Day 4: Using Assessment Data to Inform Decision Making

Learning Target Scoring Criteria Enrichment

4.NBT.2 Read and write 4-digit numbers in standard form.

Rubric Score:1 2 3 4

____ /2 Write (Questions 1, 2)

____ /2 Read (Questions 16, 17)

____ /4

Proficient? YES / NO

(Proficiency Criteria is ¾)

____ /2Write –

CHALLENGE!(Questions 3, 4)

4.NBT.2 Read and write 4-digit numbers in expanded form.

Rubric Score:1 2 3 4

____ /2 Write (Questions 5, 6)

____ /2 Read (Questions 18, 19)

____ /4

Proficient? YES / NO(Proficiency Criteria is ¾)

____ /2Write –

CHALLENGE!(Questions 7, 8)

4.NBT.2 Read and write 4-digit numbers in word form.

Rubric Score:1 2 3 4

____ /4 Write (Questions 9, 10, 11, 12)

____ /4

Proficient? YES / NO(Proficiency Criteria is ¾)

____ /2Write –

CHALLENGE!(Questions 13, 14)

4.NBT.1 Explain how digits within a multi-digit whole number relate to each other by their place value.Rubric Score: 1 2 3 4

____ /1 Write (Question 15)____ /1

Proficient? YES / NO(Proficiency Criteria is 1/1)

Learning Target 1 Minimal Learning

2 Basic Learning

3 Proficient Learning

4 Advanced Learning

4.NBT.2 Read and write 4-digit numbers in standard form.

Luke BettyKody

JanetBillAllyZachClaire

ErikOlivia

4.NBT.2 Read and write 4-digit numbers in expanded form.

Luke BettyKody

JanetBillAllyZachClaire

ErikOlivia

4.NBT.2 Read and write 4-digit numbers in word form.

Luke BettyKody

JanetBillAllyZachClaire

ErikOlivia

4.NBT.1 Explain how digits within a multi-digit whole number relate to each other by their place value.

Luke BettyJanetBillAllyZachClaireKody

ErikOlivia

Green = Intervention NeededPink = Enrichment Needed

1. Which of our students need additional time and support to achieve at or above proficiency on an essential learning target?

How will we provided that time and support?

2. What is our plan to enrich and extend the learning for students who are highly proficient?

3. What is an area where my students struggled? What strategies were used by teammates whose students

performed well?

What is an area where our teams’ students struggled?

What do we believe is the cause? What is our plan for improving the results?

• Review the proficiency level for each learning target to determine if it was set at the appropriate level

• Make note of any problematic questions that need to be reviewed by the team

• List each learning target and the total number of students who scored below proficiency, met proficiency, and exceeded proficiency

• General Results: based on what you find, decide whether or not additional whole-class instruction is needed around a learning target, or if teachers can respond to students in smaller groups

• Which teacher was most effective?• Strategies can be shared• Students who need more time/support should be

assigned to the most effective teacher• What mistakes did students make?

• Weak background knowledge?• Learning target is an abstract concept?• Common misconceptions?

• How can we provide corrective instruction?• What other resources do we have for

support?• No teachers on the team used highly effective

teaching strategies… now what?

• The team should review the assessment as a whole and decide whether or not they want to use the same assessment in the future

• Revisit questions identified as in need of review• Team should also review the consistency of

scoring practices• Each teacher brings three random samples of student

work – everyone scores, compare results and discuss• All team members work together to score assessments,

teachers exchange work samples so they are not grading their own student’s work

• There MUST be a response and follow-up assessment for any learning target a student missed

• Teams must decide when to give follow-up assessments and what they will look like

• Teams must measure whether or not students have mastered the target after the intervention

“The number one influence on student learning is student

involvement in their own learning.”

-Thomas ManyPLC at Work Summit 2013Phoenix, AZ

When Students Track Their Progress

Educational Leadership (Health and Learning)December 2009/January 2010, 67(4), pp. 86-87

By Robert J. Marzano

Scaling Many & Sparks Many, ABS Enterprise 2013.solution-

tree.com

1 Minimal LearningWith no help, there is limited understanding or skill demonstrated. With help, a partial knowledge of some of the simpler and complex details and processes.

2 Basic LearningNo major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes.

3 Proficient LearningNo major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught.

4 Advanced LearningIn addition to exhibiting level-3 performance, in-depth inferences and applications that go beyond what was taught in class.

CCSS Place Value Standards - Unpacked: http://www.corestandards.org/

Domain: Number and Operations in Base Ten Cluster: Generalize place value understanding for multi-digit whole numbers.

Standard 4.NBT.1: Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.

LT:  Explain how digits within a multi-digit whole number relate to each other by their place value.

LT:  Find and record all possible outcomes for a situation (Problem Solving-Make an Organized List).

Standard 4.NBT.2: Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

LT: Read and write 4-digit numbers in standard form. LT: Read and write 4-digit numbers in expanded form. LT: Read and write 4-digit numbers in word form. LT: Compare whole numbers through hundred thousand. LT: Use knowledge of place value to order numbers.

Standard 4.NBT.3: Use place value understanding to round multi-digit whole numbers to any place.

LT:  Demonstrate how to use place value to round whole numbers.

Domain: Number and Operations in Base TenCluster: Generalize place value understanding for multi-digit whole numbers.Standard 4.NBT.2: Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

Learning Target: I can read and write 4-digit numbers in standard form.

FA #1

1 2 3 4 FA #2

1 2 3 4 FA #3

1 2 3 4 FA #4

1 2 3 4 Proficient?

(3)

YESNO

Learning Target: I can read and write 4-digit numbers in expanded form.

FA #1

1 2 3 4 FA #2

1 2 3 4 FA #3

1 2 3 4 FA #4

1 2 3 4 Proficient?

(3)

YESNO

Learning Target: I can read and write 4-digit numbers in word form.

FA #1

1 2 3 4 FA #2

1 2 3 4 FA #3

1 2 3 4 FA #4

1 2 3 4 Proficient?

(3)

YESNO

Learning Target: I can compare whole numbers through hundred thousand.

FA #1

1 2 3 4 FA #2

1 2 3 4 FA #3

1 2 3 4 FA #4

1 2 3 4 Proficient?

(3)

YESNO

Learning Target:  I can use knowledge of place value to order numbers.

FA #1

1 2 3 4 FA #2

1 2 3 4 FA #3

1 2 3 4 FA #4

1 2 3 4 Proficient?

(3)

YESNO

•Pin bulls eye when 80% of students demonstrate proficiency on a Learning Target.•Arrow indicates the learning target(s) that our class is currently working on.

• Essential to becoming a PLC – cannot answer Question 2 “How will we know if they have learned it?”

• The assessments are not as important as how you use the information you receive from them

• Teams must work on developing trust around their use of data – Team meetings are judgment-free zone!

Bring needed materials for a lesson and/or unit to create formative assessments for.