ED594M  ONLINE MEASUREMENT BASED DECISION MAKING IN PROFESSIONAL LEARNING COMMUNITIES

 

Craig Weaver
216-406-5226
weaverids@yahoo.com

Course Description:  Programmatic decision-making based upon multiple assessment measures should be a fixture in all schools.  Also teacher performance and student learning must be quantifiable in order to plan and implement effective differentiated instruction.  This course will explore schoolwide assessments that organize and plan the most effective teaching and reteaching strategies that enhance and expedite learning.

Teacher Leader Standards (TLS) Addressed:
Standard 2.

Candidates promote the use of data-based decisions and evidence-based practice.

2.1 Candidates serve as building leaders in the development, implementation and continuous improvement of a comprehensive, cohesive and integrated school assessment plan grounded in multiple measures and data sources.

2.2 Candidates collaboratively analyze assessment data to plan and implement personalized learning to advance student learning.

2.3 Candidates lead collaborative efforts to develop high quality classroom assessments among grade-level and content-area teachers.

2.4 Candidates model for teachers how to identify and analyze multiple data points that recognize and address non-academic barriers to learning.

2.5 Candidates demonstrate the ability to create analytics and gather appropriate data and evidence to assist teachers’ response to intervention process.

2.6 Candidates identify resources (including instructional technology) and research-based strategies to support the assess-plan-teach-reassess cycle.

Standard 3.

Candidates promote and model ongoing professional learning and improved practice within a learning community.

3.4 Candidates model and coach group processes to help colleagues solve problems, make decisions, manage dissonance, and share knowledge about interdisciplinary instruction.

3.6 Candidates employ skills such as active listening, presenting ideas, facilitating discussions, mediating, and identifying the needs of others to nurture and sustain trust among colleagues, enact shared decisions, and build collective ownership for professional learning.

Standard 4.

Candidates advocate for a shared vision and clear goals for their schools to drive initiatives.

4.2 Candidates advocate for and initiate increased opportunities for teamwork to promote and support student achievement and other school goals.

Standard 5.

Candidates create and build strategic relationships and partnerships to enhance student outcomes.

5.3 Candidates work with stakeholders to identify appropriate resources to support diverse student learners and varied perspectives.

5.4 Candidates connect with community partners to address immediate and future needs of students and their communities.

Standard 6.

Candidates foster a positive and inclusive culture.

6.2 Candidates promote instructional strategies that address issues of diversity and equity in the classroom and ensure that individual student learning needs remain the central focus of instruction.

6.4 Candidates foster a learning context to promote individual learning opportunities where diverse perspectives are welcomed in addressing challenges.

Ohio Standards for the Teaching Profession (OSTP) Addressed:
Standard 3.

Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning.

Standard 4.

Teachers plan and deliver effective instruction that advances the learning of each individual student.

Standard 6.

Teachers collaborate and communicate with students, parents, other educators, administrators and the community to support student learning.

Standard 7.

Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member.

Course Objectives:

1.Demonstrate ability to collect and use school and individual student performance data to determine if learning goals are achieved  - TLS 2.1; OSTP 3

2.Use data to plan, deliver and assess instruction- TLS 2.4, 2.6; OSTP 4

3.Encourage and promote a school culture that uses assessment data both for learning and of learning to provide for differentiated instruction – TLS 2.1, 2.2; OSTP 6, 7

4.Apply research-based assessment practices – TLS 2.3; OSTP 6, 7

5.Apply instructional frameworks that include pre-instruction, instructional application, assessment and reteaching – TLS 2.4; OSTP 4

6.Expand knowledge of the assess-plan-teach reassess cycle – TLS 2.4, 2.5; OSTP 3,4

7.Construct content specific assessment plan to support school/classroom improvement goals (SMART goals) – TLS 2.1, 5.3, 5.4; OSTP 6,7

8.Effectively lead a professional group to achieve goals and objectives – TLS 3.4, 3.6, 4.2, 6.2, 6.4; OSTP 6

9.Use technology and information systems as instructional tools throughout the teaching process – TLS 2.5, 5.3; OSTP 4

10.Examine features of professional learning communities – TLS 3.4; OSTP 6

11.Articulate the critical issues involved in team collaboration – TLS  2.5, 6.4; OSTP 6

Required Text and Course Materials:

DuFour, R., DuFour, R., Eaker, R., Many, R. (2010). Learning by

doing:  A handbook for professional learning communities at work. Bloomington, IN: Solution Tree.

Supplemental Text/Readings (Not Required):

Arter, J., & Chappuis, J. (2006). Creating & recognizing quality rubrics. Boston, MA:

Pearson.

Bailey,K.J. (2011). Common formative assessment.  Bloomington, IN:

Solution Tree

Jackson, R. (2010). Flagged for success.  Educational Leadership, Interventions

that work, Volume 8, No. 2, 18-21.

Love, N., Stiles, K. (2008). The data coach’s guide to improving learning

for all students: Unleashing the power of collaborative inquiry. Thousand Oaks,CA:  Corwin Press.

Stiggins, R. (2000). Student involved classroom assessment. Boston, MA:

Pearson.

Stiggins, R., Arter, J., Chappuis, J., & Chappuis, S. Arter, J. (2012). Classroom

assessment for student learning: Doing it right—using it well. Portland, OR: Educational Testing Service.

AGENDA – 3^rd Edition Book

Items in RED indicate attachments

Watch Ted Talk:  Geoff Canada https://www.ted.com/talks/geoffrey_canada_our_failing_schools_enough_is_enough?language=en

 *SUBMISSION #1 write summary of main points; include your own opinion/input

PLC slides (attachment)

Slide 1- Purpose of your school- *SUBMISSION #2

Slide 2 – What would people see if they came to campus/ looked into classroom window – *SUBMISSION #3

Slide 3

LEARNING BY DOING – Read Chapter 1 – A Guide to Action for Professional Learning Communities at Work

Review Slides 4 -10

Slide 11 – SUBMISSION #4 District/School Assessment

Slide 12 – SUBMISSION #5 6 Essential Elements

LEARNING BY DOING – Read Chapter 9 – Addressing Conflict and Celebrating

Slide 13 – 17

Slide 18 – SUBMISSION #6 Celebration

Slide 19 - Big Ideas and Core Values

Big Idea #1 Focus on learning

LEARNING BY DOING – Read Chapter 5 Creating a Focus on Learning

Slide 20 - 22

LEARNING BY DOING – Read Chapter 7 Responding When Some Students Don’t Learn

SUBMISSION #7 – LEARNING BY DOING P. 163 Answer Reflection question

Big Idea #2 Collaboration

LEARNING BY DOING – Read Chapter 3 Building a Collaborative Culture

Slide 23 -40

SUBMISSION #8  Team Norms (attachment)

Big Idea #3 Results Oriented

LEARNING BY DOING – Read Chapter 4 Creating a Results Orientation

Slides 41-42

SMART Goals

Slides 43-46

SUBMISSION #9 Write 3 SMART Goals – use Worksheet planning guide LEARNING BY DOING P. 101 (Disregard header section School; Team Members, etc.)

Slides 47- 51 Identifying Essential Outcomes

SUBMISSION #10 - Slide 52  Identify/write 8-10 Essential Outcomes

Common Assessments

Slides 53-55

*Assessment Review- Guidelines for writing Selected Response Questions and Essay Questions

PowerPoint:  Selected Response Assessments

Website: Essay questions

 https://www.k-state.edu/ksde/alp/resources/Handout-Module6.pdf  pp.41-43

Rubrics: Research the difference between a Holistic rubric, Analytic rubric, General/Generic rubric and Task Specific rubric  

SUBMISSION #11 Construct 2 different assessments using 2 different topics/content. Can be same subject area. Each consisting of:
                       1. Selected response questions 7-10 items

2. Essay Questions 1-2 with a rubric(s) – Analytic task specific to each essay question – cannot be generic/general.

*Using Data

LEARNING BY DOING Read Chapter 6 – Creating Team-Developed Common Formative Assessments

Review: Third Grade Reading Skills – Target Scores 

SUBMISSION #12 – Answer reflection questions

Read:  5 Good Ways to Talk about Data –

            SUBMISSION #13 – What can you take/use from this?

Teacher 1-4 Intervention

      SUBMISSION #14 – Reflection

Item Analysis

      SUBMISSION #15 – Reflection

Watch video –  https://www.youtube.com/watch?v=j13Gd7MSs7o  “What do you see in these data?”

SUBMISSION #16 – Key points from this video

Read article:  Give your Teaching a Jump Start

Protocol for Data Team Meeting – using Math Scores for Data Protocol

            Follow steps on Protocol for Data Team Meeting (as best you can as a singleton) – Record your responses to steps – SUBMISSION #17

Conclusion of PLCs Slides 56-59

Read:  How PLCs Do Data Right – SUBMISSION #18 key points and your take on article

EVALUATION

1. SUBMISSIONS 1-10; 12-18 = 30 points

2. SUBMISSION 11 – 2 Common Assessments = 20 points

3. Articles -  Read and review 3 articles (at least 2 of which have been published within the last 5 years) on 2 different topics related to this class (professional learning communities, using data).  A source could be www.allthingsplc = 10 points

4. Data Analysis Project = 40 points (attached instructions and model project)