Www.tie.net 1 Barb Rowenhorst Janet Hensley PASS October 28, 2010.
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www.tie.net 1
Barb RowenhorstJanet Hensley
PASSOctober 28, 2010
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Outcomes• Assess learning teams in regard to “Where are we
now? Where are we going? How do we close the gap?”
• Analyze assessments using the revised Bloom’s Taxonomy and the learning team process.
• Align the level of rigor and cognitive complexity among indicators, assessment and instruction.
• Utilize Achievement Series results to improve instruction and student achievement.
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Division of Learning Time
Review the chart “Division of Learning Time”
Meeting Time
PASS/PD
Classroom Application
Individ-ual Study
& Re-flection
Division of Learning Time
Meeting TimePASS/PDClassroom Applica-tionIndividual Study & Reflection
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Collaborative Learning Teams
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Assessment StrategiesLooking at Student Work
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PASS - Looking at Student Work
September 2006 Rating continuum on pieces of student work (sticky notes)
November 2006 Protocol #1 –student work
March 2006 (2 sessions) Protocol #2 – class work
October 2007Achievement Series – assessment & student work
January 2009Formative Assessment – Involving students
Data Retreats - Ongoing
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Learning Team – Claire’s Math
Laminated Sheet
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Claire’s Math
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Revised Bloom’s: Two Dimensions
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3.G.1.1Shapes
Factual Knowledge / RememberA1
3.A.2.2Problem-Solving
Procedural / ApplyC3
Factual Knowledge / RememberA1
3.N.2.1Multiply
3.N.1.3Fractions
Conceptual / RememberB1
?
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Learning Team Work Time
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Claire’s Test Questions
What strategies might the “Learning Team” suggest to Claire’s teacher to try in the classroom prior to the next learning team meeting?
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Learning Team - Practice
Practice analyzing a student’s assessment work based on the assessment you brought with you to analyze as a team.
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Learning Team Work Time
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T-Chart (Obstacles/Solutions)
What might be some obstacles to discussing Rigor and using Bloom’s in learning teams? (in our control)
What might be some solutions to the obstacles?Obstacles Solutions
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T-Chart (Obstacles/Solutions)
Divide into teams. Stand by a chart with your team.
Brainstorm all the things you might be able to do to help solve the obstacle listed.
When signal is given, move to the next chart, read the solutions, write additional solutions. (Marker moves with your team)
Continue until your team has written on each chart
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Why Look at Assignments, Assessments and Student
Work?Data: the end product of teachingTeacher collaborationEssential professional development through reflectionAccountabilityStandards-based educational reformsConditions in classrooms
Lack of alignment to standardsWork expected is not at proficient levelWork produced is not at proficient levelBasic work is accepted as proficient
Are you teaching what you are assessing?
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Rigor at Classroom Level
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Achievement Series Data Discussion
Achievement Series Data Discussion
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Achievement Series – Data Discussion
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Achievement Series
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AS – Site IDsMeade Rural Schools (361-770-4373)
Stagebarn Elementary (290-125-9510)
Sturgis Academy (289-132-2490)
Sturgis Elementary (920-314-1497)
Sturgis High School (322-779-7389)
Whitewood Elementary (870-355-3546)
Williams Middle School (347-188-0588)
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1st Click on the Classroom Tab
2nd Click on the District Gradebook
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Find a teacher from your focus grade level
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Standards Report
Item Analysis Report
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
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Item Analysis Report Switch to Table
Reponses Report
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Find the Indicator/Standard on the Achievement Series that is the lowest for your class.
Review the results on the AS site.
Complete the Data Discussion handout based on your AS results.
Data Dialogue
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Work Time
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Planning Time
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