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Data Teams: Balanced Assessment, Collaboration, Common Instruction, and Common Sense
- 1. The Cure For The Common Core! Data Teams: Balanced Assessment, Collaboration, Common Instruction, and Common Sense
- 2. Nonsense Our current system isn t one --- Martyrdom or Looking for a Genius Bad Teacher Boogeyman Teacher Problem vs. Teaching Problem
- 3. Good News More HS students are taking college prep classes. Teacher Quality continues to improve. After more than a decade of fairly flat achievement and stagnant or growing gaps, we appear to be turning the corner.
- 4. 4th Grade Reading: Record Performance with Gap Narrowing 9 Year Olds ‒ NAEP Reading 250 240 230 Average Scale Score 220 210 200 190 180 170 160 African American Latino White 150 1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008 *Denotes previous assessment format NAEP 2008 Trends in Academic Progress, NCES
- 5. 4th Grade Math: Record Performance with Gap Narrowing 9 Year Olds ‒ NAEP Math 250 240 230 Average Scale Score 220 210 200 190 180 170 160 African American Latino White 150 1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008 *Denotes previous assessment format NAEP 2008 Trends in Academic Progress, NCES
- 6. 8th Grade Reading: Recent Gap Narrowing for Blacks, Less for Latinos 300 13 Year Olds ‒ NAEP Reading 290 280 270 Average Scale Score 260 250 240 230 220 210 African American Latino White 200 1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008 *Denotes previous assessment format NAEP 2008 Trends in Academic Progress, NCES
- 7. 8th Grade Math: Progress for All Groups, Some Gap Narrowing 13 Year Olds ‒ NAEP Math 300 290 280 Average Scale Score 270 260 250 240 230 220 210 African American Latino White 200 1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008 *Denotes previous assessment format NAEP 2008 Trends in Academic Progress, NCES
- 8. Not So Good News---Standards, Students and Scrutiny The Typical Classroom 11 of the 30 students will live in poverty 10 of the students will be non-White 12 of the student s primary language will not be English (one of 150 languages spoken in the US) 6 will not be reared by their biological parents 1 will be homeless 6 will move at least 4 times before grade 7 U.S. Department of Education Census Bureau
- 9. Expectations When we really focus on something, we can change it - we can fix it!
- 10. Reality-Bad News No longer a job you can do by yourself Harder Standards Harder Students Harder Scrutiny
- 11. Back mapping Traditional standards started with kindergarten and then added years of work on top of those (and have focused heavily on existing curricula and notions of development) The common standards began with college and career readiness standards and then back mapped from there This makes these standards more challenging than past standards̶especially at the early grades
- 12. David Coleman Said Teachers must train students to be workers in the Global Economy. It is rare in a working environment that someone says, Johnson, I need a market analysis by Friday but before that I need a compelling account of your childhood. Translation to the classroom .
- 14. Unwrap the Common Core Standards Old Standard ..RECOGNIZE main ideas presented in texts Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text
- 15. Of the 100 Students Starting 9th Grade this Fall 90 will make it to 10th grade 81 will make it to 11th grade 76 will make it to 12th grade 73 will graduate on-time 33 will graduate from college Source: Ed Week, EPE Research Center, Diploma Counts 2007, uses the Cumulative Promotion Index (CPI).
- 16. African American and Latino 17 Year-Olds Perform at Same Levels As White 13 Year-Olds 100% Percent of Students 0% 150 200 250 300 350 Average Scale Score White 13 Year-Olds African American 17 Year-Olds Latino 17 Year-Olds Note: Long-Term Trends NAEP Source: National Center for Education Statistics, NAEP 2007 Trends in Academic Progress
- 17. Our Knowing Doing Gap Boatloads of schools and studies attest to the power of systems that create and maintain effective teachers through balanced assessment and collaboration. And yet: the typical school or district improvement plan takes us in an entirely different direction.
- 18. Riverside Iowa Report ---Package A
- 19. How s your balance̶Data Driven or Data Dizzy? 19
- 20. 20
- 21. Conditions & Expectations District = 97% District = 92% District = 93% New data: Research shows an increase in these risk factors is associated with a decrease in student achievement .
- 22. Fall/Winter DIBELS 2010-11 100 6 15 14 14 90 26 24 26 26 29 36 23 38 80 11 43 19 18 70 12 18 21 60 29 25 35 11 50 24 Intensive Strategic 40 71 74 Benchmark 67 68 30 62 56 55 45 46 20 39 38 35 10 0 K Fall 2 Winter 3 Winter 4 Winter 5 Winter 1 Winter K Winter 1 Fall 2 Fall 3 Fall 4 Fall 5 Fall
- 23. Our New AYP Group̶ Bubble Kids
- 24. Ira Flect Will ask himself: What do I need to do, what do I need to change to make sure my students succeed? Heck, It s not like I ve been saving my good lesson plans until somebody caught me!
- 25. Raise Our IQ (Ira Quotient) Create a system that s a balance of good data and effective adult responses. Small groups of teachers collaborating and using assessments and technology to improve instruction.
- 26. What We Know Collaborative Cultures using big and small assessments can improve schools. Teachers should not have to work in isolation like independent contractors from the 1950 s Everyone benefits when small groups of teachers are actively analyzing and comparing data & practices
- 27. What We Know: It s All About Teaching The Powerful 23/49 Statistic Principal Effectiveness ̶ 23% Teaching Effectiveness̶ 49% Economics, Ethnicity, Language ̶ 24% Teachers are The Main Thing Truth in Bumper Stickers!
- 28. Students Who Start 2nd Grade at About the Same Level of Math Achievement 100 Average Percentile Rank 80 55 57 60 40 20 0 Group 1 Group 2 Beginning of 3rd Grade Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997.
- 29. Finish 5th Grade Math at Dramatically Different Levels Depending on the Quality of Their Teachers 100 Average Percentile Rank 77 80 55 57 60 40 27 20 0 Group 1 Assigned to Three Group 2 Assigned to Three EFFECTIVE Teachers INEFFECTIVE Teachers Beginning of 2nd Grade End of 5th Grade Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997.
- 30. In Effective Schools, teaching practice is not regarded as a matter of individual teachers taste and preference but a matter for serious inquiry and discussion and common expectations Elmore in Simmons, J. (2006), Breaking Through: Transforming Urban Schools
- 31. In Effective Schools, everyone is in everyone s business My Grandma, 1997
- 32. But We Already Do This
- 34. Collective Intelligence (men̶put your cell phones down) How big is the moon? The moon is about _______miles across. How far is it from Earth to the moon? It is about _________ miles from Earth to the moon. How old is the moon? The moon is the same age as the Earth and the rest of the solar system ̶ about ____billion years. Our solar system was all formed at that time.
- 35. Collective Intelligence How big is the moon? The moon is about 2,000 miles across. How far is it from Earth to the moon? It is about 250,000 miles from Earth to the moon. How old is the moon? The moon is the same age as the Earth and the rest of the solar system ̶ about 4.5 billion years. Our solar system was all formed at that time.
- 36. What Are Design Teams? Small grade-level or department teams that examine individual student work generated from common formative (pre and post) assessments Collaborative, structured, scheduled meetings that focus on the effectiveness of teaching and learning
- 37. Design Teams What They Are and What They Aren t Can I sit in on one of your classes? Battle ships and Ice Cream Flow Charts and Book Clubs
- 38. Vertical Design/Data Team M iddle School Department Team/Small School Team Grade 6(K) M ath Teachers Grade 7(1) M ath Teachers Grade 8 (2)M ath Teachers See page 63
- 39. Horizontal Design/Data Team Elementary Grade 3 Teacher Grade 3 Teacher Grade 3 Teacher See page 63
- 40. Balanced Assessment Model 1. Develop or Revise Monthly Curriculum Calendars Commit to teach the bad news standards and the long and lingering standards at the 2. Develop and Administer 6. Analyze Post-Assessment same time Common Pre-Assessments data. Develop a timeline Find out what your students Plan interventions for students who did not master know the standard. Plan how you will tweak your lesson for next year. When your summative data comes back, uncover your success stories and honest bad news. 5. Develop and Administer 3. Analyze Pre-Assessment data Common Post-Assessment Identify student barriers strengths and interests Feedback for administrators, teachers and students Develop Instructional Prove Learning Strategies and Lesson Use data to improve instruction 4. Teach Teach Teach Teach 40
- 41. When your summative data comes back, uncover your success stories and honest bad news. 41
- 42. Celebrate and then Collaborate! Math Computation Social Studies - Resource Allocation Math Concepts & Estimation Science - Earth and Space
- 43. Too much to do! I can t think about how to teach I have to think about what to teach and when I will get it all in. Design Teams Do Not Address All The Indicators!
- 44. The Real Calendar (About 150 Days)
- 45. Bottom Line: Roughly 19 Eight-Hour Days Per Subject Per Year
- 46. Step 1: Develop Monthly Curriculum Calendars. Make the commitment to teach some standards at the same time. 46
- 47. Step 2: Develop and Administer Common Pre-Assessments. 47
- 48. Testing to Prove vs. Testing to Improve --- Formative Assessment taken to it s Logical Conclusion is a Pre Test The true purpose of assessment must be, first and foremost, to improve instruction Tell us: What students know What students don t know What they want to know---- Not after instruction has started or finished̶before it has begun!
- 49. Pre Assessments Provide Clarity and Feedback to Teachers and Students. The best operational definition of a standard are the questions we use to assess it. Fairness̶allow us to see growth and make teacher comparison. Probably the best way to measure teaching success. 49
- 50. Here s what s so wrong about doing what seems right----- only using Interim/Benchmark Tests (Unbalanced)
- 51. Here s what s so wrong about doing what seems right̶this is what happens when teachers use the system they have been given
- 52. Tippy Toe Instruction----85% rule 52
- 53. Tippy Toe Instruction----85% rule 53
- 54. Tippy Toe Instruction----85% rule 54
- 55. Tippy Toe Instruction----The Rule of 85%
- 56. Step 3: Identify student barriers, strengths and interests and develop / select appropriate instructional strategies and lesson 56
- 57. Step 4: Teach Using Your New and Improved Lesson Task 1: How much to get in? Gator Pie Travis and Martin are two friends that are at the fair. Their moms gave them different amounts of Dad gave me a dollar money to spend. Travis has $6. Martin has $8. When they got to the fair, they found that it costs $1 to get in. In the boxes, draw pictures showing the part of for group 1 use fraction land flags̶grade 2 lesson $6 that Travis spent and the part of $8 that Martin spent to get in to the fair. Then write the parts as fractions. The fraction of the money Travis spent: _____________ 57
- 58. Step 5: Administer Common Post-Assessment̶ to Prove Learning and Measure Growth 58
- 59. Step 6: Analyze Post-Assessment data. What s your backup plan for students who did not master the standard? 59
- 61. Rinse Lather -‐ Repeat 1. Develop or Revise Monthly Curriculum Calendars Commit to teach the bad news standards and the long and lingering standards at the 2. Develop and Administer 6. Analyze Post-Assessment same time Common Pre-Assessments data. Develop a timeline Find out what your students Plan interventions for students who did not master know the standard. Plan how you will tweak your lesson for next year. When your summative data comes back, uncover your success stories and honest bad news. 5. Develop and Administer 3. Analyze Pre-Assessment data Common Post-Assessment Identify student barriers strengths and interests Feedback for administrators, teachers and students Develop Instructional Prove Learning Strategies and Lesson Use data to improve instruction 4. Teach Teach Teach Teach 61
- 62. Time to Break Up Thanks! Mike White ECS White_ecs@fuse.net