Performance Assessments: Session 4

Sequence of Sessions

Overarching Objectives of this July 2013 Network Team Institute

  • I can describe how the 3-8 modules increase in complexity over time.
  • I can describe the impact of student engaged assessment practices on student achievement.
  • I can describe the strategy of close reading.
  • I can describe EL’s approach to developing high-quality common core aligned writing from the students in the module lessons.
  • I can analyze a classroom a lesson for the shifts in instruction and required changes of teachers and leaders.
  • I can determine how the ELA module performance assessments can play a role within my school’s larger assessment system.
  • I can apply the concerns-based adoption model to support myself and others’ adoption of the Common Core State Standards.
  • I can foster a growth mindset through feedback that promotes positive change.
  • I can explain the components of a high-quality, yearlong implementation and professional development plan to support teachers in their implementation of the ELA curriculum modules.

High-Level Purpose of this Session

For participants to engage in a data analysis protocol using assessment information from an ELA module performance assessment.They will learn how performance assessment data can be analyzed in a similar fashion to selected response assessments, as well as tools and procedures for doing so.

Related Learning Experiences

Session 6B Long Term Planning

Key Points

  • Performance assessments offer a wealth of information to teachers in regards to student performance on common core standards
  • Performance assessments can and should be used for engaging teachers in collaborative data inquiry cycles

Session Outcomes

What do we want participants to be able to do as a result of this session? / How will we know that they are able to do this?
  • I can analyze student assessment data using the ELA module performance assessments and a collaborative analysis protocol.
/
  • Complete action plan template
  • Implementation plan in afternoon session

Session Overview

Section / Time / Overview / Prepared Resources / Facilitator Preparation
Intros and Norms / 5 min / Participants with introduce themselves to each other and reflect on how norms were upheld from the previous day in order to set the culture for day two and will be introduced for the target for day two / PPT Module Assessments and Data Cycles_4A_NTI 0713 / Preview all documents and resources.
Preview the PPT slides and note their alignment to the Facilitator’s Guide below.
Central Beliefs about Data Inquiry Teams / 21 min / Participants read and discuss the Central beliefs about Data Inquiry Teams document in order to prepare them to act as one / 1.Connect Extend Challenge_NTI 0713
2.Central Beliefs about Data Inquiry Teams_NTI 0713
Looking at Data from Student Work Protocol / 65 min / Participants analyze a data spreadsheet of student scores on a performance assessment, then check their assumptions with a looking at student work protocol. / 3.Looking at Data from Student Work Protocol_NTI0713
4.Student Work Samples_NTI 0713.pdf
5.5M3A.2 Essay Rubric_NTI 0713
6.Grade 5 Data Table_NTI 0713
7.Looking at Data from Student Work Note Catcher_NTI 0713
8.Action Planning Template_NTI 0713.docx
9.5M3A.2 Unit Overview_NTI 0713.pdf
10. Participant reflection form 4A_B_NTI0713

Session Roadmap

Section: / Time: 90 minutes
[90 minutes]
In this section, participants will engage in a data analysis protocol using assessment information from an ELA modules performance assessment. They will learn from an ELA module performance assessment. They will learn how performance assessment data can be analyzed in a similar fashion to selected response assessments, as well as tools and procedures for doing so. / Materials used include:
PPT Module Assessments and Data Cycles_4A_NTI 0713
1.Connect Extend Challenge_NTI 0713
2.Central Beliefs about Data Inquiry Teams_NTI 07133.Looking at Data from Student Work Protocol_NTI0713
4.Student Work Samples_NTI 0713.pdf
5.5M3A.2 Essay Rubric_NTI 0713
6.Grade 5 Data Table_NTI 0713
7.Looking at Data from Student Work Note Catcher_NTI 0713
8.Action Planning Template_NTI 0713.docx
9.5M3A.2 Unit Overview_NTI 0713.pdf
10. Participant reflection form 4A_B_NTI0713
Time / Slide #/ Pic of Slide / Script/ Activity directions / GROUP
5min / / Facilitators will introduce themselves to the group and welcome them to day two of the Expeditionary Learning training at NTI. Please ask participants to refer back to the norms for collaboration and reflect on how we lived up to them as a group yesterday. They will introduce themselves to one another at their tables by sharing their names, their roles, and then cite evidence of one of the norms at work in a session they experienced. / Mixed roles: teachers/common core ambassadors/
principals
2min / / Give an overview of the agenda for the entire day (which is in participants’ spiral notebook), then the overview for this one session and the learning targets for the session.
  • I can analyze student assessment data using the ELA module performance assessments and a collaborative analysis protocol.

21 min / / Ask participants to review the Connect Extend Challenge Protocol, as it will guide participants reading of Central Beliefs about Data Inquiry Teams. Please give them 1 minute to review the protocol, 10 minutes to read, and 10 minutes to discuss. Keep time for the group. / Pairs
3 min /
/ Now participants will have a chance to act as an actual data inquiry team. They will look at student work and use the Looking at Data from Student Work Protocolto analyze strengths and weaknesses of the work, and create an action plan based on what they see in the work.
Recognize that some participants may have participated in a similar protocol during February’s NTI. However, this protocol includes the analysis of spreadsheet scores. Please share the reasons why and how this experience is different for those in the audience who may be in this situation:
  • As educators we are continually being asked to become more and more comfortable in analyzing student achievement data. We think this is an important skill for us to have and believe deeply that analyzing student data with the modules will give us a wealth of information about students’ learning.
  • In February, we asked participants to look at small subset of student work, but looking at data the way we are about to is a way to look at whole class trends, grade level trends, multiple grade levels, and school level data.
  • Looking at data this way gives educators an opportunity to calibrate their assessment practices with one another.
  • Most importantly: What data are we getting – or can we get from these module assessments? What role can these assessments play within our larger assessment framework?
(Schools are inundated with assessments – we think that these module assessments – if student achievement on them if tracked in a really smart way – can be used to accomplish quite a lot, and schools should consider this role.) / solo
65 min / / Ask participants to preview the Looking at Data from Student Work Protocol in its entirety with participants before they begin the protocol, which is broken up by steps on the PowerPoint slides.
  • Facilitator answers clarifying questions about the protocol before participants begin, and circulates to continue to answer questions and support participants in following the steps of the protocol.
Participants receive a packet of anonymous Student Work Samples from modules (grade-level and task-specific) to analyze and follow protocol. / 4-5
/ The goal of the results meeting is to analyze with your data inquiry team (co-teaching team, grade level or department team) the results on the most recent assessment and determine an action plan that meets the needs of students in your grade/department.
Step 1: Choose roles (2 min)
  • Facilitator – makes sure the group follows each step of the protocol and guides the process
  • Process Checker – supports the facilitator; might use language like “let’s do a quick process check” if the group seems to be off track
  • Timekeeper – sets a timer for each step of the protocol and transitions the group when time is up
/ 4-5
/ Step 2: Analysis
  • Individually read the spreadsheet and reference the rubric to determine strengths and
challenges of student performance and record and your
notecatcher. (10 min)
Step 3. Description (5 min)
  • The facilitator asks: “What do you see?”
  • During this period, the group shares as much information as possible from the data.
  • Group members describe what they see in data, avoiding judgments or interpretations. It is helpful to identify where the observation is being made—e.g., “On page one in the second column, third row . . .”

/ Step 4. Identifying challenges (5 min)
  • Go around: each person on team names the top 2-3 areas they noticed that students had challenge areas” at top of chart
  • Group members ask “What evidence do you have?” as needed and take notes while each other are speaking to capture additional challenges
Step 5. Looking at Student work (15 min)
  • Participants look at student work with the challenges identified in mind

/ Step 6. Discussion (5 min)
  • Of the challenges identified, which should be prioritized?
  • Team comes to agreement about top two challenges to focus on right now

/ Step 7. Brainstorm: (5 min)
  • Go around: Each team member shares an idea or proposal for addressing the challenges evidenced in the student work
  • If you don’t have an idea, say “pass”
  • No judgments made. If you like an idea, when it’s your turn, simply say, “I would like to add onto that idea by…”
  • Continue going back and forth, about 30 seconds at a time, to suggest new ideas/proposals for the full 5 minutes

/ Step 8. Come to consensus around the best actions to take. (5 min)
  1. One person proposes an action with the rationale for what makes it effective.
  2. Other group members weigh in on agreement with thumbs up, disagreement with thumbs down or unsure with a thumb in the middle. For any responses other than thumbs up, briefly discuss reasons for diverse ideas, clarify the specific action and re-do the vote.
Step 9. Complete the action plan template. Use copies of module materials for grade 5 module 3 to create your action plan for re-teaching. (8 min)
1 min / Guide Participants to reflection form to collect thoughts when they have time.

Use the following icons in the script to indicate different learning modes.

Video / Reflect on a prompt / Active learning / Turn and talk

Turnkey Materials Provided

Fac Guide 4A Module Assessments and Data Cycles_NTI 0713

PPT Module Assessments and Data Cycles_4A_NTI 0713

1.Connect Extend Challenge_NTI 0713

2.Central Beliefs about Data Inquiry Teams_NTI 0713

3.Looking at Data from Student Work Protocol_NTI0713

4.Student Work Samples_NTI 0713.pdf

5.5M3A.2 Essay Rubric_NTI 0713

6.Grade 5 Data Table_NTI 0713

7.Looking at Data from Student Work Note Catcher_NTI 0713

8.Action Planning Template_NTI 0713.docx

9.5M3A.2 Unit Overview_NTI 0713.pdf

10. Participant reflection form 4A_B_NTI0713

Additional Suggested Resources

Driven by Data (2010), Paul Bambrick-Santoyo, Josey-Bass.