data teams: balanced assessment, collaboration, common instruction, and common sense
DESCRIPTION
Data Teams: Balanced Assessment, Collaboration, Common Instruction, and Common Sense June 27, 9 – 11:30am, Room: Union B&C The past two years have taught us that regardless of the economy, knowledge is a person’s most valuable asset. Teachers are more important than ever. It’s time to recognize that teachers, working together in small groups, have the capacity to raise student achievement. This workshop will demonstrate how teachers and administrators can grab this opportunity and discard much of what they do now in exchange for Balanced Assessment, Collaboration, Common Instruction, and Common Sense. Main Presenter: Mike White, Educational Consulting ServicesTRANSCRIPT
Data Teams: Balanced Assessment, Collaboration, Common Instruction, and Common Sense
The Cure For The Common Core!
Nonsense Our current system isn’t one --- “Martyrdom” or “Looking for a Genius” Bad Teacher Boogeyman Teacher Problem vs. Teaching Problem
Good News
More HS students are taking college prep classes. Teacher Quality continues to improve. After more than a decade of fairly flat achievement and stagnant or growing gaps, we appear to be turning the corner.
4th Grade Reading: Record Performance with Gap Narrowing
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1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008
Average Scale Score
9 Year Olds ‒ NAEP Reading
African American Latino White
NAEP 2008 Trends in Academic Progress, NCES
*Denotes previous assessment format
4th Grade Math: Record Performance with Gap Narrowing
150
160
170
180
190
200
210
220
230
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250
1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008
Average Scale Score
9 Year Olds ‒ NAEP Math
African American Latino White
NAEP 2008 Trends in Academic Progress, NCES
*Denotes previous assessment format
8th Grade Reading: Recent Gap Narrowing for Blacks, Less for Latinos
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210
220
230
240
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260
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1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008
Average Scale Score
13 Year Olds ‒ NAEP Reading
African American Latino White
NAEP 2008 Trends in Academic Progress, NCES
*Denotes previous assessment format
8th Grade Math: Progress for All Groups, Some Gap Narrowing
200
210
220
230
240
250
260
270
280
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1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008
Average Scale Score
13 Year Olds ‒ NAEP Math
African American Latino White
NAEP 2008 Trends in Academic Progress, NCES
*Denotes previous assessment format
Not So Good News---Standards, Students and Scrutiny The Typical Classroom 11 of the 30 students will live in poverty 10 of the students will be non-White 12 of the student’s primary language will not be English (one of 150 languages spoken in the US) 6 will not be reared by their biological parents 1 will be homeless 6 will move at least 4 times before grade 7
U.S. Department of Education Census Bureau
Expectations
When we really focus on something, we can change
it - we can fix it!
Reality-Bad News No longer a job you can do by yourself Harder Standards Harder Students Harder Scrutiny
Back mapping
Traditional standards started with kindergarten and then added years of work on top of those (and have focused heavily on existing curricula and notions of development) The common standards began with college and career readiness standards and then back mapped from there This makes these standards more challenging than past standards̶especially at the early grades
David Coleman Said…… “Teachers must train students to be workers in the Global Economy. It is rare in a working environment that someone says, “Johnson, I need a market analysis by Friday but before that I need a compelling account of your childhood.” Translation to the classroom……………………….
“Goodnight”-Goodnight Moon
Old Standard…..RECOGNIZE main ideas presented in texts Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text
“Unwrap” the Common Core Standards
Of the 100 Students Starting 9th Grade this Fall…
90 will make it to 10th grade
81 will make it to 11th grade
76 will make it to 12th grade
73 will graduate on-time 33 will graduate from college
Source: Ed Week, EPE Research Center, Diploma Counts 2007, uses the Cumulative Promotion Index (CPI).
African American and Latino 17 Year-Olds Perform at Same Levels As White 13 Year-Olds
0%
100%
150 200 250 300 350
Perc
ent o
f Stu
dent
s
Average Scale Score
White 13 Year-Olds African American 17 Year-Olds Latino 17 Year-Olds
Source: National Center for Education Statistics, NAEP 2007 Trends in Academic Progress
Note: Long-Term Trends NAEP
Our Knowing Doing Gap Boatloads of schools and studies attest to the power of systems that create and maintain effective teachers through balanced assessment and collaboration. And yet: the typical school or district improvement plan takes us in an entirely different direction.
Riverside Iowa Report ---Package A
How’s your balance̶Data Driven or Data Dizzy?
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Conditions & Expectations
New data: Research shows an increase in these risk factors is associated with a decrease in student achievement .
District = 97%
District = 92%
District = 93%
Fall/Winter DIBELS 2010-11
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71 74
55 62
35 45
38 46
67 68
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18
23 11
21 12
35
29
24 11
19 18 36
26
6 15
24 26 29 26 38 43
14 14
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100
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Intensive
Strategic
Benchmark
Our New AYP Group̶ Bubble Kids
Ira Flect
Will ask himself: “What do I need to do, what do I need to change to make sure my students succeed? Heck, It’s not like I’ve been saving my good lesson plans until somebody caught me!”
Raise Our IQ (Ira Quotient)
Create a system that’s a balance of good data and effective adult responses. Small groups of teachers collaborating and using assessments and technology to improve instruction.
What We Know Collaborative Cultures using big and small assessments can improve schools. Teachers should not have to work in isolation like independent contractors from the 1950’s Everyone benefits when small groups of teachers are actively analyzing and comparing data & practices
What We Know: It’s All About Teaching
The Powerful 23/49 Statistic Principal Effectiveness ̶ 23% Teaching Effectiveness̶ 49% Economics, Ethnicity, Language ̶ 24% Teachers are The Main Thing Truth in Bumper Stickers!
Students Who Start 2nd Grade at About the Same Level of Math Achievement…
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Group 1 Group 2
Aver
age
Perc
entil
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Beginning of 3rd Grade
Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997.
…Finish 5th Grade Math at Dramatically Different Levels Depending on the Quality of Their Teachers
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77
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0
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80
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Group 1 Assigned to ThreeEFFECTIVE Teachers
Group 2 Assigned to ThreeINEFFECTIVE Teachers
Aver
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Beginning of 2nd Grade End of 5th Grade
Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997.
In Effective Schools, teaching practice is not regarded as a matter of individual teachers’ taste and preference but a matter for serious inquiry and discussion and common expectations
Elmore in Simmons, J. (2006), Breaking Through: Transforming Urban Schools
In Effective Schools, “everyone is in everyone’s business”
My Grandma, 1997
“But We Already Do This”
Collective Intelligence (men̶put your cell phones down) How big is the moon? The moon is about _______miles across. How far is it from Earth to the moon? It is about _________ miles from Earth to the moon. How old is the moon? The moon is the same age as the Earth and the rest of the solar system ̶ about ____billion years. Our solar system was all formed at that time.
Collective Intelligence How big is the moon? The moon is about 2,000 miles across. How far is it from Earth to the moon? It is about 250,000 miles from Earth to the moon. How old is the moon? The moon is the same age as the Earth and the rest of the solar system ̶ about 4.5 billion years. Our solar system was all formed at that time.
What Are Design Teams?
Small grade-level or department teams that examine individual student work generated from common formative (pre and post) assessments Collaborative, structured, scheduled meetings that focus on the effectiveness of teaching and learning
Design Teams What They Are and What They Aren’t Can I sit in on one of your classes? Battle ships and Ice Cream Flow Charts and Book Clubs
Vertical Design/Data Team
Middle School Department Team/Small School Team
Grade 6(K) Math Teachers
Grade 7(1) Math Teachers
Grade 8 (2)Math Teachers See page 63
Horizontal Design/Data Team
Elementary
Grade 3 Teacher
Grade 3 Teacher
Grade 3 Teacher
See page 63
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Balanced Assessment Model
1. Develop or Revise Monthly Curriculum Calendars Commit to teach the bad news standards and the long and lingering standards at the same time Develop a timeline
2. Develop and Administer Common Pre-Assessments Find out what your students
know
3. Analyze Pre-Assessment data Identify student barriers strengths and interests Develop Instructional Strategies and Lesson Use data to improve instruction
4. Teach Teach Teach Teach
5. Develop and Administer Common Post-Assessment Feedback for administrators, teachers and students Prove Learning
6. Analyze Post-Assessment data. Plan interventions for students who did not master the standard. Plan how you will tweak your lesson for next year.
When your summative data comes back, uncover
your success stories and honest bad news.
When your summative data comes back, uncover your success stories and honest bad news.
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Celebrate and then Collaborate!
Math Computation Social Studies - Resource Allocation Math Concepts & Estimation Science - Earth and Space
“Too much to do! I can’t think about how to teach I have to think about what to teach and when I will get it all in. Design Teams Do Not Address All The Indicators!
The Real Calendar (About 150 Days)
Bottom Line: Roughly 19 Eight-Hour Days Per Subject Per Year
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Step 1: Develop Monthly Curriculum Calendars. Make the commitment to teach some standards at the same time.
Step 2: Develop and Administer Common Pre-Assessments.
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Testing to Prove vs. Testing to Improve --- Formative Assessment taken to it’s Logical Conclusion is a Pre Test
The true purpose of assessment must be, first and foremost, to improve instruction Tell us:
What students know What students don’t know What they want to know---- Not after instruction has started or finished̶before it has begun!
Pre Assessments
Provide Clarity and Feedback to Teachers and Students. The best operational definition of a standard are the questions we use to assess it. Fairness̶allow us to see growth and make teacher comparison. Probably the best way to measure teaching success.
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Here’s what’s so wrong about doing what seems right-----only using Interim/Benchmark Tests (Unbalanced)
Here’s what’s so wrong about doing what seems right̶this is what happens when teachers use the system they have been given
Tippy Toe Instruction----85% rule
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Tippy Toe Instruction----85% rule
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Tippy Toe Instruction----85% rule
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Tippy Toe Instruction----The Rule of 85%
Step 3: Identify student barriers, strengths and interests and develop / select appropriate instructional strategies and lesson
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Step 4: Teach Using Your New and Improved Lesson
Task 1: How much to get in? Gator Pie Travis and Martin are two friends that are at the fair. Their moms gave them different amounts of Dad gave me a dollar money to spend. Travis has $6. Martin has $8. When they got to the fair, they found that it costs $1 to get in. In the boxes, draw pictures showing the part of for group 1 use fraction land flags̶grade 2 lesson $6 that Travis spent and the part of $8 that Martin spent to get in to the fair. Then write the parts as fractions. The fraction of the money Travis spent: _____________
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Step 5: Administer Common Post-Assessment̶to Prove Learning and Measure Growth
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Step 6: Analyze Post-Assessment data. What’s your backup plan for students who did not master the standard?
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Rinse Lather -‐ Repeat
1. Develop or Revise Monthly Curriculum Calendars Commit to teach the bad news standards and the long and lingering standards at the same time Develop a timeline
2. Develop and Administer Common Pre-Assessments Find out what your students
know
3. Analyze Pre-Assessment data Identify student barriers strengths and interests Develop Instructional Strategies and Lesson Use data to improve instruction
4. Teach Teach Teach Teach
5. Develop and Administer Common Post-Assessment Feedback for administrators, teachers and students Prove Learning
6. Analyze Post-Assessment data. Plan interventions for students who did not master the standard. Plan how you will tweak your lesson for next year.
When your summative data comes back, uncover
your success stories and honest bad news.
