Becky Martin Continuous Improvement FacilitatorPaul Hayes Secondary Student Services Facilitator

17th National Quality Education Conference October 2009 Jacksonville, FL

Amy Russell CI Curriculum Facilitator

Steph Stulken Teacher and CI Trainer

Formative Assessment Formative Assessment Using Quality ToolsUsing Quality Tools

What do we want to know or be able to do at the end of the session?

Learning Outcomes

Explore a process and strategies for formative/in-process measures

Pair quality tools with assessment for learning Build student confidence and motivation for

achievement with formative assessment

Video Clip

Pre Planning: Identification of Need1. Develop/Review Student Learning Expectations2. Examine alignment of learning expectations with assessments3. Review assessment data4. Identify areas of need based on assessment

Plan:1. Describe the current process for addressing the identified area of need (flow chart) 2. Review data to determine baseline performance in the specific area identified (Run Chart/Pareto Diagram)3. Identify potential root causes contributing to the identified area of need (Cause & Effect Diagram, 5 Why’s, Relations Diagram)4. Study research-based best practice/improvement theory addressing areas of need

DO1. Plan for implementation of improvement theory (Force Field Analysis, Action Plan)2. Implement research-based best practices improvement theory based on root causes according to the Action Plan3. Monitor the implementation of research-based best practice/improvement theory to insure integrity and fidelity4. Assess student learning

Study:1. Examine student assessment results (compare to baseline)2. Assess the impact of research-based best practice/improvement theory on

student achievement

Act:1. Standardize the implementation of research-based best practice (improvement theory) that improved student learning (revise the flow chart to reflect changes made to the system)2. If improvement theory was unsuccessful continue the PDSA cycle (try another improvement theory based on the next identified root causes)

Action ResearchOverview

for Professional

Learning Communitie

s

Identify areas of Identify areas of strength and weakness?strength and weakness?

WhatWhat do they know? do they know?WhatWhat have they learned? have they learned?

Most effective/best practice Most effective/best practice teaching and learning strategies?teaching and learning strategies?

Have they learned it?Have they learned it?What do we do if they don’t?What do we do if they don’t?

Formative Assessment Collection of practices with a common

feature: they all lead to some action that improves learning.

Formal and informal processes teachers and students use to gather evidence for the purpose of improving learning

Rick Stiggins

Characteristics of Formative Assessment In-process measures Throughout the teaching/learning process Indicators of progress during the learning

process Used diagnose student needs Checks for understanding Assessments that support the learner

For the learner Engage students in their own learning Ongoing review of my progress Supports my learning Extends my learning

“I cannot teach anybody anything; I can only make them think.”

Socrates (BC 469- BC 399)

Classroom Uses of Assessment

SUMMATIVESUMMATIVE Assessments Assessments OFOF LearningLearning

How much have students learned as of a particular point in time?

FORMATIVEFORMATIVE Assessments Assessments FORFOR LearningLearning

How can we use assessment information to help students learn more?

Rick Stiggins Assessment for Learning

Use Formative Assessment as a Regular Practice

How much do I know about this? How skilled am I at doing this? How often do I do this?

Respond~

Routinely = Green Dot

Sometimes = Yellow Dot

Seldom-just thinking about it =Red Dot

Providing Effective Feedback on Student Work

How much do I know about this? How skilled am I at doing this? How often do I do this?

Respond~

Routinely = Green Dot

Sometimes = Yellow Dot

Seldom-just thinking about it =Red Dot

Using Formative Assessment Information in Instructional

Planning

How much do I know about this? How skilled am I at doing this? How often do I do this?

Respond~

Routinely = Green Dot

Sometimes = Yellow Dot

Seldom-just thinking about it =Red Dot

Taft Middle School Improvement Plan

2008-2009

Excellence for All

To create an environment where respect, responsibility, and learning are valued and celebrated

Customer Satisfaction Data-Driven Decisions

Learning for All Teamwork

Visionary Leadership

Reading Comprehension By June of 2009, non -proficient student sub groups (identified by the Scholastic Reading Inventory administered in the Spring of 2008) at Taft Middle School will improve their reading skills as measured by an increase in the percentage of students reading within their grade level "proficient "or "advanced" range on the SRI.

Mathematics During the 2008 -2009 school year, the perc entage of Taft students proficient in estimation and problem solving skills will be at or above 80% as measured by bi -monthly Taft Estimating/Problem Solving Skills Tests.

Social, Emotional, Behavioral - School Climate • During the 2008 -2009 school year, t he num ber of Taft Middle School students who receive of fice

referrals for inappropriate behav ior, disrespect, or classroom disrupt ions will decrease by 5% from the 2007 -2008 school year as m easured by the num ber of referrals on record in the m ain of fice.

• During the 2008 -2009 school year, the num ber of Taft Middle School students who are engaged in co- curricular or ex tra curricular act iv it ies will increase by 5% as m easured by the results of a Zoom erang survey adm inistered to all students.

Continuous Imp rovement

VISION

TAFT MISSION

CORE VALUES

TAFT MIDDLE SCHOOL IMPROVEMENT GOALS

GUIDING PHILOSOPHY

Pierce Improvement Plan 2008-2009

VISION

PIERCE MISSION

CORE VALUES

PIERCE IMPROVEMENT GOALS

GUIDING PHI LOSOPHY

Continuous Improvement

Customer Satisfaction Data-Driven Decisions

Learning for All Teamwork

Visionary Leadership

Excellence for All

The mission of the Pierce community is to produce lifelong learners and responsible citizens through a commitment to continuous improvement and quality education.

Reading Comprehension By June 2009, all elementary classrooms in the Cedar Rapids community School District will implement the District literacy program with integrity and fidelity as meas ured by classroom walkthroughs, the administration of unit assessments and teacher self -assessments. Math Concepts and Estimation During the 2008 -09 school year the percentage of proficient students (as indicated by the I TBS Math Problem Solving and Data I nterpretation and District grade -level assessments) at Pierce Elementary School will increase by 3% as measured by the I TBS and District math assessments. Social, Emotional, Behavioral - School Climate During the 200 8-09 school year, Pierce students will increase r espect ful behavior measured by a 5% increase in students who receive zero office referrals as shown by the SWI S System .

Truman Elementary School Improvement Plan 2008-2009

Excellence for All

The Truman community will work together to accomplish its mission of promoting student growth and responsible citizens by using

quality data tools.

Customer Satisfa ction Data-Driven Decisions

Learning for All Teamwork

Visionary Leadership

Reading

By June 5, 2009, all elementary classrooms in the Cedar Rapids Community School District will implement the District literacy program with integrity and fidelity as

measured by classroom walkthroughs, the administration of unit assessments and teacher self -assessments.

Math

By June 5, 2009, K-5 students at Truman Elementary School will increase problem solving skills as measured by a 5% increase on weekly problem solvi ng assessments.

Social, Emotional, Behavioral

By June 5, 2009, AK -5 students at Truman Elementary School will increase appropriate social skills by a 5% increase as measured by the respect behavioral expectations on the

district progress report.

Continu ous Improvement

VISION

TRUMAN ELEMENTARY SCHOOL MISSION

CORE VALUES

TRUMAN ELEMENTARY SCHOOL IMPROVEMENT GOALS

GUIDING PHILOSOPHY

Mr. Probert’s Class Improvement Plan 2007-2008

Excellence for All

The mission of the proud members of Room 205 is to keep getting better at all subjects by staying focused on our work, not giving up, and not procrastinating .

1. Work q uietly

2. Cooperate with others

Reading Comprehension All students will average 80% or higher on in - process comprehension checks by the end of the second trimester . Reading Fluency The class will average 130 wpm or higher on in -process fluency check s by the end of the second trimester . Math Secure Goals All students will average 70% or higher on in - process secure goal checks by the end of the second trimester . Math Basic Facts All students will average 95% or higher on monthly addition, subtracti on, and multiplication tests, and 85% or higher on monthly division tests by the end of the second trimester .

Continuous Improvement

VISION

MISSION

GROUND RULES

IMPROVEMENT GOALS

GUIDING PHILOSOPHY

Classroom Data Center

Math Computation During the 2006-2007 school year, the percentage of

students scoring in the high and intermediate math total proficiency

levels will increase by 5% as measured by the district math

assessments and ITBS.

Pre Planning: Identification of Need1. Develop/Review Student Learning Expectations2. Examine alignment of learning expectations with assessments3. Review assessment data4. Identify areas of need based on assessment

Plan:1. Describe the current process for addressing the identified area of need (flow chart) 2. Review data to determine baseline performance in the specific area identified (Run Chart/Pareto Diagram)3. Identify potential root causes contributing to the identified area of need (Cause & Effect Diagram, 5 Why’s, Relations Diagram)4. Study research-based best practice/improvement theory addressing areas of need

DO1. Plan for implementation of improvement theory (Force Field Analysis, Action Plan)2. Implement research-based best practices improvement theory based on root causes according to the Action Plan3. Monitor the implementation of research-based best practice/improvement theory to insure integrity and fidelity4. Assess student learning

Study:1. Examine student assessment results (compare to baseline)2. Assess the impact of research-based best practice/improvement theory on

student achievement

Act:1. Standardize the implementation of research-based best practice (improvement theory) that improved student learning (revise the flow chart to reflect changes made to the system)2. If improvement theory was unsuccessful continue the PDSA cycle (try another improvement theory based on the next identified root causes)

Action ResearchOverview

SMART Goal - SIP to Classroom Original: During the 2007-08 school year, SAMPLE

school will increase students’ proficiency in math estimation skills in the non-proficient student subgroups as measured by the ITBS estimation sub-test assessment

will improve their understanding of estimation strategies as measured by accurately answering the questions on the biweekly check tests.

Student Friendly: This year, the 7th grade class…

September Baseline 68 %

1st Trimester %

2nd Trimester %

3rd Trimester %

SMART Goal - SIP to Classroom

will improve their understanding of estimation strategies as measured by accurately answering the questions on the biweekly check tests.

Student Friendly: This year, the 7th grade class…

Student Goal (in data folder): This year, I will focus on getting better using estimation strategies. I will measure how I’m doing by keeping track of the number and types of errors I have on the biweekly check tests. My goal is to consistently score X% correct the first trimester.

Classroom PDSA

In-Process Measure Example

Estimation Check Sheet Weekly Class

ErrorsHour 1 - Mr. Albert

Strategy 1 2 3 4 5 6

Total1-6

Week 12-Sep 19-Sep 29-Sep 3-Oct 10-Oct 17-Oct  

Addition 2 2 1 1 0 0 6

Subtraction 2 2 3 1 2 1 11

Multiplication 7 8 7 8 7 7 44

Division 10 11 10 11 12 10 64

Application 11 11 10 11 12 12 67

28 students              

Total Errors 32 34 31 32 33 30 192

Number of Students 28 28 28 28 28 28

Estimation Check SheetHour 1 - Class Errors

15

20

25

30

35

40

9/12 9/19 9/26 10/3 10/10 10/17

Total Number of Errors

Estimation Check Sheet SkillsWeeks 1- 6

67 64 44 11 6 192

35%

68%

91%

97%100%

0

20

40

60

80

100

120

140

160

180

Application Division Multiplication Subtraction Addition Total N

Item

Numbe of Errors

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Percentage

This bar represents the total (N) of your pareto.

Secure Math Learning Goals

Goal: 80% or better 10

9

8

7

6

5

4

3

2

1

0

Number correct

1f Draw arrays

to model multiplicati on

1g Know

multiplication facts

1h Identify even and

odd numbers

1i Find the factors

of numbers

2f Find the sum and

difference of

multidigit whole

numbers and

decimals

2g Identify

the maximum, minimum, median,

mode and mean fro a data set

3f Identify

place value in numbers

to billions

3g Know

properties of

polygons

3h Define and create

tessellations

4h Know

place value to the

hundredths

“The primary purpose of formative assessment

is to improve learning.”

“Classroom assessment for student learning turns the classroom assessment process

and its results into instructional strategies

designed to increase, not merely monitor, student learning,

confidence and motivation.”

~ Rick Stiggins

4 PLC Questions What do we want each students to know

or be able to do? How will we know they have learned?

What evidence do we have of the learning?

How do we respond when students don’t learn or struggle?

How do we respond to those who have already learned?

Student Learning ExpectationsStudent Learning Expectations

Formative AssessmentFormative Assessment

Pyramid Of InterventionPyramid Of Intervention

Student QuestionsWhat do I need to know ?Where am I now?How do I get there?What happens if I struggle or

fail?

Keys to moving to the next levelRubric system Scaffold, deconstruct, unwrap,

unpack Using materials embedded in

curriculum

Rubric Based Marzano’s Model

I Can Rubric

Skill: Skill Indicators:

4ExpertExceeds

I understand completely! I can do it without making mistakes. I can help others.

5 or more events in order

3MasterProficient

I understand the important ideas.I can do it by myself. Once in awhile, I make little or careless mistakes.

4 events in order

2ApprenticeDeveloping

I’m getting there! My mistakes show I understand most of the important ideas. Sometimes I need help.

3 events in order

1NoviceBeginning

I don’t understand yet. I can’t do it by myself.My mistakes show that I have trouble with the important ideas.

1-2 events given, may not be in order