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Using Formative Assessment Data at NPS

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Using Formative Assessment Data at NPS

  1. 1. Using Data to Teach the Right Things Every Day How formative assessment guides instruction in Newark Public Schools
  2. 2. Introduction Caitlin Scanlon is a mathematics coach at Rafael Hernandez. She has been teaching for 14 years, ten of which have been in Newark. She will be earning a Master of Arts in Educational Leadership this May 2016. Add Caitlin photo here? Rafael Hernandez School, Newark NJ • 725 students in PK-8 • Award-winning arts program • Technology in every class
  3. 3. What our Math classes “look like” • All classes are 100 minutes • First 50 minutes include Mental Math Trains/Number Talks, hands-on investigatory “math lab” • The latter 50 minutes are comprised of small instruction and workstations
  4. 4. What our ELA classes “look like” • All classes are 100 minutes • First 50 minutes include whole group Expeditionary Learning/CKLA instruction • The latter 50 minutes are comprised small group instruction and workstations
  5. 5. Why we started using Edulastic • RHS teachers were searching for websites to practice PARCC- like questions during do nows, stations, quizzes, etc. while providing timely student data • Teachers needed more timely turnaround of data as it drives instruction and informs how students
  6. 6. Why we started using Edulastic • Before we implemented Edulastic, students solved with pencil and paper or on websites that lacked rigor and in content and complexity of the task itself • Students were unable to answer for specific types of tech-enhanced questions regardless of content • Students were frustrated during PARCC when unsure how to respond to prompt • After implementing Edulastic, students are prepared to solve ALL types of tech-enhanced questions and teachers use real-time data to inform instruction
  7. 7. Examples of Formative Assessment at RHS • Entrance Tickets • Exit Tickets • Do Nows • Journal Entries • Peer Feedback • Aggressive Monitoring – Habits of Discussion – Student misconceptions
  8. 8. Do Now…..
  9. 9. Do Now… Sample types of questions
  10. 10. Real-time data… while students test Sample overall class do now data (used in real-time)
  11. 11. Looking at real-time data All data reflects Common Core Math Standard 8.EE.A.1
  12. 12. Using data to make timely decisions All data reflects Common Core Math Standard 8.EE.A.1 If this were your “do now” data, would you move on to new content?
  13. 13. How we reflect on data ● Teachers must be purposeful when choosing questions when assessing students. Students scored high on the identification problem; whereas, they scored very low on the operational ● This informs teachers to revisit standard either for the entire class, during small group instruction, or teacher-led station (based on percentage proficient) ● It also informs coaches/admin that the content has been taught as students can identify parts appropriately
  14. 14. How we use the colored boxes to inform instruction? Student 1 Student 2 Student 3
  15. 15. Using the Data Student 1 Student 2 Student 3 Green box→ Correct response Red box → Incorrect response Yellow box→ Partially correct response Blue box → Answered Open-Ended/Short Constructed Response Grey box → Skipped question/no answer
  16. 16. Using the Data Student 1 Student 2 Student 3 ● Student 1 - functions well independently ● Student 2 - Avoids/confused by open-ended questions ● Student 3 - struggles with content
  17. 17. Using the Data- My Favorite Screen Time on Task for Student 2 (questions 11-17) ● Average time spent on each question ● Most Open-Ended were skipped ● ZERO seconds spent reading/reviewing problems .
  18. 18. NOW WHAT? • Teacher-led small group instruction • Reading strategies implemented • Aggressive monitoring of students in whole group • Sentence starters provide students a “head start” for Open-Ended • Students use acronyms to organize thoughts and work • Share data with students • Teacher/student collaborate to create goals based on data
  19. 19. Making Students a Part of the Process…. • Data is released immediately at end of test • SMART goals are created by student • Student 2 goals may be to attempt/complete ALL open- ended questions
  20. 20. How can we further probe students while on Edulastic? • Because student work is not often done on Edulastic, it is imperative that they “aggressively monitor” all procedures/pictoral representations • Anecdotal notes address misconceptions and student understanding of “big ideas”
  21. 21. How we fill in the gap - “Aggressive Monitoring”
  22. 22. PLCs and GLMs • Teachers look for growth, trends, gaps • Are the questions rigorous? How are students performing on specific tasks? How do students perform on interrelated standards across the grade levels and within grade levels • Small groups are altered • Lessons and specific station plans are created in teams
  23. 23. What’s Next For Us • More chromes for a 1:1 ratio • Creating more assessments to add to the library • Professional Development

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