Module 4B for Middle/High

School Teachers

Florida Standards Assessment and Data Use

Transitioning to Florida StandardsProject Overview• Project is Race to the Top funded until June 2014• All charter schools eligible to participate• Develop and deliver targeted training and technical assistance

specific to charter schools in two major areas: 1) Implementation of the Florida Standards2) Access and use of a Local Instructional Improvement System (LIIS)

to analyze student achievement data to drive instruction and increase student academic achievement

• No cost to charter schools

2

Project Activities• Professional development for teachers, administrators, and governing board

members (Delivered regionally)• Data Literacy and Use • Florida Standards (English Language Arts & Literacy, Math)• Value-Added Model (VAM)

• Training of Trainers Model for Teacher Leaders• K-5 (Up to 5 Teachers & 1 Administrator Per School)• 6-12 (Up to 5 Teachers & 1 Administrator Per School)

• Training for charter school teams (Delivered regionally)• Self-assessment tool • Creating a Florida Standards Implementation Plan• Progress monitoring templates

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Professional Development Session Alignment

Set 1- (Completed 2012-2013)Governing Board

School Leaders

Teachers Math

Leadership Teams Session 2

Session1

ELAData Use

Data Use ELA Math

Data Use

4

Professional Development Session Alignment

Set 2 (will be offered throughout 2013-2014)Governing Board

School Leaders

Module 7 ELA & Data Use

Teachers Math

Leadership Teams

Session 4

Session3

ELAData Use

AssessmentData

AnalysisVAM

Florida Standards

Data &ELA

Data &Math

Session 5

Session 6

5

Module 2ELA

Module 1 Data Use

Module 3Math

Module 4 Data Use

Module 5 ELA

Module 6 Math

Module 7 ELA & Data

Use

Module 8Math &

Data Use

You Are Here

Travel Notes• Mileage to/from the trainings will be reimbursed to the

school at $.445/mile (documentation with map and mileage required)

• Parking and tolls will also be reimbursed with receipt• Reimbursement is limited to two cars per school• Forms and directions to request reimbursement are available

under “Resources” on www.flcharterccrstandards.org• There are specific instructions included with the form to help

fill it out correctly• Reimbursements for substitutes are NOT an eligible expense

7

Develop a common assessment vocabulary

Align school assessment system with the rigorous expectations of new assessments

Learn how to assess to inform instruction and to monitor student growth

Learn how the VAM fits into Florida’s integrated model of systematic planning and problem solving

Dissect a standard and examine assessment alignment

Prepare to engage in collaborative analysis of student work

Discuss how to strengthen data use and inquiry to improve student performance

Module Outcomes

8

9

8 Components of Full Florida Standards Implementation

Today’s Agenda

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• Welcome and Introductions• Pre-Assessment• Understanding Florida Standards-Aligned Assessment• Monitoring Growth• Value-added Model (VAM)• Lunch• Analyzing Student Work• Next Steps• Post-Assessment and Wrap Up

To Do List

Pre-AssessmentIntroductory Activity

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Guide Page

4

Understanding Florida Standards-Aligned Assessment

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Section 1

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What Role Does Assessment Play? Florida’s Integrated Approach

Curriculum, Instruction, Assessment

Teacher & Leader Evaluation

Professional Development

Examples Include:• Danielson• Marzano• Value Added

(VAM)

Examples Include:• ELA and Math

Instructional Shifts• FCAT/EOC• Classroom

Assessments• Formative• Interim • Summative

Examples Include:• Professional Learning Communities (PLCs) • Lesson Study

Guide Page

6

Curriculum Shifts

Instructional Shifts

Assessment Shifts

Aligning Assessment to the Florida Standards

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Systemic Changes

• Common language can facilitate effective communication and understanding about essential assessment concepts and practices.

• Consensus on the meaning of terms and expressions is critical to enhance the communication among staff when discussing student achievement.

Step 1: Develop a Common Language

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Activity 1a: Develop a Common Language

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Developing Common Language About Assessment

1. Read the assessment related terms that do not include definitions. Discuss each term and how it relates to other assessment terms.

2. Write each term on a sticky note. Sort words using the commonalities discussed and place into clusters of related terms.

3. Label each cluster to identify how they are related. 4. Review the Common Vocabulary Glossary. Discuss if any changes

should be made to each cluster based on the FLDOE assessment term definitions.

5. Partner with another group. Share your thinking on how your group sorted the assessment terms.

Guide Pages

7-9

• Assessments must be aligned to measure what students are expected to know and do in a more rigorous way as stated in the new Florida Standards.

• Unlike many current classroom assessments, new assessments being developed will test the critical-thinking and problem-solving skills students need to succeed in school and life.

What Impact Will the Florida Standards Have On the Charter School’s Assessment System?

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What Are Some of the Math Assessment Changes and Shifts?

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Mathematical Assessment Shifts

Frame and solve a range of complex

problems

Clearly and precisely construct viable

arguments

Analyze complex, real world scenarios using mathematical models to interpret and solve

problems

Math Assessment ExampleGrade 7 Mathematics

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Analyze complex, real world scenarios using

mathematical models to interpret and solve

problems.

What Are Some of the ELA/Literacy Assessment Changes and Shifts?

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English Language Arts and Content Literacy Assessment Shifts

Focus on citing evidence and items that

may have more than one right answer

Inclusion of informational texts across a variety of

content areas

Simulate research and performance-based components within

assessments

ELA Assessment Example

21

Grade 6 English Language Arts

Focus on citing evidence and items that may have more than one right answer.

At your table, look in your Participant Guide on pages 10-15. Discuss sample Florida Standards-aligned assessment items that are within your grade band and discuss with others at your table the differences in the assessment items compared with your traditional classroom assessments. Brainstorm ideas of changes that would assist in ‘shifting’ your classroom assessments to make them more rigorous.

Pause for Reflection on Assessment Shifts

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Guide Pages 10-15

Aligning Your Assessment SystemWhat Does It Look Like?

23

Annual Statewide Assessment: FCAT/EOC

Periodic Interim Assessments

Classroom Summative Assessments

Classroom Formative Assessment

A Comprehensive Assessment System Includes:

Alig

nmen

t

How Do Formative and Summative Assessments Differ?

24Retrieved from: Florida Department of Education

• Assessment instruments must directly align with content standards to be learned.

• All of the assessment’s items or tasks must correspond with what has been or what will be taught.

• The assessment instrument must provide enough detail to pinpoint specific problems.

• The results must be available in time to adjust instruction.

• Teachers must provide specific feedback about what they are doing well and how to improve.

• Teachers and students must actually use the results to inform teaching and learning.

• Students must be taught how to self-assess.

What is Effective Formative Assessment?

25Retrieved from: Florida Department of Education

Breaking It Down, A School Year Overview

26

Annual Statewide Assessment

Quarterly AssessmentsInterim

Ongoing Classroom Summative Assessments

Classroom Formative Assessment

Reviewing Your Assessment System For Alignment to the Florida Standards

1. Form groups of 3 or 4 people that are in similar grade bands or content areas (e.g. 6-8; 9-10; 11-12; ELA; Math; Technical Subjects)

2. Individually, fill in the activity sheet on pgs. 16-17 with all the assessments given throughout the school year in your grade or subject area.

3. Note the name of the assessment, the type of assessment, how often the assessment is given, and how the results are used.

4. When completed, share your results with members of your group noting which assessments are similar to those given in other charter schools.

5. Discuss what types of shifts the assessments may need to align to the Florida Standards and whether it is essential for all assessments to be more rigorous.

Activity 1b: Reviewing Your Assessment System for Alignment to the Florida Standards

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Guide Pages16-17

Let’s Take a Break…

28

Be back in 15 minutes…

Monitoring Growth

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Section 2

Monitoring and documenting student growth and

progress is the primary way schools demonstrate effectiveness.

Lani Seikaly

Do you agree with that statement? Discuss at your table the statement and whether you agree or disagree. Include in the discussion other ways that charter schools can demonstrate effectiveness in addition to student growth and progress.

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Monitoring Growth for All Students• Monitoring growth makes it possible to see

progress for students at all performance levels (ELL, ESE, and low performing students).

• Using multiple forms of assessment to monitor growth provides evidence for both teachers and students of progress toward career and college readiness.

• Examining data over time, rather than one point in time, is beneficial when planning instruction.

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Using Learning Goals with Scales to Monitor Student Progress• Learning Goals with Scales is a quality process for “chunking” standards.

• The teacher develops a set of priority learning goals with scales aligned with the Florida Standards that students may use to

monitor their growth and progress in meeting those learning goals.

• Scales in a learning goal are progression points or levels of growth toward the learning goal.

• The scales or progress points developed by teachers will show students incremental progress leading to proficiency.

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Using Learning Goals with Scales for Tracking Student Progress

Clear Learning

Goals

Celebration of how success

occurred

Formative Assessments

Praise for rigorous

effort

Scales

Goal Setting

Processes

Tangible Rewards

Timely and Actionable Feedback

Purposeful Learning Activities

Activities aligned with scales and

goal result in engagement

Learning goals aligned with the Florida Standards help

students grow

Scales enable student and teacher

to track progress

Retrieved from: FL Department of Education 33

Benefits of Monitoring Student Growth Over Time Using Learning Goals with Scales

Clarifies what you want your students to know and be able to

do.

Provides evidence as to where your

students are in the learning progression

to meeting their learning goals.

Helps to articulate plan to address all students’ learning needs, (struggling students as well as students who have

already met the learning goals).

Why Monitor Students’ Growth Over Time?

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Creating An Assessment Calendar1. Place assessments listed in the previous activity in the table on page 19. Be

sure to include all types of assessments including assessments that would be part of a student portfolio or monitored by student growth charts.

2. Analyze your assessment calendar for types of assessments, student group (i.e. ELL, ESE) participation rate, number of assessments tracking growth over time (e.g. FAIR) vs. achievement at one point in time (e.g. FCAT).

3. Share your assessment calendar with other members at your table. Compare the frequency of assessments given at the various charter schools. Discuss whether it is important for all assessments to measure growth or are some assessments more valuable for informing instruction and intervention. Does the grade level make a difference?

Activity 2: Creating An Assessment Calendar to Monitor Student Growth Over Time

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Guide Page

19

Value-added Model VAM

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Section 3

VAM:• Is the model that Florida has adopted to measure the impact of

teachers, schools and leaders on student learning

• Uses student level growth scores to differentiate teacher performance in the area of student learning growth

• Identifies the “teacher effect”, which is the portion of the student growth attributed to the teacher

• Will be part of the teacher evaluation system for all charter schools; combines student assessment scores with teacher observation

Florida’s Value-added Model (VAM)

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http://www.floridaschoolchoice.org/information/charter_schools/files/VAM_webinar_2.pdf

Using VAM As Part of the Data Analysis System

Multiple Types of

DataVAM Data

Teacher Evaluation Data

Classroom Walkthrough

Data

Assessment Data Formative and Summative

System Data Attendance, Discipline,

Failure Rate

Perception DataStudent, Parent,

and Teacher Surveys

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VAM is summative data, one part of a comprehensive assessment system.

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Features Growth Value-Added

Question AnsweredHow much has my student progressed and are they on

track according to their learning goals?

Did the students grow more or less than expected?

OutputScore showing student gain

or predicted gain.Are they on track based on

learning goals?

Value showing how the score gains of the students of that

teacher compare with average gains.

Variables Student score only.Student scores and

predetermined demographic data. Includes teacher

demographics.

What is VAM?

Questions to Ask When Analyzing VAM DataWhat are our strengths as a charter school?

• In what grade levels and content area(s) did we produce more than expected growth with our students?

• Is there anything special or different about the instructional strategies when delivering that content?

What are the areas of challenge for our charter school?

• What is different about how this content is delivered?

• What root cause can we determine that may affect the progress in that content area?

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Activity 3: Comparing Student Growth ModelsComparing Student Growth Models1. Watch the video on Measuring Student Growth

2. Using Activity Sheet 3 on page 21, take notes on the information presented in the video that may be helpful to clarify and develop a clearer understanding of the three different models. Think about how this information may benefit your colleagues at your charter school to develop deeper understanding of growth models.

3. Once the video is complete, discuss the reflection question on the activity sheet with your table.

Guide Page

21

Video: Measuring Student Growth

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Bon Appétit

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Be back in 1 hour…

Analyzing Student Work

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Section 4

• The Florida Standards increases rigor and requires a greater depth of knowledge from students.

• Assessments must accurately measure students’ depth of knowledge of the content standards.

• It is essential that assessments align to the standards being taught and to the level of complexity required for students to successfully demonstrate proficiency.

Developing an Understanding of the New Standards’ Impact on Assessment

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Dissecting a Standard

1. Underline important nouns2. Circle important verbs3. Make one list of skills and

another list of concepts 4. Create a graphic organizer

of the standard

As the standards change, it is important to revisit dissecting standards to ensure that new classroom assessments align with the new expectations of the standards.

Key Steps:

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Dissecting a Standard

LACC.W.4.2 Anchor Standard

Write informative/explanatory texts to examine a topic and

convey ideas and information clearly.

46

Skills

Dissecting a Standard

Concepts

• Write• Examine• Convey

• Informative text• Explanatory text• Topic• Ideas• Information

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

47

Dissecting a Standard

text

informative explanatory

write examine convey

Topic Ideas

Skills• Write• Examine• Convey

Concepts• Informative

text• Explanatory

text• Topic• Ideas• Information

Information

LACC.W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

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Dissecting A Standard1. Form groups of 3 or 4 people. Look at the Ninth Grade Writing Standards

in your Participant Guide on page 23.

2. Each group will dissect one of the writing standards listed in Activity 4a. 3. Copy one of the standards on the top of a piece of chart paper, leaving

room for the development of your graphic organizer.

4. In the standard, underline the important nouns and circle the important verbs.

5. Use the terms you underlined and circled to make two lists with the headings Skills and Concepts for the standard.

6. On the bottom of the chart paper, create a graphic organizer to illustrate how the skills and concepts of the standard are connected.

Activity 4a: Dissecting A Standard

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Guide Page

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Aligning Assessments to StandardsProcess for developing an assessment that is well-aligned to the Florida Standards that aligns with Florida’s ‘New Way to Work’:

Choose one or more standards to address

Chunk the course content standards and identify the “big ideas” that each standard requires, including what students will know and what students will be able to do

Develop learning goals and describe learning progressions or scales that align to the standard(s) and the big

ideas

Design an assessment that will enable students to demonstrate mastery of the learning goals

Check to ensure the assessment aligns to all sections of the standard and learning goals

Plan how to evaluate, provide feedback for growth, and score student work

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Feedback is the process of helping students• Assess their performance• Identify areas where they are right on

target• Provide them with information on what

they can do in the future to improve weak areas

Doug Reeves (2007) states that effective feedback not only tells students how they performed, but how to improve the next time they engage in the task.

Providing Effective Feedback

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Clarity

Specificity

Tone and Word Choice

What Are the Characteristics of Effective Written Feedback?

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* Based on work from: How to Give Effective Feedback to Your Students. Susan Brookhart. (2008)

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Clarity

Use simple vocabulary

Write to the student’s developmental level

Check for student understanding of the feedback

* Based on work from: How to Give Effective Feedback to Your Students. Susan Brookhart. (2008)

Effective Feedback Characteristics

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Specificity

Give guidance, but do not do the work for the student

Give suggestions that are specific enough that students can take concrete next steps for improvement

* Based on work from: How to Give Effective Feedback to Your Students. Susan Brookhart. (2008)

Effective Feedback Characteristics

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Tone and Word Choice

Use words that assume student is an active learner

Ask questions

Communicate respect for the student as a learner with a positive tone

* Based on work from: How to Give Effective Feedback to Your Students. Susan Brookhart. (2008)

Effective Feedback Characteristics

4b: Putting It All Together - Analyzing Student Work

Analyzing Student Work – Part 11. Review the activity instructions on page 24 in the Participant Guide.

During this activity sample student items will be assessed using the writing standards that were dissected in Activity 4a.

2. As a group, review the rubric that you will be using to assess student’s work. Highlight the key words that will represent the quality of work at each level in the rubric. This will provide a baseline from which you will assess the students’ work and proficiency towards the standards.

3. In your packet there are 2 different student work samples. Individually, read the student work samples and assign a score based upon the rubric and your understanding of the standards that you dissected in the previous activity.

Guide Pages 24-

3456

Activity 4b: Putting It All Together - Analyzing Student Work

Analyzing Student Work- Part 24. Share your scores and notes with the other group members. Compare the

similarities and differences of the scores and discuss decisions that were made when scoring.

5. In the second part of the activity, as a group provide effective feedback to both of the students to support them in improving their skills. Write the feedback on chart paper. Be sure it meets the 3 criteria of effective written feedback.

Guide Pages24-34

57

Next Steps

58

Section 5

Activity 5: Next Steps

59

Big Ideas People to Share With

1

2

3

What are some “big ideas” that you want to make sure to remember from today? With whom in your school do you need to share this with in order to take your next steps toward greater levels of data aligned to the Florida Standards?

Guide Page

36

Don’t Forget Your Resources

flcharterccrstandards.org

60

cpalms.org/project/cpalmscharter.aspx

Closing Activities

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Developed a common assessment vocabulary

Aligned school assessment system with the rigorous expectations of the Florida Standards

Learned to assess to inform instruction and to monitor student growth

Learned how the VAM fits into Florida’s integrated model of systematic planning and problem solving

Dissected a standard and examined assessment alignment

Prepared to engage in collaborative analysis of student work

Discussed how to strengthen data use and inquiry to improve student performance

Revisiting the Module Outcomes

62

Where are you now?

Assessing Your Learning

Post-Assessment and Session Evaluation

63

Guide Page

38