PLCs and RTI: Collaboration to Deepen Student Learning and
PLCs and RTI: Collaboration to Deepen Student Learning and Investment
Nicole Dimich Vagle
Student Investment
PLCs and RTI: Collaboration to Deepen Student Learning and Investment Nicole Dimich Vagle @NicoleVagle [email protected] allthingsassessment.info
Innovation
Phillips used questioning to generate deeper understanding and develop innovative ideas.
“To succeed in a changing and increasingly complex world, whole school communities need to grow, develop, deal with and take charge of change so they can create a future of their own choosing and prepare students to play their own role as effective agents of change.” —Stoll, Bolam, McMahon, Thomas, Wallace, Greenwood, et al. Setting Professional Learning Communities in an International Context (2006)
For some of the most successful entities, people, organizations, and companies, “their greatest successes—their breakthrough inventions, hot start‐ up companies, the radical solutions they’d found to stubborn problems—could be traced to a question (or a series of questions) they’d formulated and then answered.”
© Vagle 2017. SolutionTree.com Do not duplicate.
—Berger, A More Beautiful Question: The Power of Inquiry to Spark Breakthrough Ideas (2014), p. 1
1
“What digitization and globalization of technology are creating is an employment environment in which workers need to be lifelong learners to keep up with the skills needed for a changing workplace.”
“It’s vital to find the best possible ways to enhance young people’s learning—through actions of professionals—enquiring into practice, learning new strategies, developing deeper understanding, sharing good practice and creating new knowledge about effective learning and teaching.” —Stoll, Bolam, McMahon, Thomas, Wallace, Greenwood, et al. Setting Professional Learning Communities in an International Context (2006)
2
© Vagle 2017. SolutionTree.com Do not duplicate.
Our Mission … To ensure high levels of learning for all students.
PLCS: Three Big Ideas In an International Context • Collaboration • Learning • Results
“The chance for new ideas is much greater when you have people with different backgrounds (and experiences). “The chance for conflict is also higher—and conflict is good per se, as long as it’s constructive and gets us to the best idea.”
Collaboration That Leads to Student Investment
Collaboration
Diversity Conflict Nuanced Innovation
Determining Learning • Essential Standards • Competency‐based progressions
(Adie & Willis, 2016)
What do we expect students to learn?
—Becht in Hanson & Ibarra, “Are You a Collaborative Leader?” Harvard Business Review (2013)
The Four Critical Questions of the PLC at Work Process 1. What do we expect students to learn?
Analyzing Assessment Evidence • To plan personalized instruction • To increase validity of assessments
How do we respond when they do OR do not learn?
Determining Assessment Evidence • To use as learning is occurring • To use to communicate level of proficiency
2. How do we know they are learning it? 3. How do we respond when they do not learn? 4. How do we respond when they have already learned?
How will we know when they have learned it?
© Vagle 2017. SolutionTree.com Do not duplicate.
—DuFour, DuFour, Eaker, & Many, Learning by Doing (2010)
3
What do we want our students to learn?
When everything is important, nothing is.
Focus on Learning cc: Johnny Lucus ‐ https://www.flickr.com/photos/14585906@N06
Criteria for Selecting Essentials From Our Standards and Competencies
Austin Guevara
• Critical to student success in future course work and life (readiness) • Learning lasts beyond the assessment (endurance) • The reasoning or skill that recurs throughout a course, a grade or cross content areas (leverage) • Heavily assessed on large‐scale measures
4
Overall Score
97% (29/30)
Overall Score in a Standards‐Based World
3
© Vagle 2017. SolutionTree.com Do not duplicate.
1
2
I can organize data collected from a survey question into a chart or graph.
I can calculate measures of central tendency from a data set.
3 I can interpret my data. This means I can draw conclusions about data.
10/10
10/10
9/10
X
X
X
4 I can generate new questions to investigate from the data to address specific local or global issues.
5 I can use data to effectively support viable solutions to local or global issues.
97 % (29/30)
Not Assessed
Not Assessed
Sahira Jones Number of Correct Items
Overall Score
63 % (19/30) 2
2
3
Learning Progression
I can organize data collected from a survey question into a chart or graph.
I can I can interpret my calculate data. This measures of means I can central draw tendency conclusions from a data about data. set.
Items
1, 3, 6, 7, 8, 19
13, 14, 15, 2, 4, 9, 10, 16, 17, 18, 11, 12 20
4
5
I can generate new questions to investigate from the data to address specific local or global issues.
I can use data to effectively support viable solutions to local or global issues.
Score:
1
Sahira Jones
Overall Score in a Standards‐Based World
1
Overall
I can organize data collected from a survey question into a chart or graph.
2 I can calculate measures of central tendency from a data set.
3 I can interpret my data. This means I can draw conclusions about data.
10/10
8/10
1/10
X
X
Not Yet
© Vagle 2017. SolutionTree.com Do not duplicate.
4
5
I can generate new questions to investigate from the data to address specific local or global issues.
I can use data to effectively support viable solutions to local or global issues.
Overall
63 percent (19/30)
Not Assessed
Not Assessed
2
5
Mindset Matters: Fixed or Growth?
Fixed or Growth‐Mindset Culture 1. Our students’ intelligence is something very basic about them that we can’t change very much. 2. Our students can learn new things, but they can’t really change how intelligent they are. 3. No matter how intelligent our students are, they can always change it quite a bit. 4. Our students can always substantially change how intelligent they are. —Stuart, Global Perspectives: Professional Learning Communities at Work in International Schools, (2016), pp. 9–10
Not only our mindset, but what about our students? How do we help them develop a growth‐mindset?
6
Collaboration That Leads to Student Investment
(Dweck, Mindset: The New Psychology of Success, 2006)
Determining Learning • Essential Standards • Competency‐based progressions
Analyzing Assessment Evidence • To plan personalized instruction • To increase validity of assessments
How do we respond when they do OR do not learn?
© Vagle 2017. SolutionTree.com Do not duplicate.
(Adie & Willis, 2016)
What do we expect students to learn?
Determining Assessment Evidence • To use as learning is occurring • To use to communicate level of proficiency
How will we know when they have learned it?
Collaboratively Design to Ensure Meaningful and Rigorous Tasks
An Engaging and Compelling Reason for Learning: Students as Knowledge Contributors —Not Just Consumers
A Vertical Math Collaborative Team Tackles a Grade 8 Marketing Project
www.dotsinbluewater.com/about.html
Large Scale Assessment Benchmark Assessments End‐of‐Course Assessments Summative Assessments (Common or Individual) Common Formative Assessments
We use a system of intervention and acceleration to enhance all student’s learning. Assessment sits at the center of these decisions.
Formative Assessments
© Vagle 2017. SolutionTree.com Do not duplicate.
7
Connecting RTI To create a systematic process that ensures every child receives the additional time and support needed to learn at high levels How do we visually think about a multitiered system of support?
Tier 3: Intensive Interventions and Acceleration
Tier 2: Supplemental Interventions and Acceleration Tier 1:
Core Program
Tier 3: Intensive Interventions or Personalized Acceleration
Tier 2: Supplemental Interventions Tier 1:
Core Program
8
© Vagle 2017. SolutionTree.com Do not duplicate.
RTI at Work Workshop © Solution Tree 2016 • SolutionTree.com • Reproducible. Certain Access: Tier 2 to Tier 3
Certain Access: Tier 1 to Tier 2
Universal Screening
Schoolwide Teams Take Lead Responsibility
Behavior
Attendance
English language
Number sense
Writing
Reading
Tier 3: Intensive Remediation in Universal Skills
Tier 3: Certain Access
Leadership Team
Teacher Teams
Intervention Team
Immediate Action Steps
Our Mission
To ensure that all students learn at grade level or higher!
Teacher Teams Take Lead Responsibility
Tier 2: Additional Time and Support to Meet Grade-Level Essentials
Tier 2: Certain Access
Tier 1: Access to Grade-Level Essentials for All Students
Universal Screening and Diagnostic Assessments
The RTI at Work Pyramid
REPRODUCIBLE
9
Large‐Scale Assessment Benchmark Assessments End‐of‐Course Assessments
Common Formative Assessments
10
Th
F
S 7
2 Start unit
3
4 Exit slip
5 6 Analyze data Possible response to data
8
9
10 Observe student work
11
12 Analyze data
13 Buffer day: response to FA data
14
15
16 Exit slip Google doc Data analysis
17 Weave in response to data
18
19
20 End‐of‐unit CSA
21
25
22
23
24
30
31
26
F F F F F F F F F F F ✔ ✔ ✔ ✔ ✔ ✔✔ ✔ ✔ ✔ ✔
27
28
Collaboration That Leads to Student Investment
W
1
29
(C)FA
(C)FA
Ongoing instruction
Pacing Plan Example T
Unit Assessment
Tier 1 intervention and acceleration
Formative Assessment
M
Unit
Tier 2 Intervention and acceleration (with potential for Tier 1 if many learners do not achieve essentials)
Summative Assessments (Common or Individual)
Su
Common Assessment Plan
Tier 3 intervention and acceleration with data points from common summative assessments
Determining Learning • Essential Standards • Competency‐based progressions
Analyzing Assessment Evidence • To plan personalized instruction • To increase validity of assessments
How do we respond when they do OR do not learn?
© Vagle 2017. SolutionTree.com Do not duplicate.
(Adie & Willis, 2016)
What do we expect students to learn?
Determining Assessment Evidence • To use as learning is occurring • To use to communicate level of proficiency
How will we know when they have learned it?
Analyzing Student Work and Data Focus on Results With a Spirit of E(I)nquiry What will we do when they don’t learn it? What will we do when students learn?
From Guam
What is this item assessing? What is the learning goal? Determine the potential misconception based on each response (A, B, C, and D). A teacher is planning a field trip and will need school buses to transport students. A school bus holds 36 students. If 1,128 students will be transported, how many buses are needed? A. 31
C.
32
B. 31.33
D.
36
In a Hoover and Abrams study, 64% of teachers reported their instructional pacing prohibited reteaching concepts. (Hoover & Abrams , “Teachers Instructional Use of Assessment Data.” Paper presented at meeting of American Educational Research Association, 2011, New Orleans, LA)
© Vagle 2017. SolutionTree.com Do not duplicate.
11
Common Formative Assessment in Action Learning target: I can describe and support the central argument of a scientific text. (Learners read a text on the
In the Fitzpatrick and Schulz (2010) study, teachers reported adjusting their assessments to match what they already knew their students could do.
DNA findings that helped cancer research. Learners engage in a small group dialogue and are individually creating a concept map with explanations; the teacher is noting evidence of understanding and error as well as levels of confidence.) Instructional Intervention and Acceleration Plans
Hour 1
Hour 2
Hour 3
Hour 4
Summarizing the sequence of events
NT, SW
JS, LM
RR, TZ, SO, SJ, PW JF, DS, MN, PS, LD, DD, FS, DA
The teachers rationalized this practice by saying they did not have sufficient time to reteach given the breadth of the standards they were required to cover.
Identifying the general topic versus the argument
TN, KL, OH, AM, PS, GJ
GH
JK, LS, DD, BA, WD, FW, PS, NF
Providing general explanations that loosely tie, but don’t support the argument
KS, TM, BH, WA, FD, TP, EW
(Schneider, Egan, & Julien, “Classroom Assessment in the Context of High‐Stakes Testing,” SAGE Handbook of Research on Classroom Assessment, p. 58
Confidence: Students show mastery but are seeking approval or wanting someone else to tell them what to do.
Hour 5
Misconception KL, DZ
FD, SK, BB, LD, ES, JO, PW, DS, KS
PT, NV, LS, MW, LS, RV FA
EF, PK, SW, GJ
NT, HJ, KW, VS, TU
PT, NV
SW, GJ
JC, NT, LE, RV, BD
PE, RV, CV, MV, CC, BA, DD, WP, LJ DE SS VM
KL, MN, SD, ED, PS, OS
KL, DS
Making connections to other sources
Showing Mastery
Different Perspectives Generate Solid Interpretation and New Ideas Individually, look at the student work. • Which score on the rubric best reflects this student’s current understanding? • What kind of instruction or learning does this student need next? Collectively, share your scores and ideas.
12
© Vagle 2017. SolutionTree.com Do not duplicate.
VC, MS, MW, ZP, EF AD
Grade 3 Math Common Formative Assessment Illustrate and solve the division problem in two ways.
Learning Goals I can demonstrate a conceptual understanding of division.
Method: create a problem and show a solution in two ways.
I can show multiple ways of representing a solution.
Method: show the representation of the problem in multiple ways
Context We have been working on division for a few weeks. Groupings and skipping are two strategies that students practiced to generate an understanding of basic division.
Rubric 4 3 2 1
Written problem and pictures demonstrate a sophisticated understanding of division. The student shows the division problem in more than one way. Student accurately represented division problem. The student shows an understanding of the relationship between multiplication and division in the work. Evidence shows the student understands a part‐to‐whole relationship. Student might be able to write a number sentence. There is no evidence of a part‐to‐whole relationship. The division problem does not match the picture.
© Vagle 2017. SolutionTree.com Do not duplicate.
(page 1 of 2)
13
Student 1
Student 2
14
© Vagle 2017. SolutionTree.com Do not duplicate.
(page 2 of 2)
Teacher Action
Culture2+Strategy1
Impact on Student Achievement
Only tell students number correct and incorrect. Clarify scoring criteria.
Increase of 16 percentile points
Provide explanations about why responses are correct or incorrect. Ask students to continue responding to an assessment until they correctly answer the items.
Achievement, Confidence, and Hope
Graph student achievement. (Marzano, Classroom Assessment and Grading That Works, 2006, pp. 5–6)
Student Investment Collaborative teams work with students to co‐construct an understanding of what essential standards are and what proficiency and mastery look like.
Thank You!
Collaborative teams analyze assessment data to determine the impact of their instruction on student achievement and confidence. Intervention and acceleration are designed to facilitate student reflection of their assessment results so they see connections between their learning and actions and to get access to instruction that helps them thrive. When they put effort into something—and they grow, they see fixed mindsets don‘t exist. It‘s all about growth.
© Vagle 2017. SolutionTree.com Do not duplicate.
Nicole Dimich Vagle [email protected] @NicoleVagle
15
16
© Vagle 2017. SolutionTree.com Reproducible.
3. Unwrap standards to identify learning targets and develop competency‐based progressions.
2. Map standards by unit.
1. Determine essential standards.
Define Learning
What do we expect our students to learn?
6. Check rigor and relevance in item and task design.
5. Plan and design formative assessment evidence from learning targets.
4. Plan and design summative assessment evidence from standards and learning progressions.
Assessment Evidence
How will we know they have learned it?
9. Plan intervention response (common summative assessment analysis—Tier 2).
8. Get students invested.
7. Plan instructional response and intervention (common formative response—Tier 1).
Instructional Response (Intervention)
What will we do when they don’t learn? When they do learn?
The Collaborative Work in the Context of PLCs and RTI
REPRODUCIBLE
Understand and identify rigor of items and tasks in assessments and instructional activities.
Plan and design unit formative assessments (common).
Plan and design unit summative assessments.
Unwrap standards to identify learning targets and develop competency‐based learning progressions.
Map standards by unit (unit road map).
Determining essential standards.
© Vagle 2017. SolutionTree.com Reproducible.
9. Analyze common summative assessment data to increase the validity of the assessment—make items stronger—and determine proficiency and beyond. Ensure grades or other symbolic achievement measures reflect accurate learning or levels of proficiency. Provide Tier 2 intervention for students who don’t achieve essential standards.
8. Plan student investment strategies: co‐creating criteria and quality with students on essential standards; student tracking progress on essential standards; student reflection and self‐regulation.
7b. Plan instructional interventions and enrichment from common formative assessment data (lesson planning—Tier 1).
7a. Analyze common formative assessment data to determine which students have mastered the learning targets and which need additional time and support within core instruction (Tier 1).
6.
5.
4.
3.
2.
1.
PLC Task
I have questions. I know what this is. I do this regularly. I see impact on student learning and investment.
Where do you spend your PLC time and energy? What are your strengths? What are your areas on which to focus?
Identifying Assessment Strengths and Focus Areas
REPRODUCIBLE
17
Nicole Dimich Vagle
Student Investment
PLCs and RTI: Collaboration to Deepen Student Learning and Investment Nicole Dimich Vagle @NicoleVagle [email protected] allthingsassessment.info
Innovation
Phillips used questioning to generate deeper understanding and develop innovative ideas.
“To succeed in a changing and increasingly complex world, whole school communities need to grow, develop, deal with and take charge of change so they can create a future of their own choosing and prepare students to play their own role as effective agents of change.” —Stoll, Bolam, McMahon, Thomas, Wallace, Greenwood, et al. Setting Professional Learning Communities in an International Context (2006)
For some of the most successful entities, people, organizations, and companies, “their greatest successes—their breakthrough inventions, hot start‐ up companies, the radical solutions they’d found to stubborn problems—could be traced to a question (or a series of questions) they’d formulated and then answered.”
© Vagle 2017. SolutionTree.com Do not duplicate.
—Berger, A More Beautiful Question: The Power of Inquiry to Spark Breakthrough Ideas (2014), p. 1
1
“What digitization and globalization of technology are creating is an employment environment in which workers need to be lifelong learners to keep up with the skills needed for a changing workplace.”
“It’s vital to find the best possible ways to enhance young people’s learning—through actions of professionals—enquiring into practice, learning new strategies, developing deeper understanding, sharing good practice and creating new knowledge about effective learning and teaching.” —Stoll, Bolam, McMahon, Thomas, Wallace, Greenwood, et al. Setting Professional Learning Communities in an International Context (2006)
2
© Vagle 2017. SolutionTree.com Do not duplicate.
Our Mission … To ensure high levels of learning for all students.
PLCS: Three Big Ideas In an International Context • Collaboration • Learning • Results
“The chance for new ideas is much greater when you have people with different backgrounds (and experiences). “The chance for conflict is also higher—and conflict is good per se, as long as it’s constructive and gets us to the best idea.”
Collaboration That Leads to Student Investment
Collaboration
Diversity Conflict Nuanced Innovation
Determining Learning • Essential Standards • Competency‐based progressions
(Adie & Willis, 2016)
What do we expect students to learn?
—Becht in Hanson & Ibarra, “Are You a Collaborative Leader?” Harvard Business Review (2013)
The Four Critical Questions of the PLC at Work Process 1. What do we expect students to learn?
Analyzing Assessment Evidence • To plan personalized instruction • To increase validity of assessments
How do we respond when they do OR do not learn?
Determining Assessment Evidence • To use as learning is occurring • To use to communicate level of proficiency
2. How do we know they are learning it? 3. How do we respond when they do not learn? 4. How do we respond when they have already learned?
How will we know when they have learned it?
© Vagle 2017. SolutionTree.com Do not duplicate.
—DuFour, DuFour, Eaker, & Many, Learning by Doing (2010)
3
What do we want our students to learn?
When everything is important, nothing is.
Focus on Learning cc: Johnny Lucus ‐ https://www.flickr.com/photos/14585906@N06
Criteria for Selecting Essentials From Our Standards and Competencies
Austin Guevara
• Critical to student success in future course work and life (readiness) • Learning lasts beyond the assessment (endurance) • The reasoning or skill that recurs throughout a course, a grade or cross content areas (leverage) • Heavily assessed on large‐scale measures
4
Overall Score
97% (29/30)
Overall Score in a Standards‐Based World
3
© Vagle 2017. SolutionTree.com Do not duplicate.
1
2
I can organize data collected from a survey question into a chart or graph.
I can calculate measures of central tendency from a data set.
3 I can interpret my data. This means I can draw conclusions about data.
10/10
10/10
9/10
X
X
X
4 I can generate new questions to investigate from the data to address specific local or global issues.
5 I can use data to effectively support viable solutions to local or global issues.
97 % (29/30)
Not Assessed
Not Assessed
Sahira Jones Number of Correct Items
Overall Score
63 % (19/30) 2
2
3
Learning Progression
I can organize data collected from a survey question into a chart or graph.
I can I can interpret my calculate data. This measures of means I can central draw tendency conclusions from a data about data. set.
Items
1, 3, 6, 7, 8, 19
13, 14, 15, 2, 4, 9, 10, 16, 17, 18, 11, 12 20
4
5
I can generate new questions to investigate from the data to address specific local or global issues.
I can use data to effectively support viable solutions to local or global issues.
Score:
1
Sahira Jones
Overall Score in a Standards‐Based World
1
Overall
I can organize data collected from a survey question into a chart or graph.
2 I can calculate measures of central tendency from a data set.
3 I can interpret my data. This means I can draw conclusions about data.
10/10
8/10
1/10
X
X
Not Yet
© Vagle 2017. SolutionTree.com Do not duplicate.
4
5
I can generate new questions to investigate from the data to address specific local or global issues.
I can use data to effectively support viable solutions to local or global issues.
Overall
63 percent (19/30)
Not Assessed
Not Assessed
2
5
Mindset Matters: Fixed or Growth?
Fixed or Growth‐Mindset Culture 1. Our students’ intelligence is something very basic about them that we can’t change very much. 2. Our students can learn new things, but they can’t really change how intelligent they are. 3. No matter how intelligent our students are, they can always change it quite a bit. 4. Our students can always substantially change how intelligent they are. —Stuart, Global Perspectives: Professional Learning Communities at Work in International Schools, (2016), pp. 9–10
Not only our mindset, but what about our students? How do we help them develop a growth‐mindset?
6
Collaboration That Leads to Student Investment
(Dweck, Mindset: The New Psychology of Success, 2006)
Determining Learning • Essential Standards • Competency‐based progressions
Analyzing Assessment Evidence • To plan personalized instruction • To increase validity of assessments
How do we respond when they do OR do not learn?
© Vagle 2017. SolutionTree.com Do not duplicate.
(Adie & Willis, 2016)
What do we expect students to learn?
Determining Assessment Evidence • To use as learning is occurring • To use to communicate level of proficiency
How will we know when they have learned it?
Collaboratively Design to Ensure Meaningful and Rigorous Tasks
An Engaging and Compelling Reason for Learning: Students as Knowledge Contributors —Not Just Consumers
A Vertical Math Collaborative Team Tackles a Grade 8 Marketing Project
www.dotsinbluewater.com/about.html
Large Scale Assessment Benchmark Assessments End‐of‐Course Assessments Summative Assessments (Common or Individual) Common Formative Assessments
We use a system of intervention and acceleration to enhance all student’s learning. Assessment sits at the center of these decisions.
Formative Assessments
© Vagle 2017. SolutionTree.com Do not duplicate.
7
Connecting RTI To create a systematic process that ensures every child receives the additional time and support needed to learn at high levels How do we visually think about a multitiered system of support?
Tier 3: Intensive Interventions and Acceleration
Tier 2: Supplemental Interventions and Acceleration Tier 1:
Core Program
Tier 3: Intensive Interventions or Personalized Acceleration
Tier 2: Supplemental Interventions Tier 1:
Core Program
8
© Vagle 2017. SolutionTree.com Do not duplicate.
RTI at Work Workshop © Solution Tree 2016 • SolutionTree.com • Reproducible. Certain Access: Tier 2 to Tier 3
Certain Access: Tier 1 to Tier 2
Universal Screening
Schoolwide Teams Take Lead Responsibility
Behavior
Attendance
English language
Number sense
Writing
Reading
Tier 3: Intensive Remediation in Universal Skills
Tier 3: Certain Access
Leadership Team
Teacher Teams
Intervention Team
Immediate Action Steps
Our Mission
To ensure that all students learn at grade level or higher!
Teacher Teams Take Lead Responsibility
Tier 2: Additional Time and Support to Meet Grade-Level Essentials
Tier 2: Certain Access
Tier 1: Access to Grade-Level Essentials for All Students
Universal Screening and Diagnostic Assessments
The RTI at Work Pyramid
REPRODUCIBLE
9
Large‐Scale Assessment Benchmark Assessments End‐of‐Course Assessments
Common Formative Assessments
10
Th
F
S 7
2 Start unit
3
4 Exit slip
5 6 Analyze data Possible response to data
8
9
10 Observe student work
11
12 Analyze data
13 Buffer day: response to FA data
14
15
16 Exit slip Google doc Data analysis
17 Weave in response to data
18
19
20 End‐of‐unit CSA
21
25
22
23
24
30
31
26
F F F F F F F F F F F ✔ ✔ ✔ ✔ ✔ ✔✔ ✔ ✔ ✔ ✔
27
28
Collaboration That Leads to Student Investment
W
1
29
(C)FA
(C)FA
Ongoing instruction
Pacing Plan Example T
Unit Assessment
Tier 1 intervention and acceleration
Formative Assessment
M
Unit
Tier 2 Intervention and acceleration (with potential for Tier 1 if many learners do not achieve essentials)
Summative Assessments (Common or Individual)
Su
Common Assessment Plan
Tier 3 intervention and acceleration with data points from common summative assessments
Determining Learning • Essential Standards • Competency‐based progressions
Analyzing Assessment Evidence • To plan personalized instruction • To increase validity of assessments
How do we respond when they do OR do not learn?
© Vagle 2017. SolutionTree.com Do not duplicate.
(Adie & Willis, 2016)
What do we expect students to learn?
Determining Assessment Evidence • To use as learning is occurring • To use to communicate level of proficiency
How will we know when they have learned it?
Analyzing Student Work and Data Focus on Results With a Spirit of E(I)nquiry What will we do when they don’t learn it? What will we do when students learn?
From Guam
What is this item assessing? What is the learning goal? Determine the potential misconception based on each response (A, B, C, and D). A teacher is planning a field trip and will need school buses to transport students. A school bus holds 36 students. If 1,128 students will be transported, how many buses are needed? A. 31
C.
32
B. 31.33
D.
36
In a Hoover and Abrams study, 64% of teachers reported their instructional pacing prohibited reteaching concepts. (Hoover & Abrams , “Teachers Instructional Use of Assessment Data.” Paper presented at meeting of American Educational Research Association, 2011, New Orleans, LA)
© Vagle 2017. SolutionTree.com Do not duplicate.
11
Common Formative Assessment in Action Learning target: I can describe and support the central argument of a scientific text. (Learners read a text on the
In the Fitzpatrick and Schulz (2010) study, teachers reported adjusting their assessments to match what they already knew their students could do.
DNA findings that helped cancer research. Learners engage in a small group dialogue and are individually creating a concept map with explanations; the teacher is noting evidence of understanding and error as well as levels of confidence.) Instructional Intervention and Acceleration Plans
Hour 1
Hour 2
Hour 3
Hour 4
Summarizing the sequence of events
NT, SW
JS, LM
RR, TZ, SO, SJ, PW JF, DS, MN, PS, LD, DD, FS, DA
The teachers rationalized this practice by saying they did not have sufficient time to reteach given the breadth of the standards they were required to cover.
Identifying the general topic versus the argument
TN, KL, OH, AM, PS, GJ
GH
JK, LS, DD, BA, WD, FW, PS, NF
Providing general explanations that loosely tie, but don’t support the argument
KS, TM, BH, WA, FD, TP, EW
(Schneider, Egan, & Julien, “Classroom Assessment in the Context of High‐Stakes Testing,” SAGE Handbook of Research on Classroom Assessment, p. 58
Confidence: Students show mastery but are seeking approval or wanting someone else to tell them what to do.
Hour 5
Misconception KL, DZ
FD, SK, BB, LD, ES, JO, PW, DS, KS
PT, NV, LS, MW, LS, RV FA
EF, PK, SW, GJ
NT, HJ, KW, VS, TU
PT, NV
SW, GJ
JC, NT, LE, RV, BD
PE, RV, CV, MV, CC, BA, DD, WP, LJ DE SS VM
KL, MN, SD, ED, PS, OS
KL, DS
Making connections to other sources
Showing Mastery
Different Perspectives Generate Solid Interpretation and New Ideas Individually, look at the student work. • Which score on the rubric best reflects this student’s current understanding? • What kind of instruction or learning does this student need next? Collectively, share your scores and ideas.
12
© Vagle 2017. SolutionTree.com Do not duplicate.
VC, MS, MW, ZP, EF AD
Grade 3 Math Common Formative Assessment Illustrate and solve the division problem in two ways.
Learning Goals I can demonstrate a conceptual understanding of division.
Method: create a problem and show a solution in two ways.
I can show multiple ways of representing a solution.
Method: show the representation of the problem in multiple ways
Context We have been working on division for a few weeks. Groupings and skipping are two strategies that students practiced to generate an understanding of basic division.
Rubric 4 3 2 1
Written problem and pictures demonstrate a sophisticated understanding of division. The student shows the division problem in more than one way. Student accurately represented division problem. The student shows an understanding of the relationship between multiplication and division in the work. Evidence shows the student understands a part‐to‐whole relationship. Student might be able to write a number sentence. There is no evidence of a part‐to‐whole relationship. The division problem does not match the picture.
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Student 1
Student 2
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Teacher Action
Culture2+Strategy1
Impact on Student Achievement
Only tell students number correct and incorrect. Clarify scoring criteria.
Increase of 16 percentile points
Provide explanations about why responses are correct or incorrect. Ask students to continue responding to an assessment until they correctly answer the items.
Achievement, Confidence, and Hope
Graph student achievement. (Marzano, Classroom Assessment and Grading That Works, 2006, pp. 5–6)
Student Investment Collaborative teams work with students to co‐construct an understanding of what essential standards are and what proficiency and mastery look like.
Thank You!
Collaborative teams analyze assessment data to determine the impact of their instruction on student achievement and confidence. Intervention and acceleration are designed to facilitate student reflection of their assessment results so they see connections between their learning and actions and to get access to instruction that helps them thrive. When they put effort into something—and they grow, they see fixed mindsets don‘t exist. It‘s all about growth.
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Nicole Dimich Vagle [email protected] @NicoleVagle
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© Vagle 2017. SolutionTree.com Reproducible.
3. Unwrap standards to identify learning targets and develop competency‐based progressions.
2. Map standards by unit.
1. Determine essential standards.
Define Learning
What do we expect our students to learn?
6. Check rigor and relevance in item and task design.
5. Plan and design formative assessment evidence from learning targets.
4. Plan and design summative assessment evidence from standards and learning progressions.
Assessment Evidence
How will we know they have learned it?
9. Plan intervention response (common summative assessment analysis—Tier 2).
8. Get students invested.
7. Plan instructional response and intervention (common formative response—Tier 1).
Instructional Response (Intervention)
What will we do when they don’t learn? When they do learn?
The Collaborative Work in the Context of PLCs and RTI
REPRODUCIBLE
Understand and identify rigor of items and tasks in assessments and instructional activities.
Plan and design unit formative assessments (common).
Plan and design unit summative assessments.
Unwrap standards to identify learning targets and develop competency‐based learning progressions.
Map standards by unit (unit road map).
Determining essential standards.
© Vagle 2017. SolutionTree.com Reproducible.
9. Analyze common summative assessment data to increase the validity of the assessment—make items stronger—and determine proficiency and beyond. Ensure grades or other symbolic achievement measures reflect accurate learning or levels of proficiency. Provide Tier 2 intervention for students who don’t achieve essential standards.
8. Plan student investment strategies: co‐creating criteria and quality with students on essential standards; student tracking progress on essential standards; student reflection and self‐regulation.
7b. Plan instructional interventions and enrichment from common formative assessment data (lesson planning—Tier 1).
7a. Analyze common formative assessment data to determine which students have mastered the learning targets and which need additional time and support within core instruction (Tier 1).
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PLC Task
I have questions. I know what this is. I do this regularly. I see impact on student learning and investment.
Where do you spend your PLC time and energy? What are your strengths? What are your areas on which to focus?
Identifying Assessment Strengths and Focus Areas
REPRODUCIBLE
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