USING DATA TO INFORM AN INSTRUCTIONAL CYCLE

Erin Rasmussen & Wyeth JesseeSeattle Public Schools

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Purpose: We need to use data to be intentional in everything we do in order to close the achievement gap

Objectives: Learn how to use multiple assessments to

inform standards-based instruction

Understand the process of adopting and implementing varied assessments within the content area of math

Increase awareness on how items on the SBAC highlight the need to transform school-wide math programs

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How we got here:

Broadview-Thomson K-8 is an urban school with about 675 students in NW Seattle

• 63% Free / Reduced Lunch• 35 Languages• 23% Students with IEPs• 14% Students qualified for ELL

Problem in 2009-10: 64% of intermediate students met standard in reading on the MSP

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Now, 81% of 3-5th Grade Students Met Standard in Reading on the

MSP4

Adjustments made in B-T’s Educational Program

High quality core instruction using curriculum aligned to standards

A framework of prevention and targeted instruction/intervention matched to student need (tiered instruction) under our MTSS program

• Monitor all students performance in math and reading

• Track students on a new progress monitoring calendar

Collaborative decision making process based on student data

• Use multiple points of data and kinds of assessments to make instructional decisions

Allocation of district/building resources based on student need

Aligned systems, language, and assessments K through 8

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But where is the “Math?”6

The Challenge:

To make sense of: The Common Core Standards Develop curriculum to match required

skills A varied selection of assessment to

support instruction in every classroom

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1. Fact Fluency2. 8 Math Principals from CCSS-M3. Questioning and Discussion4. Clarification, Justification and

Reasoning5. Structure of daily math block6. Assessment

Transformation of the Broadview-Thomson K – 8 math program:

3-YEAR MATH PROGRAM DEVELOPMENT PLAN

(See Handout)

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In today’s high stakes context, it’s the assessments.

What defines the Standards?

“Planning works when it starts from assessment, not from standards. That is the roadmap to rigor.” – Paul Bambrick-Santoyo, Leverage Leadership, p.114

Sample MSP Question for 7th GradeWhen the height of a cylindrical storage tank is 11 m and the radius is 10 m, what would be its volume?

A. 314 m3B. 691 m3C. 1,100 m3D. 3,454 m3

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WHY IS THIS SUCH A PROBLEM?

W Y T I W Y G

But, the MSP is going away…

So things will change.How, and what will be required so we don’t have a “dip” in performance scores?

The Practices in CCSS-M:

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.3. Construct and critique viable arguments4. Model with mathematics5. Use appropriate tools strategically6. Attend to Precision7. Look for and make use of structure8. Look for and express regularity in

repeated reasoning.

Smarter Balance17

Sample Item from SBAC

Jamal is filling bags with sand. All of the bags are the same size. Each bag must weigh less than 50 pounds. One sand bag weighs 57 pounds and another sand bag weighs 41 pounds. Explain whether Jamal can pour sand from one bag into the other so that the weight of each bag is less than 50 pounds.

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Total Score for Mathematics

Content and Procedures

Score

40%

Problem Solving Score

20%

CommunicatingReasoning Score

20%

MathematicalModeling Score

20%

OK, YOU SAY,

But does a difference in tests really matter?

YES!

SO, HOW DO WE PREPARE KIDS TO DO WELL ON ASSESSMENTS LIKE THE SMARTER BALANCED ASSESSMENTS?

(I thought you’d never ask!)

Guiding Questions:

Have you established Math and MTSS leadership teams?

Have you created a multi-year math program development plan?

What common assessments are used within your school?

Do you have a year-long calendar for assessments and collaboration?

What are the decision rules we use to determine when students need a re-teach and additional supports?

What resources (staff, budget) do we have in our building to support core instruction? Intervention?

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Building Assessment Systems Use multiple assessments to drive

instructional decisions Determine utility of assessment(s) across

grade levels and access to foundational and/or discreet standards-based skills

Identify what needs to go if there is a needed replacement

Assess readiness of grade level /

department teams

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School Example: Types of Assessments at Broadview-Thomson

School Example: Types of Assessments at Broadview-Thomson

Map & MSP

Interim Benchmark &Performance

Tasks

YPP & Exemplars

Conferring & Exit Tickets

Computation & Fluency

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BT SAMPLE MATH ASSESSMENTS

(See Handout)

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Analyzing Sample Assessment Questions Align each question with the 8

Mathematical Practices that are being assessed or students could use to solve the problem.

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.3. Construct and critique viable arguments4. Model with mathematics5. Use appropriate tools strategically6. Attend to Precision7. Look for and make use of structure8. Look for and express regularity in repeated

reasoning.

Common Pitfalls with Assessment

• Use not aligned with purpose of assessment

• Unaligned, water-downed assessments

• Poor connection with (or not predictive of) the Common Core State Standards

• Format of assessments are inconsistent with end-goal

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Important Background Issues• Formative assessment is not summative

assessment given frequently!

• Interim benchmarks serve a different purpose: global planning, not daily input

• Scoring formative assessments rather than or in addition to giving feedback destroys their utility

• -Black & Wiliam, 1998: “inside the black box”

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SAMPLE DATA REPORT FROM INTERIM BENCHMARK

(See Handout)

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Using Data to Inform Instruction According to the data report, which

standards need to be re-taught to the whole class?

Which students need small group instruction and re-teaching of standards?

What can you learn about the global planning needs from this data?

Formative Assessment

• The purpose of formative assessments is not simply to show what students “know and can do” after instruction, but to reveal their current understandings so you can help them improve.

• They measure a student’s ability to integrate knowledge and skills across multiple standards. Allowed to measure depth of understanding, research skills, and complex analysis. These tasks can serve as interim or summative assessments.

Performance Tasks

Embedding Formative Assessments and Performance Tasks into the Units

The formative assessment lesson: A rich “diagnostic” situation that helps

students grapple with core content and practices in CCSS-M, and prepare them for the rich assessments they will experience.

Performance tasks provide an alternative structure for assessments. They allow you to find out what student’s don’t know. You can scaffold each task to assess specific skills, or, as commonly used, a summative assessment that requires the application of many skills in an applied, real-world situation.

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SAMPLE UNIT

(See Handout)

Common Assessments

Identify common assessments used within your building By type of assessment By grade level bands

Identify gaps in your assessment framework

Identify Actions Needed for Common Assessments What do you see as barriers to

implementation? Document on Action Steps on Action Plan

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Assessment Planning Template

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Math Assessment System at Broadview Thomson

Grade Screening Assessment

Progress Monitoring

Formative Assessments

Benchmark Assessments

Outcome Assessments

Kindergarten

MAP & Fact Fluency

WA Kids

Classroom Based: exit

tasks, CBA's, journal entries,

performance tasks

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YPP Custom Assessments

Math Benchmarks

2 3

MSP

4 5 6 7 8

Building the Calendar

Considerations for Building theCalendar… Spread out assessments to

decrease overload Consider budgeting release time

for collaboration (approximately 1.5 days)

Consider additional times for collaboration Staff meeting times, PLCs,

Release Days, Committee Meetings, SIT Meetings

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School Example: B-T MTSS Calendar 2012-2013(Meetings and Assessments)

38 MTSS & Assessment Calendar for 2012 - 2013 (August) MTSS Committee Duties: Place students in interventions

September October November December January Benchmark:

Nov. 9th to 16th 3rd – 8th Reading and Math

Progress Monitoring: Nov. 14th: 1st-4th F & P for intervention students only Grade Level RTI Meetings: Full-Day release 11/26 – 12/1 Review Data Movement within RTI Action Plan

Benchmark: Jan31st Reading and Math current gr. Level test

Progress Monitoring: Jan 25th 1st – 8th F & P Bucket Work

RTI Committee Duties: Update data – Data Wall Review student growth Evaluate intervention

programs

Benchmark: Sept 21st Reading and Math Previous and current gr.

Level test

K-Inventory: Sept 21st Sept. 26th – 2-hour release to examine benchmark assessment and plan for Oct. units

Fall MAP: Sept 26th-Oct 12th (New Students Only) Progress Monitoring: Oct. 5th: 1st – 8th F & P due Bucket work 3 Sessions of YPP Grade Level RTI Meetings: 10/15-10/19 Review Data Revise initial placements Ind. student action plans

February March April May June WELPA: 2/7-3/11

Grade Level RTI Meetings: ½ Day Release 2/4 – 2/8 Review Data Movement within RTI Ind. changes in intervention

program Revise upcoming units celebrations

Benchmark: March 8th to 13th 3rd – 8th Reading and Math Progress Monitoring: March 22nd: 1st- 4th F & P for

intervention students only Bucket Work Grade Level RTI Meetings: Full-Day Planning (non-

student) 3/25 – 3/29 Review Data Movement within RTI Action Plan

Spring MAP: 5/13-5/31 MSP: 4/29-5/17

Benchmark: June 7th 1st -8th Reading and Math RTI Committee Duties: Update RTI data Reevaluate RTI process Reevaluate interventions

Progress Monitoring: June 7th: K-8 F & P due Bucket Work

Grade Level RTI Meetings: June 17th – ½ Day PD Movement within RTI Revisions to units for next

year Celebrations

MSP and MAP

Building the Calendar

Identify activities that need to occur over the course of the schoolyear How frequently do they need to occur? Who will prep data and facilitate meetings? Are teachers in need of release time from

classrooms? Draft activities over the year Identify Actions needed for calendar

building What are the main challenges you anticipate? Document on Action Steps on the Action Plan

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Questions?40