plcs for leadership teams semlac – day two
DESCRIPTION
Metro ECSU Linda Harvieux August 12, 2011. PLCs for Leadership Teams SEMLAC – Day Two. Agenda. Welcome and Grounding Sustaining the Culture and Growth of the PLC: Are we a group or a team? Mapping Your Route: The Four PLC Questions: What is the work? Where is your team? What’s next? - PowerPoint PPT PresentationTRANSCRIPT
Metro ECSULinda HarvieuxAugust 12, 2011
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• Welcome and Grounding• Sustaining the Culture and Growth of the PLC:
Are we a group or a team?• Mapping Your Route:• The Four PLC Questions: What is the work?
Where is your team? What’s next?– What do we expect the students to learn? – How will we know?
• Mapping Your Route Continued:• The Four PLC Questions: What is the work?
Where is your team? What’s next?– What will we do if the students don’t learn?– What will we do if they already know it?
• Action Planning
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“The message should be, ‘We did then what we knew how to do. Now that we know better, we can do better.”
DuFour, DuFour, Eaker & Many. pg. 255
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“The message should be, ‘We did then what we knew how to do. Now that we know better, we can do better.” DuFour, pg. 255
Individual Group Team
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CV T O
M I B Z UG D S A E H W
Y F K N X L J Q P
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FJ R N
U L A O SP E V D X C Y
K T G WB I Q M HA Metro ECSU Presentation
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Things to think about when deciding whether to use consensus or not….How much support or buy-in do you need in order to implement.History.Past successes.Skills of the group.Volatility.Confidentiality.
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Which of these do you believe defines consensus:1.All of us can embrace the proposal.2.All of us can endorse the proposal.3.All of us can live with the proposal.4.All of us can agree not to sabotage the proposal.5.We have a majority-at least 51 percent-in support of the proposal.
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When the group reaches a single solution or decision and each member of the group can say:
I believe you understand my point of view.I believe I understand your point of view.I will support the outcome because it was reached openly and fairly.I believe it is in the best interest of the entire group.
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A unanimous vote.Everyone’s first choice.That everyone agrees. (Enough participants need to be in favor of to get the decision carried out.)
NOT ALL DECISIONS SHOULD BE MADE BY CONSENSUS
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• All points of view have not merely been heard, but actively solicited.
• The will of the group emerges even to those who most oppose it.
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What are the worst possible outcomes if we don’t do this?
What are the worst possible outcomes if we do this?
What are the best possible outcomes if we don’t do this?
What are the best possible outcomes if we do this?
Use “worst possible” as a planning tool to identify what needs to be done to be sure these outcomes don’t happen.
Use “best possible” as tool to identify what has to be done to be sure these outcomes happen.
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5. Fingers. I love this proposal.
4. Fingers. I strongly agree.
3. Fingers. The proposal is okay with me. I am willing to go along with it.
2. Fingers. I have reservations and am not yet ready to support this proposal.
1. Finger. I am opposed to this proposal.
Fist: If I had the authority, I would veto this proposal, regardless of the will of the group.
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When the group gets stuck….
What to say when the group gets stuck or is running out of time.
Ask….
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When the group gets stuck…
Go back to points you all agree upon. List them.Go back to the polar points. What would make this something you could live with?Take a break (walk around).Change facilitators.Put a hold on the issue.Use sufficient consensus.
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Questions to ask about the process:Have we fully involved everyone as participants in the problem-solving process?Have we listened carefully to all points of view, particularly the unpopular ones?Have we seriously faced any emerging conflict in our group and tried to reconcile differences?
Pledge to revisit within a certain time.
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SUPPORT PARTICIPATEStrong Agreement 10 I’ll Lead
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Agreement 7 I’ll Help
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Low Agreement 4 Not Able/Willing to Help
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No Agreement 1 Won’t Sabotage
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Skills Incentives
Resources
Action Plan
Vision Skills Incentives
Resources
Action Plan
CHANGE
CONFUSION
Vision Incentives
Resources
Action Plan
ANXIETY
Vision Skills Resources
Action Plan
GRADUAL CHANGEVision Skills Incentive
sAction Plan
FRUSTRATION
Vision Skills Incentives
Resources
FALSE STARTS
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Assessing your team: Focus on Student Learning Collaboration Focus on Results
Find the “Self-Assessment for a Focus on Learning” in your binder (end of day 2).
Read through the criteria and match with the four questions.
Save this assessment to complete as we investigate the work of your team.
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In This Section: Team roles are recorded Document member participation to keep all
members accountable and informed
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Date: PLC Facilitator:Recorder:
Members Present: Members Absent:
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Non-Negotiables Define essential learning and use common
assessments Everyone participates and works toward
the common goal – achievement for all students
Teams make individual norms and honor their team norms
-adapted from DuFour, et. al.
Team Norms
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Norms:
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“There is such a thing as group IQ. While a group can be no smarter than the sum total of the knowledge and skills of its members, it can be much “dumber” if its internal workings don’t allow people to share their talents.”
-Sternberg, 198
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Norms make sure all the team members can participate by having solid “internal workings”.
How will your norms help your team develop solid “internal workings”?
What will the team do about “norm-breaking”?▪ What do we do about the person who doesn’t
come?▪ What do we co about the person who comes but
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We will not interrupt.
We will start and end on time.
We will use an agenda and log.
We will engage in deep listening assuming positive intentions.
We will use our time to focus on student learning.
Our meetings will be guided by the four critical questions.
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Centerpiece Activity: Working in your group, first silently
respond to the norm cards in the middle of the table, one at a time.
After time is called, assign a facilitator to process each norm.
Read aloud the ideas created as a group. Synthesize the ideas into one all-
encompassing statement. Describe how that norm with look –
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Team Topic/Focus:
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Today’s Focus:
Four Questions:What do we expect the students to learn? How will we know when they have learned it?How will we respond when they don’t learn? How will we respond when they already know it?
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Use summative results : MCA, NWEA, other standardized tests and classroom summative assessments to identify topic and content strands to focus on
Evaluate content area student skills and learning strategies to identify skill based focus areas
Identify common skills across curricular areas to identify skill based focus areas
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Team Topic/Focus: Third grade math fluency
The 3rd grade students will be able to compute 3-digit addition number sentences as measured by our team’s common assessment with 90% accuracy by the end of the first trimester.
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Today’s Focus:
Four Questions:What do we expect the students to learn? How will we know when they have learned it?How will we respond when they don’t learn? How will we respond when they already know it?
What math skills do we assume our students already have? What math vocabulary will be necessary to engage in this content?How will we pre-assess our students understanding of the necessary skills and vocabulary
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Find the packets of “Four Questions” and a blank “Four Question” grid.
Sort the questions strips in the appropriate section of the grid.
Check your work on the completed grid.
Add 2-3 questions of your own in each section of the grid.
Add questions as we move through the day.
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Collaborative TeamsData/Assessment
Student Learning
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What do we expect our students to learn?Standards, benchmarks, ELO’s, essential learnings, power standards, learning targets, content and language objectives (Sheltered Instruction)
How will they learn it?Teaching strategies, learning strategies, student involvement (goal setting and feedback)
How will we know when they have learned it?Pre-Assessment: What do they already know?(ex: quick quiz, pre-write, conference, check list)Formative Assessment: What are we learning that will impact teaching and student learning?(ex: Daily, check-in, CBM’s, common formative, rubrics, student work, conferencing)SummativeHow will we manage the data?Data review processes (Sargent, Love, Ainsworth): How will we manage and use the data?
What will we do if they don’t learn? (What do we do with the data?)Evaluate the assessmentIdentify students not proficientPlan resources (strategies, assessments, staff who will provide the intervention/reteaching/review)Student involvement, feedback, and goal setting What is our structure for interventions?Classroom interventions, Response to Intervention (RtI), Positive Behavior Intervention Supports (PBIS)
What will we do if they already know it? Evaluate the targetsChallenge targetsHigher level thinking and questioningDifferentiation What is our structure for acceleration?RtI, Differentiation
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Priority Standards Defined:Priority Standards are a carefully selected
subset of the total list of the grade-specific and course- specific standards within each content area that students must know and be able to do by the end of the each school year in order to be prepared to enter the next grade level or course.
Ainsworth, 2003; Reeves, 2001, 2002
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Priority Standards are not all that we teach; rather, they represent those prioritized learning outcome that are absolutely essential for all students to know and be able to do.
Ainsworth, 2003
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Supporting standards are those standards that support, connect to, or enhance the Priority Standards. They are taught within the context of the Priority Standards, but do not receive the same degree of instruction and assessment emphasis as do the Priority Standards.
Ainsworth
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Use three criteria when considering which are “priority standards”:
What they need to know and be able to do in the next grade, (Readiness) and across content areas. (Leverage)
What they need to know and be able to do in the way of life skills. (Endurance)
What they need to know and be able to do on all high stakes district or state assessments. (High Stakes Testing)
(Ainsworth, 2003)
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Endurance Are the students expected to retain the
skills/knowledge long after the test is over? Leverage
Is this skill/knowledge applicable to many academic disciplines?
Readiness for the Next Level of Learning? Is this skill/knowledge preparing the student
for success in the next grade or course?Reeves, 2003
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Using results from the “Data Retreat Process” identify subjects and strands in which all students or student groups are not proficient or are showing the largest proficiency gaps.
Triangulate the data results with a variety of standardized tests, classroom screeners, common formative assessments, other classroom data and teacher observation.
Return to the standards to prioritize.
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Standard – 4th grade, math
High Stakes Tests
Endurance Leverage Readiness Power Standard(Yes or No)
Order Teacher Notes
Number and Operations 4.1.1 Students will be able to demonstrate mastery of multiplication and division basic facts; multiply multi-digit numbers; solve real-world and mathematical problems using arithmetic.
Yes 1
4.1.2 Students will be able to represent and compare fractions and decimals in real-world and mathematical situation; use place value to understand how decimals represent quantities.
Geometry and Measurement 4.3.2 Students will be able to understand angle and area as measurable attributes of real-world and mathematical objects and use various tools to measure angles and areas.
4.3.1 Students will be able to name, describe, classify and sketch polygons.
4.3.3 Students will be able to use translations, reflections and rotations to establish congruency and understand symmetries.
Algebra 4.2.1 Students will be able to use input-output rules, tables and charts to represent patterns and relationships and to solve real-world and mathematical problems.
Determining Power Standards Template
Ainsworth, L. (2003a) Power Standards: Identifying the standards that matter the most. Englewood, CO: Advanced Learning Press.
Ainsworth, L. (2003b). “Unwrapping the standards: A simple process to make standards manageable. Englewood, CO: Advanced Learning Press.
Ainsworth, L. and Viegut, D. (2006). Common formative assessments: How to connect standards based instruction and assessment. Thousand Oaks, CA: Corwin Press.
Stiggins, R.J., Arter, J. A., Chappuis, J. & Chappuis, S. (2006). Classroom assessment for student learning: Doing it right- using it well. Portland, OR- ETS Assessment Training Institute.
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Choose a Priority Standard for the team focus
Agenda Item: “Deconstruct the Standard” What do we expect the students to learn?
▪ What is the key vocabulary students need to engage in this content?
▪ What are skills necessary to engage in this standard?
▪ What skills and content were taught in the previous grade or class?
▪ How do we know the students learned it?
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Strategic and Specific Focus on the vital few
Measurable Both formative and summative
Attainable Goals that motivate us to strive higher
Results-Based Concrete benchmarks
Time-Bound Builds internal accountability and
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Read pages 1-3.Highlight key phrases about SMART
goal characteristics.With your group, write a definition
using those phrases. Record your definition Be prepared to share with the group
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For Students Increases motivation
▪ Schmoker, Marzano, Black and Wiliam
Increases academic achievement▪ Marzano and Black and Wiliam
For Teachers Increases empowerment, efficacy and “joy in
work”▪ Conzemius and O’Neill
Helps teams maintain their focus on getting results▪ Katzenbach and Smit
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Hard Work Focus on “goal-setting habit of mind” rather
than “putting out fires” Lack of Common Assessments
Common assessments that are collaboratively developed and scored
Lack of Feedback Feedback involves both students and
teachers and what we “do” with the information
Vulnerability Need clear protocols and norms to dialogue
about our practice and the results we find
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I will be able to bench press up to 100 pounds for 10 reps by July 2011.
Is it??? Specific? Measurable? Attainable? Results Based? Time Bound?
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I will be able to bench press up to 100 pounds for 10 reps by December 2011. I will bench press up to 75 pounds for
10 reps by September 2011.▪ Ongoing assessment – I will keep a chart of
my reps and make adjustments as necessary▪ Strategies: Bench press 3 sets of increasing
weight 2-3 times per week, do other bicep and tricep exercises 2-3 times per week, read about or ask trainer for additional instruction on correct lifting procedures if progress is not made
▪ Make a new short term SMART goal in February based on progress
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Develop a SMART goal for a personal goal you have: Make it SMART: Strategic and Specific,
Measurable, Attainable, Results-Based, and Time-Bound
What do you want to be able to do? (What do you want your students to learn?)
How will you measure progress toward goal? (How will you know they have learned it?)
What strategies will you use to attain your goal? What will you do if you are not getting there or getting there faster than you thought? (What will we do if they do or don’t learn?)
Share your goal with your “person number 2” from the “Walk Around Survey”
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Write a SMART goal Define the learning targets (What do we
expect the students to learn?) Plan some strategies (And how?) Develop classroom and/or common
formative assessments you will use to measure your student’s learning and adjust your teaching (How will we know they have learned it?)
Analyze the data and design interventions and accelerations (What will we do if they don’t and when they do?)
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What do weexpect our students to learn?
How will they learn it?
How will we know they have learned it?
What will we do if they don’t? What will we do if they
already have?
Conzemius, A., & O’Neill, J. (2002). The handbook for SMART school teams. Bloomington, IN: Solution Tree Press.
DuFour, R., DuFour, R., Eaker, R., & Many, T. (2010). Learning by doing: A handbook for professional learning communities at work. Bloomington, IN: Solution Tree Press.
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Standards: What we want
students to know and be able to do at the end of any given time frame.
Provided by the State of Minnesota.
Confounding language.
Tied to summative assessment.
Learning Targets: Statements of
identified learning based on the standards/benchmarks.
Focus on the lesson of the day.
Kid friendly language.
Tied to formative assessment.
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Focused on specific daily concepts and skills
Written with clear action verbs
What is it that you really want students to show that they know, understand and can do?
The student will …I can……..
Measured by a variety of formative assessment methods
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Grade 5 Mathematics: I can accurately multiply. I can use words to explain my
process and solution.Students will demonstrate multiple
ways of representing a solution.
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At your tables you will read “Knowing Your Learning Target” by C. Moss, S. Brookhart, & B. Long.
As you read, highlight a WORD, a PHRASE, and a SENTENCE that stands out for you.
As a group talk about what you chose and how it relates to the question above.
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Stiggins, R.J., Arter, J. A., Chappuis, J. & Chappuis, S. (2006). Classroom assessment for student learning: Doing it right- using it well. Portland, OR- ETS Assessment Training Institute.
Action Item Steps to Implement
People Responsible
Timeline
Support for teams in various stages of development(One Step at a Time)
Priority Standards (Power Standards, Essential Learnings) identified
SMART goals developed
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Where does the team look:Find the “Evidence of Practice in
Action” worksheet in your notebook: List school and district initiatives: What initiatives are we implementing? What is working well? How do we know? What other classroom practices are
teachers using? What is working? How do they know?
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Helps students become more reflective on their learning and provide feedback to teacher
Helps students keep a record of their own progress
Helps students understands how to improve their work and feel successful
Where am I going? Share the target Engage students in understanding the
target, knowing the expectations, setting a goal.
Where am I now?How do I close the gap? (How do
I get there?)
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Review sections A and B. As a team determine your school’s
level of implementation. Discuss and record specific examples
or criteria to support your rating. Use these criteria and the information
we have shared to develop and record your next action plan steps.
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Action Item Steps to Implement
People Responsible
Timeline
Support for teams in various stages of development(One Step at a Time)
Priority Standards identified.
SMART goals developed
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Action Item Steps to Implement
People Responsible
Timeline
Learning targets collaboratively written
Student goal setting
Research based strategies
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As a team, use the consensus process to come to a consensus on a travel destination.
Begin to create a map that will show your journey through the Four Questions.
Plot the points you will hit along the way…based on question one and team formation. What will be your teams focus and structures? Where will your teams start in defining learning
expectations (priority standards, learning targets)? How will your teams talk about strategies and engage
student learning?
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Collaborative TeamsData/Assessment
Student Learning
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What do we expect our students to learn?Standards, benchmarks, ELO’s, essential learnings, power standards, learning targets, content and language objectives (Sheltered Instruction
How will they learn it?Teaching strategies, learning strategies, student involvement (goal setting and feedback)
How will we know when they have learned it?Pre-Assessment: What do they already know?(ex: quick quiz, pre-write, conference, check list)Formative Assessment: What are we learning that will impact teaching and student learning?(ex: Daily, check-in, CBM’s, common formative, rubrics, student work, conferencing)SummativeHow will we manage the data?Data review processes (Sargent, Love, Ainsworth): How will we manage and use the data?
What will we do if they don’t learn? (What do we do with the data?)Evaluate the assessmentIdentify students not proficientPlan resources (strategies, assessments, staff who will provide the intervention/reteaching/review)Student involvement, feedback, and goal setting What is our structure for interventions?Classroom interventions, Response to Intervention (RtI), Positive Behavior Intervention Supports (PBIS)
What will we do if they already know it? Evaluate the targetsChallenge targetsHigher level thinking and questioningDifferentiation What is our structure for acceleration?RtI, Differentiation,
Read the article, “Looking Deeper Into the Data”.
With your school teams in mind, take a few minutes to complete the “Data-Literacy Survey”.
Team discussion:How does this change our picture of
“data”?What are the strengths and opportunities
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Complete the Pre-Assessment – “Determining Where I am now: Assessment for Learning and Assessment Quality Checklist”
Circle words or phrases that are new to you, you are wondering about or you have a question about
In your table group, share the words you have circled – did you circle common words?
Save your pre-assessment for later
Watch the video: “Assessment OF/FOR Learning: A Hopeful Vision of the Future.”
Use the “graphic organizer” to note the key differences.
Compare your list with your neighbors and add to your graphic organizer.
Compare your observations with Table 2.2, “Comparing Assessment for and of Learning: Overview of Key Differences.” (page 33).
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Write a team definition of formative and summative assessment Use key words from the pre-assessment Consider some of the key differences
Record your definition on chart tablet As a team, do a “gallery walk”, use
post-it notes to record observations: I wonder… I like the way you….
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COMMON ASSESSMENT
Commonly written, scored and analyzed by a team of teachers Written Tests Projects Writing Assignments Rubrics Performances
DAILY CLASSROOM ASSESSMENT
Daily checks for understanding Class work Quick check-ins: thumbs
up-thumbs down, white boards, red, yellow, green cards, agree-disagree
Exit cards Interviews Anecdotal records
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Assessment that happens after learning To determine if it did Make statements of a student learning status
at a point in time ▪ state assessments, college admission tests,
final exams, important projects Can be used as evidence to determine a grade
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ASSESSMENT FOR LEARNING (FORMATIVE)
Process driven Practice Feedback Work in progress Do-overs Beginning of course Not graded
ASSESSMENT OF LEARNING (SUMMATIVE)
Product driven Last efforts Results based Outcome based Last Judgment End of course Final Grade
Burke, 2010
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Choose student work samples or anecdotal data that demonstrate evidence of progression toward the learning target.
Using “Student Work Protocols” share examples of student work.
Use data review steps to identify students not yet proficient, proficient, and needing acceleration to determine interventions and accelerations.
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Review sections C, D, and E As a team determine your school’s
level of implementation. Discuss and record specific examples
or criteria to support your rating. Use these criteria and the information
we have shared to develop and record your next action plan steps.
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Where am I going?Where am I now?PLC Question: How will we know
they have learned it. Students use teacher, peer and
personal feedback from formative assessment to assess their progress toward the goal.
How do I close the gap? (How do I get there?)
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Action Item Steps to Implement
People Responsible
Timeline
Define summative and formative assessments used by teams
Data analysis process
Data analysis tools
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Continue to map out your journey through the Four Questions.
Plot the points you will hit along the way…based on question two and assessment: How will our team use formative and
summative assessment? How will our team analyze data? What tools will our team use to analyze data? What will our team do to learn more about
assessment and data analysis?A Metro ECSU Presentation
Collaborative TeamsData/Assessment
Student Learning
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What do we expect our students to learn?Standards, benchmarks, ELO’s, essential learnings, power standards, learning targets, content and language objectives (Sheltered Instruction
How will they learn it?Teaching strategies, learning strategies, student involvement (goal setting and feedback)
How will we know when they have learned it?Pre-Assessment: What do they already know?(ex: quick quiz, pre-write, conference, check list)Formative Assessment: What are we learning that will impact teaching and student learning?(ex: Daily, check-in, CBM’s, common formative, rubrics, student work, conferencing)SummativeHow will we manage the data?Data review processes (Sargent, Love, Ainsworth): How will we manage and use the data?
What will we do if they don’t learn? (What do we do with the data?)Evaluate the assessmentIdentify students not proficientPlan resources (strategies, assessments, staff who will provide the intervention/re-teaching/review)Student involvement, feedback, and goal setting What is our structure for interventions?Classroom interventions, Response to Intervention (RtI), Positive Behavior Intervention Supports (PBIS)
What will we do if they already know it? Evaluate the targetsChallenge targetsHigher level thinking and questioningDifferentiation What is our structure for acceleration?RtI, Differentiation,
Identified Learning Target
Data Analysis
Best Practice/Intervention/Strategy
Differentiate for “all” learners using data from assessments based on
learning target.
1. Data Analysis 2. Graphic Representation3. Record Observations4. Write Hypothesis of
Practice (HOP)5. Write Goal
Step One: Record the data on a spreadsheet or form of your choice.
Step Two: Make graphic representation that Identify students who are in the “Needs Attention”, “Proficiency” and “Needs Challenge” groups Create a list or table that represents your student
results
Step Three: List observations from the data What do we observe from the data? Who are the students in each group?
Step Four: Develop Hypotheses of Practice (HOPS) What might be happening to achieve these results? Must be “we” statements about what can be
altered
Step Five: Develop appropriate goals and instructional modifications (short term and long term) to complete Instructional Strategy Action Plan
Target:
Needs Attention Proficient Needs Challenge
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Did our assessment adequately measure our learning targets?
Are there some targets that have a large number of students not proficient?
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Learning Target:
Stoplight-student grouping Acceleration
StrategiesInterventionStrategies
Support Resources
Exceed
Meet
Partial
Not Meet
Learning Target: The student will compose a descriptive paragraph
Stoplight-student grouping
StrategiesInterventionStrategies
Support Resources
Exceeds:8 students
Compare/contrast Paragraph to author’s
Peers,Teacher
Books, on-line, texts
Meets:10 students
Compare/contrast Paragraph to author’s
Peers,Teacher
Books, on-line, texts
Partially meets:5 students
Direct instruction: Re-teach what makes a Descriptive Paragraph. Students find samples of…Sentence strips activityPeer Activity
Does Not Meet:5 Students
Direct instruction: Re-teach what makes a Descriptive Paragraph. Students find samples of…Sentence strips activity
Teacher, Specialist
Where am I going?Where am I now?How do I close the gap? (How
do I get there?) With specific feedback, students
determine strategies that will help them reach their goal – request for additional help, homework options, set goals for new learning.
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Action Item Steps to Implement
People Responsible
Timeline
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You are about to reach your travel destination.
Share a site you’d like to visit or an activity you’d like to engage in.
Complete your map with plans for questions 3 and 4.
Plot the points you will hit along the way… How will your teams identify and address students needing
interventions or accelerations? What intervention and accelerations structures will you add to
or create? How will you celebrate your accomplishments along the way?
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As a collaborative team, share your team’s journey: Highlights from each stop. Things you learned along the way. What you are most excited to
implement.
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Compile your action plans and road map!
Using the action planning sheets, you have prepared, continue to develop your calendar of implementation and action steps.
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Chadwick, R. (2000). Colorado Educators Consensus Institute: Beyond conflict to consensus. Terebonne, OR: Consensus Associates.
DuFour, R., DuFour, R., Eaker, R., & Many, T. (2006). Learning by doing: A Handbook for professional learning communities at work. Bloomington, IN: Solution Tree Press.
Ferriter, W.M. and Graham, P. (2010). Building a professional learning community at work: A guide to the first year. Bloomington, IN: Solution Tree Press.
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Love, N. (2009). Using data to improve learning for all: A collaborative inquiry approach. CA: Corwin Press.
Marzano, R. (2003). What works in schools: Translating research into action. Alexandria, VA: ASCD.
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A Metro ECSU Presentation