1. July 2007Alaska Department of Education and Early Development1 Response to Instruction Part 1 Alaskas Standards and Assessments

2. July 2007Alaska Department of Education and Early Development2 Agenda Materials needed Protocol Alaskas standards and assessments Standards Based Assessment reports Data analysis Guided questions

3. July 2007Alaska Department of Education and Early Development3 Necessary Materials The following are necessary to complete the Response to Instruction series of presentations: Standards Book – K-2 and/or 3-10 SBA Test Blueprint Guide to Test Interpretation EED Assessment website: http://www.eed.state.ak.us/tls/assessment/

4. July 2007Alaska Department of Education and Early Development4 Materials shown and used Located at: http://www.eed.state.ak.ushttp://www.eed.state.ak.us Test blueprint - http://www.eed.state.ak.us/tls/assessment/SBABlueprints.html http://www.eed.state.ak.us/tls/assessment/SBABlueprints.html Guide to Test Interpretation - http://www.eed.state.ak.us/tls/assessment/SBA_GTIsTS.html http://www.eed.state.ak.us/tls/assessment/SBA_GTIsTS.html Formative Assessments - http://www.eed.state.ak.us/tls/assessment/FormativeAssessmentResources.ht ml http://www.eed.state.ak.us/tls/assessment/FormativeAssessmentResources.ht ml SBA Summary Reports - http://www.eed.state.ak.us/tls/assessment/drclinks.html http://www.eed.state.ak.us/tls/assessment/drclinks.html Standards - http://www.eed.state.ak.us/standards/http://www.eed.state.ak.us/standards/

5. July 2007Alaska Department of Education and Early Development5 Protocol Purpose to have respectful, in-depth, insightful conversation about teaching and learning Listen while others are speaking Be respectful of others comments and/or suggestions Be cognizant of time if there is established limit

6. July 2007Alaska Department of Education and Early Development6 Alaskas Standards

7. July 2007Alaska Department of Education and Early Development7 Alaska Content and Performance Standards/Grade Level Expectations For more information go to www.eed.state.ak.us/tls/assessment/GLEHome.html

8. July 2007Alaska Department of Education and Early Development8 Standards/Grade Level Expectations are tools for teachers

9. July 2007Alaska Department of Education and Early Development9 Goal of the Grade Level Expectations Give students and teachers a clear and challenging target. Help focus energy and resources on instruction that promotes student achievement. Move the learning from the abstract to the concrete Attend to prerequisite skills and understandings Provide a tool for judging how well students are learning and how well schools are performing.

10. July 2007Alaska Department of Education and Early Development10 Reading Grade Level Expectations

11. July 2007Alaska Department of Education and Early Development11 The first column of each table includes a sentence that summarizes the Performance Standard. The second column includes the complete Performance Standard. The indicators, under each stem, identify what a student should be able to do.

12. July 2007Alaska Department of Education and Early Development12 The bolded statement here is called a stem. Each stem is the same across the grade levels for a given Grade Level Expectation. It communicates the main curriculum and instructional focus of the Grade Level Expectations across the grades.

13. July 2007Alaska Department of Education and Early Development13 Differences between grade level expectations are underlined.

14. July 2007Alaska Department of Education and Early Development14 This Grade Level Expectation does not lend itself to large scale assessment therefore it has been designated for local assessment (L).

15. July 2007Alaska Department of Education and Early Development15 Grade Level Expectations

16. July 2007Alaska Department of Education and Early Development16 Grade Level Expectations Lab – #1 Find a Grade Level Expectation assessed on the Standards Based Assessment Find a locally assessed Grade Level Expectation Share with a neighbor how you would assess the local Grade Level Expectation in your classroom

17. July 2007Alaska Department of Education and Early Development17 Grade Level Expectations Lab – #2 Find a Grade Level Expectation that demonstrates a difference from the previous grade level. Trace that GLE down the grade levels and then up as well. Share with your neighbor what you discovered, an AHA you had.

18. July 2007Alaska Department of Education and Early Development18 Assessments Summative Formative

19. July 2007Alaska Department of Education and Early Development19 Purposes of Assessment Help teachers and students understand the concepts, skills, and knowledge students have acquired Assistance with diagnosis where needed to alter instruction Show individual student growth over time Report to parents about students achievement Compare student achievement with other same-age students nationally and statewide Evaluate the effectiveness of the curriculum/school program

20. July 2007Alaska Department of Education and Early Development20 Formative Assessment GLE Item Sampler Curriculum Based Measures Anchorage School District Item Bank Alaska Computerized Formative Assessment Think Pair Share Questioning techniques Teacher made tests

21. July 2007Alaska Department of Education and Early Development21 Formative Assessment Usually developed before teaching takes place Designed by the teacher or takes the form of a published assessment Occurs before and/or during instruction Provides diagnostic information on specific mistakes and misconceptions Used to share with individual students to encourage active learning.

22. July 2007Alaska Department of Education and Early Development22 Alaska Computerized Formative Assessments (ACFA)

23. July 2007Alaska Department of Education and Early Development23 ACFA – provides information for adjustment

24. July 2007Alaska Department of Education and Early Development24 ACFA – provides information for adjustment

25. July 2007Alaska Department of Education and Early Development25 Formative Assessment - Lab Refer back to the previous slide, look at the students formative assessment results. What are your initial reactions to the students results? Identify the possible need for instructional adjustment. What might be the next step?

26. July 2007Alaska Department of Education and Early Development26 4 th Grade – Grade Level Expectations

27. July 2007Alaska Department of Education and Early Development27 Math – Statistics and Probability Grade 4 ACFA Test Sampler

28. July 2007Alaska Department of Education and Early Development28 Math - Statistics and Probability Grade 4 GLE Item Sampler

29. July 2007Alaska Department of Education and Early Development29 Formative Assessment Questions How do you utilize the information you receive from observing a student, revising a writing sample, listening to a discussion, grading a math quiz and/or reading test? What type of questions might you be asking yourself if you see/hear lots of errors and/or inconsistencies with a students responses? How do you engage the student in these discussions with you?

30. July 2007Alaska Department of Education and Early Development30 Summative Assessments Process of evaluating and grading the learning of students at a point in time usually at the end of an instructional unit Accountability decisions are derived from summative assessment data

31. July 2007Alaska Department of Education and Early Development31 Summative Assessment SBA HSGQE End of unit ELP TerraNova Alternate NAEP

32. July 2007Alaska Department of Education and Early Development32 Assessment Lab – #1 Identify the assessments utilized at your school site and/or district Label each one as summative or formative List what each assesses Determine what information each assessment gives the teacher Identify how the information is used Label each as a district or school level assessment

33. July 2007Alaska Department of Education and Early Development33 Standards Based Assessments (SBAs) Measure a students achievement in relation to the grade level expectations for the students appropriate grade Analyze the scores of the individual test to identify areas of instructional need in relation to individual students.

34. July 2007Alaska Department of Education and Early Development34 SBA to GLE Test connected to standards.

35. July 2007Alaska Department of Education and Early Development35 Standards Based Assessment Test Blueprint Grade Level Expectation addressed Area of emphasis Reporting Category

36. July 2007Alaska Department of Education and Early Development36 Guide to Test Interpretation

37. July 2007Alaska Department of Education and Early Development37 Summary Reports Information is needed to read the summary reports Raw score – tells the number of multiple-choice questions answered correctly in addition to the number of constructed response items on a subject-area assessment. It has limited utility as it cannot be compared across tests or administrations. Scale score – is used because a raw score may not represent the same skill on every test form. The scale score is a statistical conversions of the raw scores that adjust for shifts in item difficulties and permit valid comparison across all test administration within a particular subject. On the SBA the scale score range is 100 – 600 [maximum].

38. July 2007Alaska Department of Education and Early Development38 SBA to GLE Scale Score Information by school, district and state (300 is proficient) Overall Proficiency level information Content Area

39. July 2007Alaska Department of Education and Early Development39 SBA to GLE Drill down from reporting category to GLE

40. July 2007Alaska Department of Education and Early Development40 SBA Data Review Lab Identify School Summary Report Identify area of greatest challenge Identify specific GLEs using test blueprint Protocol (10 minutes) 2 minutes – complete tasks above 8 minutes – discussion rounds (1 minute per person) What aspects of the district program need to be reviewed to address challenge area?

41. July 2007Alaska Department of Education and Early Development41 Individual Student Report Student scale score by reporting category and reported with error band. Proficiency Level Descriptor

42. July 2007Alaska Department of Education and Early Development42 Proficiency Level Descriptors Proficiency Level Descriptors (PLD): what does performance at the different proficiency levels look like? Advanced Proficient Below Proficient Far Below Proficient

43. July 2007Alaska Department of Education and Early Development43 SBA to GLE - Lab Discussion Protocol Working in a triad answer the questions on the following page using the protocol below: Person A responds to question 1 for 2 minutes Person B and C ask clarifying questions Person B responds to question 2 for 2 minutes Person A and C ask clarifying questions Person C responds to question 3 for 2 minutes Person A and B ask clarifying questions Take 3 minutes to summarize your thoughts

44. July 2007Alaska Department of Education and Early Development44 SBA and GLE Lab Questions How do we organize all summative assessments to develop our understanding of students? How do we organize all formative assessments to develop our understanding of students? What do our assessment results tell us about our curriculum?

45. July 2007Alaska Department of Education and Early Development45 Align Curriculum to Standards Instruction Content and performance standards Assessment Scope and Sequence Context

46. July 2007Alaska Department of Education and Early Development46 GLEs and Curriculum GLEs are what a student needs to know and the instructional curriculum guide and materials are the how its done Its imperative that curriculum is aligned to the GLEs Determine where the weak area(s) is/are in the curriculum to be able to provide additional instructional materials to ensure all GLEs are met Analyze the scores of the SBAs to identify areas of concern or instructional need of school, grade level or individual student

47. July 2007Alaska Department of Education and Early Development47 Additional Standards

48. July 2007Alaska Department of Education and Early Development48 In conclusion Alaskas standards and assessments reflect curriculum taught Formative and summative assessment allow adjustments made to instruction Analyzing data and asking questions ensures curriculum, materials and professional development are working to support student achievement