Data Talk

R3 Dig-In

October 31, 2017

 How will we examine data today?

Student Needs What are we going to

Summative Problem identified do about it?
Assessment through data analysis.

What now? PLCs

Teachers determine how to
address student needs.

PROGRESS MONITORING INSTRUCTION

Formative Assessment
Daily classroom assessments
Interventions
Marzano HYS
Common assessments Learning Focus
Problem Solving Model
Authentic assessments Vertical Teaming
Professional Development
Universal Screening
 Essential Questions
What do we want our students to know, understand and be
able to do?
- Unpacking Standards

How will we know when they have learned it?

Data Protocols and Common Assessments

How will we respond when some students have not learned

and how will we respond when some students have learned?

Learning by Doing. Dufour, Dufour, Eaker, Many. Solution Tree.2006

Clarifying Essential Student Learning:
Unpacking the Standards
 What is Unpacking a Standard?
Breaking a standard, goal, or benchmark into smaller, more
explicit learning targets
 How to:

What knowledge will students need to demonstrate the

intended learning?
What patterns of reasoning will they need to master?
What skills are required, if any?
What product or capabilities must they create or acquire,
if any?

Remember you are looking at what the content standard requires students to
know, understand and be able to do not how you will assess it.
 What knowledge will students need to demonstrate the
intended learning?

Knowledge: basic information, knowledge, facts, concepts to be

learned outright

Key Words: explain, understand, describe, identify, define, label,

recognize, know, match, choose, tell, recall, select
 What patterns of reasoning will they need to master?

Reasoning: Thinking skills, mental processes that require skillful use

of knowledge to solve problems, make a decision etc. (higher order
reasoning)

Key Words: analyze, predict, contrast, synthesize, classify, infer,

justify, summarize, solve, use, evaluate, categorize
 What skills are required, if any?

Skills: Demonstrations where the doing is what is important, using

knowledge and reasoning to perform skillfully

Key Words: perform, conduct, speak, assemble, operate, use,

demonstrate, measure, investigate, model, collect, dramatize, listen
 What product or capabilities must they create or acquire, if
any?
Products: Where the characteristics of the final product are
important; using knowledge, reasoning and skills to produce a final
product

Key Words: design, produce, develop, create, make, write, draw,

model, display, construct
 Deconstructing/Unpacking Steps
1. Select standard or objective to unpack.
Highlight all of the verbs in the standard
Highlight all of the nouns in the standard
Subject:
Standard:

What knowledge or Vocabulary:

understanding is
required to become Know THAT:
competent on this
standard Understand THAT:

What reasoning (if

any) is required to be
competent on this
standard?
What performance
skills (if any) are
required to demonstrate
competence on this
standard?
What product
competencies (if any)
are required by this
standard?
 Deconstructing/Unpacking Steps Cont.

2. Look at the verbs and place each one in the appropriate

category on the Deconstructing/Unpacking Standards
Worksheet:
Knowledge
Patterns of reasoning
Skills
Products
Subject:
Standard:

What knowledge or Vocabulary:

understanding is
required to become Know THAT:
competent on this
standard Understand THAT:

What reasoning (if

any) is required to be
competent on this
standard?
What performance
skills (if any) are
required to demonstrate
competence on this
standard?
What product
competencies (if any)
are required by this
standard?
 Deconstructing/Unpacking Steps Cont.

3. Use the nouns with the verbs to write learning targets.

Subject:
Standard:

What knowledge or Vocabulary:

understanding is
required to become Know THAT:
competent on this
standard Understand THAT:

What reasoning (if

any) is required to be
competent on this
standard?
What performance
skills (if any) are
required to demonstrate
competence on this
standard?
What product
competencies (if any)
are required by this
standard?
 Deconstructing/Unpacking Steps Cont.

4. Stop and Reflect

Are all of the knowledge, reasoning, skills and products that

students need to be successful from the standard listed on the
chart? What else do students need to know, understand or be
able to do to master this standard?
Subject:
Standard:

What knowledge or Vocabulary:

understanding is
required to become Know THAT:
competent on this
standard Understand THAT:

What reasoning (if

any) is required to be
competent on this
standard?
What performance
skills (if any) are
required to demonstrate
competence on this
standard?
What product
competencies (if any)
are required by this
standard?
 Deconstructing/Unpacking Steps Cont.

5. Write each target in student friendly I Can language on

the Learning Targets in Student Friendly Language
worksheet. Beside of each I can statement identify the
target as knowledge, reasoning, skills, or products.
 Student-Friendly Language
- I can compare the cultures of South America.
- I can explain how South American peoples adapted to
their environment.
- I can describe Incan culture.
- I can explain how the relationship between individuals in
South American and their government changed over time.

Use Learning Targets in Student Friendly Language..

Plan a station.
Plan a formative.
 Common Formative Assessments:

Assess all students with the same rigor, on the same targets

Usually are Not graded. (formative) If teachers feel they must be

used for grades then students should be given additional opportunities
to demonstrate learning.

Should identify students who need additional time and support for
learning.
 Common Formative Assessments:

Identify program area concerns where many students are struggling.

Can be used with pre/post assessment model.

Common Formative Assessments can be structured in ways other than

multiple choice tests.
 Learning Team Common
Clear Purpose

Assessment Process
Clear Targets

Sound Design

Effective Communication

Student Involvement
Clear Targets will be appropriately matched to
assessment methods!

* Remember: You will have already unpacked essential

learning standards and selected ONE to address before
designing a common assessment!
 Target-Method Match Chart
Selected Response Extended Written Performance Personal
& Short Answer Response Assessment Communication

Knowledge Good match for Good match for X Not a good Can ask questions
Mastery assessing mastery of tapping match and infer mastery-
elements of understanding of time consuming
knowledge relationships among
elements of
knowledge
Reasoning Good match only for Good match. Can Can infer some Can ask student to
Proficiency assessing provide window to reasoning think aloud and
understands of some reasoning proficiency by probe with follow-
patterns of proficiency observation up questions
reasoning
Skills X Not a good match. X Not a good Good match. Can Strong match
match. observe and when skill is oral
evaluate skills as communication
they are being proficiency. Not
performed. good otherwise.
Ability to Create X Not a good match. Strong Match for Good match. Can X Not a good
Products written products. Assess the match
Not a good match if attributes of the
not a written product.
product
 Learning Team Common
Clear Purpose

Assessment Process
Clear Targets

Sound Design

Effective Communication

Student Involvement
 Revised Blooms Taxonomy
Create Higher Order

Evaluate
GOAL
Analyze

Apply
Lower Order
Understand

Remember
 Remember
Observation and recall of information
Recognizing (identifying)
Knowledge of dates, events, places
Knowledge of major idea
Mastery of subject matter

Question Cues: list, define, tell, describe, identify, show, label,

collect, examine, tabulate, quote, name, who, when, where
 Remember Examples
What is the sum of the angles of a triangle?

In the beginning of the selection, whom did the father visit?

How many planets are in the solar system?

 Understand
Understanding information
Grasp meaning
Translate knowledge into new context
Order, group, infer causes
Predict consequences

Question Cues: summarize, describe, interpret, contrast, predict,

associate, distinguish, estimate, differentiate, discuss, extend,
exemplify, classify, infer, explain
 Understand Examples
What part of the water cycle causes clouds to form?

What is the main idea of the first paragraph?

Put these fractions in order from least to greatest: 1/4, 1/3,

2/5, 5/6
 Apply
Use information
Use methods, concepts, theories in new situations
Solve problems using required skills or knowledge

Question Cues: apply, demonstrate, calculate, complete, illustrate,

show, solve, examine, modify, relate, change, classify, experiment,
discover
 Apply Examples
What is the area of this rectangle?

Why does the selection include examples of farming?

What causes an object to increase in speed as it rolls down a

hill?
 Analyze
Seeing patterns
Organization of parts
Recognition of hidden meanings
Identification of components

Question Cues: analyze, separate, order, explain, connect,

classify, arrange, divide, compare, select, explain, infer
 Analyze Examples
Between which two years was there the greatest difference in the
numbers of TVs sold? (reading from graph)

Which factor was a major cause of the stagnant economy in the

United States during the early 1970s?

Which human activity most likely damages the environment?

 Evaluate
Compare and discriminate between ideas
Assess value of theories, presentations
Make choices based on reasoned argument
Verify value of evidence
Recognize subjectivity

Question Cues: assess, decide, rank, grade, test, measure,

recommend, convince, select, judge, explain, discriminate, support,
conclude, compare, summarize
 Evaluation Examples
Who is right?

Why does the speaker argue for a new way to teach

grammar?

What will happen if housing developments continue to

displace the wildlife population in national parks?
 Create
Put elements together to form a coherent or functional whole
Reorganize elements into a new pattern or structure

Cues: assemble, construct, create, design, develop, formulate,

write.
 Create Examples
Design a concept and create a proposal for your own television
cooking show.

Write a jingle to advertise a new product.

Plan a research paper on a given historical topic.

Build habitats for certain species for certain purposes.

 Common AssessmentsReflections

Common assessments are live documents to be reflected upon and

changed to better meet the assessment needs of the students.
The only way to create effective common assessments is to DO
IT!
Your skills will increase together over time.