heidelberg administrators leadership in school technology integration

Heidelberg AdministratorsLeadership in School Technology Integration

Module 3: ASSESSMENT AND D3M

Agenda• Welcome and Introductions

• Goals, Objectives, and Anticipated Outcomes

• Session 2 Review

• Revisit Multiple Measures

• Data Safety and Transparency

• Tools for Data Collection and Manipulation

• SMART Goal Setting / SMART Plus Exercise

• Formative Assessment

• Discussion, Reflection and Evaluation

Goals

• Develop data literacy skills to improve achievement through informed instruction/support

• Develop professional learning communities rooted in the use of information

• Provide professional development for users as DoDDS enhances data access and use

Objectives

• Recognize the value of multiple data measures

• Recognize the importance of Data Safety and Transparency

• Access and analyze data specific to your school

• Demonstrate an understanding of the SMART goal process

3 Keys to Successful Schools

• Effective Teamwork!– “The best thing to invest in right now is collegiality.

The number one skill that teachers will need is to be team-based, collegial, sharing their knowledge and wisdom”

Alan November

– “Unfortunately, teacher isolation - the opposite of teamwork - is one of the most obvious realities of a teacher’s life”

Mike Schmoker

– You must not accept Teacher Isolationism!!


• Effective Teamwork!– Simply placing teacher in groups, does not

make a team– Use the 30/30+ minute format

• Insure that there is always an agenda given out before the meeting

• Insure that goals and minute/meeting notes are distributed to all team members in a reasonable amount of time (including copies to administrators)


• Set Measurable Goals– SMART Goals for Schools– SMART Goals for Teacher Teams

• “We did not find a single case in the literature where student learning increased but had not been a central goal”

Joyce, Wolf, and Calhoun

• “What gets measured, gets done!”Mike Schmoker


• Use of Data: Summative/Formative– Data helps us to monitor and assess

performance– Build a climate of Data-Safety

Data-Driven Decisions (D3) for Teaching, Learning, and Leading

Plan

Teach

Assess

Frequent Formative

Assessments

Improved Instructional

Practices

Data Analysis by School Teams

GOOD BASELINE DATA

MEASURABLE

INSTRUCTIONAL GOALS

Two Way Interaction Analysis

Demographics by Student Learning

Example: Is there a relationship between attendance and standardized achievement results?

Adapted from: Bernhardt, V. L. (1998). Data analysis for comprehensive school wide improvement. Larchmont, NY: Eye on Education.

Demographic Data

Student Learning Data

INTERACTIONS CAN TELL US -

• Demographics by students • If subgroups of students perform differently on student learning measures

• Demographics by perceptions • If groups of students are experiencing school differently

• Demographics by school processes

• If all students are represented in the different programs and processes offered by the school

• Student learning by school processes

• If different programs are achieving similar student learning results

• Student learning by perceptions

• If student perceptions of the learning environment have an impact on their learning

• Perceptions by school processes

• If people are perceiving programs and processes differently

Two-Way Interaction Analysis


Three Way Interaction Analysis

Demographics by Student Learning and Processes

Example: What are the differences in student learning results based on who the students are, and how they are taught to read?


Demographic Data


School Processes Data

INTERACTIONS CAN TELL US -

• Demographics by student learning by perceptions

• The impact of demographic factors and attitudes about the learning environment have on student learning

• Demographics by student learning by school processes

• What processes or programs work best for different groups of students measured by student learning results

• Demographics by perceptions by school processes

• What programs or processes students like best or the impact different programs have on student attitudes

• Student learning by school processes by perceptions

• The relationship between the processes student’s prefer and learning results

Three-Way Interaction Analysis


Demographic Data

Perceptions Data


School Processes Data

All four areas must be considered.

Multiple Measures of Data

Adapted from: Bernhardt, V. L. (1998). Data analysis for comprehensive schoolwide improvement. Larchmont, NY: Eye on Education.

Four-Way Interaction Analysis

INTERACTIONS CAN TELL US - •Demographics by student learning by perceptions by school processes

•What processes or programs between male and female students have the greatest impact on students’ learning, according to student perceptions and as measured by student learning results


Data-Driven Decisions (D3) for Teaching, Learning, and Leading

Plan

Teach

Assess

Frequent Formative

Assessments

Improved Instructional

Practices

Data Analysis by School Data

Teams

GOOD BASELINE DATA

MEASURABLE

INSTRUCTIONAL GOALS

Important Reminders

• Data we gather and analyze must focus on the purpose of the school or our efforts will lead to only random acts of sporadic improvement;

• Schools cannot use summative student achievement measures alone;

• To get systemic improved results, we must look at intersections of demographic, perception, student learning, and school process data.Adapted from: Bernhardt, V. L. (1998). Data analysis for comprehensive schoolwide improvement. Larchmont, NY: Eye on Education.

Reading Activity

Reading AssignmentPerspectives/Blind Data

February 2003 (of ASCD’s Educational Leadership)

How Will We Use the Data?

Where Did the Data Come From?

What Do the Data Really Say?

Data Transparency & Safety

• How can I create a climate of high data visibility and data safety in my schools?

• How can I foster celebration of data?

PTlI-D3 Session December 6, 2006

Dealing with the SEDUCTIVE ALLURE OF DATA

Administrations and teachers need to ask themselves the following questions:

• Significance: “Do my classroom assessments measure genuinely worthwhile skills and/or knowledge?”

• Teachability: “Will I be able to promote my students’ mastery of what’s measured in my classroom assessments?”

• Describability: “Can I describe what skills and/or knowledge my classroom tests measure in language sufficiently clear for my own instructional planning?”

• Reportability: “Do my classroom assessments yield results that allow me to tell which parts of my instruction were effective or ineffective?”

• Nonintrusiveness: “Are my classroom tests taking up too much time away from my instruction?”

Popham, “Dealing with the Seductive Allure of Data”

SMART Goal Setting

R – Relevant Is what you achieve relevant to the objectives with available resources

R – Relevant Is what you achieve relevant to the objectives with available resources

M – MeasurableShould be able to measure whether you are meeting the objectives or not

M – MeasurableShould be able to measure whether you are meeting the objectives or not

A – Attainable Are the objectives you set, achievable and attainable

A – Attainable Are the objectives you set, achievable and attainable

S – Specific Objectives should specify what is to be achieved

S – Specific Objectives should specify what is to be achieved

T – Time BoundWhen do you want to achieve the set objectives and can you track it?

T – Time BoundWhen do you want to achieve the set objectives and can you track it?

SMART Goal + Checkup1. Measurable baseline

2. Measurable target

3. Specific timeframe

4. Specific about what is being assessed

5. Specific method of assessment

6. Some ideas, based on data, for future action / focus needed to reach target

Scott McLeod, Data-Driven Teachers

Review…

SMART• Specific• Measurable• Attainable• Relevant• Time Bound

SMART +1. Specific target

2. Measurable baseline

3. Measurable target

4. Specific timeframe

5. Assessment method

6. Informed hypothesis

Looking at Data Tools

• DoDDS website: Jim Rodman• NCREL - Data Use• Atomic Learning

Formative Assessment

• "Assessments that happen once a year are not likely to be of much help to those who must make decisions every three or four minutes.

•Assessments that provide broad portraits of student achievement are not likely to help those who need high-resolution microscopes.

•Assessments that produce results two months after the test is taken are not likely to be of value to those who must make decisions right now."

• --Richard J. Stiggins (2002)

Formative AssessmentThe first active element of formative assessment is…

Sharing the learning outcomes or learning intentions with students at the beginning of a lesson.

• not only are students more motivated and task-oriented if they know the learning outcome of the task,

• but they are also able to make better decisions about how to go about the task.

The learning outcome needs to be clear and unambiguous, and explained to students in a way that they can understand.

Adapted from the Ministry of Education, Wellington, New Zealand

When Do You Assess?

Most teachers assess students at the end of an instructional unit or sequence.

When planning, teaching, and assessment are interwoven, both the students and the teacher benefit. The next slide suggests a diagnostic continuum for ongoing assessment.

Pre-assessment(Finding Out)

Formative Assessment(Keeping Track & Checking -up)

Summative Assessment

(Making sure)

Feedback and Goal Setting

Pre-testGraphing for GreatnessInventoryKWLChecklistObservationSelf-evaluationQuestioning

Conference Exit CardPeer evaluation Portfolio Check3-minute pause QuizObservation Journal EntryTalk-around Self-evaluationQuestioning

Unit TestPerformance TaskProduct/ExhibitDemonstrationPortfolio Review

Teachers must share this information with other teachers.

On-going Assessment:A Diagnostic Continuum

Another Look At Formative and Summative Assessment

The garden analogyIf we think of our children as plants …

Summative assessment of the plants is the process of simply

measuring them. It might be interesting to compare and analyze

measurements but, in themselves, these do not affect the growth of

the plants.

Formative assessment, on the other hand, is the equivalent of feeding

and watering the plants appropriate to their needs - directly affecting

their growth.

Adapted from the Ministry of Education, Wellington, New Zealand

Formative Assessment Is

Formative assessment is assessment that is designed to inform instructional decisions and help you formulate plans for addressing student needs going forward.

It can be contrasted with summative assessment, which helps you evaluate a program at it’s completion and helps guide future developments.

‘Big Data’ vs. ‘Little Data’

Renaissance Learning™

BIG

little

Medium

We need more ‘Medium’ and ‘Little’ Data

What we need tobe doing more of…

Also, muchmore of…

Formative Assessments…

Include both formal and informal methods

Occur right along with instruction

Provide specific feedback to teachers and students for the purpose of guiding teaching to improve learning

Should be aligned to DoDDS/DoDEA Standards

Formative Assessment …

Depicts a student’s life as a learner

Guides instruction to enable better teaching and learning

Is used to make instructional adjustments

Alerts the teacher about student misconceptions

Is an “early warning signal”

Allows students to build on previous experiences

Provides regular feedback

Provides evidence of progress

Aligns with instructional/curricular outcomes

Formative Assessment

Involves monitoring and adjusting

Begins in the planning process

Provides constructive feedback for improvement

Can validate techniques

Often spontaneously collected

Multiple types more valuable than single-source

Often shared informally - unlike summative data

Collected before or during implementation for immediate interventions

Formative Assessments and Walk-throughs

Key elements of formative assessment include:

The identification by teachers and learners of learning goals, intentions or outcomes and criteria for achieving these.

Rich conversations between teachers and students that continually build and go deeper.

The provision of effective, timely feedback to enable students to advance their learning.

The active involvement of students in their own learning.

Teachers responding to identified learning needs and strengths by modifying their teaching approach(es). Ministry of Education, Wellington, New Zealand

Examples of Formative Assessment

Conference

Exit Card

Peer evaluation

Portfolio Check

3-minute pause

Oral Presentations

Quiz

Observation

Journal Entry

Talkaround

Self-evaluation

Questioning

http://www.rcsdk12.org/setrc/Assessment%20Exit%20Cards%20U%20LEAD.ppt#265,14,Formatve Assessment Is..

Black and Wiliam’s research indicates that improving learning through assessment depends on five deceptively simple factors:

– Providing effective feedback to students.

– Students’ active involvement in their own learning.

– Adjusting teaching to take account of the results of assessment.

– Recognizing the profound influence of assessment on students’ motivation and self-esteem - both crucial influences on learning.

– Ensuring pupils assess themselves and understand how to improve.

Think about your own assessment practice and how you would incorporate the “simple factors”

Think about whether your teachers are ready to incorporate the “simple factors”

Ministry of Education, Wellington, New Zealand

The Black Box: Findings

Key Questions

• What will DoDDS Schools look like five years from now?– Curriculum?– Resources?– Programs?

• Thinking outside the box.

heidelberg administrators leadership in school technology integration

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