analyzing and examining student work hamden public schools august 25, 2004

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Analyzing and Examining Student Work Hamden Public Schools August 25, 2004 Facilitated by: Alice Henley & Kim Mearman SERC, Middletown, CT (860) 632-1485

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Analyzing and Examining Student Work Hamden Public Schools August 25, 2004. Facilitated by: Alice Henley & Kim Mearman SERC, Middletown, CT (860) 632-1485. Which Road Will You Take?. TTYN Turn To Your Neighbor. - PowerPoint PPT Presentation

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Page 1: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Analyzing and Examining Student Work

Hamden Public SchoolsAugust 25, 2004

Facilitated by: Alice Henley & Kim MearmanSERC, Middletown, CT (860) 632-1485

Page 2: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Which Road Will You Take?

Page 3: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

TTYNTurn To Your Neighbor

Turn to your ‘shoulder’ partner or ‘face’ partner when directed and take three minutes to answer the questions from Which Road Will You Take?

Page 4: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Proposed Plan for 2004-05

8/25/04 – All administrators [9-3]9/27/04 – All Principals [3:30-5:30]1/20/05 – Grade 3 & 5 Teams [ ]1/21 or 2/1/05 – Elementary Principals [

]3/10 or 3/11/05 - Grade 3 & 5 Teams [ ]4/12/05 - Elementary Principals [ ]4/25/05 – All Principals [ ]

Page 5: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

VOCAB

• Verify the terms

• Organize your cards

• Communicate to a partner

• Assess your understanding

• Build on it

Page 6: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Terms

Student Performance

Instructional Practice

Accountability

CMT/CAPT Assessment Collaborative Dialogue

Essential Questions

Reflective Practice

Data Collection

Page 7: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Assessment

“Assessment is a process of collecting data for the purpose of making decisions about individuals or groups and this decision-making role is the reason that assessment touches so many people’s lives.”

Salivia & Ysseldyke (2001)

Page 8: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Assessment

“Assessment is a process of collecting data for the purpose of making decisions about individuals or groups and this decision-making role is the reason that assessment touches so many people’s lives.”

Salivia & Ysseldyke (2001)

Page 9: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Assessment

“Assessment is a process of collecting data for the purpose of making decisions about individuals or groups and this decision-making role is the reason that assessment touches so many people’s lives.”

Salivia & Ysseldyke (2001)

Page 10: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Assessment

“Assessment is a process of collecting data for the purpose of making decisions about individuals or groups and this decision-making role is the reason that assessment touches so many people’s lives.”

Salivia & Ysseldyke (2001)

Page 11: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004
Page 12: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Closing the Achievement Gap

• Accountability and High Standards• Annual Academic Assessments• Consequences for Schools that Fail to

Educate Disadvantaged Students

[Accountability refers to the systematic collection, analysis and use of information to hold schools, educators and others responsible for student performance. States are being given freedom to develop assessments meeting certain criteria.]

Page 13: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

The 4 Pillars of NCLB

Accountability

Local Control

and Flexibility

Parental Choice

Doing What Works

Page 14: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Thurlow, M. & Thompson, S. National Center on Educational Outcomes. University of Minnesota

NCLB does NOT require student accountability (e.g., graduation exams to get a diploma.) NCLB does require

SYSTEM level accountability to ensure that all students learn to high levels.

Page 15: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Statewide Accountability System

K-12DATES Grades

2002-20052006-2014

4, 6, 8 and 103-8 and 10

• All Schools and Districts:- Annual Calculation of Adequate Yearly Progress (AYP)

• Two Consecutive Years Not Making AYP = School in Need of Improvement

- Title I Schools – NCLB Consequences- Non-Title I Schools – State Consequences

•Schools With No Testing- Local Determination of AYP in mathematics and reading

Page 16: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

April 2006Grades

* Mathematics, *Reading, Writing

3 to 8 and 10

April 2008* Science 5 and 8

and 10

*Results count for AYP

Changes in State TestingNew Generation of CMT and CAPT

Page 17: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Assessment and Identification

• Identify and intervene early• Simplify the identification process• Incorporate response to intervention• Incorporate universal design in

accountability tools

Recommendation from Task Force for Reauthorization of IDEAJuly 2002

Page 18: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

What is the Purpose for Assessment?

• To examine student progress– To determine if there is an achievement

gap Pre-Assessment/Planning– To address specific strengths and needs

Defining Target Areas/Instruction – To evaluate student learning

Monitoring/Reflection

Page 19: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

What is the Purpose for Assessment?

• To make instructional decisions

Page 20: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

What Do We Assess?

Context of learning

What we teach

Outcomes of Learning

How we teach

Student

Instruction

Environment

Curriculum

Page 21: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Testing vs. Assessment

Page 22: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Analyzing Assessments

• Looking at Numbers

• Quantitative data (Numbers)– Determining

instructional level– Monitoring student

progress

Page 23: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Analyzing Assessments

• Moving Beyond Numbers

• Qualitative data (Descriptions)– What is known– Patterns– Approaches to

learning

Page 24: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

To Analyze…

What is the question that needs to be answered?– Focused thinking

• Detail• Clarify• Refine vague statements• Probe for specifics

Lipton and Wellman 2003

Page 25: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Analyzing and

Examining Student

Work

Address Intensity of

Need for a Few Students

Close Achievement/

Performance Gaps for Some Students

Ensuring Effective Instructional Practices

and Promoting Positive Educational

Outcomes for All Students

All Students in School (Horner, 1998)

Sch

ool-

Wid

e

Ind

ivid

ual

Sup

port

Page 26: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Examining Student Work Examining student work has always been

part of a teacher’s job. But, in recent years, that practice has moved from being a solitary activity to being a more collaborative effort in which teachers learn about their practice by sharing with and listening to colleagues.

Tools for Schools, NSDC, Feb/March 2001

Page 27: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Analyzing & Examining Student Work

Analyzing Student Work

• To reflect upon instructional practice – as it relates to an

individual student’s progress or the progress of a targeted group of students

• To make instructional decisions – focused upon specific a

student or a specific group of students

Examining Student Work

• To reflect upon instructional practice – as it relates to the learning

of all students

• To make instructional decisions – about universal practices– about general curriculum

Purpose

Page 28: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Analyzing & Examining Student Work

Analyzing Student Work• Occurs as an individual,

partners, or a specific small group of colleagues

• Focuses upon a targeted student’s work (purposefully selected)

• Is designed to support problem-solving and meeting the specific instructional needs of a student or a targeted group of students

Examining Student Work• Occurs only with a small

group of colleagues• Focuses on any student’s

work (more randomly selected)

• Is designed to structure reflective dialogue for a group of professionals in order to enhance the instructional practice of those individuals

Characteristics

Page 29: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

“If teachers are to become skilled at independently identifying and addressing idiosyncratic learning problems of their students, they must learn to reflect critically on student work as well as on their own teaching practices.”

Source: “Lifelines to the classroom: Designing support for beginning teachers”, by Kendyll Stansbury and Joy Zimmerman. Knowledge Brief, WestEd, 2000.

Page 30: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Reflection Cycle

Modify Practice

Draw Conclusions About Impact of

Teaching on Student Learning

Evaluate StudentLearning

Analyze Data

Collect DataFrom a Variety

Of Sources

BEST Training 2001

Page 31: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

What is Reflective Practice?

deliberate pause

open perspective

thinking process

examination of beliefs,goals & practices

new insights &understanding

actions that improve student learning

Reflective Practice to Improve Schools J. York-Barr, et.al.

Page 32: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Reflective Practice Spiral

Reflective Practice to Improve Schools J. York-Barr, et.al.

Page 33: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

TIME for a BREAK!

Page 34: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Timed-Pair-Share• Turn to your shoulder partner.

Dialogue about the differences between analyzing and examining student work

• Partner A speaks for 1 min, while Partner B listens.

• Partner B speaks for 1 min, while Partner A listens.

Page 35: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

So How Does It Feel?

• How did it feel to be the listener?• How did it feel to be the speaker?• What does this tell us about

listening?

A Crucial Skill for Examining Student Work – LISTENING!

Page 36: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Effective Listening

• Paraphrase • Clarify • Summarize • Ask questions• Use non-verbal cues• Validate • Keep focused • Silence

Page 37: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Descriptive Review

• Review the Process – The facilitator provides the directions

and timelines for the process.

• Setting the Tone – The group reviews the intention of the

process. The group agrees to the reflective process.

Page 38: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Descriptive Review

• Work is Presented/Context – Teacher puts the work out for the team to see

and provides a brief introduction to the work.

• Descriptive Rounds – Selection of rounds is based on type of work

and focus of reflection. Each round builds on the previous one, seeking to deepen an appreciation for the instruction, task, and student learning.

Page 39: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Descriptive Review

• Hearing from the Teacher – Presenter has time to say what was

heard.

• Reflecting – The group reflects on the process.– Each member highlights what was

learned.

Page 40: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Descriptive Review Timetable

Steps Time

Review of Process 5 minutes

Setting the Tone 15 minutes

Work is Presented with Context 5 minutes

Descriptive Rounds 30 minutes

Hearing from the Teacher 10 minutes

Reflecting 5 minutes

Page 41: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Round One: Describe what you see.

Page 42: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Round One: Describe what you see.

Round One: Describe what you see.

Page 43: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Descriptions vs. Judgments

• Descriptions– See, Hear, Touch– Evidence based– Specific language

• Judgments– Inferences– Feelings– Assumptions

Perceptions

Page 44: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

A Crucial Skill for Examining Student Work – Use Descriptions Only!

Page 45: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Round One: Describe what you

see.

Page 46: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Round Two: What Questions Do You Have?

Page 47: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Types of Questions

• Opening Thinking– Inquire– Explore– Extend focused statements– Invite a wide-range

• “What are some of the ways you noticed the students demonstrated their learning?

L. Lipton & B. Wellman, 2003

Page 48: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Types of Questions

• Focusing Thinking– Detail– Clarify– Refine vague statements– Probe for specifics

• “The students did not understand the directions.” “What did you see the students doing when you finished the directions?”

L. Lipton & B. Wellman, 2003

Page 49: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

A Crucial Skill for Examining Student Work – Be Strategic in the Types of Questions You Use.

Page 50: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Round Three: What skills did the student demonstrate?

Page 51: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

A Crucial Skill for Examining Student Work – Provide objective ideas that provide an open perspective.

Page 52: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

So What’s Next?

• Create a plan to apply what you learned– Select a team to try Descriptive Review – Determine a time to practice– Reflect– Share your plan with your neighbor

– Must be done by 9/27

Page 53: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Lunch Time

Page 54: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Standards in Practice

• Setting the Tone – The group reviews the intention of the

process. The group agrees to the reflective process.

• Completing the Assignment – The group actually does the assignment as it

was describe to the students.

Page 55: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Standards in Practice

• Identifying Standards – Group takes the standards they are using and

find those standards to which this assignment might be directed.

• Creating a Scoring Guide – Construct a scoring guide (rubric) for this

specific assignment. The range should be 4=ideal work, to 1=minimal effort. The rubric must include words denoting quality.

Page 56: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Standards in Practice

• Scoring the Work – Participants use the scoring guide to score the

student work, first individually then as a team.

• Summarize results – Does this work meet the standards? “Was the

assignment well designed to help students achieve the standards?”

– If not, what are we going to do about it? Create an action plan.

Page 57: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Standards in Practice Timetable

Steps Time

Setting the Stage 5 minutes

Completing the Assignment 10 minutes

Identifying Standards 10 minutes

Creating a Scoring Guide 10 minutes

Scoring the Work 10 minutes

Summarize results 10 minutes

Page 58: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Grade 3

Page 59: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004
Page 60: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004
Page 61: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Students were asked to write and turn in a certain number of poems per day, demonstrating the use of a specific poetic technique. With one poem, the student will show evidence of editing and revision.

9th grade students – Poetry Unit

Page 62: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

The Key

Prosperity is the key

to our community

combined with unity

in the year 2g

we need cleanliness

remember this

Take heed to my discussion

crooked cops be bustin’

Claiming that their bring down drugs

Page 63: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

but they bring corruption

What we need is cooperation

to be a strong black nation

mentally mind block our minds from Satan

why everybody hatin

on our young black nation

Page 64: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

We need more recreation a place for ex criminals and vandals so the pressure could be off our back and then we can handle life is a scandal

Prostitution

Abortion

Extortion

Happens very often

Placin my peoples in coffins

Page 65: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

So What’s Next?

• Create a plan to apply what you learned– Select a team to try Standards in Practice – Determine a time to practice– Reflect– Share with your neighbor

– Must be done by 9/27

Page 66: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Web Siteswww.nsdc.org

“Examining Student Work” by Ruth Mitchell

www.lasw.orgLearning About Student Work

http://learnweb.harvard.edu/alps/ALPS Active Learning Practices for Schools

http://pzweb.harvard.edu/Research/Rounds.htmRounds at Project Zero

http://www2.edtrust.org/edtrustEducation Trust

Page 67: Analyzing and Examining Student Work Hamden Public Schools August 25, 2004

Web Siteshttp://www.essentialschools.org

Looking Collaboratively at Student Work: An Essential Toolkit

http://www.catalyst-chicago.org/12-99/129toc.htm

CATALYST: Voices of Chicago School Reform

www.middleweb.com/Hooverpromo.html“Hoover Middle School Teachers Examine

Student Work”

www.cesnorthwest.orgCoalition of Essential Schools