Becoming Data Wise to Promote

Collaborative Inquiry
Office of Teaching and Learning

Office of Accountability and Assessment

Modified for Overbrook HS

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 Desired Outcomes

 Create a framework for collaborative work.

 Begin to develop common language to
discuss assessment
 Introduce an overview of District-wide
assessments for the 2009/10 academic year
 Use collaborative inquiry to create an action
plan that supports the school plan based on
“data wise” decision making.

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 Enhanced Assessment System
Components

All Schools
Early warning
Benchmarks
End-of-Year: Non-PSSA grades

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 The Assessment Plan

 Acuity Assessments (developed by

CTB/McGraw-Hill)
 Unified assessment plan
 Very similar operationally to this year’s
system but with additional instructional
resources

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 Why an Enhanced Assessment
System?

 Kaplan recently announced it was leaving the

benchmark-test market.
 This was an opportunity to enhance, unify
and refine our Assessment System.

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 Why an Enhanced Assessment
System?

 BUT, the results from the enhanced system

must be integrated into SchoolNet, which is
the system that our schools use to access
student data from:
Benchmarks
Common Assessments
EAP

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 Benchmark Assessments

 Minimal changes
– Schedule /Number of tests/ One class period
– Content
– Delivery
– On-line interface
– Reports
 Under development
– Teacher resources for differentiated instruction.
– Predictive component added to each benchmark test.
– New report added to SchoolNet
 Distractor Analysis Report

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 For Example: Distractor Report

Provides the
user with
reasons why
a student
most likely
chose an
answer.

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 Benchmark Testing

 Same
– Paper/Pencil Testing and Online Testing
– Five benchmark tests for students in grades 3-8
– Four benchmark tests for high school students
– Online Testing
 7 days to complete testing
 Results in SchoolNet 24 -48 hours
 No test code to input -
– click on an icon to begin test
– Paper and Pencil Testing
 Results in SchoolNet 5 days

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 EAP: Educational Assistance Program
(State funds for programs like Power Hour, 9th
Grade interventions and Summer programs)

Required: Students must take 3 approved predictive

assessments, with constructed-response items.
Currently: Students in EAP programs take a
separate test (Acuity) during program time but
also take the “regular” benchmark tests.
Next Year: Students are only administered the
constructed response items during program time,
with the multiple-choice items now part of the
regular benchmark test.

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Early Indicator/Predictive Assessment

 New assessment to be administered in

September in grades 3-11
 Reading/English Language Arts and math
assessed
 Assessment will have only multiple- choice
items
Early Indicator/Predictive Assessment

 Provides baseline data earlier in the year

 Diagnose strengths and weaknesses at the
beginning of the school year so that teachers
can more precisely target instruction
 Validly predicts performance on the PSSA—
know earlier in the year which students are
likely (and not likely) to score proficient
End-of-Year Assessment

 Provides results data similar to the types of

results obtained from the PSSA, which can
be used for summative purposes
 Used to support end of year decision making
 Provides a measure of the degree to which
students have met grade-level expectations,
i.e., if the student had taken the PSSA would
he or she have scored proficient
End-of-Year Assessment

 New assessment to be administered in June

in grades 1,2, 9, & 10 (non-PSSA Grades)
 Reading/English Language Arts and math
assessed
 TerraNova will no longer be administered in
grades 1 and 2
 Common Assessments
(Comprehensive High Schools)

 Same
– Math and English only
– Grades 9, 10 & 11
– Friday multiple choice / Quiz format
 Changes
– In English includes a reading passage
– Scored by vendor
– Results loaded into SchoolNet for review

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 Connection to Previous PD

Share a success you have had in

implementing a strategy for
differentiating instruction.

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 Write-Think-Pair-Share

 Review the assessments listed on the

Sample Assessment grid.
 Check off whether you think each
assessment is a Predictive, Formative,
Diagnostic or Summative assessment.
 Discuss your thinking

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 Video: Collaborative Inquiry

Christy’s Dilemma
Video

http://www.ascd.org/publications/educational_leaders

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 Planning for Collaboration

 Establish group norms

 Use protocols to structure conversations

 Adopt an improvement process

 “Lesson Plan” for meetings

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 Consultancy Protocol

The Consultancy Protocol is a structured

process for helping an individual or a team
think more expansively about a particular,
concrete dilemma.

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 Consultancy Protocol in Action

Task Cards
Share a dilemma following the Consultancy
Protocol

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 Data Wise Planning Sequence

Reference:
Boudett, Kathryn., City, Elizabeth., Murnane, Richard., Data Wise., Cambridge,
22 Massachusetts, Harvard Education Press, 2008.
 A Data Wise District (Necessary Skills)

 Understand, interpret, and use assessment data

correctly Assessment Literacy
 Use software to access data and create and
understand graphic displays of assessment results
SchoolNet
 Participate productively in collaborative group
conversations and protocols
 Develop, implement, and assess action plans to
improve instruction School Improvement Plan

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 Today we:

 Practiced a using a protocol to move from

discussion to action
 Learned about the District-wide assessments for
09/10
 Have begun to develop a common language and
understanding for some assessments
 Used collaborative inquiry to create an action plan
about how, when and why we use some
assessments.

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