by Dana Bockman, DCSD Facilitator of Assessment and Instruction With the goal of making instructional decisions, a teacher’s focus should be on the data provided through classroom work, observations, unit assessments, performance tasks, and formative assessment. Why, then, do we need standardized test data? What’s the purpose if it does not inform day-to-day decisions in the classroom? The Usefulness of the Standardized Test (“Big Picture Data,” as I like to call it) 1. For state reporting and district goal area assessment.Often standardized tests are given partly as a way for the state to measure a district’s achievement. State required goals are written based on the outcome of a standardized test. 2. Allows us to see how the District performs over time. Teachers are primarily focused on the performance of their classes. But the state, the school board, the public, and administration use standardized tests to evaluate the performance of our entire district and by building. We look for trends, which lead us to question gaps that may exist in specific areas. 3. A data point in determining entitlement and placement. Multiple years of multiple data points give reason for placement in specific classes, as well as entitlement for ELP or special education. We cannot place a student in a program or class based on a single data point. We need multiple forms of evidence to make the right call. 4. A red flag indicating a need for a closer look. If a student performs poorly on a standardized test, it gives teachers reason to look more closely at where exactly the student is struggling. It's like going to the doctor if you are not feeling well. The doctor will run tests to determine what the real ailment is. A low standardized test score simply gives reason for concern, but not the actual diagnosis. 5. To solidify our understanding of individual student needs. Multiple data points help to solidify our knowledge about student abilities and needs and guide us to make the best decisions for how to provide students the instruction they need. Comparing several data points assures teachers will make informed judgements and instructional decisions by identifying trends and anomalies. “The problem with data is that it says a lot, but it also says nothing. ‘Big data’ is terrific, but it’s usually thin….”- Sendhil Mullainathan. Standardized testing has a place and purpose in education, but it is not a daily focus for our instructional decisions.
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by Sarah Casterton, 7th Grade Science Teacher and Sarah Zbornik, Instructional Coach "Some of the things you will never experience are right there for you to see using VR.”-- 7th grade student. Sarah Casterton has been intrigued by the idea of bringing Virtual Reality (VR) into her science classroom. After attending the VR technology session during professional development at the start of the school year, she went to Keystone’s media checkout and scheduled the VR kits to be delivered at the end of November. She knew that VR could offer an experience to her students that they could not receive on a typical day. Mrs. Casterton contacted Brea Baxter, an Instructional Technology Integration Specialist at Keystone who had taught the VR session during professional development, and Sarah Zbornik, an instructional coach to start the process. Keystone’s two sets of equipment totalling 10 headsets for students to use and 10 android phones arrived right on time (checkout reference numbers KM 9796 1L (set of 5) and KM 9796 2L (set of 5). Through a hands on approach, she walked Mrs. Casterton through using the Virtual Reality sets. Ms. Zbornik assisted in troubleshooting difficulties and discussed possibilities for the lessons with Mrs. Casterton. Due to the number of VR sets, Mrs. Casterton knew she would need to be organized. She mapped out a three day station rotation for the students to follow and separated the students into three different groups. (Please see Mrs. Casterton’s VR rotation schedule here.) Using Canvas, two of the groups were able to work independently, while Mrs. Casterton facilitated the VR session using Google Expeditions, an app that was already downloaded on the phones. Connecting the learning to the classroom, Mrs. Casterton led two expeditions -- Big Cypress National Preserve and Darkling Beetle -- and facilitated discussion as the students explored within VR.
Mrs. Casterton definitely plans to use virtual reality again to allow students to experience science outside of the classroom environment. As one of her students claimed this technology is, “truly out of this world and very hands on.” If you want to try Virtual Reality or use Canvas during rotations in your classroom, have a chat with Mrs. Casterton to find out more information. The Google Expeditions have experiences that can be used for any classroom, not just science. Virtual reality not only enhances engagement in the learning process, but it also allows students of all income levels to experience the world. Imagine where your students could virtually travel to experience/apply your content standards. by Dana Bockman, DCSD Facilitator of Data and Assessment Today, it seems like we are inundated with data. Every year adds more and more and more to our plates (and spreadsheets). So, what do we do with all this data? All data is relevant and useful in some way, but educators should be selective in which data they chose for various purposes. Teachers most often are focused on individual students' needs and how they can help their students achieve in the classroom. This goal narrows the focus of data analysis. Keep in mind that the term "data" does not merely refer to a number (in other words, a test score). Data is any and all evidence of student progress and achievement. And when making day-to-day instructional decisions, standardized tests are often not the best source of data. The Data Individual Teachers Rely On 1. Daily Work- Though I would debate the usefulness of grading daily work to determine a student’s final grade (I will save that for another post), it does give teachers a glimpse of how students are progressing toward mastering a concept or skill. It helps a teacher to know the areas individual students may need assistance in to master skills and meet the learning targets. 3. Observations- I may spend a great deal of time looking at spreadsheets full of test scores, but you will never convince me that teacher observation is not important data. Teachers' observations make them more in tuned to the needs of their students. 4. Formative Assessment (quick checks, exit slips, thumbs up, whiteboard answers, and so on)- Similar to daily work, formative assessment shows what students have a handle on and where they continue to need assistance, clarity, and practice. It guides teachers in making informed instructional decisions to help students find success and have them working at their appropriate ability level. When it comes to data, maybe Einstein put it best. “Not everything that can be counted counts, and not everything that counts can be counted.” So, that leaves the question, which data is the most useful for your world? by Andrew Ellingsen, DCSD Instructional Coach Each year, the 7th Grade team at DMS picks a theme. Something inspirational, something with enough depth and openness to come back to time after time throughout the year. This year’s theme is “Ignite Your Inner Spark.” Although the phrase was initially chosen from one of the back-to-school videos staff watched during PD, it’s taken on a life of it’s own this year. At the beginning of the year, signs designed by 7th grade ELA teacher Mrs. Storhoff were already hanging on every student’s locker to trigger questions. Students spent time in science class researching types of personalities. They identified their own personality traits and discussed ways to work cooperatively with other personality types. As part of the discussion, the teachers shared that the 7th grade team did the Real Colors test and that there is a WIDE diversity of colors in staff. Students and teachers talked about how having that diversity of personalities in the classroom is good for them -- they have to adjust to the teachers, just like they’ll have to adjust to other employers in the future. The next phase of the year-long theme is about to roll out. Several teachers saw inspirational speaker Joe Beckman at the KPEC conference last year. Mrs. Henry stayed in touch with him following the conference, and when she shared the 7th grade theme with him, he was hooked! The 7th grade team has found having a central theme to be a great motivator for students. It gives them something consistent to circle back to throughout the year, and it helps frame the year in a positive light. Mrs. Casterton commented, “We can’t make students do things, but we can really challenge them to figure out what does make them want to do something.”
by Julia Benson, K-12 ELL Teacher
My lesson planning routine for English Learners:
Fairbairn, Shelley and Jones-Vo, Stephany. Differentiating Instruction and Assessment for English Language Learners. Caslon Publishing, 2010, Philadelphia.
Written by 5th grade teacher Heath Kelley What is a PLN? According to Edutopia, "A PLN is a tool that uses social media and technology to collect, communicate, collaborate and create with connected colleagues anywhere at any time. Participating educators, worldwide, make requests and share resources. Each individual educator becomes a potential source of information." Watch the screencast below to view one way of extending your PLN. Also, please share ways you have of using Facebook or other ways to extend your PLN. Assessment and Instruction for ELLs: Instructional Strategies - The Benson Series, Part VI11/13/2017 by Julia Benson, K-12 ELL Teacher
General Instructional Strategies Make a Personal Connection
Connect the Students to the Content
Just Good Teaching
Support English Language Acquisition
Support Learning
Fairbairn, Shelley and Jones-Vo, Stephany. Differentiating Instruction and Assessment for English Language Learners. Caslon Publishing, 2010, Philadelphia.
by Julia Benson, K-12 ELL Teacher
General Assignment and Assessment Strategies
Fairbairn, Shelley and Jones-Vo, Stephany. Differentiating Instruction and Assessment for English Language Learners. Caslon Publishing, 2010, Philadelphia.
by Tara Henry, DMS Special Education Teacher and Collaborative Teacher After hearing Joe Beckman, Motivational Speaker, present at the KPEC conference in Dubuque in June, I quickly realized how important the first 5 minutes of class was to set the tone, energy, and overall success for class. He expressed that those first 5 minutes make students feel connected, engaged, and welcome, which will all lead to student learning. Over the summer, I rolled with Joe's idea of the first 5 and came up with a plan I call the FANTASTIC FIRST FIVE:
What do you do in your class to engage students? To make them feel connected? Please respond here! by Julia Benson, K-12 ELL Teacher
Perspectives on Reading Instruction
Strategies that you already know that are especially good for ELLs:
Fairbairn, Shelley and Jones-Vo, Stephany. Differentiating Instruction and Assessment for English Language Learners. Caslon Publishing, 2010, Philadelphia. |
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