Enhancing our guiding philosophy of continuous improvement

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Enhancing our guiding philosophy of continuous
improvement

• -Professional Learning Communities

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(No Transcript)
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Teaching Learning

• SIP

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Teaching Learning

• SIP
• Smart Goals

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Teaching Learning

• SIP
• Smart Goals
• Student Learning Expectations

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Professional Learning Communities

• Not a new initiative, a way of going moving from
  School goals to Classroom goals with continuous
  improvement
• A framework for results-focused discussions
• Opportunities for grade level and like- content
  teams to focus on improvement
• PLCs use data and the PDSA process to focus on
  the success of each student

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• Pre Planning Identification of Need
• 1. Develop/Review Student Learning Expectations
• 2. Examine alignment of learning expectations
  with assessments
• 3. Review assessment data
• 4. Identify areas of need based on assessment

Identify areas of strength and weakness?
What do we want students to know?

• Plan
• 1. Describe the current process for addressing
  the identified area of need (flow chart)
• 2. Review data to determine baseline performance
  in the specific area identified
• (Run Chart/Pareto Diagram)
• 3. Identify potential root causes contributing
  to the identified area of need
• (Cause Effect Diagram, 5 Whys,
  Relations Diagram)
• 4. Study research-based best practice/improvement
  theory addressing areas of need

What do they know? What have they learned?
HOW do we know if they have learned it?
Action Research Overview for Professional
Learning Communities

• DO
• 1. Plan for implementation of improvement theory
  (Force Field Analysis, Action Plan)
• 2. Implement research-based best practices
  improvement theory based on root causes
  according to the Action Plan
• 3. Monitor the implementation of research-based
  best practice/improvement theory to insure
  integrity and fidelity4. Assess student learning

• Act
• 1. Standardize the implementation of
  research-based best practice (improvement theory)
  that improved student learning (revise the flow
  chart to reflect changes made to the system)
• 2. If improvement theory was unsuccessful
  continue the PDSA cycle (try another improvement
  theory based on the next identified root causes)

Most effective/best practice teaching and
learning strategies?
What evidence do we have of the learning?
Study 1. Examine student assessment results
(compare to baseline) 2. Assess the impact of
research-based best practice/improvement theory
on student achievement
Have they learned it? What do we do if they dont?
How do we respond if they dont?
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PLC Critical Questions

• What do we want students to know and be able to
  do?
• Standards/Benchmarks (Learning Outcomes)
• Classroom SMART goals
• How will we know if they can do it?
• Formative assessments
• Multiple data sets
• How will we respond when they cant?
• Differentiated Instruction
• Systems of intervention (supplemental to
  intensive)

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Student Crucial Questions

• What do I need to know?
• Where am I now?
• How do I get there?
• What happens if I fail?

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CRCSD Areas of Focus
2006-2008 ongoing CRCSD Student Learning
Expectations
2007-2009 Formative Assessment Learning
Communities
Iowa Professional Development Model
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Learning Target
District Focus for the Year
Instruction
Assessment
Refinement of Practice
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Whats the purpose for assessment?
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Two Purposes for Assessment

• SUMMATIVE
• Assessments OF Learning
• How much have students learned as of a particular
  point in time?
• FORMATIVE
• Assessments FOR Learning
• How can we use assessment information to help
  students learn more?

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PurposeAssess to meet whose needs?
Classroom Instructional Support Policy
Students Teachers Parents Teacher Teams Curriculum Coordinators Principals Superintendent School Board Taxpayers Legislators
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Balanced Assessment Meeting the Needs of All
Stakeholders

• Administer annual accountability testing
• Develop interim, short-cycle or benchmark
• Ensure ongoing, accurate classroom assessments
  for and of learning
• Consider the student as the most influential user
  of assessment information

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Assessment for Learning

• Rick Stiggins

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Overview
Summative Formative

Reason
To Inform
Focus
Assessment OF Learning
Assessment FOR Learning
Improve Learning
Check Status
Others about students
Students about themselves
Enabling Targets
Standards
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Example
Place in Time
Use
Assessment OF Learning
Assessment FOR Learning
Assessments that diagnose needs or help students
see themselves improve
High Stakes External Assessments
An event after learning
A process during learning
Summative
Formative
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Key IDEA

• Formative assessment can and should be done
• BY STUDENTS,
• as well as by teachers. The key to improvement is
  how students and teachers use assessment
  information.

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• Teachers use formative assessment to inform
  instructional methods at the very least,
  teachers should check for understanding every 15
  minutes.
• -Douglas Fisher
• Checking for Understanding

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Balanced Assessment
SUMMATIVE Assessments that provide evidence of
student achievement for the purpose of making a
judgment about student competence or program
effectiveness.
FORMATIVE Formal and informal processes teachers
students us to gather evidence for the purpose
of improving learning
ASSESSMENT FOR LEARNING Use assessments to help
students assess adjust their own learning.
ASSESSMENT FOR LEARNING Use formal informal
classroom assessments to inform teachers
decisions.
FORMATIVE USES OF SUMMATIVE DATA Use summative
results to inform what comes next for individuals
or groups of students.
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Keys to Classroom Assessment

• Key 1 Clear Purpose
• Key 2 Clear targets
• Key 3 Sound Assessment Design
• Key 4 Effective Communication
• Key 5 Student Involvement

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Seven Strategies of Assessment FOR Learning

1. Clear Understandable Vision of Target
2. Examples/models of strong weak work
3. Regular Descriptive feedback
4. Teach Students to Self-Assess Set Goals.
5. Focus on One Aspect
6. Teach Focused Revision
7. Engage students in Self-Reflection

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100





80
Increase of 34ile to 84ile
60
13ile increase to 63ile
Starting percentile 50th
Starting percentile 50th
ile improvement increase
40
20
0
Teacher assessment effectiveness
Student Achievement
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100





Increase of 49ile to 99ile
80
28ile increase to 78ile
60
Starting percentile 50th
Starting percentile 50th
ile improvement increase
40
20
0
Teacher assessment effectiveness
Student Achievement
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John Hattiereviewed 7,827 studies on learning
and instruction.
Conclusion The most powerful single innovation
that enhances achievement is feedback. The
simplest prescription for improving education
must be dollops of feedback.
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Like most things in education, classroom
assessment enhances student achievement under
certain conditions only.

• Feedback from classroom assessments should
  provide students with a clear picture of
• their progress on learning goals and
• how they might improve

• Feedback from classroom assessment should
  encourage students to improve.

• Classroom assessment should be formative in
  nature.

• Formative classroom assessments should be quite
  frequent.

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Why Assessment for Learning Works

• When students are required to think about
  their own learning, articulate what they
  understand, and what they still need to learn,
  achievement improves.
• --Black and Wiliam, 1998 Sternberg, 1996
  Young, 2000

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Key IDEA

• Formative assessment can and should be done
• BY STUDENTS,
• as well as by teachers. The key to improvement is
  how students and teachers use assessment
  information.