Sexton Staff PDMarch 5, 2015

Today’s Objectives

Define expectations for staff and students related to testing and test preparation

Explain the basics of “Visible Learning”

Explain ILC #3: Test Success, Part 1 (Multiple Choice)

Recognize testing windows

Discuss expectations and test preparation

List parts of ILC #3 Compare/contrast ILC

#3 with last semester’s ILC

Content

Language

AIMS Web – April 27 L-STEP – grades 7, 8, 9 – ELA & math - Feb. 2-

17 Practice ACT – Feb. 18 ACT & WorkKeys – grade 11, March 3-4 M-STEP – 7th grade: April 27-May 15; 8th grade:

April 13-May 1; 11th grade: April 13-June 5 AIMS Web – May 8 AP Exams - May

Sexton’s Testing Windows

Test Preparation

ALL teachers are expected to do weekly test prep February through April – guidelines and resources will be provided when possible

Some teachers will be scheduled in computer labs so students have a chance to practice with online testing format

Our work during the ILC should help our students avoid this kind of reaction to the tests…

Straight-forward Specific to your content area Emphasis on multiple choice questions 3 standards on which to focus 3 test-taking strategies to practice: identifying

distractors, answer the question before looking at choices, process of elimination

Students will track their own progress toward proficiency

ILC #3 – Test Success, Part 1

Choose three (3) standards to focus on – aligned with areas of concern and your curriculum

Create a pre-test with at least 9 questions (three per standard)

Determine what constitutes “proficient,” “partially proficient,” and “not proficient”

Practice each test-taking strategy with 2-3 sample problems per week

Expectations

1. Identifying “distractors”2. Answer the question before you look at the

answer choices3. Using the “process of elimination”

Test-Taking Strategies

Results of pre- and post-tests, list of your standards

Participation in online discussions (2) Online survey Exit tickets Copies of your pre- and post-tests

Evidence Collection

ELA teachers: sexton.coassess.org

Everyone else: jwsexton.weebly.com/forum.html

For directions, go to: http://youtu.be/u8xwg_NwlMg

Online Discussion

Visible Learning

Hattie’s effect size research

“We need a barometer of what works best, and such a barometer can also establish guidelines as to what is excellent… excellence is attainable: there are many instances of excellence, some of it fleeting, some of it aplenty.”    - John Hattie

https://vimeo.com/114932030

Intro to John Hattie’s Work

The idea was try to take almost everything that has happened in education that relates to student achievement and put it along a continuum to answer the following questions:

What are the things that enhance student achievement?

What are the things that had some effect on student achievement?

What are the thing that have a negative effect on student achievement?  

Why a Barometer?

The term, “innovation” is used to describe the things that fall on the continuum

Innovation can be used to define a practice, program, strategy, etc.

There are 150 innovations that are included on the barometer

Defining Terms

The 150 innovations were categorized into domains:

Child - some of these are out of our control Curricula Home - some of these are out of our control Teaching Teacher School

Domains

Hattie took data from thousands of studies that focused on student achievement and converted that data into a common metric (effect size) so they can be put along a scale (barometer)

An effect size is a measure of strength (of a program, practice, intervention, phenomena, etc.)

The Effect Size

The average effect size for all innovations attempted  = 0.4 Coincidentally looks like the bell shaped curve

Almost everything “works” (or has above a zero effect size) 95%-97% of all the things we do in education

have positive effects (influences) in achievement

Overall Findings

Label the different sections of the barometer on your handout.

Barometer

Hattie’s analyses haven’t stopped Approximately 1,200 meta-analyses have

been reviewed The effect sizes haven’t really changed New innovations were added to the effect

size list in 2012

Updates Since 2009

Directions: Based on your experience, rank the innovations/influences in education on your handout in order, one being the most effective in increasing student achievement to 12 being the least effective.

Ranking of Influences in Education

Assessment-Capable Learners

Assessment-capable learners are students who: Know about their learning and can plan their next learning steps with a

teacher (or a peer) Are active in their learning Understand the assessment tools being used and what their results mean Understand the learning intentions of each lesson Use success criteria to know if they have achieved the learning intentions Can peer-assess against success criteria and give feedback based on the

criteria Can set smartER goals, then self-monitor their progress Can answer: Where am I going? How am I going? Where to next? Are able to track their progress using rubrics and/or exemplars

Directions: At your table, discuss how a tool like this can be used to help students become assessment capable. (What can I do with the tools I have right now to assist assessment capable learners?) Be ready to share with the larger group.

Student Assessment Template

Using effect sizes in the classroom

Mindframes

Next time:

Stretch, stretch, stretch it out! (quickly!)

Using SIOP for Test Prep

How can SIOP components and features be used to help prepare students for the upcoming standardized tests?

SIOP Glossary of Strategies & Activities: http://www.fresno.k12.ca.us/divdept/sscience/siop/siop_docs/InstructionalStrategiesActivities.pdf

SIOP Components & Features Chart: http://siopwiki.cmswiki.wikispaces.net/file/view/ShelteredInstructionStrategiesChart%2Bfrom%2BIvanna.pdf/278120784/ShelteredInstructionStrategiesChart%2Bfrom%2BIvanna.pdf

SIOP Components & Features: http://www.fresno.k12.ca.us/divdept/sscience/siop/siop_docs/SIOPstrategiesActivities.pdf

SIOP Resources