AN UPDATE TO SCDN:

COMMON PERIODIC ASSESSMENTS:A STATEWIDE DDI PROJECT

December 5, 2013

The questions. . .

What if common periodic assessments were available for use in multiple districts across the state?

How would this help schools?

How would this improve student performance?

Assumptions:

Access and analysis of quality data can impact teacher decisions and improve student performance

Common, periodic assessments are necessary

Modifying existing assessment in the modules to provide “on–demand” assessments (vs. project based assessments) will provide an efficient way to complete the task and still preserve integrity to the rubric

REQUIRED ACTIONS

MODIFY THE ASSESSMENTS: CC experts from the BOCES collaborate to modify the assessments

DISTRICTS ADMINISTER ASSESSMENTS. Data is collected at district level, regional level, “state” level

Districts collaborate within BOCES region to: Ensure inter-rater agreement of scoring extended responses Analyze data Develop action plans for improvement

BOCES partners will compare “what is learned” and create strategies for what is next.

Project status: Creating the assessments

• 21 BOCES sent staff to participate in the development of the assessments used in the first modules

What did we learn?

GREAT TEAMWORK! ALL REPORTED LEARNING A LOT ABOUT THE MODULES!

Modifications were more complex than we expected and took longer to do.

Exemplars were often not completed

Designing quality questions with distractors that truly measure learning and error patterns is very difficult.

The lack of available modules for math continues to “slow down” the work.

Even with multiple “eyes” on the tests we still had errors

The lack of common software is a problem for data collection

Data collection is primitive

Continued. . Creating assessments Math assessment schedule has

challenges; 2nd assessments still in review

“Virtual” creation and editing of assessments, while convenient, has not resulted in sufficient participation.

First round of assessments. . . Very limited participation in our region

for the first “round” in math (4-6 districts)

More for ELA (6-8)

“State” participation for MathBT, DCMO (one district), HFM

“State” participation for ELABT, DCMO (one district), Erie 1, HFM

HOWEVER. . .

We expect MORE districts, both in our region, and across the state, in Dec. and January!

BTBOCES DDI

HOME RUN!

Included: Data analysis Error analysis ACTION PLANNING! Inter-rater agreement of extended

responses

DATA ANALYSIS AND ACTION PLAN FORMMath Grade 3, Module 1

Item # Standard

State % Correct

Regional %

Correct

School%

Correct

Student Mistake: What Happened &

What Caused Students to Make

the Mistake?

Instructional Strategies (in class, homework, etc.)

Resources to Support

Instructional Strategies

How Standards areAddressed in the

Next and/or Future Module(s)

1               

2               

3               

4               

5               

6               

Pre

-Pop

ula

ted

Broome-Tioga BOCES DDI form. . .

What did we learn?

Even a half day wasn’t enough time! Teachers shared, were very thoughtful Districts said, that this process

improved their local PLC work Exemplars for the exams could come

from the inter-rater agreement work.

The data system

PRIMATIVE

We are collaborating with WNYRIC and Lower Hudson to test other models.

What is next?

The MATH group will reconvene in Binghamton on Dec 16 10 a.m. – 5:00 p.m.

and Dec 17 8:00 a.m. – noon

The ELA group will reconvene in Binghamton on Dec 18 10 a.m. – 5:00 p.m.

and Dec 19 8:00 a.m. – noon

After this year?

SPECIAL THANKS!!!!!!

All of the tireless, dedicated professional developers who have added this to their

list of things to do!

We are honored to join in this work!