Collaborative Teams Network
January 2011
The assessment is not the end
of the road...
Instructionally
actionable
data
Kim Bailey - Solution Tree
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Collaborative Teams Network
January 2011
Monitoring Along the Way
Where are we
starting?
Where did we
end up?
Are we moving in the right direction?
Are we going at the necessary pace?
Are we leaving anyone behind?
Which students can write their names?
From Deborah
Wahlstrom
Kindergarten Data Sheet
Not Yet
Name
„
INTERVENTIONS
Guidelines for
Teaching
Handwriting
in
Kindergarten
„
„
„
„
„
Write letters in shaving
cream
Use Wikki sticks
Make playdough letters
Students Stand
Chicka Chicka Boom
Boom
Learning to Read
Names
First and Last
Name
First Name
„
„
„
„
„
„
„
„
Spatial Concepts
Write on templates
Copy letters
Guided Practice
Activities
Sentence Starters
Write on tracing paper
Susie Haas Name
Ticket Strategy
Name Tubs
„
„
„
„
„
Spatial Concepts
Use name in a
sentence.
Write full name on
tracing paper.
Name Wall
Letter Spacing ideas.
First, Middle,
and Last
„
„
„
„
Spacing Idea
Use full name in a
sentence. Use
sentence-making cards
to help student form
sentences.
Use a marker to make
spaces between words.
Letter spacing ideas.
Example:Capistrano
Capistrano
Example:
UnifiedSchool
SchoolDistrict
District
Unified
Kim Bailey - Solution Tree
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Collaborative Teams Network
January 2011
Back to the big picture…
Backward unit design
†
Discuss what you see
„ How
do these tools support the notion of an aligned
instructional system?
„ What benefits are there for the students?
„ What implications do these concepts have for the work
at your school site?
Process
Identify the time period during which this
instruction will take place
† Pacing
guide/curriculum map
Identify the standards to be addressed
Unwrap the standards to collectively
identify the skills and concepts that
students should know and be able to do
(the learning targets)
Identify potential formative measures
Now what?
Planning for
Implementation...
Kim Bailey - Solution Tree
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Collaborative Teams Network
January 2011
Windows and mirrors
Imagine you are looking into a
mirror. Describe what you would
like to see happen at your site in
response to what you know about
effective assessment practices in a
Professional Learning Community.
Established
practice
Refining/
developing
Team Check for Common Formative Assessments
Indicators
† †
1. Our team has reached agreement on the value
of common formative assessments and how we
will use of data.
† †
2. Our team has identified the power
standards/essential learning targets, and
determined when they will be taught across the
year.
† †
3. Our team has unwrapped the standards in order
to get up front agreement on the specific skills and
concepts we’re trying to teach.
† †
4. Our team has a process for determining the
quality of work/level of mastery our students should
have, and sets goals based on our greatest area of
need in student learning.
† †
5. Our common formative assessments are
designed to monitor student understanding on just
a few key learning targets at a time.
† †
6. Our common formative assessments contain an
appropriate number of items (4-5 per power
standard) to effectively assess learning.
† †
7. Our team administers common formative
assessments on a frequent basis in order to
closely monitor and support student attainment of
critical skills and concepts.
† †
8. Our team has a process to analyze the results of
our common formative assessments in a timely
fashion.
† †
9. Our team acts upon the results of our common
formative assessments in order to improve student
learning.
† †
10. Our team engages students in the assessment
process and provides meaningful feedback in a
timely fashion.
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Kim Bailey - Solution Tree
Next Steps
4
Collaborative Teams Network
January 2011
Thank you!
To schedule professional development,
contact Solution Tree at 800.733.6786.
Kim Bailey
kbailey4learning@me.com
Kim Bailey - Solution Tree
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