Welcome to IBEP 102

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Welcome to IBEP 102 An Overview of PTD and TEP
Think of today as an adventure into the next
generation of standards-based education. We will
explore the use of data to inform our instruction
in TEP courses as well as opportunities to
prepare our teacher candidates to enter a data
rich K-12 environment.
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Todays Outcomes

• To build common understanding of key components
  of PTD and IBEP
• To inform participants about Information Based
  Educational Practice (IBEP) standards
• To review the relationship between PTD and TEP
• To provide participants with a snapshot about the
  four data experts studied in PTD to date
• To broaden the scope of understanding about what
  data for learning should include
• To prepare participants to apply IBEP concepts to
  their courses
• To prepare participants for full benefit from the
  PTD/C2D3 summer institute

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Building Common Understanding 1 Preparing
Tomorrows Teachers for Data-Driven Decisions
(PTD)

• Overview of PTD

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Preparing Tomorrows Teachers for Data-Driven
Decisions
0
Julie OBrian Project Director julie_at_ctlt.org
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Overview
0

• Collaborative project including four Colorado
  teacher preparation programs.
• University of Colorado at Denver (Lead Agency)
• Colorado State University
• Mesa State College
• University of Denver
• Developed in partnership with a 50- District
  in-service initiative Colorado Consortium for
  Data-Driven Decisions (C2D3)
• Focused on Information-Based Educational Practice

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Information-Based Educational Practice
0

• The next generation of standards-based education.
• Better informed educator judgment about
  individual student learning needs and how to
  address them.
• Making explicit with data what many educators do
  intuitively.
• Instructional practice based on a cycle of using
  data to inform decisions.
• Data for instruction rather than accountability.

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IBEP Standards for Teacher Practice
0

• Teachers use standards-driven educational
  practices.
• Teachers understand assessment literacy and apply
  sound assessment practices.
• Teachers collaboratively dialogue to analyze and
  interpret data to inform educational practice.
• Teachers effectively use available data
  technology tools.
• Teachers select and apply research-based
  instructional practices that are driven by
  analysis of data.
• Teachers participate in collaborative,
  learning-focused communities.

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Major Areas of Activity
0

• Provide cross-institutional support structures.
• Develop faculty capacity and facilitate cultural
  change.
• Infuse IBEP into all aspects of teacher
  preparation.
• Provide access to data technology tools.

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Infusing IBEP into Teacher Preparation
0

• Teacher preparation courses (syllabi, activities,
  assessments)
• Starting with most obvious courses
• Expanding to include as many as appropriate over
  three years
• Teacher candidate work samples (required for
  licensure)
• Internship/ student teaching and coaching

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Faculty Development and Coaching
0

• Facilitated by faculty Data Coaches
• - Don and Suzy
• Curriculum re-design
• Peer-to-peer dialogue
• Learning opportunities offered in collaboration
  with C2D3
• Research-based training or interventions
• IBEP Experts
• On-line learning community

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0
Data-Driven Dialogue
2004 Adapted Wellman and Lipton
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Building a Common Understanding Preparing
Tomorrows Teachers for Data-Driven Decisions
(PTD)

• Guiding assumptions for data-driven collaborative
  inquiry

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0
Preparing Tomorrows Teachers for Data-Driven
Decisions Julie OBrian, Project
Director julie_at_ctlt.org
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Questions

• ?

Throughout the day, please post questions that
you may have on a sticky note in the parking lot.
Even if we cant answer them today, we will get
the information to you and possibly incorporate
it into future sessions.
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Building Common Understanding 2 - PTD and TEP

• Why?
• How?
• When?
• What?
• Who?

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Information Based Educational Practice (IBEP)
Why?
National Accountability (NCLB)
State Accountability (CSAP, SAR)
Teacher Preparation Programs
DU TEP
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TEP and PTD Enhancements - How?

• Align with the mission and philosophy of TEP
• Prepare faculty through training and support for
  continued growth and cultural change
• Prepare teacher candidates through embedding IBEP
  in course curriculum

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TEP and PTD Implementation Timelines - When?

• 03-04 Planning stage
• 04-05 Pilot stage with Don, Suzy and Rich
• 05-06 Stage one with volunteer instructors
• 06-07 Stage two with other instructors as
  appropriate based on courses

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Pilot Phase General Observations - What?

• More teaching about assessment selection/
  construction, appropriate use and interpretation
  of data, and impact on student learning needs to
  take place throughout TEP.
• Data learning needs to be distributed across many
  TEP courses where it ties directly to course
  content.

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Pilot Phase Course Modification Examples - What?

• In Suzys pilot courses
• Standard course syllabus will be foundation for
  pilot
• Modification will consist of an additional layer
  that incorporates collection, examination and
  discussion of data and data tools
• Example for Seminar In addition to reading text
  material regarding various classroom routines,
  students were required to record the actual
  number of times that materials were distributed
  or picked up in one day. The results were posted
  as a histogram which was discussed in terms of
  mean, median and mode. This was used as the
  basis for discussion of the importance of good
  routines for these tasks.

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Pilot Phase Course Modification Examples - What?

• Example for Perspectives In addition to reading
  about school governance, students worked in
  groups to discuss four key questions. They used
  a four quadrant organizer to record the main
  ideas from their discussion. Each group took
  turns reporting back to the whole class their
  ideas without repeating ideas previously stated.
  This provided experience with a form of
  organizing qualitative data.

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Pilot Phase Course Modification Examples - What?

• Dons course syllabus is a complete example of
  how IBEP was woven into the existing course
  content
• It can serve as a template for how to incorporate
  IBEP into TEP courses

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Design Team Selection - Who?

• Change is inevitable.
• Growth is optional.

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TEP, PTD and IBEP Creating a unique tapestry

• We can weave the yarns any way we want to create
  an IBEP tapestry that is uniquely DU TEP. Our
  tapestry will be made of the fibers of all
  courses and rich in color and texture with the
  expertise of TEP instructors.

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Making Connections

• What are the implications for my TEP course?
• How do we prepare teacher candidates to be
  knowledgeable, responsible users of information
  (data) needed to make sound instructional
  decisions?

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Questions

• ?

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Building Common Understanding 3 - IBEP Standards
Taking a Closer Look

• Individually, read through the IBEP standards and
  mark those that you see have an immediate
  application to your course.
• Discuss with a colleague (s) and compare your
  findings. Share how you envision the connection
  to what you already do.
• Share with the large group your first thoughts
  about how IBEP might fit into your course.

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Reflections

• I see this information fitting into the courses I
  teach

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That was nice, but so what?

• Information based educational practice is a good
  thing. Think about the platitude weve heard and
  spoken for years,
• Good teaching is good teaching.
• IBEP is good teaching!

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PTD is concerned more about

• Assessment for learning,
• than
• assessment of learning.

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IBEP Learning and Teaching CycleCompared to TEP
Course Expectations
1) Plan student assessment and collect initial
data
Math, literacy and other methods course unit
assessment planning
2) Analyze initial student achievement data
7) Clarify student learning expectations
Review pre-assessment results before teaching
Annotated lesson plans
Establish/review learning targets
Identify/review standards
3) Select/adapt instructional intervention
6) Analyze student achievement data
Differentiated unit lesson plans
Analysis of learning
5) Collect student achievement data
4) Apply instructional intervention
Administer unit formative and post assessments
Teach unit lesson plans
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• Its Time for a Break

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(No Transcript)
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A Snapshot of the Experts
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Building Common Understanding 4 Snapshot of
expert information

• Victoria Bernhardt Using Data to Improve
  Student Learning in Elementary Schools
• Nancy Love Using Data/Getting Results A
  Practical Guide for School Improvement in Math
  and Science
• Rick Stiggins Classroom Assessment for Student
  Learning Doing it right Using it well
• Bruce Wellman Data-Driven Dialogue A
  Facilitators Guide to Collaborative Inquiry

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Victoria Bernhardt in Using Data to Improve
Student Learning

• Multiple measures of data
• Demographics
• Perceptions
• Student learning
• School processes
• Overlap of these four areas allows prediction of
  actions/processes/ programs that best meet the
  learning needs of all students
• Focused improvement rather than random acts of
  improvement are based on a cycle of plan,
  implement, evaluate and improve

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Victoria Bernhardt

• Multiple Measures article
• Look at the diagram on page two

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Victoria Bernhardt in Using Data to Improve
Student Learning
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Nancy Love in Using Data/Getting Results A
Practical Guide for School Improvement in Math
and Science

• Three phase process
• Phase 1 Predict
• Phase 2 Observe
• Phase 3 Infer
• Slow down and separate these three steps in data
  examination
• NO because when observing data
• Credible data process, triangulate, disaggregate
• Data and inquiry lead to reform

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Nancy Love

• Phases of Collaborative Inquiry diagram

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Rick Stiggins in Classroom Assessment for Student
Learning

• Four keys
• Key 1 Why assess?
• Key 2 Assess what?
• Key 3 Assess how?
• Key 4 Communicate how?
• Accurate assessments appropriate uses
• student success
• Mistaken beliefs about uses of assessment to
  support school improvement
• Educators creed Above all, do nothing to
  diminish hope

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Data Coaching Learning Together

• Model from Bruce Wellman and Laura Lipton

GROUPS Presenting Collaborating Facilitating IN
DIVIDUALS Consulting Collaborating Coaching Yo
u will learn a process and strategies for working
with adults at the Vail conference.
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How do they fit together?
Nancy Love - 3 phases - Slow down
separate steps

• Victoria Bernhardt
• Multiple measures
• Overlap critical
• Focused
• improvement
• -Plan,
• implement,
• evaluate,
• improve

Wellman

• - NO because
• Credible
• process data
• - Data inquiry lead to reform

• Rick Stiggins
• 4 Keys
• Accurate data good use student success
• Mistaken beliefs
• Dont diminish hope

• COMMON THEMES
• Good data critical
• More than one type of data or assessment
• Process is key to improvement
• Success for all students

Wellman
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Questions

• ?

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Activity Making Predictions
0

• Individually, look at the die taped down on your
  tables. Do not pull it loose.
• Do not look at the hidden side, but look at all
  other sides.
• Predict what name is on the bottom face.

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Die Activity Reflection
0

• Discuss the following questions
• How did you know what to expect?
• Where did you get your ideas?

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Building Common Understanding 5 - Key Assessment
Terms

• Sharing the expertise in the room
• Complete the four quadrants of your graphic
  organizer by writing what you know/think about
  each of the four terms shown (formative,
  summative, quantitative, qualitative) and how
  these apply to TEP courses.
• Meet in groups of four and develop a common
  definition for each of the four terms and write
  them on the placemat. In the circle write three
  things you agree we could do as a faculty to
  collect and use data about our students/program.
  Post your placemat on the wall.
• Do a walk-about-review of all the placemats.

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• Its Time for a Break

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Building Common Understanding 6 Assessment of
Learning and Assessment for Learning

• This mantra comes from the work of Rick Stiggins
  and guides much of what IBEP represents

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What Is Assessment?

• a process of collecting information
• a gathering of evidence of student learning
• a tool to inform and encourage student growth

Taken from Measured Progress workshop on
Classroom Assessment for Student Learning by Rick
Stiggins 2005
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Summative and Formative Assessment

• Assessment of Learning (Summative Assessment)
• How much have students learned as of a
• particular point in time?
• Assessment for Learning (Formative Assessment)
• How can we use assessments to help students
• learn more?

Taken from Measured Progress workshop on
Classroom Assessment for Student Learning by Rick
Stiggins 2005
52
Assessment of Learning

• The purpose is to
• measure student achievement for reporting and
  accountability
• sort students in rank order and
• maximize student learning through standardized
  tests.

Taken from Measured Progress workshop on
Classroom Assessment for Student Learning by Rick
Stiggins 2005
53
Assessment of Learning

• Results are used primarily by
• policy makers,
• program planners,
• supervisors,
• educators,
• parents, and
• students.
• Results are used to motivate both educators and
• students to work harder.

Taken from Measured Progress workshop on
Classroom Assessment for Student Learning by Rick
Stiggins 2005
54
Student Involvement

• When students are involved in the assessment
• process they are required to think about their
  own
• learning, articulate what they understand and
  what
• they still need to learn and achievement
• improves.
• (Black and Wiliam, 1998 Sternberg, 1996 Young,
  2000)

Taken from Measured Progress workshop on
Classroom Assessment for Student Learning by Rick
Stiggins 2005
55
Our Goal

• As educators our goal is to create and maintain a
  
• balanced assessment system that includes
• high-quality assessments of and for student
• learning.

Taken from Measured Progress workshop on
Classroom Assessment for Student Learning by Rick
Stiggins 2005
56
A Balanced Assessment System

• System Components
• a variety of assessments of and for learning
• timely and understandable information
• professional development through the use of
  learning teams
• System Outcomes
• helping individuals make informed instructional
  decisions
• maximizing student success

Taken from Measured Progress workshop on
Classroom Assessment for Student Learning by Rick
Stiggins 2005
57
Assessment for Learning

• The purpose is to
• promote further improvement of student learning
  during the learning process and
• involve students in the ongoing assessment of
  their learning.

Taken from Measured Progress workshop on
Classroom Assessment for Student Learning by Rick
Stiggins 2005
58
Assessment for Learning

• Results are used primarily by students,
  educators,
• and parents.
• Results are used to
• help students see and hit the target(s) and
• identify student needs.

Taken from Measured Progress workshop on
Classroom Assessment for Student Learning by Rick
Stiggins 2005
59
Primary Users

• Assessment of Learning
• Policy makers
• Program planners
• Supervisors

• Assessment for Learning
• Students
• Educators
• Parents

Taken from Measured Progress workshop on
Classroom Assessment for Student Learning by Rick
Stiggins 2005
60
Typical Uses

• Assessment of Learning
• Certify competence
• Sort students according to achievement

• Assessment for Learning
• Help students see and hit the target
• Help teachers identify and respond to student
  needs

Taken from Measured Progress workshop on
Classroom Assessment for Student Learning by Rick
Stiggins 2005
61
Teachers Role

• Assessment of Learning
• Follow test administration procedures
• Use results to help students meet standards

• Assessment for Learning
• Transform standards into classroom targets
• Inform students of targets
• Build assessments
• Adjust instruction
• Involve students in assessment

Taken from Measured Progress workshop on
Classroom Assessment for Student Learning by Rick
Stiggins 2005
62
Students Role

• Assessment of Learning
• Study to meet standards
• Take the test
• Strive for the highest score possible
• Avoid failure

• Assessment for Learning
• Strive to understand the target
• Act on classroom assessment to improve
• Take responsibility for continued success

Taken from Measured Progress workshop on
Classroom Assessment for Student Learning by Rick
Stiggins 2005
63
Building a Common Understanding - Assessment of
and for Activity

• Directions
• Work with a partner.
• Read the assessment activity statements and
  select the appropriate numbered statement for
  each box on the chart and record the number. Be
  sure to record only one number in each box.
• We will share and debrief.

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Questions

• ?

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Emilys Story

• Read the handout regarding Ms. Weathersby and her
  report to the Board of Education.
• Discuss with a partner what she did to enhance
  motivation and increase student learning.
• Listen to the interview with Emily.
• What implications does this have for our teacher
  candidates and our program?

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• Its Time for Lunch!

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Building Common Understanding 7 - Learning Targets

• What Are the Learning Targets?
• A learning target is any achievement
  expectation we have for students.
• It states what we want the students to learn.

Taken from Measured Progress workshop on
Classroom Assessment for Student Learning by Rick
Stiggins 2005
68
Is This a Target?

• What do you think?
• Complete a senior project
• Build a bird feeder
• Analyze a state report
• Safely use a band saw
• Construct a diorama

Taken from Measured Progress workshop on
Classroom Assessment for Student Learning by Rick
Stiggins 2005
69
Is This a Target ? A Mathematics Example

• What do you think?
• Math
• Decimals
• Page 152 in the book
• Go on a decimal hunt
• Correctly read decimals and put them in numerical
  order

Taken from Measured Progress workshop on
Classroom Assessment for Student Learning by Rick
Stiggins 2005
70
Kinds of Achievement Targets

• Knowledge targets
• Reasoning targets
• Skill targets
• Product targets
• Disposition targets

Taken from Measured Progress workshop on
Classroom Assessment for Student Learning by Rick
Stiggins 2005
71
Kinds of Achievement Targets

• Master Factual and Procedural Knowledge
• Learned outright
• Retrieved using reference materials

Taken from Measured Progress workshop on
Classroom Assessment for Student Learning by Rick
Stiggins 2005
72
Kinds of Achievement Targets

• Use Knowledge to Reason and Solve Problems
• Analytical or comparative reasoning
• Synthesizing
• Classifying
• Induction and deduction
• Critical/evaluative thinking

Taken from Measured Progress workshop on
Classroom Assessment for Student Learning by Rick
Stiggins 2005
73
Kinds of Achievement Targets

• Demonstrate Mastery of Specific Skills
• Speaking a second language
• Giving an oral presentation
• Working effectively on a team
• Using science process skills

Taken from Measured Progress workshop on
Classroom Assessment for Student Learning by Rick
Stiggins 2005
74
Kinds of Achievement Targets

• Create Quality Products
• Writing samples
• Term projects
• Artistic products
• Research reports
• Industrial Arts projects
• Science exhibits

Taken from Measured Progress workshop on
Classroom Assessment for Student Learning by Rick
Stiggins 2005
75
Kinds of Achievement Targets

• Acquire Positive Dispositions
• Positive self-concept
• Desire to learn/read/think critically
• Positive attitude toward school
• Good citizenship
• Respect for self and others
• Flexibility
• Perseverance

Taken from Measured Progress workshop on
Classroom Assessment for Student Learning by Rick
Stiggins 2005
76
Teachers spend 80 of the time teaching to
knowledge targets when knowledge targets only
account for 40 of all targets.
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Todays workshop in terms of targets

• Knowledge target is big points from each expert
  and IBEP standards
• Reasoning target is how this fits with TEP from
  course delivery and student performance
  perspectives
• Skill target is sequencing what to deliver and
  when it is most effective
• Product target is identifying opportunities to
  incorporate information into TEP course
• Disposition target is willingness to share with
  other TEP staff.

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Building a Common Understanding Learning Targets

• Work as a group to select one grade level/content
  area objective/standard for this task.
• Break it down into the learning targets that are
  appropriate for each section of the chart.
• Be prepared to share your results.

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• Its Time for a Break

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Building a Common Understanding Deconstructing
Standards

• Semantics galore
• Deconstruct
• Unwrap
• Break down
• Take apart
• Rewrite it in student friendly language

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Building Common Understanding 8 - Teacher
Performance Standards

• Work as a group to select one course
  objective/performance standard.
• Break it down into the learning targets that are
  appropriate for TEP students.
• Be prepared to share your results.

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Building Common Understanding 9 Course
Applications

• In groups consider the following questions
• Summarizing and applying what youve learned, how
  does this information fit into the TEP courses
  you teach?
• What immediate applications are possible to your
  course content and/or instructional delivery?
• How does IBEP fit with what you already do as an
  instructor?

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Assessment for learning makes assessment of
learning better
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for makes of more accurate!
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Reflection

• How will you use what you learned today to
  enhance your TEP course?

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IBEP 102

• Congratulations! Youre well on your way to
  being a data expert.

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Workshop Wrap-up

• Workshop evaluation
• Questions and answers
• Wellman workshop - Vail details