Teachers use of data to support student learning Patrick Griffin Assessment Research Centre...

Teachers use of data to support student learning

Patrick GriffinAssessment Research Centre

Melbourne Graduate School of Education

Agenda for the session

Time Focus

9.00 The team approach to the use of data

9.15 Teacher collaboration

9.30 Use of data

9.45 Team leadership

10.15 Changing the culture

10.45 Morning Tea

11.10 Scaling up and sustainability

12.30 Plenary - questions and comments

The aetiology of a team approach

• CEO(M) review of tests• Review of test data

– Linking tests to a common empirical continuum– Use an existing PLT structure in 20 schools– The importance of team leadership– Focus on intervention and data

• Observation and documentation of what worked• Situating in theory

– Rasch, Vygotsky and Glaser

• Tiered accountability• Evidence not inference• Challenge not share

Progressive achievement

School AYear 1 vs Year 2

Reading Comprehension Levels

0%

5%

10%

15%

20%

25%

30%

35%

40%

0 1 2 3 4 5 6 7 8 Level

% o

f S

tud

en

ts

Progressive achievement

School BT1 (2005) vs T2 (Feb 2006) vs T3 (Oct 2006)

Language Literacy Levels

0%

5%

10%

15%

20%

25%

30%

35%

A B C D E F G H I

Literacy Level

% o

f Stu

den

ts

T1 T2 T3

School B: Three testing periods October - ,March - and October

What did we learn?

• Student outcomes are a function of teacher attitudes, skills and knowledge!!!!

• Teachers using data make better decisions• Teachers collaborating are more effective than working

solo!!!• Structured approaches to collaboration are more

effective than ad hoc approaches!!!• Schools providing support and infrastructure are more

effective!!!• Leadership needs to be strong and focused on learning

outcomes.• Differentiated and targeted instruction is more effective

than whole class teaching!!

•Truisms are true!!!!!

How did we use what le learned?

Student assessment data

Teacher Collaboration

The assessments

• Linking assessments to developmental learning

– Reading and Number – SWANS instruments

• social skills

• emotional self-management and cognitive development,

• communication and literacy

• Monitoring and promoting student development

Teacher Collaboration

The Professional Learning Team

– Team composition

– Team Leader

– Assessment instrument selection

– Peer accountability

– Frequency and length of meetings

Team Procedures

Review the progress of students. The discussion based on the evidence of do, say, make and write

and all inferences of learning challenged and

defended

Plan strategy for intervention to take the students to the next level on the developmental continuum. Document for accountability purposes

Stipulate the evidence that will establish

movement to the next level has occurred and a

timeframe for the next review. Hold members to account or process and

evidence

Team Procedures

• Meetings?– Time – Funding– Leadership– Size – Structure– Monitoring and accountability

Student Code: ………………………Level: ……………………….Review date: ………………..

Is the student’s level what was expected? What makes you say that?

What goals are set for this student’s learning? What teaching strategies could be used to achieve the goals?

What resources are needed?

What evidence would show the goals are met?

Team log records and accountability

Where is s/he?

Where does he/she need to

go next?(progress/

consolidate?

How will s/he get there?

How will we know?

What are the implications across the curriculum?

Ticking the effective team boxes

TEAMS

Discussion

• What might be the implications for your network schools?

• How might teams be structured in your network schools?

• Who are the first contact points – how would it be initiated?

Using data

Harvard approach for school leadership

Data wise

Available assessment tools

• PROGRESS tests - mainstream– VCAA Reading and Number – VELS 2 to 5– Student completion ~ 60 mins– Twice a year to monitor growth

• SWANS schedules – for students not able to respond to Progress Tests

– Emotional and Cognitive, – Interpersonal, - – Communication and Literacy

– Teacher completion online• Need to monitor teacher activities (LDF, e5? and PLT logs, PND?)

Monitoring with the Progress Tests for teachers

• Progress Test VELS 4.5 – 5.0






Test selection: Progress Tests

21

2

1SWANS

Monitoring Comprehension Development

Progress tests

Close up

Pathways and levels SWANS

Swans close up

Review the progress of students. The discussion based on the evidence of do, say, make and write

and all inferences of learning challenged and

defended

Plan strategy for intervention to take the students to the next level on the developmental continuum. Document for accountability purposes

Stipulate the evidence that will establish

movement to the next level has occurred and a

timeframe for the next review. Hold members to account or process and

evidence

Student Code: ………………………Level: ……………………….Review date: ………………..

Is the student’s level what was expected? What makes you say that?

What goals are set for this student’s learning? What teaching strategies could be used to achieve the goals?

What resources are needed?

What evidence would show the goals are met?

Professional Learning Team log

Where is s/he?

Where does he/she need to

go next?(progress/

consolidate?

How will s/he get there?

How will we know?

What are the implications across the curriculum?

• How to improve teachers’ capacity to use data?• Developmental models emphasise all students’ growth?• Developing collaborative decision making?• Professional development of the team members?

Team Leadership

Data wise - Harvard

The analysis and interpretation cycle

9. Preparation for the next team

leaders’’ meeting

8. Team review of data interpretation and intervention

strategies

6. Planning and agreement for team meetings at school.

5. Leader group discussions of

Implications and suggestions for

intervention

7. Setting the data agenda for the PLT meeting at school.

Review etc...

4. Interpret and report to other team

leaders on interventions at

school

3. Explore possible class and individual

student reports

2. Review of school level data and

interpretation of reports and data

sets

1. Review of aggregate data at

network level.

Expectations of the PLT members

Expectations

Expectations

Expectations

Expectations

Why do we need to work in teams?

Evidence of learning

outcomes

Literacy

Numeracy

Communication

Interpersonal

Intra personal

Working in teams to link teaching and learning

Pedagogy practices


outcomes

Evidence based

Resource use

Intervention strategy

Literacy

Numeracy

Communication

Interpersonal

Intra personal

Changing the way we think about students

Values Beliefs and attitudes

Pedagogy practices


outcomes

Evidence based

Resource use


Targeted instruction

Class organiation

Individual learning

Literacy

Numeracy

Communication

Interpersonal

Intra personal

Learning how to use assessment data


Knowledge of discipline and use

of dataPedagogy practices


outcomes

Disc (Lit & Num)

pedagogy

Data use and

interpret

Evidence based

Resource use



Class organiation

Individual learning

Literacy

Numeracy

Communication

Interpersonal

Intra personal

Developmental

Learning

Drawing on the support of a team

Team Planning resource and

intervention links





outcomes

Disc (Lit & Num)

pedagogy

Data use and

interpret

Evidence based

Resource use


Challenge and

develop

Support and

ownership

Accounting for change


Class organiation

Individual learning

Literacy

Numeracy

shareSet

expected evidence

Resource and

strategy

Set targets

Review and

challenge

Communication

Interpersonal

Intra personal

Developmental

Learning

The model

leadership

Data use

Assessment and

Reporting

Team strategies

Team LeadershipData use and

analysis


intervention links





outcomes

Disc (Lit & Num)

pedagogy

Data use and

interpret

Evidence based

Resource use


Challenge and

develop

Support and

ownership



Class organiation

Individual learning

Literacy

Numeracy

shareSet

expected evidence

Resource and

strategy

Set targets

Review and

challenge

Communication

Interpersonal

Intra personal

Developmental

Learning

Developmental theoryP

rofe

ssio

na

l D

evelo

pm

ent

for

team

le

ad

ers

The team leader’s role

• Promote a focus on teaching and learning • Communication • Focus on evidence not inference.• Link data to developmental learning. • Accountability to school leadership• Accountability to other team leaders.• Professional development of team members• Replace sharing with challenge• Changing the culture

Discussion

• Who can be the leaders?• How would be the criteria for their selection?• What are the prior conditions for successful leadership?• What support would the leaders need?• What infrastructure is needed in the school?

Changing the culture

Team differences

Pragmatic but less than ideal IdealData Collection

Teachers working SOLO with assessment data without systematic reference to

colleagues

Teachers working alone and then informing peers of

actions and interpretations

Teachers working on data from sets of students

Teachers working as a team using assessment data to

discuss individual students. Discussion focuses on

evidence based decisions for intervention and target

setting

PLT focus

– Tiered Peer Accountability– “My class” to “our students”– Collaboration and joint ownership– Evidence not inference– Set expectations for all students– Development not deficit models– Teach to the construct not the test– Challenge - not share

mantras

• Do say make write• Assessment is for teaching• Evidence not inference• Formal and informal assessments• Talk about students – not teachers • Challenge and defend not share

Evidence and Bloom’s taxonomy

Know defines; describes; enumerates; identifies; labels; lists; matches; names; reads; records; reproduces; selects; states; views

Understand classifies; cites; converts; describes; discusses; estimates; explains; generalizes; gives examples; makes sense out of; paraphrases; restates (in own words); summarizes; traces; understands

Apply acts; administers; articulates; assesses; charts; collects; computes; constructs; contributes; controls; determines; develops; discovers; establishes; extends; implements; includes; informs; instructs; operationalises; participates; predicts; prepares; preserves; produces; projects; provides; relates; reports; shows; solves; teaches; transfers; uses; utilizes

Analyse breaks down; correlates; diagrams; differentiates; discriminates; distinguishes; focuses; illustrates; infers; limits; outlines; points out; prioritizes; recognizes; separates; subdivides

Evaluate appraises; compares & contrasts; concludes; criticizes; critiques; decides; defends; interprets; judges; justifies; reframes; supports

Create adapts; anticipates; categorizes; collaborates; combines; communicates; compares; compiles; composes; contrasts; creates; designs; devises; expresses; facilitates; formulates; generates; incorporates; individualizes; initiates; integrates; intervenes; models; modifies; negotiates; plans; progresses; rearranges; reconstructs; reinforces; reorganizes; revises; structures; substitutes; validates.

Affective Domain

Purpose of the assessment

– To inform teaching…• identifying the level of student development

- To promote student development• establish baseline measures against which

to evaluate change over time

Changing the culture

• What needs to be done?• How- and by whom?

Sustainability

SUSTAINABILITY

• Contact from the network at the start of each year re plans for involvement

• Professional reading and research updates prompted by team leader• Efficient online assessment, analysis and reporting systems• Revisit the developmental progressions to check currency and validity• Updates on work in other schools and networks• Data and intervention discussions at start each year• Formalise the assessment schedule for two data collections per year• Avoid ‘watering down’ the process• Document PLT procedures • Access to Web site for information - ‘Ultranet’ • Publish the list of schools involved with their contact details• List the experienced PLT leaders • Maintain the action research led by PLT members and leaders• Emphasise focused and targeted teaching• Maintain leaders network meetings

SUCCESSION PLANNING

• Network with experienced PLT leaders • Maintain the action research records across schools• Emphasise focused teaching in PLT meetings• Decide on the network PLT leaders group – regular per term? Who to

convene? funding?• Have a deputy or proxy at cross school meetings for succession

planning• Project folder on the server at school with up to date information and

materials• Ensure that project materials are available as a resource bank

(Ultranet?)• Have a network induction plan for new leaders• Find ways of developing PLT procedure skills at a school level

NETWORKING

• Maintain contact across schools • Regular and scheduled team leaders meetings as part of

the school’s PD program• Maintain contact with experienced team leaders • Meeting of the leaders group – regular per term? Who to

convene? funding?• Structure Leaders meetings with peer reporting duties• Formalise partnerships and links across schools• Cross school reporting on strategies and resources

The weaknesses

• Dependence on team leaders• Focus on data only and ignoring intervention• Lack of accountability within and between teams• Teaching to the test• Need for whole of school support

Sustaining change

Structure

People development

Measurement and rewards

Processes

Technology

Information

Authority and responsibility

Skills, Mind-sets and culture

EfficiencyMotivation

Vision and Strategy

Networking

Determines the placement and authority

How knowledge is shared and used

Efficient procedures, structure and monitoring

Motivation and reinforcement of the visison

Knowledge , skills and attitude development –

hearts and minds

Adapted from Jay R. Galbraith, Designing Organisations (San Francisco: Jossey Bass, 1995

Sustainability

• For any project how many of these characters are in place?

• What causes initiatives to fall away and decline?

Scaling up

Scaling up in the Wellington Network

Assessment and use of data in developmental

contextTeam leaders

Interventions, resources and

team leadership

UoM input System input Specialist input

Involvement


contextTeam leaders

PLT1

PLT2

PLTn


team leadership

Leaders Team meetings


Involvement


contextTeam leaders

PLT1

PLT2

PLTn


team leadership

Leaders Team meetings

Evaluation of intervention

and resources


Differentiated Teaching and

resource identification-

Professional Learning

Involvement

Making Time, Improving access to data

Supporting the work and promoting collaboration

Leadership Team , External specialists

Involvement

Systemic support

• Targeted Professional development • E5 and its applications within teams• Leadership Development framework• P&D framework• The Ultranet as a resource• Online reporting and analysis• Coaches

– Teaching and learning– Literacy– Numeracy– Ultranet

• Net books and it initiatives for the students• SSSP for the SWANS materials• Regeneration• School and community partnerships• Earned autonomy• Role for the Institute of Educational leadership for team leaders

Action

• How can these infrastructure elements be used to improve data driven, evidence – based teaching and learning decisions?

• What is in place to support data driven learning and teaching in your network?

• What support is needed?

Action plan

Timeline

• immediate• Identify the Team leader• Form the teams• IT administrator

» Check that On Demand Testing is set up and teachers know how to use it

• School Administration» Allow for time and leadership» Admin staff need to know what is happening» Coordinators and information networks in the school

Timeline

• Testing Period – Two week period

Students sit VCAA Progress tests

Teachers complete SWANS online

School IT Administrator to upload results• After a further two weeks

Print reports for Team Leader Meeting

Team Leader Meeting• Ongoing

At end of testing period upload the analyse

Discuss at the PLT meeting

Team leader to document and defend decisions for Leaders’ meeting

• Online support

The model

leadership

Data use

Assessment and

Reporting

Team strategies

Team LeadershipData use and

analysis


intervention links





outcomes

Disc (Lit & Num)

pedagogy

Data use and

interpret

Evidence based

Resource use


Challenge and

develop

Support and

ownership



Class organiation

Individual learning

Literacy

Numeracy

shareSet

expected evidence

Resource and

strategy

Set targets

Review and

challenge

Communication

Interpersonal

Intra personal

Developmental

Learning

Developmental theoryP

rofe

ssio

na

l D

evelo

pm

ent

for

team

le

ad

ers

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Teachers use of data to support student learning Patrick Griffin Assessment Research Centre...

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