Conduct a formative assessment of the Continuous School Improvement Plan

Conduct a formative assessment of the Continuous School Improvement Plan January 2018 Dr. Jorge Peña Director of School Improvement and Catholic School Accreditation

Prayer for Wisdom Lord, look lovingly on this group gathered here. During our work sessions, as we discuss and deliberate on issues of importance in our school, help us to be guided by your Spirit. May we be wise in our discernment, balanced in our judgement, fair in our decisions, and visionary in our suggestions. Though we may, at times, have differing views, help us to listen to one another and be guided by our common goals. May we always be mindful in our words and actions of what is best for the students of the Archdiocese of Chicago. We ask this through Christ our Lord. Amen.

Webinar Objectives Objective 1- Identify key tasks in the formative assessment of the Continuous School Improvement Plan Objective 2- Define a process to adjust instruction in response to assessment results Objective 3- Distinguish between technical challenges and adaptive challenges Objective 4- Review the diagnostic questions for the formative assessment of the Continuous School Improvement Plan (CSIP)

Key Task in the Formative Assessment of the CSIP Continuous Improvement Leadership Team Take an inquiry stance Which skills on the CSIP have been taught and assessed? What is the evidence that shows students are learning the skills identified on the CSIP?

Student Proficiency Report

ACT Aspire Interim Monitoring Tool

ACT Aspire Classroom Assessment(s)

Key Tasks in the Formative Assessment of the CSIP 1. Teacher teams work collaboratively to collect and analyze short-term data and medium-term data to evaluate the impact of the action plan on student learning

Key Tasks in the Formative Assessment of the CSIP 2. Teacher teams compare short-term and medium-term assessment results to individuallevel and group-level student learning goals. Compare student results to the learning target.

Key Tasks in the Formative Assessment of the CSIP 3. Questions to respond to when analyzing tasks for short-term assessments: First: What is the actual work that students are being asked to do? Second: What do you have to know in order to engage the task? Third: What is the task s Depth of Knowledge level? Fourth: What is the distribution of performance among students in the class on the task? Fifth: If you were a student and did the task, what would you know and be able to do?

Levels of Complexity: Webb s Depth of Knowledge

Key Tasks in the Formative Assessment of the CSIP 4. Teacher teams implement and assess the instructional strategies described in the action plan. 5. Teacher teams use short-term and medium-term data to assess the impact of the action plan on student learning. Answer the question: Are these instructional strategies delivering the desired results? 6. Teacher teams use data about implementation and student learning to make adjustments to instruction.

Are these instructional strategies delivering the desired results? Mother Teresa CSIP: Grade 3 reading Benchmark: 3.RL.IKI.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters Strategy: Does the story have to be set there, and then? from Reading Strategies (Seravallo, page 151). Think about the setting of the story. Consider if the settings is just background, or it it plays an important role in the story. One way to do this is to think, If the story were set someplace else, or at a different time, how would the story be any different? Then think, Based on the setting the author has chosen, what impact does the setting have on the story? Notice this strategy does not address themes.

Are these instructional strategies delivering the desired results? Adjusting the strategy on the CSIP Identify a new strategy(ies) to teach the benchmark skill Better lessons: theme lesson

Meeting Objectives Objective 1- Identify key tasks in the formative assessment of the Continuous School Improvement Plan Objective 2- Define a process to adjust instruction in response to assessment results Objective 3- Distinguish between technical challenges and adaptive challenges Objective 4- Review the diagnostic questions for the formative assessment of the Continuous School Improvement Plan (CSIP)

Whole-group or Small-group instruction: What percent of students should demonstrate proficiency on a skill in order to determine continuing whole-group instruction or providing differentiated, small-group instruction? The optimal percent of proficiency to determine adjusting to small-group instruction is 66%.

What is the success rate? The optimal success rate for fostering student achievement is 80%. A success rate of 80% shows large groups of students are learning the material.

Adjust from Whole-group Instruction to Differentiated Small-group Instruction Identify the skills on the CSIP that have a proficiency rate of 66% or greater. Provide differentiated small-group instruction: those not proficient and those that are proficient Identify the skills on the CSIP that have a proficiency rate that is less than 66%. Wholegroup instruction continues until a proficiency rate that is equal to or greater than 66% is reached.

Adjust from Whole-group Instruction to Differentiated Small-group Instruction Identify the skills on the CSIP that have yet to be taught and/or assessed. Create a timeline to target these skills before the April 10 test. There are 11 weeks starting from the week of January 22 to the week of April 2; the ACT Aspire summative test begins the week of April 10. When will these skills be taught and assessed?

Technical and Adaptive Challenges What is the difference between technical and adaptive challenges? Why is this important?

Technical Challenges vs Adaptive Challenges Technical Challenges Problems that can be solved through the knowledge of experts or senior authorities Problems reside in the head; solving them requires an appeal to the mind, to logic, and to the intellect The solutions are clear Adaptive Challenges Problems that require leadership are those that the experts cannot solve The solutions lie not in technical answers, but rather in people themselves Problem reside in the heart; to solve them, requires changes in peoples values, beliefs, habits, ways of working The solutions are not clear Requires a commitment to intentional collaboration

Schools face technical challenges Establish a mentoring program for beginner teachers Improve the technology infrastructure to enhance teaching and learning Organize field trips and assemblies

Schools face adaptive challenges Create, implement, and monitor an authentic school improvement plan Provide meaningful performance evaluation that improves teachers practice Provide students with high quality instruction that requires student collaboration and critical thinking

Why is this important? The work of school leadership is not technical work. That is, the work is not made up of precise procedures done either correctly or incorrectly. The skills on the CSIP are the ones that challenge students the most on the summative test. A technical solution: use the same instructional strategies and tasks from prior years. Adaptive solution: use new instructional strategies and tasks to target these skills.

Formative Assessment CSIP Diagnostic Questions 1. How many of the skills on the CSIP have been taught and assessed? 2. At the time of this formative assessment of the CSIP, what percent of students are proficient on each skill? 3. How are teachers re-teaching the students that have yet to be proficient on these skills? 4. How many skills on the CSIP have yet to be taught? 5. When will teachers teach and assess the skills that have yet to be taught? 6. Using the results from the ACT Aspire Interim Assessments, what percent of students are on-track to meet the ready benchmark score in reading and math?

Next Steps Complete the key tasks from Objective 1 of this webinar Have teachers collect and analyze results from short-term and medium-term assessments Identify the skills that show a proficiency rate at or above 66% Have teachers share how they will adjust instruction in response to assessment results CILT to answer the Formative Assessment CSIP Diagnostic Questions Questions? Email: jpena@archchicago.org