Conduct a formative assessment

of the Continuous School

Improvement Plan

January 2018

Dr. Jorge PeñaDirector of School Improvement and

Catholic School Accreditation

Prayer for Wisdom

Lord, look lovingly on this group gathered here.

During our work sessions, as we discuss and deliberate on

issues of importance in our school, help us to be guided by your

Spirit.

May we be wise in our discernment, balanced in our judgement,

fair in our decisions, and visionary in our suggestions.

Though we may, at times, have differing views, help us to listen

to one another and be guided by our common goals.

May we always be mindful in our words and actions of what is

best for the students of the Archdiocese of Chicago.

We ask this through Christ our Lord. Amen.

Webinar Objectives

Objective 1- Identify key tasks in the formative assessment

of the Continuous School Improvement Plan

Objective 2- Define a process to adjust instruction in response to

assessment results

Objective 3- Distinguish between technical challenges and

adaptive challenges

Objective 4- Review the diagnostic questions for the formative

assessment of the Continuous School Improvement Plan (CSIP)

Continuous Improvement Leadership Team

Take an inquiry stance

• Which skills on the CSIP have been taught

and assessed?

• What is the evidence that shows students are

learning the skills identified on the CSIP?

Key Task in the Formative

Assessment of the CSIP

Continuous Improvement Leadership Team

Take an inquiry stance

• Which skills on the CSIP have been taught and

assessed?

• What is the evidence that shows students are

learning the skills identified on the CSIP?

Key Task in the Formative

Assessment of the CSIP

Student Proficiency Report

Student Proficiency Report

ACT Aspire Interim Monitoring Tool

ACT Aspire Interim Monitoring Tool

ACT Aspire Classroom Assessment(s)

ACT Aspire Classroom Assessment(s)

1. Teacher teams work collaboratively to collect

and analyze short-term data and medium-term

data to evaluate the impact of the action plan

on student learning

Key Tasks in the Formative

Assessment of the CSIP

2. Teacher teams compare short-term and

medium-term assessment results to individual-

level and group-level student learning goals.

Compare student results to the learning target.

Key Tasks in the Formative

Assessment of the CSIP

3. Questions to respond to when analyzing tasks for

short-term assessments: First: What is the actual work that students are being asked

to do?

Second: What do you have to know in order to engage the

task?

Third: What is the task’s Depth of Knowledge level?

Fourth: What is the distribution of performance among

students in the class on the task?

Fifth: If you were a student and did the task, what would you

know and be able to do?

Key Tasks in the Formative

Assessment of the CSIP

Levels of Complexity: Webb’s Depth of Knowledge

4. Teacher teams implement and assess the

instructional strategies described in the action plan.

5. Teacher teams use short-term and medium-term data

to assess the impact of the action plan on student

learning. Answer the question: Are these

instructional strategies delivering the desired results?

6. Teacher teams use data about implementation and

student learning to make adjustments to instruction.

Key Tasks in the Formative

Assessment of the CSIP

• Mother Teresa CSIP: Grade 3 reading

• Benchmark: 3.RL.IKI.9 Compare and contrast the themes, settings,

and plots of stories written by the same author about the same or

similar characters

• Strategy: “Does the story have to be set there, and then?” from

Reading Strategies (Seravallo, page 151). Think about the setting

of the story. Consider if the settings is just background, or it it plays

an important role in the story. One way to do this is to think, “If the

story were set someplace else, or at a different time, how would the

story be any different?” Then think, “Based on the setting the author

has chosen, what impact does the setting have on the story?”

• Notice this strategy does not address themes.

Are these instructional strategies

delivering the desired results?

• Adjusting the strategy on the CSIP

• Identify a new strategy(ies) to teach the

benchmark skill

• Better lessons: theme lesson

Are these instructional strategies

delivering the desired results?

Meeting Objectives

Objective 1- Identify key tasks in the formative assessment of

the Continuous School Improvement Plan

Objective 2- Define a process to adjust instruction in

response to assessment results

Objective 3- Distinguish between technical challenges and

adaptive challenges

Objective 4- Review the diagnostic questions for the formative

assessment of the Continuous School Improvement Plan (CSIP)

Whole-group or Small-group instruction: What percent of

students should demonstrate proficiency on a skill in order

to determine continuing whole-group instruction or

providing differentiated, small-group instruction?

• The optimal

percent of

proficiency to

determine

adjusting to

small-group

instruction is

66%.

What is the success rate?

The optimal

success rate for

fostering student

achievement is

80%.

A success rate of

80% shows large

groups of students

are learning the

material.

• Identify the skills on the CSIP that have a

proficiency rate of 66% or greater. Provide

differentiated small-group instruction: those not

proficient and those that are proficient

• Identify the skills on the CSIP that have a

proficiency rate that is less than 66%. Whole-

group instruction continues until a proficiency

rate that is equal to or greater than 66% is

reached.

Adjust from Whole-group Instruction to

Differentiated Small-group Instruction

• Identify the skills on the CSIP that have yet to be

taught and/or assessed.

• Create a timeline to target these skills before the

April 10 test.

• There are 11 weeks starting from the week of

January 22 to the week of April 2; the ACT

Aspire summative test begins the week of April

10.

• When will these skills be taught and assessed?

Adjust from Whole-group Instruction to

Differentiated Small-group Instruction

Meeting Objectives

Objective 1- Identify key tasks in the formative assessment of

the Continuous School Improvement Plan

Objective 2- Define a process to adjust instruction in response to

assessment results

Objective 3- Distinguish between technical challenges and

adaptive challenges

Objective 4- Review the diagnostic questions for the formative

assessment of the Continuous School Improvement Plan (CSIP)

Technical and Adaptive Challenges

• What is the difference

between technical and

adaptive challenges?

• Why is this important?

Technical Challenges vs

Adaptive Challenges

Technical Challenges

• Problems that can be

solved through the

knowledge of experts or

senior authorities

• Problems reside in the

head; solving them

requires an appeal to the

mind, to logic, and to the

intellect

• The solutions are clear

Adaptive Challenges

• Problems that require leadership are

those that the experts cannot solve

• The solutions lie not in technical

answers, but rather in people

themselves

• Problem reside in the heart; to solve

them, requires changes in peoples’

values, beliefs, habits, ways of working

• The solutions are not clear

• Requires a commitment to intentional

collaboration

Schools face technical challenges

• Establish a mentoring program for beginner

teachers

• Improve the technology infrastructure to

enhance teaching and learning

• Organize field trips and assemblies

Schools face adaptive challenges

• Create, implement, and monitor an authentic

school improvement plan

• Provide meaningful performance evaluation

that improves teachers’ practice

• Provide students with high quality instruction

that requires student collaboration and critical

thinking

• The work of school leadership is not technical work.

That is, the work is not made up of precise

procedures done either correctly or incorrectly.

• The skills on the CSIP are the ones that challenge

students the most on the summative test.

• A technical solution: use the same instructional

strategies and tasks from prior years.

• Adaptive solution: use new instructional strategies

and tasks to target these skills.

Why is this important?

Meeting Objectives

Objective 1- Identify key tasks in the formative assessment of

the Continuous School Improvement Plan

Objective 2- Define a process to adjust instruction in response to

assessment results

Objective 3- Distinguish between technical challenges and

adaptive challenges

Objective 4- Review the diagnostic questions for the

formative assessment of the Continuous School

Improvement Plan (CSIP)

1. How many of the skills on the CSIP have been taught and assessed?

2. At the time of this formative assessment of the CSIP, what percent of students are proficient on each skill?

3. How are teachers re-teaching the students that have yet to be proficient on these skills?

4. How many skills on the CSIP have yet to be taught?

5. When will teachers teach and assess the skills that have yet to be taught?

6. Using the results from the ACT Aspire Interim Assessments, what percent of students are on-track to meet the “ready” benchmark score in reading and math?

Formative Assessment CSIP Diagnostic Questions

• Complete the key tasks from Objective 1 of this webinar

• Have teachers collect and analyze results from short-term and medium-term assessments

• Identify the skills that show a proficiency rate at or above 66%

• Have teachers share how they will adjust instruction in response to assessment results

• CILT to answer the Formative Assessment CSIP Diagnostic Questions

• Questions? Email: jpena@archchicago.org

Next Steps