how assessment supports rti 2 and closing the achievement gap clinch-powell cooperative presenters:

HOW ASSESSMENT SUPPORTS RTI2 AND CLOSING THE ACHIEVEMENT GAP

Clinch-Powell Cooperative Presenters:

© 2013, Battelle for Kids. All Rights Reserved

Goal

•To review classroom assessment practices that support state/national assessments, RTI²:Tier 1, and closing the achievement gap


What Can I Control Regarding Assessment?

Classroom Practices!

Balanced Assessment Video

Leave today knowing elements are accessible through tools being offered.

http://www.doe.virginia.gov/teaching/career_resources/prof_dev_toolkit/balanced_assessment/


A Balanced Assessment System

Did your goals and strategies make a

difference?

Responsive Teaching

Common Benchmark Assessment

State Testing

Value-Added Analysis & Class

Reports

Check & Change

Responsive Teaching

Value-Added Analysis & Class

Reports



Formative Instruction

What will you do to improve

teaching and learning?

Responsive Teaching

Check & Change

Check & ChangeLook for Strengths &

Weaknesses; Formulate Goals
















Tier 1


“Inside The Black Box: Raising Standards Through Classroom Assessment-1998” Black & Wiliam

Typical effect sizes of the formative assessment experiments were larger than most of those found for educational interventions.”

Achievement gains – 15-25 percentile points on standardized test score scales; 70 SAT score points; 4 ACT score points

Achievement of low-performing students increased to the point of approaching that of high achieving students

Chappuis, Stiggins, Chappuis, Arter Classroom Assessment for Student Learning


What do formative instructional practices for TEACHERS look and sound like in action?

Where am I now?• Clearly distinguish activities (performance goals) from achievement

(learning goals).• Articulate why students are being assessed and what they are

going to do with the results.• Provide descriptive feedback in relation to the learning targets or

learning process.• Employ effective questioning strategies.• Use the student-developed rubric to engage students in self-

assessment, peer-assessment and teacher-generated feedback.• Teach students to self-assess and set learning goals.


What do formative instructional practices for TEACHERS look and sound like in action?

How can I close the gap?• Design lessons to focus on one aspect of quality at a time.• Use tiered lessons when appropriate (responsive teaching).• Use flexible grouping as needed (responsive teaching).• Teach students focused revision, including using rubrics.• Engage students in self-reflection, modeling how to keep track

of and share their learning.


What do formative instructional practices for STUDENTS look and sound like in action?

Where am I going? • Understand the intended learning or targets/rubrics and can

articulate the learning to themselves and others.• Participate in the creation of rubrics with teachers and classmates.• Have a clear picture from the start of what quality work looks like

and sounds like.• Examine examples of strong and weak work.• Are able to create and critique assessment items.• Are able to ask questions about the assessment blueprint.



Where am I now? • Understand why they are being assessed and what is

happening with the results.• Provide descriptive feedback to themselves and peers, using

rubrics when appropriate.• Learn to answer and ask effective questions.• Learn to self-assess and set learning goals for themselves.• Understand where they are on the learning progression.



How can I close the gap? • Understand the focus of any lesson and what is important.• Understand why they are in particular learning groups or

"doing" particular lessons.• Understand the strategies to move their own learning forward.• Are able to make focused revisions. Rubrics and work samples

help.• Engage in self-reflection and keep track of and share their

learning.


Student Ownership Continua: Where am I?Rubric for Teachers’ Toolbox

Category Skilled Practiced Learning Ready to Learn

Student Ownership

I actively and consistently give students ownership of their learning. My students are able to track their progress, set goals for learning, and communicate about their own progress.

I can describe various student ownership practices and show examples.

I understand, in general, the types of things one might do to give students ownership of their learning, but I don’t understand the precise steps involved.

I don’t understand what is meant by student ownership-or- I don’t believe it to be powerful.


Effective Feedback Continua: Where am I?Rubric for Teachers’ Toolbox

Category Skilled Practiced Learning Ready to Learn

Effective Feedback

I report student assessment results accurately and understandably.

I am in the process of learning how to apply what I know.

I understand, but I don’t know where to begin.

I use standard, traditional ways of reporting assessment results to students.


Curriculum, Instruction, Assessment

Curriculum(What?)

Instruction(How?)

Assessment(How Well?)

Standards; Curriculum;

Pacing Guides

Strategies; RTI2; Differentiation; Collaboration;

Flexible Grouping; etc.

Formative; Summative; Common Assessments;

Benchmarks; State; National


Assessment in Your Classrooms


The Need for Assessment to Inform Instruction

• Selecting Purposeful Assessments• Developing Local Assessments• Balanced Assessments• Effective Use of Data to Guide Instruction• Measuring and Closing Achievement Gaps• Student Mobility• Computer-Based Assessments


Connections to Formative Instructional Practices (FIP)

• Using clear learning targets

• Collecting and documenting evidence of student learning

• Providing effective feedback

• Student ownership of learning


Balanced Assessment System: What do I know about my students?


Alignment

Since our ultimate goal is to improve learning

and teaching through the use of the data

generated from student growth measures, the

assessments used must be closely aligned to

articulated standards taught in the classroom.


ResourcesTNCore.org – sign up for updates

www.battelleforkids.org/Tennessee Each school has an access code, but you can get to some resources without it. The FIP training modules (code required) go into depth on the all Formative Instructional Practices – New Modules as of July 1, 2013.

http://ati.pearson.com/tools-resources/index.html (Pearson -- integral to TN assessment)

Open Education Resources http://www.oercommons.org

Karen Hess’s Cognitive Rigor Matrix and Examples www.nciea.org

http://www.tncore.org/

http://www.battelleforkids.org/Tennessee

http://www.oercommons.org/

http://www.oercommons.org/

http://www.nciea.org/


Assessment Blueprints

Start With a Plan• Record the prioritized learning expectations that will be on the

assessment.• Identify the assessment methods to be used.• Identify the level of complexity of the learning expectations and

the assessment items.• Determine how much “weight” each learning priority will receive.• Balance the rigor of the assessment.

how assessment supports rti 2 and closing the achievement gap clinch-powell cooperative presenters:

Documents

achievement learning

arter classroom assessment

student learning

learning targets

classroom practices

achievement gains

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