1
2
 Participants will understand…
 Use of common formative and summative assessments





to enhance Tier 1 data collection
Data Tracking of Assessments for Curriculum Alignment
with Standards
Different Data to Analyze Tier 1 Health
SBLT Process Responsibilities for Identifying and
Tracking Targeted At-Risk Student Populations
TDT Problem-Solving and Recommendations for Tier 1
and Tier 2 Services
IPST Process for Parent Request, Teacher Request, and
Re-Evaluation
3
WHY ARE YOU
HERE?
4
Consensus
Infrastructure
Implementation
5
6
1. Innovators/adopters: welcome change
2. Susceptibles: resent current practices;
feelings of dissonance
3. Nonsusceptibles: do not believe change is
needed
4. Resisters: sabotage change efforts
(Powell, 1988)
7
“Step 0” in problem-solving model = building foundation
for collaboration.
 Steps:

 Establish and maintain rapport among members.
 Formulate sense of trust and respect (How?)
 Clarify expectations for participation including roles and
responsibilities, shared accountability, legal and ethical
guidelines, preferred communication lines and so forth.
 Establish understanding for problem-solving process.
8
RtI
How do we tie all of these initiatives together?
9
Brevard
Effective
Strategies for
Teaching
Professional
Learning
Communities
Response
to
Intervention
Student Achievement
10
Problem Identification
What does your
DATA say about
student
achievement?
What is the problem?
Evaluate
Problem Analysis
Did the plan work?
Why is it occurring?
Develop and Implement
Plan
What can we do about it?
11
 Capacity to Problem-Solve
 Capacity to Collect Data, and Make
Sense of it
 Capacity to Display Data Over Time
 Capacity to deliver instruction at
different intensities (Tiered-levels of
services)
12
13
Historical & Current
Academic Data
Formative Data
*Student data
*Class data
Summative Data
*Benchmark data
*Grade level data
Behavioral Data
Intervention Data
Progress
Monitoring
14





Analyze the past – How did we do? What can
we do better?
Plan for today, drive our instruction- What
should we do differently?
Diagnose-What specifically is the issue?
Progress Monitor-Is what we are doing
working?
Predict the future
15
 Identify students early.
 Ensure that students’ difficulties are not due to a lack of
alignment between the instruction, curriculum,
environment, and learner (I.C.E.L.).
 Modify instruction and implement evidenced-based
interventions based on individual needs.
 Make informed decisions about what resources are needed
to ensure student success.
16
INSTRUCTION
LEARNER
DATA
CURRICULUM
ENVIRONMENT
17
Formative and Summative
Created by teachers, in collaborative PLCs, to Inform
Tier 1 Instruction

The first school-leveled factor to increase student
achievement is to provide a guaranteed and viable
curriculum.
 Has the most impact on student achievement
 Is the combination of two interdependent factors
▪ Opportunity to learn (OTL)
▪ Time
▪ Marzano (2003) , What Works in Schools




Intended Curriculum
Implemented Curriculum
Attained Curriculum
Discrepancy between the intended
curriculum and the implemented curriculum
is where Opportunity to Learn (OTL) makes a
prominent factor in student achievement.
▪ Marzano (2003) , What Works in Schools

Action Steps - Increase OTL
 Identify and communicate the intended
curriculum
 Connect essential curriculum and instructional
time
 Sequence and organize essential content
 Ensure implemented curriculum
 Protect the instructional time available

Students should all be exposed to the same
standards, knowledge, skills, and opportunity to
learn in each class
▪ Marzano (2003) , What Works in Schools

If all students are expected to demonstrate the
same knowledge and skills (attained curriculum),
regardless of the teacher to which they are
assigned, it only makes sense that teachers must
work together in a collaborative effort to assess
student learning.
and more importantly, learned !!!

Feedback is “information communicated to
the learner that is intended to modify his or
her thinking or behavior for the purpose of
improving learning”
▪ John Hattie & Helen Timperley, (2007), The Power of Feedback

Assessment is the most common form of
feedback
▪ Marzano, (2010), Formative Assessment & Standards-Based
Grading
23
 Common Assessments are frequent and common
to all students in a class, grade, or content area.
 Ex:
All English 1 Honors
Algebra II
7th Grade Integrated Science
10th Grade American History, etc.
(Fullan, 2005a;Hargreaves & Fink, 2006; Reeves, 2004; Schomoker, 2003; Stiggins, 2005).
One of the most
powerful,
high-leverage
strategies
for improving student learning
that is available to schools
is the creation of Common Assessments
in the content areas.
 Frequent, common, high-quality formative
assessments help teachers inform instruction before
summative assessment occurs.
 (Fix problems before failing).
 Designed by teachers (experts) who are
collaboratively working together (PLC)
 To help a group of students develop agreed-upon
knowledge and skills
FORMATIVE ASSESSMENTS
SUMMATIVE ASSESSMENTS

are assessments FOR
learning

are assessments OF
learning

measure a few things
frequently

measure a lot of things
once
FORMATIVE ASSESSMENTS
SUMMATIVE ASSESSMENTS
Answers the questions:
Answers the question:
Are students learning
what they need to
learn?
Which students learned
what was intended and
which did not?
Who needs additional
time and support to
learn?
FORMATIVE ASSESSMENTS

are timely, in-process
measurements that
inform teachers
regarding the
effectiveness of the:
core curriculum
 instructional strategies
 interaction of these with
the learner.

SUMMATIVE ASSESSMENTS

determine whether
students have met
intended standards by
a specific deadline.
FORMATIVE ASSESSMENTS




is like a physical exam
can provide both the “doctor”
and the “patient” with timely
information regarding the
patient’s well-being
can help with a prescription
for an ailing person
or assist a healthy person to
become even stronger.
SUMMATIVE ASSESSMENTS

is like an autopsy

can provide useful information
that explains why the ‘patient’
has failed or what has already
happened

but the information often
comes too late... at least from
the patient’s perspective.

Clearly defined goals related to learning and
assessment
 help teachers provide descriptive feedback to
students
 provides students with concrete information in
how to improve
 This feedback is due to in-depth analysis of the
results.

The growth students experience helps to build
confidence as learners

The growth teachers experience helps to build
teacher efficacy and instructional skill set
32

Inform the practice of individual teachers.

provide teachers with a basis of comparison as
students learn, skill by skill
 how the performance of their students is similar
to and different from other students who took the
assessment.

In terms of RtI, this is called peer comparison data

It also assesses the effectiveness of the
 core curriculum
 instructional strategies
 learning environment (opportunities to learn)
 learner interaction with these elements
34
•
Common formative assessments help identify
groups of students who need additional support and
time to ensure their learning.
•
Everything students might SAY, DO, or CREATE has
the potential to be formative because it can provide
information about how much they understand and
helps the teacher plan the next steps of instruction.
• Obtrusive Assessments – take instructional time
• Unobtrusive Assessments – do not take instructional time
• Student generated assessments
 Teachers in common courses in a school …
◦ Are responsible for ensuring students acquire
knowledge and skills
◦ Will work together (it makes sense)
◦ Should divide responsibilities, No duplication of
effort (expensive!)
 Teachers in common courses in a school …
◦ Use common data to inform and improve the
practice of individual teachers as well as teams of
teachers
◦ Use common data to build the capacity of the
team to achieve at higher levels
◦ Have a ‘Plan B’ essential to systematic
interventions when students do not learn.
37
1st 9 Weeks
Formative, Formative, Formative, Formative
(Determined by Teacher Teams)
Summative: 1st 9 Weeks Exam
2nd 9 Weeks
Formative, Formative, Formative, Formative
(Determined by Teacher Teams)
Summative: 2nd 9 Weeks Exam, End of
Semester Exam
3rd 9 weeks
Formative, Formative, Formative, Formative
(Determined by Teacher Teams)
Summative: 3rd 9 Weeks Exam
4th 9 Weeks
Formative, Formative, Formative, Formative
(Determined by Teacher Teams)
Summative: 4th 9 Weeks Exam, End of
Semester Exam or End of Course Exam
 Start with the end in mind
◦ What do we want our students to learn?
◦ What are the standards? Strands?
◦ What are the assessments that we will use to
measure these standards? Strands?
Unpack the Standards, Map the Curriculum,
Assessments, Units, and Lessons
◦
◦
◦
◦
What curriculum will we use to teach these
standards and strands?
What lessons will we use to address the
standards/strands?
When will we measure?
What is our plan to address students who
need more time/instruction? (Plan B)?
43

As teachers analyze data, consider:
 For each question or assessment item – how
many students got it right, how many students
got it wrong?
 What does this tell you about the test question?
 It is across all classrooms? Is the data different
across the classrooms?

As teachers analyze data, consider:
 Did one teacher cover the material differently?
 Does this reflect in the formative measures, also?
 How can we address inclusion classes?
45

As teachers analyze data, consider:
 For each test item, for the students who got it
wrong, what did they choose? Is there a pattern to
the ‘wrong’ answers chosen?
 Did a lot of students choose answer B or are they
spread out across B, C, and D if the answer is A?

As teachers analyze data, consider:
 Is it a possible bad test item that needs to be re-
written to assess the standard objective?
 How will you determine this?
47
Using Data to Drive Instruction
 What was required of teachers?
 How did we get buy in?
 Lessons learned.
50
 Summative Assessments
 Formative Assessments
51
 Teacher Data Teams
 Summer meetings
 Determining strengths and
weaknesses
52
53




Essential that teachers understand that the data is
feedback, not an indictment.
Teachers will resist using data if they feel that the
information will be used against them for evaluative
or punitive purposes.
Leadership should facilitate school climates where it
is professionally and emotionally safe to look at
student data.
Teachers need to collaboratively examine
classroom-level data so that they can identify and
learn effective instructional techniques from each
other
54
 Curriculum mapping
 Formative assessments
 Using the data to drive instruction
 Reteaching – ensuring student
learning
55
Collaboration is the key
to success!
Looking Back…
•Summative Data
•Historical Data
57

Collection
 What is collected and who collects it?
 How frequently is it collected?

Organization
 Disaggregated by grade, gender, race, language, SES?
 Designed to answer specific questions (Tier 1/2
effectiveness?

Display-necessary to evaluate RtI




Goals/Benchmarks
Aimline
Trendline
Rate
58
Analyze the past –
 How did we do?
 What problems can we identify?
 What can we do better?
59
60
Awesome Elementary FCAT Reading Data Trends
100
90
% Meeting
High
Standards
Reading
80
70
% Making
Learning
Gains Reading
60
50
% Lowest 25%
Making
Learning
Gains Reading
40
30
20
10
0
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
2013-14
61
CORE REPORTS
62
Student Desk Top Data System
63

Problem ID
 Several years of declining writing scores

Why is problem occurring?
 Lack of consistency with curriculum and
instruction in each class
 Lack of clear expectations for student behaviors
and performance

What will we do about it?
64
65
66
67
68

Use Data to:

Report Data to:

inform instructional strategies
measure growth over time
identify misunderstandings &
measure mastery

update parents, principals,
school
track student’s progress
Reward or consequence
students




69
70
Using A3 to Manage RtI Data
School Leadership Teams
 Using CORE reports
71
Are we
meeting the
needs of our
SUBGROUPS?
Is the core meeting the needs of
80% of the students?
72
Look at the data
-What questions do you have?
- Do you have all the information you
need to make choices?
73
Look at the data
- As a diagnostic test, what choices
would you make?
- As a summative test, what choices
would you make?
74
 Area of Concern
 Observations
 Set up/ record meetings
75
Click on name of student, hit enter, and scroll down the page to
Areas Of Concern (Tiers 1-2).
76
Scroll down the page to Areas Of Concern (Tiers 1-2).
77
Click on “Green Symbol”
to open new window to create Areas Of Concern.
* Note: Please add a new Area of Concern for each subject area (e.g. reading, math),
behavior, etc.
To DELETE an area of concern, click on the red X and then click on OKAY.
78
79
Select Learning Consideration by clicking on drop down box.
80
Enter information into Description Box and Comment Box. Click Okay to save
information.
81
Once the Area of Concern has been created, your next step is to create as many
interventions, progress monitoring updates, observations, assessments as
needed .
Click on Magnifying Glass
to enter information on the following areas:
Observations, Interventions, Progress Monitoring
Click on red X to DELETE an area of concern and then click OKAY.
82
ADDING OBSERVATIONS
Add OBSERVATIONS by clicking on the Green Plus sign
.
Then click Okay.
Update the OBSERVATION by clicking on the Magnifying Glass
.
To DELETE progress monitoring click on the red X and then click OKAY.
83
84
Parent Conferences and other meetings can
be documented in the MEETINGS section.
Add MEETING information by clicking on the Green Plus
sign
. Then click Okay.
Update MEETING info by clicking on the Magnifying
Glass
.
To DELETE meeting info click on the red X and then
click OKAY.
85

Roles and Responsibilities
 School-based Leadership Team (SBLT)
 Teacher Data Team (TDT)

Student Review System
 Identifying AYP-driven priority students

Timeline
 It’s not too late to start!

Review historical data from to discuss general
Tier 1 strengths/weaknesses and set priorities
for concern areas
 Tier 1 – B.E.S.T. model for improvement
 Tier 2 – Intervention reading and math
 Targeted at-risk students - AYP-focused
▪ Grade level(s)
▪ Sub-group(s)

Student Review System
 FAIR – Reading comp., MAZE, Word analysis
 District Math and Science Assessments
 G.P.A.
 Attendance
 Behavior
 Teacher-directed

Decide on time and place to provide a
consensus survey with faculty
 Paper survey
 Online survey

Plan overview faculty training by RtI coach
 15-20 minutes

Plan A3 faculty training by RtI coach
 20 minutes in lab during plannings

Identify/Appoint Teacher Data Team(s)
 Middle Schools
▪ MESH teams
 High Schools
▪ Four teachers, Guidance, Literacy Coach
▪ All MESH and grade levels represented

Literacy Coach
 Lowest 25%, L1 and L2 students
 Works with reading teachers

RtI Coach
 L3 or above

Guidance Counselor
 Alert English teachers of identified students from
historical data for Tier 1 classroom supports

Student Review System is updated
 RtI Coach and Literacy Coach



SBLT - prioritizes students for TDT review and
problem-solving
Guidance Counselor – contacts all teachers of
priority students for A3 observational input
TDT – meets to review and problem-solve
HOLDING EFFECTIVE
TEACHER DATA TEAM
MEETINGS
93
•
•
•
•
•
•
•
•
•
•
No agenda is prepared
Member sabotage with own agenda
No time schedule has been set for the meeting
No one is prepared
No facilitator is identified
No one agrees on anything
No action plan is developed
Everyone is off task
Negative tone throughout the meeting
Unclear who is responsible for what
94
PURPOSE
Student Achievement
Collaborate to problem
solve and plan interventions
both at Tier 1 and Tier 2 level
 Monitor student progress
 Learn from each other


95
Work with your team to develop a job
description for each of these Teacher Data
team roles and assign a school-based person
to each.
 Facilitator
 Timekeeper
 Recorder
96
Problem Identification
What is the problem?
Evaluate
Problem Analysis
Did the plan work?
Why is it occurring?
Develop and Implement
Plan
What can we do about it?

What are the problems?
 Individual and/or group

Why are they occurring?
 ICEL – individual and/or group (focus on ICE)
 Hypothesis

What are we going to do about it?
 MESH Tier 1 classroom strategies

Is it working?
 Review in December/January

Re-prioritize Student Review System
 SBLT using semester and term data

Collect and disaggregate data
 RtI Coach, Literacy Coach, Guidance
 More observational data from teachers in A3

TDT Problem-solving
 Recommendations to SBLT

Tier 2 intervention decisions
 Who, what, when, where?


Priority students receive Tier 2 additional
interventions
Jefferson Middle School - 2010
 Who: AP and ASP-funded proctor
 What: Voyager computer-based program
 When: Once a week during activity period
 Where: Computer lab

SBLT - Is it Working?
 Review Tier 1 and Tier 2 data
 Begin planning for next year
▪ Instructional PD, curriculum mapping, school-wide
environmental issues

TDT
 Review priority student Tier 2 data and make
MESH recommendations
 Review problem-solving process for lessons
learned
 Teacher-directed referral
▪ TBD
 Parent-directed referral
▪ TBD
 Re-evaluation
▪ TBD
102
 Use of common formative and summative





assessments to enhance Tier 1 data collection
Data Tracking of Assessments for Curriculum
Alignment with Standards
Different Data to Analyze Tier 1 Health
SBLT Process Responsibilities for Identifying and
Tracking Targeted At-Risk Student Populations
TDT Problem-Solving and Recommendations for
Tier 1 and Tier 2 Services
IPST Process for Parent Request, Teacher Request,
and Re-Evaluation
103