5-19 Modified Ppt

Becoming Data Wise to Promote Collaborative Inquiry Office of Teaching and Learning Office of Accountability and Assessment

Modified for Overbrook HS

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Desired Outcomes  Create

a framework for collaborative work.  Begin to develop common language to discuss assessment  Introduce an overview of District-wide assessments for the 2009/10 academic year  Use collaborative inquiry to create an action plan that supports the school plan based on “data wise” decision making. 2

Enhanced Assessment System Components All Schools Early warning Benchmarks End-of-Year: Non-PSSA grades

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The Assessment Plan

 Acuity

Assessments (developed by CTB/McGraw-Hill)  Unified assessment plan  Very similar operationally to this year’s system but with additional instructional resources 4

Why an Enhanced Assessment System?  Kaplan

recently announced it was leaving the benchmark-test market.  This was an opportunity to enhance, unify and refine our Assessment System.

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Why an Enhanced Assessment System?  BUT,

the results from the enhanced system must be integrated into SchoolNet, which is the system that our schools use to access student data from: Benchmarks Common Assessments EAP

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Benchmark Assessments 

Minimal changes – – – – –

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Schedule /Number of tests/ One class period Content Delivery On-line interface Reports

Under development – – –

Teacher resources for differentiated instruction. Predictive component added to each benchmark test. New report added to SchoolNet 

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Distractor Analysis Report

For Example: Distractor Report

Provides the user with reasons why a student most likely chose an answer.

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Benchmark Testing 

Same – – – –

Paper/Pencil Testing and Online Testing Five benchmark tests for students in grades 3-8 Four benchmark tests for high school students Online Testing 7 days to complete testing  Results in SchoolNet 24 -48 hours  No test code to input 

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Paper and Pencil Testing 

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click on an icon to begin test

Results in SchoolNet 5 days

EAP: Educational Assistance Program (State funds for programs like Power Hour, 9th Grade interventions and Summer programs)

Required: Students must take 3 approved predictive assessments, with constructed-response items. Currently: Students in EAP programs take a separate test (Acuity) during program time but also take the “regular” benchmark tests. Next Year: Students are only administered the constructed response items during program time, with the multiple-choice items now part of the regular benchmark test.

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Early Indicator/Predictive Assessment  New

assessment to be administered in September in grades 3-11  Reading/English Language Arts and math assessed  Assessment will have only multiple- choice items

Early Indicator/Predictive Assessment  Provides

baseline data earlier in the year  Diagnose strengths and weaknesses at the beginning of the school year so that teachers can more precisely target instruction  Validly predicts performance on the PSSA— know earlier in the year which students are likely (and not likely) to score proficient

End-of-Year Assessment  Provides

results data similar to the types of results obtained from the PSSA, which can be used for summative purposes  Used to support end of year decision making  Provides a measure of the degree to which students have met grade-level expectations, i.e., if the student had taken the PSSA would he or she have scored proficient

End-of-Year Assessment  New

assessment to be administered in June in grades 1,2, 9, & 10 (non-PSSA Grades)  Reading/English Language Arts and math assessed  TerraNova will no longer be administered in grades 1 and 2

Common Assessments (Comprehensive High Schools)  Same – – –

Math and English only Grades 9, 10 & 11 Friday multiple choice / Quiz format

 Changes – – –

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In English includes a reading passage Scored by vendor Results loaded into SchoolNet for review

Connection to Previous PD

Share a success you have had in implementing a strategy for differentiating instruction.

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Write-Think-Pair-Share  Review

the assessments listed on the Sample Assessment grid.  Check off whether you think each assessment is a Predictive, Formative, Diagnostic or Summative assessment.  Discuss your thinking

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Video: Collaborative Inquiry

Christy’s Dilemma Video

http://www.ascd.org/publications/educational_leaders

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Planning for Collaboration  Establish  Use

protocols to structure conversations

 Adopt

an improvement process

 “Lesson

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group norms

Plan” for meetings

Consultancy Protocol

The Consultancy Protocol is a structured process for helping an individual or a team think more expansively about a particular, concrete dilemma.

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Consultancy Protocol in Action

Task Cards Share a dilemma following the Consultancy Protocol

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Data Wise Planning Sequence

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Reference: Boudett, Kathryn., City, Elizabeth., Murnane, Richard., Data Wise., Cambridge, Massachusetts, Harvard Education Press, 2008.

A Data Wise District (Necessary Skills) 

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Understand, interpret, and use assessment data correctly Assessment Literacy Use software to access data and create and understand graphic displays of assessment results SchoolNet Participate productively in collaborative group conversations and protocols Develop, implement, and assess action plans to improve instruction School Improvement Plan

Today we: 

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

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Practiced a using a protocol to move from discussion to action Learned about the District-wide assessments for 09/10 Have begun to develop a common language and understanding for some assessments Used collaborative inquiry to create an action plan about how, when and why we use some assessments.