1. + Collecting, Interpreting, and Responding to Student Data HCPSS World Languages Fall 2013 This presentation contains copyrighted material used under the educational fair use exemption to U.S. Copyright law

2. + Celebrations!

3. + Today’s Learning Objectives As a result of this workshop, participants will be able to Reflect on the types of data they collect Explore additional strategies for data collection Practice ways to respond to formative data.

4. + Today’s agenda Deepening our background knowledge Collecting student data Data collection and lesson planning Strategies for collecting student data Interpreting student data Responding to student data Putting it all together

5. + Resources for today’s session can be found at: https://worldlanguages.wikispaces.hcpss.org/

6. + Deepening our background knowledge

7. + Learning to Love Assessment Carol Ann Tomlinson (Educational Leadership, 1/08) Go to: http://bit.ly/hzuc7p or distribute hard copies of the article.http://bit.ly/hzuc7p Read the opening six paragraphs as a whole group. Count off 1-10. Each number corresponds to an “understanding” in the article. Be prepared to share about your understanding with the group when time is called.

8. + Collecting student data

9. + Types of Data Using the post it notes, individually brainstorm all of the types of data you collect as a teacher. Write each idea on a separate post it. When ready, form groups of 3-4. Combine your ideas and sort them into categories. Create category names on post its. (5 minutes) After sorting, take turns sharing your group’s ideas with the larger group. In round robin fashion, each group should offer one summary sentence about what they learned through this activity.

10. + Types of data Formative Summative Informal Formal Observational Written Oral Projects, products and performances Responses to questions Individual Small group Whole class

11. + Collecting Data to Check for Understanding Provides instant feedback Allows teacher to make changes midstream in lesson Serves as a “gauge” or “dipstick” of learning Makes teachers feel more connected to their students’ needs Makes students self-evaluative Models good study skills

12. + Guiding Questions Do I know what misconceptions or naïve assumptions my students possess? How do I know what they understand? What evidence will I accept for this understanding? How will I use their understanding to plan future instruction? Fisher and Frey, 2007

13. + What does data collection look like in a lesson plan?

14. + What does data collection look like in a lesson? Using the lesson plan provided, in pairs, highlight and label places in the lesson when data can be collected. The data can be Observational Based on student feedback/responses (individual, small group, whole class) Student products (written, oral)

15. + What does data collection look like in a lesson? With your same partner, talk about a lesson you have recently taught. Highlight instances of data collection in that lesson Reflect on how you could have incorporated additional data collection into the lesson.

16. + Strategies for Collecting Student Data

17. + Formative Assessment Strategies Pinch cards Signal cards Entrance/Exit tickets Thumbs Up/Thumbs Down Whiteboards Clickers

18. + Formative Assessment Strategies Go to: http://letthedatabeyourguide.wikispaces.com/ On the left navigation bar, click on the “Formative Assessment Strategies” page. Explore the strategies on the page. Find one that is new to you. On the index card provided, write a description of the strategy and how you might adapt it to use for a specific lesson/unit.

19. + Formative Assessment Strategies When given the signal, with your index card and a pen/pencil, stand up and find a partner. Share the strategy on your card and how you plan to adapt it. Add your partner’s strategy to your card. Interact with at least 3 different partners.

20. + Interpreting Student Data

21. + In what ways do my students inform me about their learning? What messages do my students send me through their work? How do I design activities and assignments so that I receive the data I want?

22. + Interpreting student data Individually, using the student data you brought with you, sort the student work/scores into groups based on the data provided. After sorting, reflect on the following questions: What do you notice about the groupings? What additional data would have been useful to you? How might you have changed/adapted the assignment to get more targeted/specific data?

23. + Responding to Student Data

24. + Some encouragement from Ryan Gosling…

25. + Responding to formative assessment data Pre-assessment data During instruction data Between instruction data

26. + Responding to formative assessment data Individual response Small group response Whole class response

27. + Transformative Assessment in Action (James Popham) Immediate instructional adjustments based on assessed performance Immediate instructional adjustments based on student-reported understanding Near future instructional adjustments

28. + Transformative Assessment in Action (James Popham) Last chance instructional adjustments Students’ learning tactic adjustments Classroom climate shifts

29. + All in the cards Distribute the cards among the members of your group. Use your cards and talk about options for responding to the data you have. Responding to Formative Data Cards

30. + Putting it all together

31. Inside-Outside Circles Reflection 1. This session has made me think about… 2. A strategy I will implement in my classroom is… 3. This session connects with my SLOs by… 4. I would like to find out more about…

32. + Your feedback is appreciated.

33. + Final reflection “The goal is to transform data into information, and information into insight.” Carly Florina, President of Hewlett-Packard

34. + PRIZE DRAWING!

35. + Collecting, Interpreting, and Responding to Student Data HCPSS World Languages Fall 2013 All images unless otherwise indicated taken from Microsoft Clipart Gallery http://office.microsoft.com/en-us/images/