TIPS FOR LEVEL ESPONSES - misn-cdn.resa.net · how often they will be given, and how MI grade- ......
Transcript of TIPS FOR LEVEL ESPONSES - misn-cdn.resa.net · how often they will be given, and how MI grade- ......
TIPS FOR LEVEL 4 RESPONSES ASSESSMENT AND EVALUATION
Public School Academies Unit
Office of Education Improvement and Innovation
Michigan Department of Education
November 7th, 2012
Agenda of Today’s Webinar
• Welcome and introductions
• “Housekeeping” items
• Audience
– New applicants
– Awardees getting ready to move to Stage 2
• Webinar objectives:
– Participants will be able to articulate the components necessary to score a “4” on questions 18, 19 and 20 of the planning grant application
– Participants will be able to cite examples of concepts, data and text that should be included in their responses to questions 18, 19, and 20
– Participants will be able to navigate to web resources that can help as they prepare their narrative responses
What are peer reviewers looking for? • Proposed assessment of growth and achievement
covers the following:
– All students (e.g. grades being offered)
– All content (e.g. subject matter and delivery mechanism)
– Is ongoing (continuous improvement and innovation)
– Capable of shaping and improving teaching and learning
– Extensive enough to determine whether the educational goals are being achieved.
Understanding Reviewers Comments
General Analysis- Questions 18 and 20
• Rated by reviewers as below average 37% of the time.
• 20 of the 37% is rated as not addressed/weak
General Analysis- Question 19
• Rated by reviewers as below average 37% of the time.
• 20 of the 37% is rated as FAIR
Insight
Peer Reviewer Comments-Assessments
• Lacks specific metrics to align outcomes to instructional strategies
• The project does not articulate an ongoing strategy to monitor and assess student academic achievement with standardized measures, nor a plan for informing students of their progress.
• Lacks a plan for data-driven decision making; execution of the use of data is not evident
• Yearly progress goal is unreasonable. Use of pre and post testing during the same year recommended
Assessments- Continued
• Assessment of student achievement lacks specifics, including all the assessment designs, how often they will be given, and how MI grade-level content expectations will be tied to them
• How will parents receive regular, confidential, reports from standardized testing and progress reporting?
• Does not provide wide variety of assessment tools. There is no discussion of how formative and summative assessments will be used to document student
• There is no discussion of how teachers will use these assessments to modify their teaching
Peer Reviewer Comments for Q 20
• The MI School Improvement Framework strands should be the basis for data collection. No reference to how attendance, behavior, planned participation, teacher attendance data will be collected
• How will the data be used to improve instruction? Lacks specificity and a plan to collect data
• The response misses Leadership, Personnel and Community components in the SIF and does not provide much narrative about what is going to be done with the data and how a feedback loop will occur toward implementing change based upon the data collected.
• This would benefit from a narrative creating linkage between data collection and the school improvement framework.
• Application could benefit from listing specific events and tools for data collection (i.e., parent surveys)
• Assessment Program • Connecting the Educational
Program to goals • Improving teaching and
learning
Question 18
Question 18
Narrative Template
Describe the assessment program and related strategies, detailing how
assessments connect to the educational program and its goals. Provide a thorough
description of how assessment results will be used to improve teaching and learning for all students in all content areas.
Rubric
Proposed assessment of growth and achievement covers all students and content, is ongoing, capable of shaping and improving teaching and learning, and extensive enough to determine whether the educational goals are being
achieved.
Concentrating your focus
• What is your assessment program?
• What are the related strategies of your assessment program?
• How does your assessments connect to the educational program and its goals (i.e. educational goals written from question #8).
• How will your assessment results will be used to improve teaching and learning for all students in all content areas. Provide a thorough description.
2012 PLAN to ED-Performance 3025
2952
2925
2916
2768
18
2998
2810 2801 2798 2786 2725 2708 2703 2692
2488
17
2942 2896 2818
2791-2 2782 2770 2764 2758 2752
2740-2 2709-2 2694-2 2684
2676-2 2664-2 2633
2588-2 2572 2565 2524
16
2936
2813 2803
2787-2 2763-2 2733 2719
2700-3 2674-2 2649-2 2636-2 2621-2 2607-2 2602 2574
2568-2 2556 2538 2522
15
5 Students on path to ACT 21-
20
10 Students on path to ACT 20-
19
27 on path to ACT 19-
18
29 on path to
ACT 17-18
EP-7th grade
EP-9th grade
EP-9th grade
EP-10th grade
2012 PLAN to ED-Performance 2915
2866
2802-2 2789 2754 2683
2673-2 2645-2 2620-2 2599
2553-2 2530-2 2504-4 2456-2 2401-2 2380
2360-2
2170-2
14
2722 2700 2693
2686
2612-2
2586 2548 2521
2462
2370
13
2832
2782
2652 2644 2629
2595 2571 2520 2502 2493 2418
2339 2335
2174
12
2713
2693 2678 2674 2636 2617 2605 2575 2568 2547 2520 2459 2430 2424 2418
2247 2236 2208 2174
11
31 on path to
ACT 16-15
11 on path to
ACT 15-14
14 on path to
ACT 14-13
19 on path to
ACT 13-12
EP-5th grade
EP-6th grade
EP-5th grade
EP-5th grade
VISION
Students can narrow math gap if given tailored lessons to remediate gaps in earlier years using study island
Provide a comprehensive multi-grade assault on math skills to change outcomes in 11th grade
Utilization of both push and pull incentives will be successful in achieving student effort
Result will be making AYP goals yearly
Framework for Success SUMMER
STUDY ISLAND: ALL GRADE LEVELS SUMMER BOOT CAMP
MATH SCHOOL IMPROVEMENT ACTION COMMITTE
FALL SEMESTER ED PERFORMANCE TESTING
ACHIEVEMENT LEVEL GROUPING IN MATH STUDY ISLAND - WEEKLY DURING CLASS & HOMEWORK
WINTER SEMESTER ACHIEVEMENT LEVEL REGROUPING
ED PERFORMANCE TESTING POST EVALUATION USING NPR GAINS TO ASSESS RESULTS
PHASE 1 (summer 2012 and academic year 2012/2013) of MD
SMART goals initiative will consist of:
PILOT INTEGRATION of 4 COMPONENTS
• EDPERFORMANCE
• STUDYISLAND
• SKYWARD GRADEBOOK
• INSTRUCTIONAL SUPPORTS: (Summer Bridge, After-school tutoring, IEP/Resource teachers, Title I resources, technology integration)
PHASE 2 (Summer 2013-academic year 2013/14) of MD SMART
goals initiative will consist of:
• Continue to develop MD SMART infrastructure and capacity reflecting and revising our emerging model;
• Design summer mathematics program infrastructure (to include: accelerated, bridge, and boot camp)
Expected Ed-Performance Scale Score Growth
8th to 9th
Grade
100 pts
9th to 10th
10th to 11th
90 pts
80 pts
Gain
ORA Longitudinal Growth Model
2012 9th
2013 10th
2014 11th
2015 12th
ED-P
ERFO
RM
AN
CE
NAT
ION
AL
PER
CEN
TILE
S
50th
20th
40th
60th
80th
100th
GAP CLOSING – VALUE ADDED
Communication Plan
• Marketing of frame work
– To parents/guardians
– Students
• Fall parent student meetings
• Acceptance letters
• News letters
• Web site
• Student handbook
Question 19
Narrative Template
Describe the anticipated annual standards or measures of student achievement that you expect. Take into account that MEAP is not given for every grade in every year. How will you set annual growth targets? How will you communicate progress toward the standards/targets to students and parents?
Rubric
Annual standards for student achievement and growth have been established; they reflect the anticipated student population. An effective process for informing parents and students about progress has been provided.
Question 19
• Describe the anticipated annual standards or measures of student achievement that you expect.
• How will you set annual growth targets?
• How will you communicate progress toward the standards/targets to students and parents?
Frame Work Road Map SEMESTER I
CURRICULUM TOPICS SEMESTER II
CURRICULUM TOPICS
TERM 1
TERM 2
TERM 3
TERM 4
TAILORED STUDY ISLAND BASIC SKILLS REMEDIATION
ED PERFORMANCE
BASE LINE Using EP criteria
ED PERFORMANCE
CAPSTONE Using student
growth
TAILORED STUDY ISLAND BASIC SKILLS REMEDIATION
SKYWARD GRADEBOOK
80-90%
80-90%
80-90%
80-90%
ACT TESTS • EXPLORE • PLAN • ACT
Frame Work Road Map SEMESTER I
CURRICULUM TOPICS SEMESTER II
CURRICULUM TOPICS
TERM 1 TERM 2 TERM 3 TERM 4
TAILORED Study-Island SKILLS REMEDIATION • Driven by Ed-Performance base line • Craft grade level lessons per student • 9-11 Math teachers use S-I one or more days each week • Grades transferred to Grade book in a 10% category on weekly basis • Extra credit earned by extra efforts
ED PERFORMANCE BASE LINE
Using EP criteria • Grade earned
for Ed Performance results
• Test outcomes direct Study Island lessons
ED PERFORMANCE CAPSTONE
• Use student growth in grade book
• Min of 50 pts
SKYWARD GRADEBOOK
80-90%
80-90%
80-90%
80-90%
ACT TEST suite • Used to
validate Ed Performance
• Grade given for ACT test results
Gra
de
bo
ok
up
dat
es
Question 20
Narrative Template
Michigan’s School Improvement Framework (SIF) outlines objectives of public schools that go beyond student achievement – for instance, leadership, climate, community involvement, teacher retention etc. (See the full SIF at http://www.michigan.gov/documents/SIF_4-01-05_130701_7.pdf) Identify what data the proposed school will collect to determine whether the school is achieving these objectives.
Rubric The school has a plan to collect data beyond student achievement and to self-assess across the School Improvement Framework categories (Teaching/Learning, Leadership, Personnel & Prof. Dev, School-Community Relations, Data & Info Management
School Improvement Framework Rubrics http://www.michigan.gov/documents/OSI_FW_Rubrics_v_157013_7.3.pdf
Strand Standard Data Collection
Teaching For Learning
Curriculum is Aligned, Monitored and Reviewed
ABC Academy will have detailed and tailored pacing guides, scope and sequence documents (aligned vertically and horizontally) and curriculum maps. Curriculum alignment will be a regular agenda item in weekly mandatory grade group meetings, as minutes will show. Teacher unit plans and lesson plans will show alignment of instruction within grade levels.
Teaching For Learning
Curriculum is communicated
Leadership School leaders are knowledgeable about schools educational program
Research Reminders and Tips
• Spend time researching assessment programs, techniques, and models that can connect to your individual curriculum and instructional plans.
• Usually, you will need to plan on using parts of different models to create your individual assessment plan.
• Will the components of the proposed assessment program work in your environment?
Research Reminders and Tips
• Drill down your research efforts to match your individual proposed school. When searching on-line, include your predicted criterion- urban/rural/suburban school, demographics, grade levels, unique class offerings or focus areas, curric./instruction models, etc. K-12 Assessments will get you over 16,000,000 hits!
Is your proposed plan complete?
• How do you know when you are assessing enough? Will you gather enough individual and group achievement and growth data to make educated decisions, evaluate staff, modify curriculum/instruction, determine if goals have been met, meet all requirements, etc.
Is your proposed plan complete?
• Have you articulated a diverse plan that:
• prepares for formative, interim, and summative assessments
• is set up for all students to be assessed every year
• includes plans for what to do with students who are unsuccessful on assessment
• gives you the metrics and results that match your measurable educational goals
• produces both growth and achievement data for individual students and all student groups
Is your plan realistic?
• Students and teachers need enough time to learn, create, solve, review, practice, interact, discuss, fix, compare, contrast, observe, and on and on. Are you taking that into consideration when you create your assessment program?
• Do not try to impress the reviewers so much that you go overboard!
38
Points of Contact • Beatrice Barajas, Secretary [email protected]
• Kim Sidel, Analyst [email protected]
• Tammy Hatfield, Consultant [email protected]
• Karla Browning, Consultant [email protected]
• Neil Beckwith, Consultant [email protected]
• Ron Schneider, Consultant [email protected]
• Phillip Caldwell II, Manager [email protected]
• Mark Eitrem, Supervisor [email protected]
(517) 373-4631 [email protected]
http://www.michigan.gov/charters