Beyond the Data Retreat

1. Beyond the Data Retreat Julie Popham Barb Rowenhorst

2. Transition Oh, the places we’ll go Write something about a land form/object from a place you were this summer and how that compares to assessment.

3. Transition Assessment is like a beach ball because… it keeps you focused on student learning rather than bouncing around with your instruction.

4. Transition Synectics – Greek word meaning: • Bringing together of diverse elements. • Metaphorical problem-solving process that promotes creative thinking.

5. Norms • Listen with Engagement – Be Fully Engaged • Honor Each Other’s Thinking • Honor Private Think Time • Everyone has a Voice • Be Respectful of all Comments • Limit Side Conversation • Take Care of Your Needs • Cell Phones Off/Vibrate

6. Agenda

7. LiveBinder Materials http://bit.ly/1q8hOqp Access Code DOE

8. SD DOE Aspirations OUTCOME #1: Students enter 4th grade proficient or advanced in reading.

9. SD DOE Aspirations OUTCOME #2: Students enter 9th grade proficient or advanced in math.

10. SD DOE Aspirations OUTCOME #3: Increase the academic success of Native American students.

11. SD DOE Aspirations OUTCOME #4: Students graduate high school ready for postsecondary and the workforce.

12. DOE Menu Option

13. Outcomes • Recognize why data needs to be analyzed at the student level. • Focus on individual student data when using a data-driven cycle. • Implement a data-driven cycle of assessment, analysis, and action to inform instruction. • Plan for instruction based on information gathered during the data-driven cycle.

14. Assignments – Day 1 • Prior to this training (Day 2), participants were given the following assignment:

16. Assessment for Learning • “In reviewing 250 studies from around the world, published between 1987 and 1998, we found that a focus by teachers on assessment for learning, as opposed to assessment of learning, produced a substantial increase in students’ achievement.” Paul Black & Dylan Wiliam, (1998) Assessment and Classroom Learning, Assessment in Education: Principle, Policy, and Practice, 5 (1),pp. 7-73.

17. Richard Stiggins Jan Chappuis Dylan Wiliam

18. James Popham Thomas Guskey

19. Douglas Fisher Nancy Frey Doug Reeves

20. Robert Marzano Connie Moss

21. It IS…. • a window into student’s thinking and learning and “…a significant model of school improvement from within.” Harvard Project Zero • a way to “build the capacity of school faculties to improve the quality of instruction…through a critical review of student work.” Academy for Educational Development

22. I taught my dog Spot how to whistle. I don’t hear him whistling. I said I taught him; I didn’t say he learned it. It Isn’t…. It is assessment that helps us know the difference between teaching and learning.

23. Assessment for Learning “You are just asking kids to keep you informed regarding how well they understand something.” James Popham

24. Assessment for Learning Everything students might…. • say • do • create has the potential to be formative because it can provide information about how much they understand and helps the teacher plan the next steps of instruction.

25. Assessment for Learning “The greatest value in formative assessment lies in teachers and students making use of results to improve real-time teaching and learning at every turn.” Chappuis & Chappuis, 2007 The Best Value in Formative Assessment

26. Video Assessment for learning can take many different forms in the classroom. It consists of anything teachers do to help students answer three questions… • Atkin, Black, & Coffey, 2001

27. Assessment for Learning Assessment for learning, supports learningin two ways: • Teachers can adapt instruction on the basis of evidence, making changes and improvements that will yield immediate benefits to student learning. • Students can use evidence of their current progress to actively manage and adjust their own learning. • Stiggins, Arter, Chappuis, & Chappuis, 2006

28. Assessment for Learning “The goal of assessment for learning is not to eliminate failure, but rather to keep failure from becoming chronic and thus inevitable in the mind of the learner.” Rick Stiggins, 2007 Assessment Through the Stdent’s Eyes

29. Assessment for Learning • Assessment for learning begins when teachers • Share achievement targets with students • Present those expectations in student-friendly language accompanied by examples of exemplary student work • Give frequent student self-assessments with continual access to descriptive feedback in appropriate, manageable amounts • Have students chart their trajectory toward the “transparent achievement” targets their teachers have established.

30. The student’s emotional reaction will determine what that student does in response. The target needs to be in reach… “I understand, I’m OK, and I choose to keep trying.” “I see, I can’t do this and I will give up.”

31. “You can enhance or destroy students’ desire to succeed in school more quickly and permanently through your use of assessment than with any other tools you have at your disposal.” Do you agree or disagree with this statement? Include evidence from the article to support your thinking.

32. Assessment Connections

34. I always did well on essay tests. Just put everything you know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy... Jerry Seinfeld SeinLanguage

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36. Past Focus • Big Picture • Accountability • How are we doing? • District? • School?

37. Determinations... • Based on • Proficiency Levels • Benchmarks • Standards • Create a plan • Raise group performance • Meet accountability standards

38. Consider this...

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42. We cannot help children academically until we know why they are struggling. • We cannot turn around failure until we know why students have fallen behind. • We cannot appropriately change instruction to the benefit of students until we know what they know and what they don't know. • We have to know why their data looks like it does and the why involves considerably more that numbers.

43. An illustration...

44. Are skills improving?

45. How far has he come?

46. Reasons for improvement • A teacher who understands • How to scaffold learning for the child • That foundational skills need to be mastered for higher level skills to be learned • Research based instructional strategies • Student motivation is fueled by academic success • How to study data and apply it to daily instruction • That data is more than numbers

47. A secondary example Consider a secondary student who is doing poorly in... American History Accounting Physics Where do we look for the solution?

48. Common response • Special Education • Accommodations • Extended time • Modified grades • Alternative classes • Reduce the content • Reduce expectations • Mission? Destination? • Graduate and earn a diploma

49. What's the next step? • We've analyzed student skills and determined: • The student can read and comprehend • The student possesses necessary skills in mathematics • Does well on short answer exams and quizzes • Exhibits difficulty with extended response and lab write ups Chemistry

50. Let's get ready... • Let's focus on instruction and planning • Let's think about student engagement and motivation as a teaching responsibility • Let's get in the right mindset and get ready to examine how students respond to what we do with students every day