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Action Plan and Professional Development Sue Brookhart December 15, 2014.

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Presentation on theme: "Action Plan and Professional Development Sue Brookhart December 15, 2014."— Presentation transcript:

1 Action Plan and Professional Development Sue Brookhart December 15, 2014

2 Introductions Sue Brookhart, Ph.D. Juliette Lyons-Thomas, Ph.D. (Fellow, Regents Research Fund) 2

3 Webinar Norms All phones will be placed on mute If you have a question, you can type into the chat box, and your question will be addressed during a break  The chat box icon is located at the top right hand corner of your screen (remember to direct your chat to “Everyone”) At the end of the webinar, you will be asked to fill out a survey based on your experience today 3

4 Learning Outcomes An action plan and professional development are both crucial aspects of the Teaching is the Core initiative. This purpose of this webinar is to help districts to focus their action plan based on the results of the assessment review, and determine the their professional development plan for the grant period. 4

5 Action Plan 5

6 Plan for what? Which assessments support the instructional goals of the district/consortium; Eliminate unnecessary assessment and increase the use of diverse and quality assessment; Review local assessments currently in use for APPR; and Establish a professional development program that will aid teachers in identifying high-quality assessments and improving assessment practices. 6

7 In Four Phases 7 Assessment Review Action Plan Development Action Plan Implementation Professional Development

8 Assessment Review Start with Instructional Goals State standards District curriculum documents Curriculum maps 8

9 A System to Asses Instructional Goals 9

10 Select Relevant Assessments for Review 10

11 11 District/Consortium Assessment Review Form Name of Assessment RigorousComparableInforms instruction Supports learning goals Measures learning standards Reliability and Validity Utilizes a diverse set of assessment techniques (i.e. performance-based tasks) Recommendation (keep the assessment, eliminate the assessment, modify existing assessments and/or identify or create high-quality assessments that may be used for APPR and/or other formative/instructional purposes)

12 Results of Assessment Review Recommendations to Keep Eliminate Modify Create assessments and documentation of the reasons for those recommendations 12

13 Which Become the Goal for Your Action Plan Recommendations to Keep Eliminate Modify Create assessments and documentation of the reasons for those recommendations 13

14 Your Action Plan What will you do to change the assessments?  Keep  Eliminate  Modify  Create How will you engage parents in the use of assessment data (TiTC, district changes, implications for their children)? 14

15 How Will you Change the Assessments? 15

16 Timeline A schedule to share the locally developed assessments, strategies, and resources with other grant recipients using a secure network to be set up by the NYSED 16 Sharing assessmentsSharing strategiesSharing resources

17 How to Make Those Plans Meeting in groups that make sense Use a protocol 17

18 How to Make Those Plans Review assessment system to make sure assessments yield all necessary information 18

19 How to Make Those Plans For each assessment that is to be eliminated  If the Assessment Review found it needed to be replaced  Who (title and qualifications) will create or select the replacement? When? How? For each assessment that is to be modified  Given the modifications the Assessment Review identified  Who (title and qualifications) will modify the assessment? When? How? How will these new assessments be tried out? 19

20 How to Make Those Plans Examine intended changes in assessment for any implications for APPR Describe how APPR may change for 2015-2016 20

21 How Will You Engage Parents 21

22 How Will You Engage Parents What will parents want or need to know about your assessment system and upcoming changes? What vehicle (meeting, workshop, web information, other) will best communicate these things to parents? What ways will you create for parents to be able to interact with the assessment system? Who are the best people to design and facilitate these meetings? 22

23 How Will You Engage Parents What ways will you create for parents to be able to interact with the assessment system? HARNESS THE POWER OF REVIEWING STUDENT WORK ! 23

24 Action Plan Implementation Distill your action plan into a series of actions and events Use the actions and events as a checklist As each one is accomplished, mark when and by whom, and link to documentation/results  The new or revised assessment  New or revised administration schedules  Any data from assessment tryouts  Revised APPR plans  Outcomes from parent engagement events  Intended follow-up Continue until you have finished Post by June 1, 2015 24

25 Professional Development Assist teachers in identifying high quality assessment practices Provide training and resources to support the use of assessment to inform instruction 25

26 Professional Development All professional development must be high quality, field tested, and yield positive results against Guskey’s 5 levels of PD evaluation  Participants’ reactions  Participants’ learning  Organizational support and change  Participants’ use of new knowledge or skills  Student learning outcomes https://connectingcantycommunities.wikispace 26

27 Professional Development Based on goals  What you are trying to achieve  Why it’s important Embedded, connected to classroom practice Involve reviewing artifacts (assessments, student work, instructional materials) Involve colleagues in discussion (“teacher talk”) Meetings over time, opportunities for follow-up Administrator as “the leading learner” 27

28 Professional Development engageNY downloadable resources for DDI Data Driven Instruction is not exactly the same thing as TiTC  TiTC focuses on getting the assessments right  DDI focuses on using (valid) assessment information to inform instruction 28

29 Using Data to Inform Instruction 29

30 © S. M. Brookhart, 2014 30 Grade Subjec t PL1Pct 2013 PL2Pct 2013 PL3Pct 2013 PL4Pct 2013 MetPct 2013 PL1Pct 2012 PL2Pct 2012 PL3Pct 2012 PL4Pct 2012 MetPct 2012 PL1Pct 2011 PL2Pct 2011 PL3Pct 2011 PL4Pct 2011 MetPct 2011 PL1Pct 2010 PL2Pct 2010 PL3Pct 2010 PL4Pct 2010 MetPct 2010 06Math12.2%39.0%23.6%25.2%51.2%4.6%57.8%14.7%22.9%62.4%2.7%56.6%17.7%23.0%59.3%3.0%58.4%17.8%20.8%61.4% 06 Readin g20.0%55.0%17.5%7.5%75.0%23.6%50.9%10.9%14.6%74.6%24.3%47.8%15.3%12.6%72.1%28.7%41.6%17.8%11.9%70.3% 06 Social Studie s3.1%20.3%64.1%12.5%23.4%0.9%27.0%56.8%15.3%27.9%0.0%19.5%68.6%11.9%19.5%0.0%26.2%68.0%5.8%26.2% 07Math5.5%59.1%14.6%20.9%64.6%13.2%51.8%23.7%11.4%64.9%2.7%54.6%22.7%20.0%57.3%4.0%47.5%27.7%20.8%51.5% 07 Readin g23.4%51.4%18.0%7.2%74.8%13.8%61.2%13.8%11.2%75.0%18.5%50.9%20.4%10.2%69.4%8.1%54.6%25.3%12.1%62.6% 07Writing4.5%46.9%45.1%3.6%51.4%7.8%43.1% 6.0%50.9%10.3%35.5%49.5%4.7%45.8%10.1%35.4%52.5%2.0%45.5% 08Math8.3%45.9%27.5%18.4%54.1%11.1%35.0%23.1%30.8%46.2%3.9%29.1%38.8%28.2%33.0%0.8%27.8%34.9%36.5%28.6% 08 Readin g32.1%46.8%11.0%10.1%78.9%12.8%53.9%25.6%7.7%66.7%14.4%51.9%30.8%2.9%66.4%12.8%56.0%24.0%7.2%68.8% 08 Scienc e4.3%13.8%31.9%50.0%18.1%5.0%14.2%29.2%51.7%19.2%1.9%15.5%26.2%56.3%17.5%2.4%11.9%36.5%49.2%14.3%

31 Create a Data Overview Create a question you want your data to answer. Summarize data that answer the question in a form that highlights the answer. © S. M. Brookhart, 2014 31

32 32

33 Deeper into Data “Big data” only allows you to make broad generalizations To focus on something that is instructionally actionable, look at other sources of data to explain the issue  Other external assessments (e.g., benchmark)  Internal assessments (e.g., classroom assessments) Identify a “learner-centered problem” (Boudett et al., 2006)  (e.g., “Our students have trouble explaining their mathematical reasoning.”) 33

34 Examine Instruction Change the “learner-centered-problem” into a “problem of practice” that you can do something about (Boudett et al., 2006) Do this by brainstorming the links between learning and teaching, with most of the sentences now starting “Teachers” instead of “Students.” 34

35 Examine Instruction 35 Teachers emphasize solving the problems more than explaining the solution. Teachers teach many concepts as “plug and chug,” so students don’t really know the reasons for the solution. Textbook problems don’t ask for many explanations, and I don’t have time to write more exercises. Students think getting the right answer is sufficient. [BECAUSE…] Taking time to have students explain thinking gets me behind on my content coverage.

36 Plan Further Instruction In this example, the math department might plan to work on mathematical communication skills by changing instruction to include more  Mathematical vocabulary  Conceptual approaches to teaching (as opposed to rote, algorithmic approaches)  Problems that require explaining reasoning 36

37 Act and Assess Observe teaching to gauge the level of implementation of intended changes to instruction Decide what student assessment evidence you should look at to monitor and evaluate the impact of your changes to instruction Collect and organize that data, draw conclusions, and begin the cycle again 37 Data Overview Deeper into Data Examine Instruction Plan Further Instruction Act and Assess

38 Summary Four phases of TiTC  Assessment Review  Action Plan Development  Action Plan Implementation  Professional Development Focused on improving the assessment process in the district/consortium So as to support more valid and effective DDI, more valid APPR, better instruction, and ultimately improved student learning 38

39 Thank You The slides and a video of this webinar will be posted at core-assessment-literacy-series-materials core-assessment-literacy-series-materials Pending feedback, we may hold another webinar on a topic related to TITC- so please fill out the survey at the link below! Feedback: D D 39

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