Assessment and Use of Data

All About Diagnostic Assessments: K-12 - No. 167

The role and relevance of diagnostic assessments and their importance as scaffolding tools are discussed in this e-course, along with their diagnostic, prescriptive implications. Identification of students’ strengths and weaknesses as they inform focused instructional strategy for improved teaching is the higher goal in this engaging workshop.

Objectives:

• Develop working knowledge about diagnostic assessments.
• Understand the role and relevance of prior knowledge and scaffolding in the diagnostic assessment process.
• Use diagnostic tools to inform instructional strategy for improved student performance.
• Understand how diagnostic assessments work into a differentiated curriculum.

Standards-Based Formative Assessment, Grades K-5, No. 171C

Assessment of learning or for learning? Balanced, summative interim and formative assessments will be evaluated for CCSS application in this e-course. Participants will understand how to effectively monitor student learning, structure requisite assessment criteria, and teach to support a rapid turnaround of results.
Objectives:

• Practice with the research skills needed to seek out assessment resources that further teaching and learning.
• Match grade-level assessment criteria to standards-aligned curriculum and instruction.
• Use tools to monitor student learning to move up individual student performance.

Best Common Assessment Practices, Grades K-12 - No. 173

Participants will be introduced to a number of common assessment practices (useful for all content areas) grounded in what the research says provides the best data for teaching to a common curriculum, as well as to the Common Core. Balancing summative and formative assessments demands a standards-aligned curriculum for effective instructional practices, all of which will be demonstrated, practiced with, and planned for in this course. Participants will understand how to effectively monitor student learning, structure assessment criteria, design effective assessments, and access them for future use and for a rapid turnaround of student results.

Objectives:

• Research current assessments practices and analyze criteria against student work. Design effective assessments. 
• Learn and practice with the research skills needed to seek out assessment resources that build teaching capacity. 
• Match grade-level assessment criteria to standards-aligned curriculum and instruction. Learn how to monitor student learning to move up individual student performance.

Student Learning Objectives and Student Learning Targets - No. 176

As of the all of 2013, teachers in many states will be evalutaed by specific and measurable student learning objectives in order to measure 20 percent growth target. The expectations for and of SLO development will be outlined and discussed at length in this e-course, as well as how to set the important daily learning targets that feed them. State SLO resources will also be evaluated, with exploration and practice with research-based resources that lead to the successful development of effective, measurable student learning objectives and student learning targets.

Objectives:

• Develop specific and measurable student learning objectives that comport to state expectations.
• Understand the 20% growth components as they comport with SLO development.
• Practice and begin the development of own SLOs by embedding them in comprehensive lesson design. Practice the implementation of SLOs and student learning targets by embedding them in comprehensive lesson design and using the data to drive further instruction.

Data-Driven Instructional Strategies: K-12 - No. 185

Instructional decision-making hinges on variables that can change by the minute, the hour, and the student. The many forms that data take can inform rich instruction. It’s all about driving the right data to the right instructional strategy.

Course Objectives:

• Glean and use valuable information about student performance from data.
• Analyze multiple data sets to inform instructional strategy with to include curriculum surveys, inventories, standardized tests, benchmarks, anecdotal data. 
• Use data to plan instruction with.

Data-Driven Goal Setting, K-12 - No. 187

Goals are the natural outgrowth to data. Participants will come to understand the value and appreciate multiple forms of data as they feed rich goal setting, to include student learning objectives (SLOs), learning targets, and SMART goals. Strategies for teaching students how to set their own goals based on their data will also be introduced. Participants will embed their goals for students and students' goals for themselves into comprehensive lessons that respond to the data analysis for full accountability.

Objectives:

• Utilize and resource the multiple forms of data data that feed into student-centered goals and learning objectives.
• Use and analyze data to set student-centered goals.

Setting SLOs For Grades 9-12 Regents - No. 174

Setting an academic goal for students as a baseline for performance is a benchmark that moves growth targets forward. Participants will become familiar with the process behind the careful development of student learning objectives as they align to the Common Core State Standards and the New York State Regents objectives. They'll learn how to set objectives that fall within a 20 percent growth component of goals attainment.
Objectives:

• Set specific and measurable student learning objectives that further student achievement.
• Become familiar and develop utility with student learning objectives as both a reflective and evaluation tool.

Setting SLOs for Science and Social Studies, K-12 - No. 172a

Setting an academic goal for students as a baseline for performance is a benchmark that moves student growth targets forward. Participants will become familiar with the process behind the careful development of student learning objectives as they align science and social studies curriculum to the Common Core State Standards. More important, they'll learn how to set objectives that won't fail to fall within a 20 percent growth component of goals attainment.
Objectives:

• Participants will learn how to set specific and measurable student learning objectives that further student achievement.
• Participants will become familiar with student learning objectives as a reflection and evaluation tool.

Questioning Strategies and the Florida State Standards, Grades 4-12 - Course FL-181

From key idea and details to integration of knowledge and understanding, there will be no shortage of questioning strategies or the thinking stuff behind them in teaching students how to learn for the Florida State Standards across all content areas, including science, technology, ELA and history. Participants will learn and practice with metacognitive questioning through reading and writing strategies as they foster literacy growth in support of the Florida State Standards. 

Course Objectives:

• Gain insight behind the questioning approaches used to get students deeply into text.
• Learn and apply questioning approaches to evoke high-level response from students.
• Learn and practice with questioning in order to teach to the rigorous expectations of the Common Core State Standards.

Progress Monitoring of Student Learning, Grades K-5 - No. 206

Aligned to: Marzano Domains 1 and 2

Based on the Marzano & Dufour (2011) practices that bridge professional learning communities and student achievement, participants will be taken through a number of assessment designs specifically geared to monitoring student learning and adjusting instructional practices for improved outcomes. Through the setting of SMART goals, common assessments, conversion of scale scores and New Report Cards, participants will understand the value of and effectiveness behind progress monitoring as it works into improved student performance and academic achievement.

Course Objectives:

• Develop working knowledge of effective progress monitoring design.
• Understand the role and relevancy of progress monitoring within the professional learning community construct.
• Practice with virtual and real PLCs as a vehicle with which to progress monitor and make decisions that influence the acquisition and improvement of student skills.

Progress Monitoring of Student Learning, Grades 6-12 - No. 208

Aligned to: Marzano Domains 1 and 2

Based on the Marzano & Dufour (2011) practices that bridge professional learning communities and student achievement, participants will be taken through a number of assessment designs specifically geared to monitoring student learning and adjusting instructional practices for improved outcomes. Through the setting of SMART goals, common assessments, conversion of scale scores and New Report Cards, participants will understand the value of and effectiveness behind progress monitoring as it works into improved student performance and academic achievement.

Course Objectives:

• Develop working knowledge of effective progress monitoring design.
• Understand the role and relevancy of progress monitoring within the professional learning community constructs.
• Develop PLCs as a vehicle with which to progress monitor and make decisions that influence the acquisition and improvement of student skills.

Assessment that Drives Instructional Decision-Making, Grades K-12 - No. 203

Aligned to: Danielson Domain 3, Marzano Domain 1

Using assessment criteria to drive instruction requires the use of reliable data. Teachers that are actively and systematically use this data can understand student performance and thus leverage it best for effective progress monitoring. Participants will be introduced to multiple assessments that include feedback models and other formative methods that feed instructional decisions. Participants will learn to find and use this data effectively to make informed instructional decisions with.

Course Outcomes:

• Use and practice with evaluating and monitoring work against assessment criteria.
• Plan with, and practice using, assessment criteria aligned with performance standards.
• Use assessment and performance standards to reflect and improve upon practices with.
• Practice with effective strategies to communicate learning and instructional goals to students, while demonstrating flexibility and responsiveness to student needs.

Standards-Based Formative Assessment, Grades 6-12

Assessment of learning or for learning? Balanced, summative interim and formative assessments will be evaluated for CCSS application in this e-course. Participants will understand how to effectively monitor student learning, structure requisite assessment criteria, and teach to support a rapid turnaround of results.

Course Outcomes:

• Practice with the research skills needed to seek out assessment resources that further teaching and learning.
• Match grade-level assessment criteria to standards-aligned curriculum and instruction.
• Use tools to monitor student learning to move up individual student performance.