Formative Assessments in the PLC Classroom

1. Formative Assessments in the PLC Classroom Day 4: Using Assessment Data to Inform Decision Making

2. Data Analysis

3. 4th Grade Student ReportPlace Value CFA #1: Read/Write Numbers

4. 4th Grade Class ReportPlace Value CFA #1 (Read/Write Numbers

6. State Standards Tracking Sheet Green = Intervention Needed Pink = Enrichment Needed

7. Data Analysis ProtocolDuFour, DuFour, Eaker. Solution Tree2013.solution-tree.com • 1. Which of our students need additional time and support to achieve at or above proficiency on an essential learning target? • How will we provided that time and support? • 2. What is our plan to enrich and extend the learning for students who are highly proficient? • 3. What is an area where my students struggled? • What strategies were used by teammates whose students performed well? • What is an area where our teams’ students struggled? • What do we believe is the cause? • What is our plan for improving the results?

8. Interpretations of Assessment Data

9. Analyzing the Data • Review the proficiency level for each learning target to determine if it was set at the appropriate level • Make note of any problematic questions that need to be reviewed by the team • List each learning target and the total number of students who scored below proficiency, met proficiency, and exceeded proficiency • General Results: based on what you find, decide whether or not additional whole-class instruction is needed around a learning target, or if teachers can respond to students in smaller groups

10. Planning the Response • Which teacher was most effective? • Strategies can be shared • Students who need more time/support should be assigned to the most effective teacher • What mistakes did students make? • Weak background knowledge? • Learning target is an abstract concept? • Common misconceptions? • How can we provide corrective instruction? • What other resources do we have for support? • No teachers on the team used highly effective teaching strategies… now what?

11. Reviewing the Assessment • The team should review the assessment as a whole and decide whether or not they want to use the same assessment in the future • Revisit questions identified as in need of review • Team should also review the consistency of scoring practices • Each teacher brings three random samples of student work – everyone scores, compare results and discuss • All team members work together to score assessments, teachers exchange work samples so they are not grading their own student’s work

12. After the Intervention • There MUST be a response and follow-up assessment for any learning target a student missed • Teams must decide when to give follow-up assessments and what they will look like • Teams must measure whether or not students have mastered the target after the intervention

13. Student Progress Charts:“Keeping Track of My Learning”

14. “The number one influence on student learning is student involvement in their own learning.” -Thomas Many PLC at Work Summit 2013 Phoenix, AZ

15. Article: • When Students Track Their Progress Educational Leadership (Health and Learning) December 2009/January 2010, 67(4), pp. 86-87 By Robert J. Marzano

17. Step 1 Example: 4th Grade Math CCSS Place Value Standards - Unpacked: http://www.corestandards.org/ • Domain: Number and Operations in Base Ten • Cluster: Generalize place value understanding for multi-digit whole numbers. • Standard 4.NBT.1: Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. • LT:  Explain how digits within a multi-digit whole number relate to each other by their place value. • LT:  Find and record all possible outcomes for a situation (Problem Solving-Make an Organized List). • Standard 4.NBT.2: Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. • LT: Read and write 4-digit numbers in standard form. • LT: Read and write 4-digit numbers in expanded form. • LT: Read and write 4-digit numbers in word form. • LT: Compare whole numbers through hundred thousand. • LT: Use knowledge of place value to order numbers. • Standard 4.NBT.3: Use place value understanding to round multi-digit whole numbers to any place. • LT:  Demonstrate how to use place value to round whole numbers.

18. Keeping Track of My Learning

19. “What’s Our Target?” Bulletin Board Pin bulls eye when 80% of students demonstrate proficiency on a Learning Target. Arrow indicates the learning target(s) that our class is currently working on.

20. Tying It All Together

21. Formative Assessment Big Ideas • Essential to becoming a PLC – cannot answer Question 2 “How will we know if they have learned it?” • The assessments are not as important as how you use the information you receive from them • Teams must work on developing trust around their use of data – Team meetings are judgment-free zone!

22. *WORK TIMETo Prepare for Day 5: Bring needed materials for a lesson and/or unit to create formative assessments for.