Randy Simmons Debbie Kennedy Western Suffolk BOCES Race to The Top Workshop October 4, 2011.

Randy SimmonsDebbie Kennedy

Western Suffolk BOCES Race to The Top Workshop

October 4, 2011

Morning The LI History of Preparing

for College Readiness Inquiry Teaming and

Planning for Growth Protocols for Inquiry

Teaming

Taking the Power Standards to the Next Level –the New Proficiency

Data Teaming Review of Growth with 2010 to 2011 NYS Data

Afternoon Lunch

Data Activity Two – Digging Deeper

Beyond the Data: Other Tasks for Inquiry Teams

ELA Interim Assessment Alternatives

Beginning Your Plan for Inquiry Teaming

Evaluation and Feedback

Long Island has led all NYS regions since 1999 when ELA and Math accountability tests began

The 1999 to 2005 tests focused on central power standards in ELA and Math

The 2006 to 2010 tests in grades 3 – 8 shifted to the 2005 New Core Standards

2006 to 2010 tests introduced shorter tests with fewer skills tested in grades 3, 5 and 7

20006-2010 Long Island average performance in grades 3-8 was 10 scale score points above NYS

Bridges Data and Professional Development

From 1999 to 2006 Suffolk (56% to 70%) and NYS (48% to 59) improved in ELA proficiency.

From 1999 to 2006 Suffolk (63% to 77%) and NYS (53% to 66%) improved in in Math proficiency.

By 2009, Suffolk (82% in ELA and 90% in Math) and NYS (73% in ELA and 81% in Math) improved further

By 2009, large gaps between elementary and middle level performance had been reduced (from 30% to 10% in math and 20% to 10% in ELA)

Long Island led the way in internalizing a mental model of proficiency


Eastern Suffolk BOCES 2011

• NYS Shift to a Growth Model

• Focus on Interim Assessment Data

• The Challenge of the New Proficiency

• The Proposed Solution –UbD and Collaboration

• The 3 Bets – Focus on Essential Skills, Gaps and Leveled Tasks

• A Growth Analysis….

From your package of data reports compare your 2010 grade ELA-3 percentage of proficient students to the same percentage on the 2011 ELA-4

Then compare your 2010 grade 7 percentage of proficient students to the same percentage on the 2011 Math-8

Identify your level of overall growth. How does it compare to the change in

scores that was published?Bridges Data and Professional

Development

Beginning in 2010 the NYS raised the proficiency cut-points to a qualitatively higher level – on a track to reach college readiness

NYS and local Standard Setting requires a process designing around high priority skills at different levels of difficulty.

NYS then uses a “Book-marking” process to identify where the expectations (cut-points) for each level should be.

Review the rank-ordered benchmark tables for 2010 to identify the “Proficiency Level” questions and the related passages.

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The 2010 ELA-4 Benchmark File Sorted With “Gateway Items” Bolded


Reading Task: Students will silently read the passage, first independently, and then following along with the text as the teacher reads aloud.

Vocabulary Task: Most of the meanings of words in this selection can be discovered from careful reading of the context in which they appear.

Discussion Task: Students will discuss the passage in depth with their teacher and their classmates, answering questions and performing activities that result in a close reading of the text.


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Gateway Questions 8, 9 and 12

In 2009, the proficiency questions focused on using stated

details to identify the main idea and understand the author’s imagery

included no distraction followed an short article on

comets Required little or no

“problem search” to find the stated answers

included simple and familiar vocabulary

did not require higher order thinking skills

In 2010, the questions focused on collecting and

interpreting details, facts and ideas and drawing a conclusions related to the main idea

All three questions included distraction

followed an unfamiliar science article by an odonatologist who studies dragonflies

required a multi-step problem search to differentiate among details relevant to the problem

posed unfamiliar science vocabulary

did require higher order thinking skills

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Step 1 – In Teams choose either to analyze the ELA3 or Math7 “Gateway” questions and pick up your packet of test materials.

Step 2 – Identify the skills tested by the 2010 four “Gateway” questions (and related genre if ELA).

Step 3 –Describe the problem solving search or the number of problem solving steps required by the 2010 “Gateway” questions.

Step 3 – Assess the question vocabulary and distraction Step 4 - Describe the new Proficiency found in your

2010 test Step 5 - Use your P-Value Reports to Identify How

Your District Did on the Proficiency Gateway Items

Grade 3 ELA Questions 5, 11, 15 and 20, but 11 and 15 are

both related to the “Buffalo Bill” passage making it the “Gateway passage”.

Math 7 Questions 16, 24, 26, 28

In Both ELA and Math The questions are on “Power Standards”

tested nearly every year.Bridges Data and Professional

Development

What were the key moments in Creasy’s attempt to help the girl (Pita)?

What made Creasy’ analysis effective?


The Critical Issue for Inquiry Teaming – The Critical Issue for Inquiry Teaming – The Interim Assessments Come FirstThe Interim Assessments Come First

•Rigorous and aligned interim assessments must be shared and transparent.

•Interim assessments inform instruction.

•Interim assessments should be commonly administered to ensure shared objectives.

•School leaders facilitate interim assessment prediction meetings.

•Inquiry data meetings provide clear focus on student skill performance.

•School leadership meetings nurture action planning discussions and lead design efforts to develop shared action planning tools.

•Teachers share strategies to close gaps during re-teaching pause.

•School leadership team facilitates professional development discussions around strategies producing results.

•Process is repeated with each interim assessment and students move forward…

Data

Alignment to New Standards

Test Design

Inquiry Teaming

Differentiated Instruction

Teaching and Learning

Create and implement accurate and rigorous fall and winter benchmarks of skill performance.

Item analysis and skills reports should track overall and skill performance to support remediation.

“Re-rerostered” skill profiles using Spring NYS data can translate NYS Assessment Data into an instructional tool, which helps inform instruction.

Data Review and Discovery Model a data review

processes at the first meeting

Identify meeting objective Identify roles Firmly facilitate Identify successes and

what has worked Avoid ideological debates Split larger groups for

activities

Action Planning with Data Once gaps are

identified brainstorm collaborative proposed solutions

Reflection activities should lead to consensus around best actions

Action planning should be embedded shared instructional planning template


How well did the whole school or class do on each question compared to our benchmark?

What was the performance indicator or Standard tested by questions where we were above or below our benchmark?

How did each class do on key questions and skills?

Who were the strong and weak students on key questions and skills?


On questions that students bombed, did they all choose the wrong answer?

Break down each performance indicator and Standard. Are there specific skill gaps to proficiency?

Within a performance indicator or Standard did they do well on some questions and not others? Why?

Do the results related to some performance indicators seem connected? Why?

With students sorted by performance are there anomalies that make some student’s profiles of performance different

Can you use the data to build a profile of skill development for classrooms and students?

ELA MATH Genre of the passage and

the Skills targeted require more or less reading of unfamiliar content.

Key Words and vocabulary in the stem, choices and passage

Question Characteristics that increase or decrease the “distraction”

Level of Problem Search required of students in order to find the answer can range from a limited re-read for stated detail to a re-read requiring inference or holistic understanding

Content performance indicator or skill tested

Process performance skills may require novel problem solving applications

Key words and vocabulary in the question needed to understand the problem

Distraction in the choices that represent common mistakes

Number of steps required to solve the problem

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What made Creasy’s analysis effective?

After a solid analysis, what made Creasy’s action plan effective?


In your data teams, compare p-value reports from 2010 and 2011 for one of these groups 2010 ELA grade 3 to 2011 grade 4 – Gateway items 2, 6, 10, 13, 23,

38, 48 2010 Math grade 7 to 2011 grade 8 – Gateway items 18, 24, 38, 39,

45, 47

First, did your student group improve or decline relative to the benchmark on any skill?

Second, how did your student group do relative the the “gateway items” to the proficiency?

Third, which of the following do you think might be factors in the change that you found? The change from the old short test to the new long test Changes at the school related to this grade The difference in instruction between the two grades

Each data inquiry teaming meeting devotes at least half of its time to brainstorming solutions to gaps.

Adoption of action planning templates speeds the process of strategy implementation.

Collegial leadership of discussion is key to the adoption of action planning tools.

Templates can be loose – What are my class strengths and weaknesses?

Templates can be specific to levels of performance, particular skills, strategies, curriculum resources and planned assessment strategies.

What makes sense at your schools?

1. Inferior interim or benchmark assessments2. Interim assessments that are not commonly used3. Secretive or secure interim assessments4. Not making time for data teaming5. Curriculum-assessment disconnect6. Leadership non-engagement in data teaming7. Separation of data analysis from teaching (little or

no action planning)8. Infrequent assessments9. Ineffective follow-up 10. Delayed results


In ELA, Bridges Data and Professional Development has designed extended ELA assessments that match the length and rigor of the 2011 NYS ELA Assessments.

Bridges STARS reports provide class and student skill profiles with gaps to valid proficiency benchmarks.


Level 1

Level 2-Low

Level 2-High

Level 3-Low

Level 3-High

Level 4

Who are they?

What services do they receive?

What are their skill gaps?

What are the elements in the plan for change?

What made Creasy’s action plan effective?

Why will Pita’s success enable her growth in other challlenges?


Developing or adopting action planning templates Designing future interim assessments Aligning curriculum with the new Common Core Using data to make instructional adjustments Planning for student testing and reading stamina Creating shared rubrics Enhancing literacy resources to provide students

more unfamiliar text in a variety of genres Sharing resources among reading and other

specialists that focus on challenges and skills at appropriate levels

1-3rd week of school: Review NYS Assessment results to identify patterns in skill deficits and use re-rostered data to inform instruction

1-3rd week of school: Present interim or benchmark assessment (IA) to teachers to review/prepare

5-8 weeks from the 2nd week of school: Administer Assessment

1-2 weeks prior to IA, ask teachers Predict Performance

2 Weeks after IA: data meetings, begin action planning templates/ reteach

3 weeks after IA: Results Meeting or PD to share needed changes

Repeat

How can you tell that these are people have done this before and know what to do?

Can the independent teacher benefit as much as the independent farmer from collaboration?


Assess your culture for its preparedness for Inquiry Teaming

Identify your leadership team for district and schools

Discuss whether you need PD support for inquiry teaming

Consider whether you want to begin with as few as one or two benchmark assessments or as many as five or six interim assessments

Prepare to choose your assessments Schedule a leadership teaming training Outline a possible calendar schedule of

assessments

Put most of the following steps in your school’s plan if you haven’t already – Schedule meeting for review of later shared interims or

benchmark assessments to inform instruction. Plan a meeting to predict performance on the interim

assessment. Plan strategies for sharing success stories and best practices at

the school level – put into schedule. Have meeting with school team leaders to review action

planning templates for later selection. Schedule two leadership data meetings – one after each

benchmark and related teacher DDI meetings. Begin discussion of how you will design, borrow or buy rigorous

interim assessments for different content areas.

Randy SimmonsExecutive Director

Bridges Data and Professional [email protected]

631-836-2632

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Randy Simmons Debbie Kennedy Western Suffolk BOCES Race to The Top Workshop October 4, 2011.

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