Looking at the data
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This document discusses using data to inform goal setting for students at Reporoa College. It includes data from student surveys that show positive responses around Māori students feeling safe and known by teachers. Achievement data is presented showing a gap developing between Māori students at Reporoa College and national rates of achievement. The document provides guidance on facilitating academic counseling meetings, including greeting students and whānau, sharing the purpose, developing SMART goals, and using student data and feedback to create strategies for goal achievement. Activities are included to have participants practice developing goals and strategies using example student scenarios.
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1. The document discusses factors that contribute to effective teaching based on educational research. The two factors found to have the strongest evidence of improving student outcomes are a teacher's pedagogical content knowledge and the quality of their instruction.
2. It also explores how to best evaluate teaching effectiveness, concluding that student progress over time as measured through multiple sources is the most reliable indicator. Formative evaluation systems incorporating various evidence sources are preferable to high-stakes testing.
3. Maintaining high expectations and appropriate challenge for all students is important. Challenge should be considered a planning and reflection tool to ensure all students are developing their skills and knowledge.
Developing Student Confidence
The following slide deck highlights specific strategies teachers may utilize to enable students to develop assessment capabilities, a growth mindset, and the knowledge and skills to support others in their learning. This presentation was delivered at ASCD New Orleans 2016
LESSON 3nNNBBJJNznzbzbzjzznbbbbbbbvvhv.pptx
This document outlines the key players involved in assessment and the roles of assessment in social sciences instruction. It discusses how assessment can be used for placement, diagnosis, formative, and summative purposes. Formative assessment in particular should utilize learning progressions, clearly defined goals and criteria, descriptive feedback, self-assessment, peer-assessment, and collaboration between teachers and students.
Feedback that moves learning forward
The document discusses improving the quality and consistency of feedback given to students at a school. It outlines two goals: 1) improving the quality of feedback provided by framing it as questions rather than directives, and 2) giving students dedicated time to actively respond to and reflect on the feedback. The document notes that effective feedback is formative and moves learning forward by provoking student thinking, rather than just assessing learning. It provides tips for implementing dedicated improvement and reflection time (DIRT) to ensure students adequately engage with feedback.
Basic concepts of assessment
This document provides an overview of assessment in education. It defines assessment as the process of evaluating student learning through various methods. The key points are:
1. There are two main types of assessment: formative assessment, which identifies student needs and guides ongoing instruction, and summative assessment, which evaluates student learning at the end of a unit.
2. The scopes of assessment include evaluating curricular offerings, school programs, instructional materials, facilities, teachers, students, graduates, school managers, research, and extension activities.
3. The assessment process involves defining learning outcomes, selecting assessment instruments, measuring results, and adjusting instruction based on evaluations.
4. Formative assessment uses strategies like questioning
Webinar: Assessing to Inform Teaching and Learning: A Guide for Leaders
This webinar focused on formative assessment strategies for teachers. It discussed five key formative assessment techniques: observations, interviews, show me activities, hinge questions, and exit tasks. These techniques provide evidence of student learning through activities like observing students, asking them questions, having them demonstrate their understanding, and completing culminating tasks. The webinar emphasized that formative assessment should be used flexibly on a daily basis to inform teaching and help students learn.
Personalised Learning Plans
PLPs are personalised learning plans that tailor education to meet each student's individual needs and strengths. PLPs differ from IEPs/ILPs which are for students with disabilities or learning difficulties. PLPs aim to close achievement gaps between Indigenous and non-Indigenous students by actively involving learners, engaging students and parents, and responding to each student's uniqueness with high expectations. Teachers' role is to become co-learners, facilitate learning both in and out of school, and implement a rigorous but differentiated curriculum. Developing real partnerships through PLPs requires understanding students culturally, setting achievable goals, providing quality feedback, and building positive relationships through respect and commitment.
World Class Team Presentation2
This document outlines the vision and goals for a school district to become world-class. It discusses defining academic rigor, writing, and planning through professional learning communities. Data is presented showing the importance of postsecondary education for future careers. Teachers engage in an activity to define what a world-class school system means for students, families, teachers, and the community. The document discusses building teacher collaboration and data-driven instruction through professional learning communities to increase student achievement and ensure all students learn.
NYSCOSS Conference Superintendents Training on Assessment 9 14
This document discusses using data wisely from a superintendent's perspective. It covers three main topics: assessment basics, improving assessment programs, and developing a data culture. The document emphasizes that what is measured gets attended to, so assessments must be properly aligned and designed. It also stresses using multiple years of data to provide context and control for outside factors to fairly evaluate teachers. Developing the right assessment systems and using data thoughtfully can significantly improve student achievement.
training-workshop-HOTS-ppt-deligero (1).pptx
The six levels were: knowledge, comprehension, application, analysis, synthesis, and evaluation. (The taxonomy's levels were later revised as remembering, understanding, applying, analyzing, revising, and creating.)
World Class Team Presentation
This document outlines plans for a school district to become world-class. It discusses defining academic rigor, the need for post-secondary education for future jobs, and the superintendent's vision. Teachers analyze student performance data and set goals. Collaboration between teachers and high expectations for all students are emphasized. The district aims to provide endless opportunities and empower students through education. Becoming world-class requires ongoing improvement, shared accountability, and ensuring all students learn.
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Looking at the data
- 1. Using Data to inform our goal setting
- 2. 0 10 20 30 40 50 60 70 Never Hardly ever Sometimes Mostly Always %ofrespondents 1. In my school it feels good to be … Māori students Non-Māori students Teachers Teacher’s Question This school ensures Māori students can feel safe and good about being Māori Comment This shows a very positive response from the survey regarding how Maori students feel
- 3. 0 10 20 30 40 50 60 70 Never Hardly ever Sometimes Mostly Always %ofrespondents 2. Teachers in my school know me and I know them. Māori students Non-Māori students Teachers Comment This shows a very positive response from the Māori students surveyed Teacher’s Question I know the Māori students in this school and they know me
- 4. 0 10 20 30 40 50 60 70 Never Hardly ever Sometimes Mostly Always %ofrespondents Teachers talk with me about my results so I can do better Māori students Non-Māori students Teachers Teacher’s Question I use Māori students' results with them so they understand what they need to do next Comment This is an area where we seem to be able to make some gains
- 5. 0 10 20 30 40 50 60 70 80 90 2010 2011 2012 2013 National Rate of Achievement Reporoa Maori Student Achievement Rate Reporoa NZ European Year Year Level NCEA Level National Rate of Achievement Reporoa College Maori Student Achievement Rate Reporoa College Maori Rate as Difference from National Reporoa College NZ European Reporoa NZE Rate as Difference from National 2010 11 Level 1 65.6 56 -9.6 76.6 11 2011 11 Level 1 65 47 -19 84.8 18.8 2012 11 Level 1 67.8 35 -32.1 64.7 -3.1 2013 11 Level 1 71.1 25 -46.1 62.5 -8.6 Level 1 Student Achievement Rate over 4 Years What issues do you identify for Reporoa College from this data?
- 6. We know that our student achievement data has a story to tell • Low literacy & numeracy levels on entry • The Gap between Reporoa NZ European & National is increasing • The Gap between Reporoa NZ Maori & National is opening more quickly • So it is more than appropriate to have focused numeracy and literacy goals • So remember - we are engaged in addressing achievement through a range of fronts and Academic Counselling is JUST ONE
- 7. What data will you have? • Academic Data – Interim Report – Teacher – Interim Report – Student – Literacy Data [Lower School] Stuart to address – Numeracy Data [Lower School] – NCEA Traffic Lighting – NCEA Credits/offered • Pastoral Data – Attendance • Students Goal Setting Booklet • Career Aspirations • Personal Goals
- 8. How do we use the data at the meeting? Your role is complex but try to be a facilitator as much as possible • Start by understanding what facilitation means: helping, improving, or making something easier. Facilitating is not telling.
- 9. Greetings Matter • Be sure to make the family/whānau/caregiver and student welcome. Greet them with a smile. Ask how they are. Let them know how good it is to see them. Greet appropriately – may be a handshake/ a hug/ a kiss on cheek. Use the Reo.
- 10. Share the purposes of the meeting with the family/whānau/caregiver and student: • To get to know • To review where now • To share thoughts • To agree areas for development • To agree goals • To consider how to reach them
- 11. SMART GOALS • SPECIFIC not vague and woolly • MEASURABLE we can measure if we are making progress • ACHIEVABLE something we can reach, not way beyond us • RELEVANT something that will make a difference to [STUDENT’S NAME]’s achievement or progress over next two/three terms • TIME RELATED by a certain time/date
- 12. Let’s take a look at a scenario [1] A Year 11 student has been identified in traffic lighting with several ‘red lights’ – showing if he continues working as at present with his level of commitment he will not secure numeracy or literacy. His attendance is 73% Activity In pairs construct three possible SMART Goals for terms 2 and 3 Record your draft goals on paper provided. 10 Minutes
- 13. Let’s take a look and give feedback [2] Activity Continued 1. Join with another pair 2. Swap goals 3. Critique the goals applying the SMART principles – Positives – Aspects to reconsider 4. Share the feedback 10 Minutes
- 14. Let’s take a look at strategy[3] • Using the feedback look at your revised goals – choose one academic goal • Decide on a suitable strategy/steps the student can take to make progress towards achieving the one goal 5 Minutes
- 15. Let’s develop our strategy [4] Choose a different pair Take it in turns to share with each other your goal and the strategy you decided upon Work together to improve the strategies for each other 5 Minutes