1 from formative to instructional practice kelly oglesby, chief information office data tools team...
TRANSCRIPT
1
From Formative to Instructional
Practice
From Formative to Instructional
Practice
Kelly Oglesby, Chief Information OfficeData Tools TeamElementary Language Arts and Social Studies Data [email protected]
Pre-K Professional DevelopmentAugust 19, 2011
2
Please make
sure all cell
phones are
turned to silent and/or vibrate.
3
What will we be talking about today?
Formative vs. Summative – What is the difference?
How does the data promote differentiated instruction?
How does a teacher use the data for instruction?
SURPRISE!!
4
How does a Pre-K teacher use the formative information to impact the instructional practices in the
classroom?
Overarching Question
5
Data Wise Improvement Process
6
CMS Data Tools Team 2010-11
Standards Encompassed Throughout the Eight Steps of Data Wise Improvement Process
Standard Ia: Teachers lead in their classrooms. Standard Id: Teachers advocate for schools and students. Standard Vc: Teachers function effectively in a complex, dynamic environment.
Step Three: Create Data Overview Standard IIIa: Teachers align their instruction with the NCSCOS. Standard Va: Teachers analyze student learning. Standard Vb: Teachers link professional growth to their professional goals.
Step Two: Build Assessment Literacy Standard IIIa: Teachers align their instruction with the NCSCOS. Standard IIIb: Teachers know the content appropriate to their teaching specialty.
Step One: Organize for Collaborative Work Standard Ib: Teacher demonstrates leadership in the school. Standard Ic: Teachers lead the teaching profession. Standard IIa: Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults. Standard IIb: Teachers embrace diversity in the school community and in the world. Standard IIe: Teachers work collaboratively with the families and significant adults in the lives of their students. Standard IVb: Teachers plan instruction appropriate for their students. Standard IVf: Teachers help students work in teams and develop leadership qualities. Standard IVg: Teachers communicate effectively.
Step Six: Develop Action Plan Standard IIc: Teachers treat students as individuals. Standard IId: Teachers adapt their teaching for the benefit of students with special needs.
Step Seven: Plan to Assess Progress Standard IVa: Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students. Standard IVh: Teachers use a variety of methods to assess what each student has learned.
Step Eight: Act and Access Standard IVb: Teachers plan instruction appropriate for their students. Standard Vb: Teachers link professional growth to their professional goals.
Step Four: Dig into Student Data Standard Ib: Teacher demonstrates leadership in the school. Standard IIId: Teachers make instruction relevant to students. Standard IVb: Teachers collaborate with their colleagues and use a variety of data sources for short and long range planning based on the NCSCOS. Standard IVd: Teachers integrate and utilize technology in their instruction. Standard IVh: Teachers use a variety of methods to assess what each student has learned. Standard Va: Teachers analyze student learning.
Step Five: Examine Instruction Standard Ib: Teacher demonstrates leadership in the school. Standard Ic: Teachers lead the teaching profession. Standard Ie: Teachers demonstrate high ethical standards. Standard IIIc: Teachers recognize the interconnectedness of content areas/disciplines. Standard IIId: Teachers make instruction relevant to students. Standard IVc: Teachers use a variety of instructional methods. Standard IVe: Teachers help students develop critical-thinking and problem-solving skills.
North Carolina Teacher Evaluation System Alignment with Data Wise Improvement Process
This document is the alignment of the Data Wise Improvement Process with the North Carolina Teacher Evaluation System (Rubric for Evaluating North Carolina Teachers). Each of these standards offer examples of artifacts for evidence found in the rubric document.
Alignment with the Teacher Evaluation Rubric
7
8
Building a Shared Understanding
9
What Do Students Know…
“Frequent monitoring of each student’s learning is an essential element of effective teaching; no teacher should be absolved from that task or allowed to assign responsibility for it to state test makers, central office coordinators, or textbook publishers.”
(Learning by Doing, 2006)
10
Defining Assessment
• Summative Summative – score that – score that reflectsreflects achievementachievement. For students who took the . For students who took the test; the scores are not used to improve test; the scores are not used to improve instruction. instruction.
• Formative Formative – data and information that is – data and information that is used to improve instruction for the used to improve instruction for the students who took the test. Information students who took the test. Information reflects student reflects student needsneeds and and strengthsstrengths, not , not achievement.achievement.
11
August
September October November December January
February March April May June
District Formative Testing Window District Formative Testing Window
District Formative Testing Window
Use of Assessments throughout the YearHow do you measure out your school year
with daily instruction, common assessments, formative assessments and
summative evaluation?
Assessments are tools for calibration. Each “measure mark” might represent how often an assessment is used by the teacher to guide the instruction.
12
Jigsaw Protocol
1. Read one of the five articles placed on your table.
• Formative Assessments: What Do Teachers Need to Know and Do?
• Assessment Through the StudentAssessment Through the Student’’s s EyesEyes
• Attributes of Effective Formative Assessment
• Learning to Love Assessment• The Assessment Double Play
13
Jigsaw Protocol
2. As a team create a poster that reflects your understanding of the formative process.
• Be creative!
• Reflect text information!
• Demonstrate classroom application!
14
Jigsaw Protocol
3. Pick a team representative to share your findings to the whole group. Be prepared to share how this article impacted your definition of the formative assessment process.
15
16
How do you measure student learning in your classroom?
http://www.youtube.com/watch?v=kn8faeuQjE0
17
What are the Four 25% Groups?The Challenge
Population
The High Average Population
The Low Average Population
The Struggling Population
*Each classroom has its own variations on the following populations.
18
At its most basic level, differentiation consists of the efforts of teachers to respond to variance among learners in the classroom. Whenever a teacher reaches out to an individual or small group to vary his/her teaching in order to create the best learning experience possible, that teacher is differentiating instruction.
What is Differentiated Instruction?
19
There at least four classroom elements based on student readiness, interest, or learning profile: 1.Content - what the student needs to learn or how the student will get access to the information2.Process - activities in which the student engages in order to make sense of or master the content3.Products - culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit4.Learning Environment - the way the classroom works and feels
How is a Lesson Differentiated?
20
21
Why Bother With Data?
Data leads to a teacher being able to:– Reflect practices– Generate new strategies to reach students– Make practical educational decisions– Meet the needs of individual student’s learning
styles– Determine and reevaluate previous decisions
for effectiveness
Gall, Joyce P. and M.D., Borg, Walter R. Applying Educational Research: A Practical Guide. NY: Longman, 1999.
22
Using Data to Plan Curriculum & Meet Individual Children’s Needs
• Data is only meaningful when it is linked to decisions about teaching.
• Data is used to make decisions about individuals.
• Jasmine brings you a book and pointing to the cover, says, “What does that say?”
• You think: She’s aware that print carries a message and notices print in the environment.
• You do: I’ll call attention to how I read from top to bottom and left to right when I read with her next time.
23
24
D a t a T o o l s T e a m 2 0 1 1 - 2 0 1 2 Page 1
Instructional Plan for Team: ____________________
Standard(s)_______________ Content Area: ________________________________ Date_________________
Small Group Instruction: Instructional Plan How or When Will You Structure Small Group Instruction
What standards warrant more time for small-group instruction and review?
Thoughtful Implementation – What are the expected outcomes that will show students are moving in a positive direction?
What? How? When?
Using Data to Plan for Differentiation
25
SURPRISE!!
C M S P r e - K L a n g u a g e A r t s F o r m a ti v e A s s e s s m e n t T a s k # 1
2 0 1 1 - 2 0 1 2 Page 1
2011 – 2012 Pre-Kindergarten Formative Assessment Task #1 Content Area: Language Arts
Data Collection Form Task #1: Letter & Sound Identification
Student Name: Directions: Use the attached documents to determine student correct and incorrect responses. A “+” mark will indicate correct response and a “-“ will indicate an incorrect response. Short vowel sounds will be noted in the slot next to the letters. Long vowel sounds will be noted at the bottom of the table. Though three test administrations are present on the table, the teacher may use this task for fewer administrations or make copies for additional administration of the task.
Letter First Administration
Date of Task Assessment: Second Administration
Date of Task Assessment: Third Administration
Date of Task Assessment: Uppercase Lowercase Sound Uppercase Lowercase Sound Uppercase Lowercase Sound
Aa Bb Cc Dd
Ee Ff
Gg Hh
Ii
J j
Kk
Ll
Mm
Nn
Oo
Pp
Rr
Ss
Tt
Uu
Vv
Ww
Xx
Yy
Zz
a
g
Long Aa
Long Ee
Long Ii
Long Oo
26
Questions, Concerns, Comments
27
Thank you for allowing me to be with you today. Please let
me know if I can be of any assistance. Good luck in the
upcoming school year!
