Presentation Transcript

1. Module 4B for Middle/High School Teachers

   Florida Standards Assessment and Data Use
2. Transitioning to Florida StandardsProject Overview Project is Race to the Top funded until June 2014 All charter schools eligible to participate Develop and deliver targeted training and technical assistance specific to charter schools in two major areas: 1) Implementation of the Florida Standards 2) Access and use of a Local Instructional Improvement System (LIIS) to analyze student achievement data to drive instruction and increase student academic achievement No cost to charter schools
3. Project Activities Professional development for teachers, administrators, and governing board members (Delivered regionally) Data Literacy and Use Florida Standards (English Language Arts & Literacy, Math) Value-Added Model (VAM) Training of Trainers Model for Teacher Leaders K-5 (Up to 5 Teachers & 1 Administrator Per School) 6-12 (Up to 5 Teachers & 1 Administrator Per School) Training for charter school teams (Delivered regionally) Self-assessment tool Creating a Florida Standards Implementation Plan Progress monitoring templates
4. Professional Development Session Alignment Set 1- (Completed 2012-2013) Data Use Governing Board Data Use ELA Math School Leaders Data Use ELA Math Teachers Leadership Teams Session 1 Session 2
5. Professional Development Session Alignment Set 2 (will be offered throughout 2013-2014) Florida Standards Governing Board School Leaders Assessment Data Analysis VAM Data Use ELA Math Data & ELA Data & Math Teachers Leadership Teams Session 3 Session 4 Session 5 Session 6 Module 7 ELA & Data Use
6. You Are Here Module 4 Data Use Module 1 Data Use Module 2 ELA Module 3 Math Module 8 Math & Data Use Module 7 ELA & Data Use Module 5 ELA Module 6 Math
7. Travel Notes Mileage to/from the trainings will be reimbursed to the school at $.445/mile (documentation with map and mileage required) Parking and tolls will also be reimbursed with receipt Reimbursement is limited to two cars per school Forms and directions to request reimbursement are available under “Resources” on www.flcharterccrstandards.org There are specific instructions included with the form to help fill it out correctly Reimbursements for substitutes are NOT an eligible expense
8. Module Outcomes Develop a common assessment vocabulary Align school assessment system with the rigorous expectations of new assessments Learn how to assess to inform instruction and to monitor student growth Learn how the VAM fits into Florida’s integrated model of systematic planning and problem solving Dissect a standard and examine assessment alignment Prepare to engage in collaborative analysis of student work Discuss how to strengthen data use and inquiry to improve student performance
9. 8 Components of Full Florida Standards Implementation
10. Today’s Agenda To Do List Welcome and Introductions Pre-Assessment Understanding Florida Standards-Aligned Assessment Monitoring Growth Value-Added Model (VAM) Lunch Analyzing Student Work Next Steps Post-Assessment and Wrap Up
11. Introductory Activity Pre-Assessment Guide Page 4
12. Section 1 Understanding Florida Standards-Aligned Assessment
13. What Role Does Assessment Play? Florida’s Integrated Approach Teacher & Leader Evaluation Curriculum, Instruction, Assessment Examples Include: Danielson Marzano Value Added (VAM) Examples Include: ELA and Math Instructional Shifts FCAT/EOC Classroom Assessments Formative Interim Summative ProfessionalDevelopment Guide Page 6 Examples Include: Professional Learning Communities (PLCs) Lesson Study
14. Aligning Assessment to the Florida Standards Systemic Changes
15. Step 1: Develop a Common Language Common language can facilitateeffective communication and understanding about essential assessment concepts and practices. Consensus on the meaning of terms and expressions is critical to enhance the communication among staff when discussing student achievement.
16. Activity 1a: Develop a Common Language Guide Pages 7-9
17. What Impact Will the Florida Standards Have On the Charter School’s Assessment System? Assessments must be aligned to measure what students are expected to know and do in a more rigorous way as stated in the new Florida Standards. Unlike many current classroom assessments, new assessments being developed will test the critical-thinking and problem-solving skills students need to succeed in school and life.
18. What Are Some of the Math Assessment Changes and Shifts?
19. Math Assessment Example Grade 7 Mathematics Analyze complex, real world scenarios using mathematical models to interpret and solve problems.
20. What Are Some of the ELA/LiteracyAssessment Changes and Shifts?
21. ELA Assessment Example Grade 6 English Language Arts Focus on citing evidence and items that may have more than one right answer.
22. Pause for Reflection on Assessment Shifts At your table, look in your Participant Guide on pages 10-15. Discuss sample Florida Standards-aligned assessment items that are within your grade band and discuss with others at your table the differences in the assessment items compared with your traditional classroom assessments. Brainstorm ideas of changes that would assist in ‘shifting’ your classroom assessments to make them more rigorous. Guide Pages 10-15
23. Aligning Your Assessment SystemWhat Does It Look Like? A Comprehensive Assessment System Includes: Annual Statewide Assessment: FCAT/EOC Alignment Periodic Interim Assessments Classroom Summative Assessments Classroom Formative Assessment
24. How Do Formative and Summative Assessments Differ? Retrieved from: Florida Department of Education
25. What is Effective Formative Assessment? Assessment instruments must directly align with content standards to be learned. All of the assessment’s items or tasks must correspond with what has been or what will be taught. The assessment instrument must provide enough detail to pinpoint specific problems. The results must be available in time to adjust instruction. Teachers must provide specific feedback about what they are doing well and how to improve. Teachers and students must actually use the results to inform teaching and learning. Students must be taught how to self-assess. Retrieved from: Florida Department of Education
26. Breaking It Down, A School Year Overview Annual Statewide Assessment Quarterly Interim Assessments Ongoing Classroom Summative Assessments Classroom Formative Assessment
27. Activity 1b: Reviewing Your Assessment System for Alignment to the Florida Standards Guide Pages 16-17
28. Let’s Take a Break… Be back in 15 minutes…
29. Section 2 Monitoring Growth
30. Monitoring and documenting student growth and progress is the primary way schools demonstrate effectiveness. LaniSeikaly Do you agree with that statement? Discuss at your table the statement and whether you agree or disagree. Include in the discussion other ways that charter schools can demonstrate effectiveness in addition to student growth and progress.
31. Monitoring Growth for All Students Monitoring growth makes it possible to see progress for students at all performance levels (ELL, ESE, and low performing students). Using multiple forms of assessment to monitor growth provides evidence for both teachers and studentsof progress toward career and college readiness. Examining data over time, rather than one point in time, is beneficial when planning instruction.
32. Using Learning Goals with Scales to Monitor Student Progress Learning Goals with Scales is a quality process for “chunking” standards. The teacher develops a set of priority learning goals with scales aligned with the Florida Standards that students may use to monitor their growth and progress in meeting those learning goals. Scales in a learning goal are progression points or levels of growth toward the learning goal. The scales or progress points developed by teachers will show students incremental progress leading to proficiency.
33. Using Learning Goals with Scales for Tracking Student Progress Learning goals aligned with the Florida Standards help students grow Scales enable student and teacher to track progress Activities aligned with scales and goal result in engagement Retrieved from: FL Department of Education
34. Why Monitor Students’ Growth Over Time?
35. Activity 2:Creating An Assessment Calendar to Monitor Student Growth Over Time Guide Page 19
36. Section 3 Value-Added Model VAM
37. Florida’s Value-Added Model (VAM) VAM: Is the model that Florida has adopted to measure the impact of teachers, schools and leaders on student learning Uses student level growth scores to differentiate teacher performance in the area of student learning growth Identifies the “teacher effect”, which is the portion of the student growth attributed to the teacher Will be part of the teacher evaluation system for all charter schools; combines student assessment scores with teacher observation http://www.floridaschoolchoice.org/information/charter_schools/files/VAM_webinar_2.pdf
38. Using VAM As Part of the Data Analysis System VAM is summative data, one part of a comprehensive assessment system.
39. What is VAM?
40. Questions to Ask When Analyzing VAM Data What are our strengths as a charter school? In what grade levels and content area(s) did we produce more than expected growth with our students? Is there anything special or different about the instructional strategies when delivering that content? What are the areas of challenge for our charter school? What is different about how this content is delivered? What root cause can we determine that may affect the progress in that content area?
41. Activity 3: Comparing Student Growth Models Video: Measuring Student Growth Guide Page 21
42. Bon Appétit Be back in 1 hour…
43. Section 4 Analyzing Student Work
44. Developing an Understanding of the New Standards’ Impact on Assessment The Florida Standards increases rigor and requires a greater depth of knowledge from students. Assessments must accurately measure students’ depth of knowledge of the content standards. It is essential that assessments align to the standards being taught and to the level of complexity required for students to successfully demonstrate proficiency.
45. Dissecting a Standard As the standards change, it is important to revisit dissecting standards to ensure that new classroom assessments align with the new expectations of the standards. Underline important nouns Circle important verbs Make one list of skills and another list of concepts Create a graphic organizer of the standard Key Steps:
46. Dissecting a Standard LAFS.4.W.1.2: Anchor Standard Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
47. Dissecting a Standard Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Concepts Skills Informative text Explanatory text Topic Ideas Information Write Examine Convey
48. Dissecting a Standard LAFS.4.W.1.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Skills Write Examine Convey Concepts Informative text Explanatory text Topic Ideas Information text informative explanatory write examine convey Topic Information Ideas
49. Activity 4a: Dissecting a Standard Guide Page 23
50. Aligning Assessments to Standards Process for developing an assessment that is well-aligned to the Florida Standards that aligns with Florida’s ‘New Way to Work’: Choose one or more standards to address Chunk the course content standards and identify the “big ideas” that each standard requires, including what students will know and what students will be able to do Develop learning goals and describe learning progressions or scales that align to the standard(s) and the big ideas Design an assessment that will enable students to demonstrate mastery of the learning goals Check to ensure the assessment aligns to all sections of the standard and learning goals Plan how to evaluate, provide feedback for growth, and score student work
51. Providing Effective Feedback Feedback is the process of helping students Assess their performance Identify areas where they are right on target Provide them with information on what they can do in the future to improve weak areas Doug Reeves (2007) states that effective feedback not only tells students how they performed, but how to improve the next time they engage in the task.
52. What Are the Characteristics of Effective Feedback? * Based on work from: How to Give Effective Feedback to Your Students. Susan Brookhart. (2008)
53. Effective Feedback Characteristics * Based on work from: How to Give Effective Feedback to Your Students. Susan Brookhart. (2008)
54. Effective Feedback Characteristics * Based on work from: How to Give Effective Feedback to Your Students. Susan Brookhart. (2008)
55. Effective Feedback Characteristics * Based on work from: How to Give Effective Feedback to Your Students. Susan Brookhart. (2008)
56. 4b: Putting It All Together - Analyzing Student Work Guide Pages 24-34
57. Activity 4b: Putting It All Together -Analyzing Student Work Guide Pages 24-34
58. Section 5 Next Steps
59. Activity 5: Next Steps What are some “big ideas” that you want to make sure to remember from today? With whom in your school do you need to share this with in order to take your next steps toward greater levels of data aligned to the Florida Standards? Guide Page 36
60. Don’t Forget Your Resources cpalms.org/project/cpalmscharter.aspx flcharterccrstandards.org
61. Closing Activities
62. Revisiting the Module Outcomes Developed a common assessment vocabulary Aligned school assessment system with the rigorous expectations of the Florida Standards Learned to assess to inform instruction and to monitor student growth Learned how the VAM fits into Florida’s integrated model of systematic planning and problem solving Dissected a standard and examined assessment alignment Prepared to engage in collaborative analysis of student work Discussed how to strengthen data use and inquiry to improve student performance
63. Post-Assessment and Session Evaluation Where are you now? Assessing Your Learning Guide Page 38