Performance Assessments: Session 4
Sequence of Sessions
Overarching Objectives of this July 2013 Network Team Institute
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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
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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?
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I can analyze student assessment data using the ELA module
performance assessments and a collaborative analysis protocol.
How will we know that they are able to do this?
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Complete action plan template
Implementation plan in afternoon session
Session Overview
Section
Intros and Norms
Time
5 min
Central Beliefs about
Data Inquiry Teams
21 min
Looking at Data from
Student Work
Protocol
65 min
Session Roadmap
Overview
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
Participants read and discuss the
Central beliefs about Data Inquiry
Teams document in order to prepare
them to act as one
Prepared Resources
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
Participants analyze a data
6.Grade 5 Data Table_NTI 0713
spreadsheet of student scores on a
7.Looking at Data from Student Work
performance assessment, then check
Note Catcher_NTI 0713
their assumptions with a looking at
8.Action Planning Template_NTI
student work protocol.
0713.docx
9.5M3A.2 Unit Overview_NTI
0713.pdf
10. Participant reflection form
4A_B_NTI0713
Facilitator Preparation
Preview all documents and
resources.
Preview the PPT slides and note
their alignment to the Facilitator’s
Guide below.
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
5min
Slide #/ Pic of Slide
Script/ Activity directions
GROUP
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 Protocol to
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
solo
way – can be used to accomplish quite a lot, and
schools should consider this role.)
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.
4-5
Participants receive a packet of anonymous Student Work
Samples from modules (grade-level and task-specific) to
analyze and follow protocol.
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.
Alerts the group when they have 1-2 minutes left per
step.
EngageNY.org
9
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)
a. One person proposes an action with the
rationale for what makes it effective.
b. 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.
1 min
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)
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
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
Active learning
Turn and talk
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.