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Comprehensive Assessment and Data System in GCISDBenchmarks &Cornerstone TasksMAP, TELPAS,CogAT, DRA2,progress monitoringSTAAR, End of Unit, Sem. Exams, ACT/SATAssessments for Learning1

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3Break4Redefining education because YOUR future matters today! Our Why helps to define our purposeLEAD 2021 helps to define our howOur Curriculum helps to define the What of our workOur assessments help to guide our focusnot enough time to devote equally among all the standardsSo what is critical RIGHT now!!!5

Using Heat Mapsfor learning | for learnersHow did we do?6

Performance Standard for EVERY Grade 3-8 STAAR assessment administered in 2011-12 or 2012-13:

Level II Phase 120132652%2012The column headers can be based on approximate averages, regression, a # that looks and feels visually right, etc. We are looking to create a roadmap for the performance over the phase insThe raw score and percentages represents how many questions it will take on this admin of the test to meet the performance standard which doesnt change.

Notice the number of questions students had to get right in 4th grade math this year More than what 5th graders hadTheir percentage was also higherbut the scale score was lowerWhat do you think contributed to this difference. What are the implications for our teachers? 7

p. 5So many numbers!How can we use data like these to guide decision-making and development?75%55%85%62%The column headers can be based on approximate averages, regression, a # that looks and feels visually right, etc. We are looking to create a roadmap for the performance over the phase insThe raw score and percentages represents how many questions it will take on this admin of the test to meet the performance standard which doesnt change.

Even though the Commissioner has proposed letting us use the phase-in 1 standard for 3-8th grade one more yearwe are going to continue working towards the final phase-in and use the phase-in 2 as our own personal target. We will use the rough estimates as our thresholds to benchmark student progress on our heat maps. 8

62%55%85%9

126The column headers can be based on approximate averages, regression, a # that looks and feels visually right, etc. We are looking to create a roadmap for the performance over the phase insThe raw score and percentages represents how many questions it will take on this admin of the test to meet the performance standard which doesnt change.10Why is the Final Recommended Standard so high?

11English IIIAlgebraIIGrade2Grade5As we prepare students to meet the requirements of college and careerbuilding in those life skills of critical thinking, problem solving, analyzing, and more we have to begin with a solid foundation in elementary school. There is a direct correlation of student performance in 2nd grade reading to success in English III. English III skills are those college and career readiness skills that will help students in their lives beyond high school. There is also a direct correlation to students 5th grade math performance and their performance in Algebra II. Again Algebra II skills represent those college and career readiness skills that will help them with their endeavors beyond high school. 12Rethinking Scores85756255Well PreparedSufficiently Prepared (Gr. 3-8 Final)Getting There(Sufficiently Prepared - Phase 1)Sufficiently Prepared (Gr. 3-8 Phase 2 | EOC Final)

Threshold Scores will help us to plan our intervention, enrichment, and professional learning. 13

PreviewHow much work do we have to do? Yours is blank (template). Ours is populated with sample data.Recommended column will be used for index 4 in our accountability system beginning in 2013-2014. If our instruction stays the same, this is how our scores will drop. 14

How does this inform our work?Level II - Phase 1

KIDS and COMMUNITY

Level II - Final

PLANNING and PROFESSIONAL DEVELOPMENT

16Focus on Learning17Start with what we are helping kids learnthe TEKSReadiness

SupportingProcess18

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KNOWso they can GROW20Know the StandardsName a hard-to-teach readiness standard

What concept(s) are being taught?

What do students learn in the previous two grades to prepare them?

How will students use the learning next year?21

22Readiness Standards 30% of assessed TEKS 65% of STAARIN-DEPTH instruction

BROAD and DEEP ideas

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ConceptsMore complex to teach

Pacing?23Which Readiness Standards are hardest to teach?Ask teachers! Validating the SystemWhich SEs are hardest to teach24

General consensus?Would you expect this in all subjects?What does it mean if the lowest average score is a 3.8?25

What are the 4 hardest to teach?26

Teacher Perception5.2A5.2C5.3B5.3C27

What are the 3 easiest to teach?28

Teacher Perception5.3A5.8A5.13B5.5A5.10C5.12B5.2A5.2C5.3B5.3C29Doesteacher perception matchstudent performance?Validating the SystemWhich SEs are hardest to teach30

What do you expect to find?31

Readiness32

Student Performance Data

Which SEs are the hardest to learn?

Which SEs are the easiest to learn?33

Does Perception Match Performance?5.3A5.8A5.13B5.5A5.10C5.12B5.2A5.2C5.3B5.3C5.2A5.2C5.3B5.3C5.3A5.8A5.13B5.5A5.10C5.12B34

5.5A5.13B35

What if your data looked like this?5.2A5.2C5.5A5.12B5.3A5.8A5.13B5.3B5.3C5.10C5.2A5.3B5.3C5.10C5.2C5.8A5.13B5.3A5.5A5.12B36

5.3B | 5. 3C | 5.10C | 5. 13B5.2C | 5. 5A | 5.12B37Heat Mapswww.dmac-solutions.netLoginState Assessment>Instructional Reports>Reporting Category SE PerformanceYear 2012 &/or 2013Subject-MathematicsGrade 5, 8, Algebra ITest: March 2012 or April 2013-EnglishGenerate38Heat Map AnalysisReporting Categories--Areas of concern?Reporting Categories--Areas of strength?What specific Readiness Standards do we need to continue working on?What specific supporting standards do we need to continue working on?Which Red readiness standard comes first in our curriculum documents?

39Unwrapping the Standards

A necessary component to the IDP processWrite the standardunderline the nouns (concepts) and circle the verbs(skills)Answer the Readiness Criteria QuestionsIdentify Academic VocabularyIdentify cognitive process level of difficulty using Blooms TaxonomyContent Builder--What content do students need to know to connect this new learning? What do they come with? How will they use it in the future? Distractor Factorcommon errorsWhat is the BIG IDEA with the readiness standard? 40 Lunch

41Essential Components of a CBAKnow your PurposeTo find out what students know and are able to do To determine where students are in the learning continuum and how to support them in moving forwardTo gather evidence needed to make inferences about student learning and teaching

42Three Types of Item FormatsSelected ResponseMultiple choiceTrue/falseMatchingShort answer or fill in the blank43Constructed-ResponseIncludes short-response and extended responseRequires students to organize and use knowledge and skills to answer the question or complete a taskMore likely to reveal whether or not students have gained integrated understanding with regard to the readiness standardsRequires a scoring guide or rubric to evaluate degree of student proficiency. 44Assessing Essential UnderstandingWe have to understand the BIG IDEAEssential Understanding questions help teachers to determine if students have grasped conceptual knowledgeOften begin with how or why. Open-endedRequires a scoring guide or rubric45Selected ResponseReasons ForBetter content domain samplingHigher reliabilityGreater efficiencyObjectivityMechanical scoringReasons AgainstEmphasis on learning of isolated factsInappropriate for some purposesLack of student writing46How to edit questions in DMACUse a question stem to turn the question into a true/false, matching, or fill in the blank. 47Example5.03B/5.14B Dual ReadinessDOK 2Q: Mr. Cantu will put 1 flag on each table in the cafeteria for a school event. The cafeteria has 15 rows with 5 tables in each row and 12 rows with 4 tables in each row. Mr. Cantu already has 94 flags. How many more flags does he need to buy? A. 48B. 19C. 27D. 29How can we make this question a true/false? i.e. Mr. Cantu already has 94 flags. He will need to buy 19 more flags to have enough. Is this true? How can we make this question a fill-in-the-blank? i.e. Mr. Cantu already has 94 flags, he needs to buy ________ more to have enough.How can we make this question a matching question? i.e. Mr. Cantu asked 4 students to help him figure out how many more flags he needed to buy. List common errors and match it to the corresponding answer. John multiplied 15 x 5 and got 65 and also multiplied 12 x 4 and got 48. He added 65 to 48 and got 113. Next he subtracted 94 and got this answer. Charlotte , Maria Zach. Match the student with the answer they got and circle the one who was right. 48Number of Items GuidelinesRemember the purpose of your assessmentAsk, How many total items do I need in order to be able to make an accurate inference as to what students know and can do.Limit the total number of items so that student papers can be quickly scored and the results used right away.49Assessment Blueprint50Resources for CBA ItemsTextbook questions (that meet criteria for well-written items)Teacher CreatedInternet educational resources and organizationsDMAC

51Tools for checking item qualityChecklist of guidelines for evaluation of assessment item.Common Formative Assessment Scoring GuideDesign Team Reflection

52Data Teams ProcessPart of the PLC work5 Steps1. collect and chart data and results2. Analyze strengths and obstacles3. Set S.M.A.R.T goal for student improvement4. Select effective teaching strategies5. Determine results indicator53Model of CBABased on one readiness standard and no more than 2 supporting standards.One or more selected response types (4-7 Questions)1-2 extended-response items1 or 2 Essential Questions.Scoring guide/rubric is embedded in the assessment for students to refer toStudents can (on average) complete in 20 min. or less.

* Using a multiple-measure assessment enables educators to make more accurate inferences. 54Year-Long Plan3 Standards for fallProcessSelected Response QuestionsData Teams process in PLCs3 standards for springConstructed Response ItemsEssential QuestionsScoring Guides55ReflectionsQuestions?Comments?

56Part 257Constructed-ResponseReasons ForProvides more valid inferences about student understanding than those derived from selected-response itemsReasons AgainstTakes longer to scoreDependent on student writing proficiencyCan be a challenge to score accurately58Example5.03B/5.14B Dual ReadinessDOK 2Q: Mr. Cantu will put 1 flag on each table in the cafeteria for a school event. The cafeteria has 15 rows with 5 tables in each row and 12 rows with 4 tables in each row. Mr. Cantu already has 94 flags. How many more flags does he need to buy? A. 48B. 19C. 27D. 29How can we make this a constructed response? i.e. remove the answer choices. Draw a picture. Solve in 2 ways. 59Session 5-Scoring Guides for constructed-response items

Scoring Guide is synonymous with rubricA set of general and/or specified criteria used to evaluate student performanceDescribes proficiency as met standardIdentifies degree or level of proficiency student achieves at the time of scoring60Scoring guides help ALL students succeed!Performance criteria is shared before students begin their work.Specific language that is understood by allReferred to frequently during completion of taskUsed to assess completed taskExpedite the evaluation of student work to help provide timely feedback. 61Scoring Guide StrategiesSpecificity is criticalReliability comes from consistency in wording formatClearly linked to standards and assessment items/tasksScoring guide and task requirements should fit hand-to-glove. 62CriteriaQuantitativeProficient= 3 supporting detailsExemplary= 4 supporting detailsQualitativeProficient=identifies main characterExemplary=relates main character to another character in the story noting similarities and differences

63Avoid Subjective LanguageSomeFewGoodManyMost LittleCreative64Begin with ProficiencyDecide criteria for this levelReview task requirements and list the criteriaScoring guide criteria should mirror the task requirements

65Exemplary LevelGreat for differentiatingInvites students who need a challenge to delve deeper into the taskEnables students to show all they know relative to the taskShould begin the first line with: All proficient criteria met PLUS: Consider how each proficient level could be enhanced-quantitatively and qualitativelyso students understand how to go above and beyond the proficient level. 66Progressing and BeginningSince the goal is proficiency, design the criteria for the remaining two levels in relation to proficiency. This keeps student attention focused on the proficient criteria. 67