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Enhancing our guiding philosophy of continuous improvement

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1 Enhancing our guiding philosophy of continuous improvement
-Professional Learning Communities


3 Teaching & Learning SIP

4 Teaching & Learning SIP Smart Goals

5 Teaching & Learning SIP Smart Goals Student Learning Expectations

6 Professional Learning Communities
Not a new initiative, a way of going moving from School goals to Classroom goals with continuous improvement A framework for results-focused discussions Opportunities for grade level and like- content teams to focus on improvement PLC’s use data and the PDSA process to focus on the success of each student

7 What do we want students to know?
Pre Planning: Identification of Need 1. Develop/Review Student Learning Expectations 2. Examine alignment of learning expectations with assessments 3. Review assessment data 4. Identify areas of need based on assessment Identify areas of strength and weakness? What do we want students to know? Plan: 1. Describe the current process for addressing the identified area of need (flow chart) 2. Review data to determine baseline performance in the specific area identified (Run Chart/Pareto Diagram) 3. Identify potential root causes contributing to the identified area of need (Cause & Effect Diagram, 5 Why’s, Relations Diagram) 4. Study research-based best practice/improvement theory addressing areas of need HOW do we know if they have learned it? What do they know? What have they learned? Action Research Overview for Professional Learning Communities DO 1. Plan for implementation of improvement theory (Force Field Analysis, Action Plan) 2. Implement research-based best practices improvement theory based on root causes according to the Action Plan 3. Monitor the implementation of research-based best practice/improvement theory to insure integrity and fidelity 4. Assess student learning Act: 1. Standardize the implementation of research-based best practice (improvement theory) that improved student learning (revise the flow chart to reflect changes made to the system) 2. If improvement theory was unsuccessful continue the PDSA cycle (try another improvement theory based on the next identified root causes) What evidence do we have of the learning? Most effective/best practice teaching and learning strategies? The questions are essentially the same as PDSA is applied to answer the key questions at the classroom level. The emphasis is on student learning expectations, evidence of learning and responses to struggling learners. Study: 1. Examine student assessment results (compare to baseline) 2. Assess the impact of research-based best practice/improvement theory on student achievement Have they learned it? What do we do if they don’t? How do we respond if they don’t?

8 PLC Critical Questions
What do we want students to know and be able to do? Standards/Benchmarks (Learning Outcomes) Classroom SMART goals How will we know if they can do it? Formative assessments Multiple data sets How will we respond when they can’t? Differentiated Instruction Systems of intervention (supplemental to intensive)

9 Student Crucial Questions
What do I need to know? Where am I now? How do I get there? What happens if I fail?

10 CRCSD Areas of Focus 2006-2008 & ongoing
CRCSD Student Learning Expectations Iowa Professional Development Model Formative Assessment Learning Communities Iowa Professional Development Model

11 Refinement of Practice
Learning Target District Focus for the Year Instruction Assessment Refinement of Practice

12 What’s the purpose for assessment?
To begin thinking about assessment quality, think about these questions: What is the purpose of assessment? How do we use the results? Take a few minutes to write down as many uses as you can think of. Handout page 1 Additional Presentation Activity #1 “Balance in the Classroom” fits here.

13 Two Purposes for Assessment
SUMMATIVE Assessments OF Learning How much have students learned as of a particular point in time? FORMATIVE Assessments FOR Learning How can we use assessment information to help students learn more? We can divide the purposes of assessment into two categories: assessment of learning and assessment for learning. Summative assessment, or assessment of learning, measures the level of achievement at a point in time. Standardized tests and common assessments fall into this category. Any work that is evaluated that counts toward the report card grade we can consider an assessment of learning. So, if you think about all the assessments given over a trimester or quarter and how many of them are figured into the grade, you’ll discover that a lot of them, if not most of them, are assessments of learning. Formative assessment, or assessment for learning, on the other hand, is not an accountability tool, but a teaching tool. We can conduct assessments to make decisions about instruction before the learning process or during the learning process. For example, we conduct pretests to help us decide where to begin with certain groups of students, and we give students quizzes to help them decide what their strengths are and what they need to focus on. Handout page 2 Additional Presentation Activity #2 “Differences Between Assessment for and of Learning” fits here.

14 Purpose: Assess to meet whose needs?
Classroom Instructional Support Policy Students Teachers Parents Teacher Teams Curriculum Coordinators Principals Superintendent School Board Taxpayers Legislators A wide variety of decision-makers rely on assessment information. Their information needs are different. For example, what decisions do students make on the basis of classroom assessment information? What decisions do teams of teachers make? (You can either use these questions rhetorically—no answer required—or you can ask participants to respond to each question.) All make decisions that impact the quality of education students receive. Handout page 5

15 Balanced Assessment: Meeting the Needs of All Stakeholders
Administer annual accountability testing Develop interim, short-cycle or benchmark Ensure ongoing, accurate classroom assessments for and of learning Consider the student as the most influential user of assessment information At ETS ATI we know that it takes more than just the results of a once-a-year accountability test to improve learning. It takes more than short-cycle or interim assessment, and in fact, takes more than just high-quality classroom assessment. Therefore, we advocate for a balanced approach to assessment, one that meets the needs of policy-makers, instructional decision-makers, and students. Our program shows people how to build systems of assessment, so there is synergy among all levels of assessment –they work together to improve achievement. Handout page 5

16 Assessment for Learning
Rick Stiggins Free DVD part two beginning (approx 29:19) to 38:14

17 Overview Summative Formative Reason To Inform Focus
Assessment OF Learning Assessment FOR Learning Improve Learning Check Status Others about students Students about themselves Enabling Targets Standards

18 Assessment OF Learning Assessment FOR Learning
Example Place in Time Use Assessment OF Learning Assessment FOR Learning Assessments that diagnose needs or help students see themselves improve High Stakes External Assessments An event after learning A process during learning Summative Formative

19 Formative assessment can and should be done
Key IDEA: Formative assessment can and should be done BY STUDENTS, as well as by teachers. The key to improvement is how students and teachers use assessment information.

20 “Teachers use formative assessment to inform instructional methods… at the very least, teachers should check for understanding every 15 minutes.” -Douglas Fisher Checking for Understanding

SUMMATIVE Assessments that provide evidence of student achievement for the purpose of making a judgment about student competence or program effectiveness. FORMATIVE Formal and informal processes teachers & students us to gather evidence for the purpose of improving learning ASSESSMENT FOR LEARNING Use assessments to help students assess & adjust their own learning. ASSESSMENT FOR LEARNING Use formal & informal classroom assessments to inform teacher’s decisions. FORMATIVE USES OF SUMMATIVE DATA Use summative results to inform what comes next for individuals or groups of students.

22 Keys to Classroom Assessment
Key 1: Clear Purpose Key 2: Clear targets Key 3: Sound Assessment Design Key 4: Effective Communication Key 5: Student Involvement The first key to quality is Clear Purpose. Who is going to use the results and how will they be used? These decisions determine what information is needed, and in what form. Handout page Additional Presentation Activity #3 “Role Play: Uses and Users” fits here.

23 Seven Strategies of Assessment FOR Learning
Clear & Understandable Vision of Target Examples/models of strong & weak work Regular Descriptive feedback Teach Students to Self-Assess & Set Goals. Focus on One Aspect Teach Focused Revision Engage students in Self-Reflection


25 %ile improvement increase
100 80 Increase of 34%ile to 84%ile 60 13%ile increase to 63%ile %ile improvement increase Starting percentile 50th Starting percentile 50th 40 20 Teacher assessment effectiveness Student Achievement

26 %ile improvement increase
100 Increase of 49%ile to 99%ile 80 28%ile increase to 78%ile 60 %ile improvement increase Starting percentile 50th Starting percentile 50th 40 20 Teacher assessment effectiveness Student Achievement

27 John Hattie—reviewed 7,827 studies on learning and instruction.
Conclusion… “The most powerful single innovation that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops’ of feedback.”

28 Like most things in education, classroom assessment enhances student achievement under certain conditions only. Feedback from classroom assessments should provide students with a clear picture of their progress on learning goals and how they might improve Feedback from classroom assessment should encourage students to improve. Classroom assessment should be formative in nature. Formative classroom assessments should be quite frequent.

29 Why Assessment for Learning Works
When students are required to think about their own learning, articulate what they understand, and what they still need to learn, achievement improves. --Black and Wiliam, 1998; Sternberg, 1996; Young, 2000 What is it about student involvement that works? Why does research support assessment for learning in the classroom? (Before showing this slide, you can pose these as rhetorical questions or you can ask audience members to respond.) There are hundreds of ways to involve students in assessment that increase achievement. The critical factor here is that students identify what they understand and what they still need to work on. Handout page 11

30 Formative assessment can and should be done
Key IDEA: Formative assessment can and should be done BY STUDENTS, as well as by teachers. The key to improvement is how students and teachers use assessment information.

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