levels? How?
34What would proficiency look like on this assessment for a third grader? What would you expect to see in that student’s response?
35To assist with this task, this rubric was created To assist with this task, this rubric was created. With your table partners, discuss and reach consensus on how you will determine proficiency.Chart responses.We need some kind of consensus.
36Which of These Students is Proficient? Use the rubric to evaluate the student responses.Use the proficiency criteria you determined.How well does each student seem to be comprehending?How do you know? What is the evidence?What insights did you gain from your discussion?
37Part 2: Diagnose Student Strengths and Needs What do our students know and what are they able to do?What is their next instructional need?Based on student work, what is their next step in learning? What is the learning challenge?What is our next instructional step to meet this challenge?Define the learner-centered problem – the problem or challenge in a student’s understanding or skills that interferes with the student’s performance.Where do we get this information?DATA 4SS and district assessments.
39Moving Towards Knowing the Learner Analyzing student responsesUnderstanda student’s response is the end product of his/her thinking.there is a logic to the thinking process that the student used.Need to answer questions such as:Do students have any skills or knowledge to build on?Do we need a total re-teaching of a concept?Are students lacking skills and/or content knowledge?Is the design of the assessment itself an issue?Top level data is not enoughContinue to push or delve into student/classroom level data
40Part 3: Determining Next Instructional Steps Based on this information –What students need additional support?What are the next learning steps for these students in the next 3-6 weeks?What students are proficient?What are the next learning steps for these students?
41Diagnosing and Planning Use the “Planning a Data Conference” worksheets to discuss group data with your table.Be ready to share your plans.
42Based on what we know, how well does this assessment align with this GLCE? R.CM – “explain relationships among themes, ideas, and characters within and across texts to create a deeper understanding by categorizing and classifying, comparing and contrasting, or drawing parallels across time and culture.”Does it assess all of this GLCE adequately? If not, which part(s) does it assess?How else could we assess the rest of the GLCE?
43Student Achievement Schmoker cites in Results Now: Instruction itself has the largest influence on achievement.The two things that matter most: What is being taught and how well.“Regardless of what a state policy or district curriculum spells out, the classroom teacher decides…what topics to cover.” (Manzo, 2003)
44More Practice with the Examining Student Work Protocol The student work samples relate to mathematics – Grade 6 MEAP Fall 2005GLCE D.RE Data and ProbabilityWhat are we asking students to do? What is the mathematics behind the task?Do the problem.Make a list of the needed skills/concepts/understandings.Having looked at an ELA example, we are going to practice with the protocol with another example, this time in math. We need to first “unpack” this GLCE.
45Examining Student Work Protocol Part 1 Work on this problem by yourself.What would a proficient student need to do to be successful on this?Make a list of the criteria for success.Prioritize the list – What is most critical for the student to have in place to be proficient?Facilitation: Make a prioritized list for participants to use.X and Y axis, labeledCorrect scale-what is it? 2s, 5s,4s-10s noTitleInformation from table is correctly reflectedChart responses: Could be a stack – from tablesTable - top 2 from prioritized listTable – cannot duplicate from 1st tableTable – additions, no duplicationsPrioritize the list as a group using dots
46Examining Student Work Protocol continued Examine the student work samples against the prioritized list.Sort samples into two piles – proficient, not proficient.Compare with a partner-do your piles match?If not, discuss until you can agree.Note: the GLCE this item meant to assess mentions line graph, so it’s not a perfect alignment.
47Examining Student Work Protocol Part 2-Diagnosis What are the strengths of the proficient students?What are the challenges of the non-proficient students?The purpose is to push teachers beyond the surface level, not just correct or incorrect, but what the student needs instructionally in order to move forward in learning.
48Examining Student Work Protocol Part 3-Adjusting Instruction For the students who are not proficient: what is their next instructional step?How will you group them?What resource will you use? How will you provide instruction?How will you know they have learned what they need? What evidence will you collect? When?
49Examining Student Work Protocol Part 3 continued For those students that are proficient: what are their next learning steps in the next 3-6 weeks?How will you group them?What resource will you use? How will you provide instruction?How will you know they have learned? What evidence will you collect? When?
50Kinds of Student WorkExamining student work is about teachers looking at individual student demonstration of learning – evaluating, determining instructional needs, planning for instruction, teaching to the objective determined as the next step in student learning. Demonstrations can include:Student oral responsesStudent writingStudent test results – answers to questions, multiple choice, short answersStudent performanceDo teachers and administrators understand what student work is and what it can provide?
51Benefits of Examining Student Work Provides neutral, observable data.Challenges assumptions.Helps build common understanding of knowledge and skills students need.Leads to discussions of work quality:What are we considering proficient?Supports a culture of improvement.Leads to improved teaching and learning.Why PLCs are critical – need to work together to begin the process of analysis – not about personalities, it’s about student achievement
52The examining student work process requires the regular collection of student performance data that is analyzed for where the student needs to go next instructionally and used to modify instruction.Using protocols makes the process smoother and more meaningful.
53Method #2: The Collaborative Assessment Conference
54What is the Collaborative Assessment Conference? The CAC was developed by Steve Seidel and his colleagues at Project Zero.
55The structure for the CAC evolved from three key ideas: First, students use school assignments, especially open-ended ones, to tackle important problems in which they are personally interested.Second, we need to suspend judgment long enough to look carefully and closely at what is actually in the work rather than what we hope to see in it.Third, we need the perspective of others to help us to see aspects of the student and the work that would otherwise escape us, and we need others to help us generate ideas about how to use this information to shape our daily practice.
56Steps in the CAC Getting Started Describing the Work Asking Questions about the WorkSpeculating about What the Student is Working OnHearing from the Presenting TeacherDiscussing Implications for Teaching and LearningReflecting on the Collaborative Assessment ConferenceTimes are flexible
59Collaborative Assessment Conference Protocol Simulation Using 9th grade social studies responses
60ScenarioYou are a member of a team of middle school or high school social studies teachers.Your students have been asked to write to the prompt on the next slide and handouts.Each teacher has scored his or her responses with the rubric before coming to the group.One teacher on your team is especially frustrated by the low level of student responses.That teacher (presenting candidate) has brought samples of student work to the conference.
61Read through the prompt, rubric, and student responses.
62CAC Simulation Groups of 4-5 Choose one person to be the presenting candidate and one to be facilitator.20-30 minutes
63Debriefing the CAC What went well? What was difficult? What are the potential benefits of using this protocol on a regular basis?
64What needs to be in place for effective work examination meetings to occur?
65Some things look like, or are supposed to be, examining student work, but aren’t. Just because assessments are used, it doesn’t mean they are of good quality.Just because data is being collected, it doesn’t mean it’s being used meaningfully.Just because teachers are meeting, it doesn’t mean they’re using the time well.
66A True ScenarioIn 06/07 the district curriculum coordinator mandated a requirement for a comprehension assessment to be completed 3 times a year K-8. (Data Inventory)Student responses were to be scored and data collected in a table format.This data was sent to the curriculum coordinator and never seen again.This scenario is all too common.
67A True ScenarioIn 08/09, a new curriculum coordinator instructed principals to continue with the assessment, but expected the principal to analyze building data as they relate to the student achievement goals.Questions to ask:Looking at the data collected, what do you do with it?What process is used to begin to make sense of the data?
68Building the Context to Examine Student Work What are the systemic pieces needed in a school to measure student progress over time? What needs to occur?Decisions are made to collect data.Assessments are developed and given.Data is collected in some format and provided by teachers.Data is analyzed and used to make instructional decisions by teachers.Data and student samples are discussed by grade level teams and administrators.Student work is used to determine proficiency and the next learning steps.Facilitation : Talk a minute at your tables, how do we get to examining student work?Stack out responses
69“Collaborative Inquiry” Read the article.Pick out one sentence you feel is most important.Identify two factors or structures that facilitate collaborative inquiry.
70The Context for Examining the Data Using the Five Critical Questions of Learning:What is it we expect them to learn?How will we teach so that they can learn?How will we know when they have learned it?How will we respond when they do not learn?How will we respond when they already know it?Jot notes on sticky notes – do individuallyUse resources available: student samples, rubric, what they know about retelling, text readConversations will help you listen for teacher challenges in determining proficiency and if it can be recognized in student work.So what will be needed to help your administrators be proficient in this?What questions would you ask each teacher?
71Keep in mind…The quality of the learning information is dependent upon the quality of the assessment data gathered.The teacher needs to see the link between the usefulness of the data being gathered and the learning information about the student it will provide in order to use it to adjust instruction.
72Instruction for Learning It is what the teacher knows and understands about the quality of the assessment data that determines the quality of learning instruction that occurs in the classroom.So what PD is needed for teachers and then administrators? How does this inform planning for PD?
73Student Work – A Vehicle for Learning “Teachers have lately been required to conduct exhaustive, student-by-student reading assessments that can take days to conduct. But few are told how to use their results. We never encountered a single case where teachers used these assessment results to adjust or improve instruction; they used them to group or regroup students.” – Mike Schmoker
74What would we see and hear in a school where effective examination of student work is occurring? What behaviors would you observe?What is the evidence?Make a brainstormed list-chart out.Regular meetings of teachersFocused discussion on student learningPositive professional talk-not blamingCelebration of “every small win”What factors and practices facilitate or stand in the way of such effective examination?What is necessary but insufficient? Common planning time, required agendas and minutes
75How well does your school align with this list? What are your next steps?
76Anyone too busy to reflect on one’s practice is also too busy to improve. Robert Garmston