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CRISP 2011SummerAcademy

Neah Bay School received the2010 School of Distinction and the Gear-Up Exemplary Program Award100% of 2011 Full-Time Seniors were accepted to either a four year College or Vocational school

Blaine High School received the State Board of Education Exemplary Status Award for academic progress in the content area of science and on time graduation rate

Mount Baker Middle School received the Washington Achievement Award for ranking in the top 5% of schools in state and narrowing the achievement gap

MSP Student ImprovementCRISP middle schools doubled the increase of the state, increasing 8%

compared to the state’s 4% increase with significant gains for females, special education students, and Hispanic students.

HSPE Student ImprovementCRISP high schools increased 9% compared to the state’s 6%

increase, with significant gains for students receiving free/reduced lunches, Hispanics, and American Indians.

Summer Academy Outcomes

•Understand genetics or chemistry and how you learned it•Understand the role of the formative assessment process and commit to implementation of strategies in your classroom•Understand the importance of accountability to students and peers

•Create and commit to an implementation plan for the 2011-2012 school year that represents a fundamental change in practice that your PLC supports •Commit to full participation in all aspects of your PLCs’ work

Common BeliefsCommon Beliefs

Effective Science Instruction and High Student

Learning

Professional Learning

Communities

Resources

Leadership

Content and pedagogical

content knowledge

Fixed vs Growth Mindset

Formative Assessment

•Share beliefs about student learning

•Surface current state of thinking about formative assessment

•Surface current state of thinking about learning targets

What are beliefs about student learning at your school?

What evidence do you have for the

choice you made?

What school would you like your child to attend?

• Is the school you selected for your children to attend the same one you work in?

• What does that say about your own beliefs about student learning compared to the beliefs about student learning in your school?

Individually ReflectIndividually Reflect

• What beliefs do I have that support student achievement in my classroom?

• What beliefs would help make my classroom one where all students are successful?

• What support will I need to make this transition?

:..."Teachers teach in ways that they believe to be best, often ignoring educational research..." (Moss and Brookhart)

Common BeliefsCommon Beliefs

Effective Science Instruction and High Student

Learning

Professional Learning

Communities

Resources

Leadership

Content and pedagogical

content knowledge

Fixed vs Growth Mindset

Formative Assessment

• Where are we now?• Where are we going?• How do we close the gap?

• How do you routinely use formative assessment strategies in your classroom?

• What strategies seem to have the greatest impact on student motivation?

• What is the student role in formative assessment in your classroom?

with someone else at your table about how you use formative assessment in your classroom

for strategies to motivate students and include them in the process

Practice in a classroom is formative to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers, to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have taken in the absence of the evidence that was elicited.

~Black and Wiliam (2009)

How does research support engaging in the formative assessment process?

20-25%Total “explained” difference

<5%Further professional qualifications (NBPTS)

10-15% Pedagogical content knowledge

<5%Advanced content matter knowledge

Dylan WiliamWashington Educational Research Association workshop June 2009

Teaching makes a differenceBut what makes the difference in teaching

practices?

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•Students make significant learning gains – especially lower achieving students•Teachers tend to be more reflective about their practice and more in touch with their students’ learning •The process can improve student achievement more than other learning interventions including one-on-one tutoring, reduced class size or cooperative learning

Black and Wiliam (1998) and others (e.g., Shepard et al., 2005)

Black and Wiliam (1998) and others (e.g., Shepard et al., 2005)

Research on Effects of Formative Assessment Process:

0.4 to 0.7 Gain 0..75 Standard Deviation Score Gain =

25 Percentile Points on ITBS (middle of score range)

70 SAT Score Points 4 ACT Score Points

Largest Gain for Low AchieversBlack & Wiliam (1998)

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“...across a range of different school subjects, in different countries, and for learners of different ages, the use of formative assessment appears to be associated with considerable improvements in the rate of learning.”

“… it seems reasonable to conclude that use of formative assessment can increase the rate of student learning by somewhere between 50 and 100 percent.”

“This suggests that formative assessment is likely to be one of the most effective ways—and perhaps the most effective way—of increasing student achievement.”

Source: Siobhan Leahy & Dylan Wiliam (2009). From teachers to schools: scaling up professional development for formative assessment

Recommended Practices• Increased descriptive feedback,

reduced evaluative feedback

• Increased student self-assessment

• Increased opportunities for students to communicate their evolving learning during the teaching

Source: Adapted with permission from R. Stiggins, J. Arter, J. Chappuis, and S. Chappuis, Classroom Assessment for Student Learning: Doing It Right—Using It Well (Portland, OR: ETS Assessment Training Institute, 2004), p. 13.

(Black & Wiliam, 1998)

Assessment for LearningFive Key Strategies

Classroom Focus:Teaching or Learning?

Teaching Focused Learning Focused

•GatherHow much have my students learned of what I have taught?

•CollectWhat and how are my students learning in relation to the learning goal?

•EvaluateHow many have “got it”? Did enough of them get it so I can move on or do I need to slow down?

•InterpretWhat are the strengths & problematic aspects of their thinking? What do they need next to deepen their learning?

•ReactDo I re-teach to the entire class or assign a review to a few? How can I teach more effectively next time?

•ActWhat learning experience, or feedback will address the needs I just identified?

• Where are we now?• Where are we going?• How do we close the gap?

• How do you share your learning targets with your students?

• How do you check student understanding of learning targets?

Teacher clarity and explanation of intention ranked as the 8th (of 138) most important

contributor to learning.Hattie (2009)

Clarifying Learning TargetsSharing Criteria for Success

• Put each learning target into a bigger picture of “why” students might want to learn it

• Keep bring students’ focus back to the learning targets during the lesson/ task

Clarifying Learning Targets

Sharing Criteria for Success

• Record and post learning targets

• “Do your best” goals are easily attained by anyone; The performances of students who have the most challenging goals are over 250% higher than the performances of students with the easiest goals.

(Wood & Locke, 1997, in Hattie, 2009)

• Use “face your challenges” or “strive to the highest” goals instead of “do your best” goals.

• Students can understand the differences in 4 levels of performance...not 100 (which is what giving a percentage is)

Clarifying Learning TargetsSharing Criteria for Success

• Criteria is what’s important or what counts in an activity/ task. Students of all ages need a clear understanding of the criteria by which--AND the level to which--their work will be assessed.

Notice the strategies that your facilitators use in your content rooms and consider whether similar strategies would be useful for your own students.

Content Immersion Rooms

• Small Particle Room 210• GeneticsRoom 240 north