1. Office of Education Improvement and Innovation
Instructional Learning Cycle:
Instructional Planning Phase: Part 1
Office of Education Improvement and Innovation
Instructional Learning Cycle: Instructional Planning Phase: Part 1

2. Collaborative Individual ILC Process Document Outline
Instructional Planning Phase
Collaborative
Individual
ILC Process
Document
In the previous presentation, you learned about the Pre-Planning Phase of the ILC. In this presentation you’ll learn how the information gathered and decisions made in the Pre-Planning Phase are used in the Instructional Planning Phase of the Instructional Learning Cycle. You will also learn about the Instructional Planning Phase of the ILC Process Document as the tasks associated with this phase. Note: Due to the amount of content covered for the Instructional Planning Phase, the content will be broken down into two presentations. This presentation will provide an overview of the Instructional Planning Phase and focus on the collaborative tasks related to analyzing and writing assessment items.

3. Click on the document to download it for further review.
ILC Process Document
Click on the document to download it for further review.
First, take a few minutes to become familiar with the Instructional Planning Phase of the ILC Process Document.

4. ILC Process Document
Based on student data, what content will be used and what instructional strategies will be implemented to achieve the learning targets? What will the instructional plan be for all students?
What patterns emerged from our pre-assessment data? What does this data tell us about what students already know?
How will we plan differently for students who are already proficient, close to proficient and far from proficient?
How will we monitor how closely we follow our instructional plan? What data will we collect on adult implementation?
The four questions to be answered during the Instructional Planning Phase are:
What patterns emerged from our pre-assessment data? What does this data tell us about what students already know?
Based on student data, what content will be used and what instructional strategies will be implemented to achieve the learning targets? What will the instructional plan be for all students?
How will we plan differently for students who are already proficient, close to proficient and far from proficient?
How will we monitor how closely we follow our instructional plan? What data will we collect on adult implementation?

5. Instructional Planning Phase Collaborative Tasks
Now let’s look at the collaborative tasks of the Instructional Planning Phase in more detail. There are three tasks that need to be accomplished collaboratively by the teacher team as part of Instructional Planning: analyze the pre-assessment results, create an instructional plan and identify a monitoring approach. If you are using a post-assessment that is different from the pre-assessment, you will also create the post-assessment in this phase. Each of the questions in the ILC Process Document support one of these tasks. As with questions in the Pre-Planning Phase, the questions are purposely ordered to guide the teacher’s thought process. To maximize the effectiveness of the ILC, the questions and actions within each phase should be completed in the order they appear.

6. Instructional Planning Guiding Question
How will I intervene for students who struggle and enrich the learning for students who are proficient?
Before getting into the details, there is one guiding question to keep in mind as you work through the Instructional Planning Phase of the ILC. If you’re unsure of how to answer any questions in the ILC Process Document or if collaborative conversations seem to be getting off track during the Instructional Planning Phase, you can use this guiding question to help re-focus. The guiding question for the Instructional Planning Phase of the ILC is “How will I intervene for students who struggle and enrich the learning for students who are proficient?” In other words, how will the teacher plan for differentiated instruction? All of the tasks in this phase are working toward answering this question.

7. Analyze Pre-Assessment Data
One of the individual tasks completed at the end of the Pre-Planning Phase was for each teacher to analyze their classroom pre-assessment results and determine which students are proficient, which are close to proficient and which are far from proficient. Now, if teacher teams are using common assessments in the same grade level and content it is time for the results to be combined. Note: If the team consists of multiple grades or subject areas, only combine the results of the same grade and/or subject area.

8. Analyze Pre-Assessment Data
What patterns emerged from our pre-assessment data?
What does this data tell us about what students already know?
The main questions to answer at this point in the process are: What patterns emerged from our pre-assessment data? and What does this data tell us about what students already know? If the data indicate that most students are already proficient in this area, then a new focus should be selected for this ILC. If a new focus for the ILC is selected, you will need to ensure that learning still occurs for the original learning targets for those students who were not proficient.

9. Analyze Pre-Assessment Data
Review assessment items for alignment with learning targets
Adjust proficiency levels at the individual and classroom levels as appropriate
First, in order to avoid basing your planning on the wrong data, review the assessment items one last time to ensure that there is consensus that the pre-assessment items were aligned with the learning targets. To support you in this review, consider taking the assessment you and your team created to ensure alignment with the learning targets being assessed. If the team decides to eliminate any questions, adjust the proficiency levels at the individual and classroom levels as appropriate.

10. Analyze Pre-Assessment Data
Now the team should review the data for each classroom and then the combined results and note any patterns that are observed in the ILC Process Document. Also consider what does this data tell you about what your students already know?

11. Analyze Pre-Assessment Data
Were the scores what the team expected to see?
Were there any surprises at the individual or classroom level?
Are the percentages of students that are proficient, close to proficient and far from proficient roughly the same across all classes?
Is there a class that has a significantly higher or lower level of proficiency than the other classes?
Some suggested questions that dig deeper into the pre-assessment data include the following:
Were the scores what the team expected to see?
Were there any surprises at the individual or classroom level?
Are the percentages of students that are proficient, close to proficient and far from proficient roughly the same across all classes?
Is there a class that has a significantly higher or lower level of proficiency than the other classes?

12. Analyze Pre-Assessment Data
Are there any surprises or significant differences between classes?
Was the pre-assessment administered in the same manner in all classrooms?
If a teacher team used a common assessment, the team should consider the following questions: Are there any surprises or significant differences between classes? If so, further investigation and discussion should occur. The team will want to determine answers to questions such as: Was the pre-assessment administered in the same manner in all classrooms? Is there something different about a group of students that should be taken into account when planning? This list of questions is not all-inclusive. As you discuss these thought starters, the team may develop other questions as well.
The questions suggested so far mainly relate to overall proficiency on the pre-assessment. Keep in mind that it is not expected that most students will show proficiency in any of the learning targets being assessed, so digging into the results beyond overall proficiency can better inform your instructional planning. For example, do students show a better level of understanding for one learning target versus another?

13. Create Post-Assessment
STATE STANDARDS
Pre-Assessment
Post-Assessment
Now that the pre-assessment analysis is complete, the next step is to discuss the post-assessment. If the team decided to use the exact same assessment in the Pre-Planning Phase, your post-assessment is already created. If the team agreed to create a different post-test, now is the time to do so. Remember that assessments should be written prior to instructional planning to ensure that they are aligned with the learning targets that are the focus of this ILC. If assessments are written after the instructional planning and the content and strategies don’t align with the learning targets, the assessment will not be an effective test of whether students have achieved the learning targets.
CONTENT
INSTRUCTIONAL STRATEGIES

14. Create Post-Assessment
While pre-assessments are given for the purpose of learning what students know and to help teachers plan for instruction and thus are not graded, post-assessments can be compared to pre-assessment results to see growth and can also serve as a summative measure of what the students learned. So, at this point in the process the teacher team must also decide whether the post-assessment will be strictly formative with no grade assigned or if it will also be used in a summative manner with a grade assigned.

15. Create Post-Assessment
Similar to Pre-Assessment
Created the same way as the Pre-Assessment
If the team has decided to write different assessment items for the post-assessment, it should assess the same learning targets in a manner similar to the pre-assessment. The post-assessment items are created the same way the pre-assessment items were created. Because you’ve already identified the learning targets, the assessment items are already partially written.

16. Create Post-Assessment
Standard: Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
Learning Target: Solve real world problems involving multiplication of fractions by using visual fraction models.
For example, for the sample standard that we unwrapped in the Pre-Planning Phase presentation, each post-assessment item should start with “Solve” and end with either “by using visual fraction models” or “by using equations.” The only part of the assessment item that remains to be created is the “real world problem involving the multiplication of fractions.”
Assessment: Solve <insert real world problem involving multiplication of fractions here> by using visual fraction models.

17. Create Post-Assessment
2-3
Standards
4-5
Items per Standard
As with the pre-assessment, the post-assessment should include approximately 4-5 assessment items per standard making sure to assess each of the identified learning targets for the standards being assessed. An effective post-assessment tests students on important ideas in proportion to the time spent on it in class. Post-assessments are not the place to throw in questions on minor facts mentioned in class that are unrelated to the learning targets just to check to see if students were paying attention.

18. Define Proficiency
What does proficient student work look like for the identified learning targets?
Answer Key
If you are creating a new post-assessment, the final part of planning the assessment is defining what proficient work looks like for the identified learning targets. If the post-assessment is truly similar to the pre-assessment, any rubrics for constructive response questions created for the pre-assessment should work for the post-assessment also. You will need to create a new answer key for any objective questions that have changed.
After creating an answer key and any necessary rubrics, the team also needs to define proficiency for the entire assessment. How many items does a student need to answer correctly in order to be considered proficient in a standard? 80%? 100%? Once the team determines that, they can define far from and close to proficient for the entire assessment.

19. Review
You must answer each question in the review before you can continue to the last slide of the presentation
On the next slide you will be presented with a series of questions to review the content from this presentation. Once you begin the questions, you must answer them all before you move on. After completing the review, you will continue to the final slide of this presentation.

20. Question 1:
Which of the following is the first collaborative step in the Instructional Planning phase?
Create the pre-assessment
Create the post-assessment
Combine all the pre-assessment results of the teacher teams’ classes
Identify patterns in the pre-assessment results C

21. Question 2:
What is the first step when analyzing the pre-assessment data?
Review the assessment items one last time to ensure that there is consensus that the pre-assessment items were aligned with the learning targets
Sort the items by correct and incorrect answers
Identify questions that had the most incorrect answers to determine if that learning target is a high need area A

22. Question 3:
How many assessments items should a post-assessment include per standard?
1-2
2-3
3-4
4-5 D.

23. Question 4:
Post-assessments can be either summative or formative assessments.
True or False
True

24. Check with your ISD for other professional development on assessments.
11/16/2018
Conclusion
Check with your ISD for other professional development on assessments.
This presentation focused on techniques for analyzing and creating effective classroom assessments. This presentation has only been a brief overview of these topics. If you would like to obtain more professional development on assessment, check with your ISD for other professional development on assessments that may be available.