Doc Seabolt Writes... (Common Assessment Data Analysis - Part 2)

In response to the 2/23/2011 post, “Common Assessment Data Analysis – Part 1,” Doc Seabolt writes:

As to the first paragraph, I have to admit I am not familiar with “Test Blueprint,” however, I do agree with the writer, in theory. That is, it is certainly possible to construct an assessment instrument that tests at a variety of levels. In fact, I would argue that this is exactly what most standardized tests ATTEMPT to do. This is a very daunting task. For example, the TAKS test attempts to assess across all grade levels and ability all in a single test. Most educators yell foul, yet I have heard no other than Bill Daggett, on more than one occasion, pronounce the TAKS test is a pretty good test.

Now, going back to the premise of a teacher creating a test to reliably test across a variety of abilities, I am with Cain on this one. I think it is theoretically possible, but I also think adult bias will creep into the test, yielding self-fulfilling results. Again, test writing is a profession in it's own right. As I have said before, teachers fancy themselves as great assessment writers; in general, we are not.

However, having said that, the poster certainly speaks of a type of differentiation I am fond of: grade differentiation. That is, I like the idea of contracting for a grade as a differentiation practice. A grade of C may only require a demonstration of knowledge/comprehension mastery with very low relevance. This is the “I know the correct answer when I see it” level, which is the ability to pass a standardized test. This may use a rubric: for a C, you must do three of the following assignments. For a B, you must do the work for a C grade, plus at least 2 of these 4 assignments. The B assignments are at the application/analysis level with a relevance level at least at the application level in the content area. For an A, you must do C, B, and 1 of three possible advanced assignments. The A level assignments are at the synthesis/evaluation level, high relevance. In my mind this is using the grading policy (some kids care about this) in order to promote differentiation.

The writer's basic premise is consistent with the ASCD approach to differentiation. I don't totally reject the idea of differentiating tests, but then again, I don't embrace the idea of any test, as I see them as very limited in their ability to assess.

I am not sure what the writer means when they say “Differentiation is differentiating objectives, not interest right?” Given the ASCD model, differentiation means providing opportunities to stretch children according to their ability level. In the ASCD model, students may initially select their own level of stretch, with the teacher serving as the safety mechanism to insure students don't “slack” themselves. Certainly in the ASCD model the objectives for each level of learner is differentiated, and as I pointed out, a modified grading system is ideal to promote this idea. I would say then differentiation is providing students with various levels of rigorous instruction as defined by Bloom and relevance as defined by Daggett, Ericson, LYS, et al. Can this be done in a test? Maybe.

As Cain points out, differentiation can be interpreted as “the differentiation of strategy, practice and intervention to insure success.” I have pointed out valid methods to differentiate, which are consistent with both the writer's and Cain's interpretations. I do not reject testing as a way to differentiate, but I would certainly not embrace it due to the complexity of creating valid tests. I would prefer the assignment/project model in the classroom.

T.W.A. - Doc Seabolt

SC Response

I have to think about the concept of using a variety of assignments selections to determine a grade. It seems a little like what Glasser was writing about in his “Quality Schools,” books. Part of me likes the idea. Part of me is loath to the idea of letting students determine when they are going to stop. I can see adults using the idea of “student choice” as justification for a lack of student motivation. As you know, I’m not a fan of letting people choose not to be the best (the absence of leadership). But, in the right setting, with the right mix of staff and students, I’d pilot it for a semester.

Think. Work. Achieve.

Your turn...

Follow Sean Cain at www.Twitter.com/LYSNation

Pre-order your campus copies of "The Fundamental 5: The Formula for Quality Instruction" www.TheFundamentalFive.com

Attend the LYS presentations at TASSP and TASB in June

A Reader Asks... The Power of PowerWalks

A LYS Assistant Principal asks…

SC,

As you know, at the semester break, I accepted an AP job at a must larger high school. What sent me apart from all the other candidates was my LYS training. They told me what you said they would, “You don’t talk like the other candidates.”

I’m still doing my PowerWalks (no other administrator can be bothered to visit a classroom) and my teachers now get their feelings hurt if I’m not in their class at least once a week (yet another Cain prediction that came true). But while talking to my principal, he said something that I didn’t know how to respond to. He said, “I don’t need classroom data, I just look at the test results and meet with teachers when I have a concern.”

What would you have said to him?

SC Response

First, great to hear from you and I know that you are making all of us proud. I’m glad you didn’t attempt to debate with your principal about the power of walk-thru’s. Build the relationship and credibility first, and then coach the boss.

I, on the other hand, would point out that without frequent PowerWalks, he doesn’t have the requisite volume of field information to reflect on what he sees and his reflection is a pre-requisite to effective coaching and stewardship. Coaching is less about repairing and more about building, a fact that many in leadership positions seem to miss. PowerWalks is a tool for proactive campus leadership and for building an effective professional learning community. As a principal you want to ensure that you and the staff are seeing and talking about the same thing. PowerWalks is the one tool that makes this possible. It beats hope and luck, which seems to be his current practice.

Keep coaching your team. If your principal has a good head on his shoulders (since he hired you, I’m optimistic) he’ll come around.

Think. Work. Achieve.

Your turn...

Follow Sean Cain at www.Twitter.com/LYSNation

Pre-order your campus set of "The Fundamental 5: The Formula for Quality Instruction" www.TheFundamentalFive.com

Plan to attend the LYS presentations at TASSP and TASB in June

A Reader Submits... Ignorance or Worse

An LYS Principal submits:

SC,

This is from one of my AP’s at my last school. This is why teachers need to feel stressed and why accountability is a good thing. Sean, it hurts me than you could know to see that what my team worked so hard to build being utterly destroyed.

“The lead counselor came to me today with a bit of a dilemma. Out of several dozen AP Chemistry and Biology students, only one has signed up for the AP test. With just a little investigation, I discovered that one of the teachers had actually encouraged his students not to take the test because it was so hard, and another teacher flat out told her students NOT to take the test. Coach X allowed me to talk to the students about taking the test but Mrs. Y would not hear of it.

I talked to your replacement (too much of a stretch to him a principal) about the fact that the AP teachers wanted to teach the AP classes (mostly white students), but wanted no part of the accountability that the AP test provided. However, he agreed with the teachers that the students should not be pressured to take the test and that it was foolish for the school to pay for the test.

What I am trying to understand is how we can pay these teachers to teach several sections of “NOT THOSE” kids at supposedly higher quality and higher rigor, but allow them to discourage their students from taking the AP Exam to avoid any semblance of accountability. Then have to have new management (again, too much of a stretch to say Leadership) think this is appropriate and sign off on the practice. This does not compute.”

SC Response

Sure it computes. It is an either a case of ignorance, laziness, racism or most likely a combination of all three. Most schools set themselves up as the bouncer at the trendy nightclub. Do you look right, say the right thing, and know the right person? Then come on into the party. On the other hand, don’t look right, don’t have money, don’t have connections, you get to stay outside the velvet rope looking in as you and your peers grow more bitter and disenfranchised.

The LYS campus strives for something different. The staff views themselves as the Wal-Mart greeter. It doesn’t matter who you are, come on in, let us help you out and make sure you are better off when you leave than when you arrived.

What is interesting is that even the College Board recognizes this problem. They are concerned with the overall low quality of instruction in AP courses and that AP courses are used to separate the “have’s” from the “have not’s” on many campuses. I guess we can now include your old campus in this "separate and not equal" group.

The solution rests with leadership. Leadership has to take a stand and ensure that what you described does not occur on its watch. This means opening the AP classes to anyone with an interest, make earning the extra AP grade point contingent on passing the AP test, and holding AP teachers accountable for both test participation rates and test passing rates. My belief is if you are starting out with the more motivated and capable students on the campus, you had best do something great with them.

Being familiar with your old school, I will conclude with the following admonishment:

Shame on the Board; shame on the Superintendent; shame on the Principal; and shame on the Teachers. As a district, they are knowingly marginalizing the future of their students a little bit more each and every day, and the only problem they have is when someone calls them on it.

Think. Work. Achieve.

Your turn...

Follow Sean Cain on www.Twitter.com/LYSNation

Pre-order your campus sets of "TheFundamental 5: The Formula for Quality Instruction" www.TheFundamentalFive.com

Attend the LYS presentations at TASSP and TASB in June

A TAKS Reminder From the LYS Elementary Coaching Team

LYS Coaches Lesa Cain and Barbara Fine share the following:

The first round of TAKS (for Elementary and Middle School) is in the books. Some of you improved and some didn't, but it is time to focus on what really counts for your accountability - the 2^nd round. Those of you that we had the opportunity to visit with about your plans for the 2^nd round are really in good shape. I wanted to take some time and give you the most critical list of what to do to attack the 2^nd round so that the scores show off how hard you guys have been working. So - here goes...

1. Regroup failures according to number of questions missed. For example - all students who missed passing by 5 or fewer questions should be grouped together, then students who missed passing anywhere from 9-6 questions together and students who missed by 10 or more questions together. All the students must have support, but how you do it will vary.

2. Ensure that the students who missed passing by 5 or fewer questions work with your best teacher. Regroup and reschedule if necessary - the best teacher will get these kids for sure! If he or she can work with the next group that would be great too - if not, then you have to choose another staff member to work with them.

3. Pour over your data to determine which objectives the students had the most trouble correctly answering. Focus the instruction on those objectives. You do not have time to teach everything, so use the data you have to focus the areas of support. It is smart to begin with the areas that are the least missed and work to those that are the most missed. For example if the students on average only miss passing objective 1 by 2-3 questions start with that before you go to objective 4 in reading or 6 in math. You have to teach students in a manner that boosts the "easier" questions, so that they have some padding for the harder ones - (like summarization in reading and process questions in math.) That way you get the most bang for the buck.

4. When talking to the students about what they have to do to pass - build on the success. Use the fact that they missed it by 1, or 2, etc. to demonstrate that they can be successful, that they were very close and that you believe in them.

5. The teachers who work with the students who did not pass must be Polly Positives! Whatever stress they feel must never go to the kids. The practice that they do and the conversations they have with the kids must be positive at all times and a focus on effort everyday is the key. Honest, positive work on the right kinds of questions will get all of us over the hump.

6. Your students also need social support. As the building Principal, it is your job to pump up the teachers and the kids. Call the parents of the kids who failed and let them know what you are doing to provide support for the next 2 weeks - you will build community and trust and it is a time for you to remind them of the importance of a great night's sleep and positive talk to their child. The night before the re-test, make a point of calling EVERY student who is taking the test again to compliment them on the hard work they are doing, and to let them know you believe in them. It is a great time to remind them to stick with it and never give up - that effort is key to success.

7. Realize that you and/or your AP may also need to take a group. The best support for the students that didn't pass is in a small group. If you have too many kids together, you will not be able to get to all of them, so be the best model you can be and take a group each day. If you can work with them even for 30 minutes, it will make a difference.

8. No matter how you feel today - the students and staff should witness a calm, focused, positive leader - remember you set the tone by your words, and actions. So, make your plan, stick with your plan, and be confident in your plan.

9. The greatest gift of all? This is just the first leg of the race! We get another shot and that's the one that counts!! You have to remember that - (yes, we all want everyone to pass on the first administration), but we can take full advantage of the time we've been given to get the kids where we know they need to be.

10. Whether you take a group or not, you must monitor these small groups EVERYDAY. You have to make sure that what needs to be done is what is being done and you will demonstrate support for the teacher and the students. If you do not monitor this intervention time, you have just put the success of your campus in the hands of hope - that is not a good strategy. So, no matter what the day holds, put it on your posted schedule for all to see that you will visit the small groups of 5th graders as they prepare for the re-test.

Please let us know if you have questions or if we can be of any help.

Think. Work. Achieve.

Your turn...

Follow Sean Cain at www.Twitter.com/LYSNation

Pre-order your campus set of "The Fundamental 5: The Formula for Quality Instruction" www.TheFundamentalFive.com

Don't miss the LYS presentations at TASSP, TASB, and TEPSA in June.

Top LYS Tweets from the Week of April 10, 2011

Technology is changing by the minute. The rule use to be that the brand new laptop computer you bought today was already six months obsolete. Now laptops are obsolete. Just this week, while I was a passenger in a vehicle driving 70 miles an hours on a freeway between cities, I used my USB cellular card in a notebook computer to participate in a Skype videoconference with a group in the Ukraine. It was as clear as if I was sitting at the table with the group. And it was free.

At this point, the ability to keep up with advancements in technology applications is too much for one busy educator. The solution is to empower everyone on your campus to looks for ways to leverage the power of technology. And by everyone, I mean students, teachers and administrators. The collective will identify and implement what works, faster than any one individual. Embrace bootleg technology now.

A number of you in the LYS Nation are now using bootleg technology devices to follow Twitter. If you haven’t done so yet, we want you to join us. To let you see what you are missing, here are the Top 10 LYS Tweets from the week of April 10^th 2011, as tabulated by the accountants at Price Waterhouse.

1. At Abell Junior High - Ms Heronema’s ELA class is on fire. 5 for 5 on the Fundamental 5!

2. At Abell Junior High - Real world, real time relevance in an English class. Ms. Worster is CRAZY!!!

3. Dale Mitchell, the principal at Hutto Middle School entered the 75,000th observation into the PowerWalks system today!

4. Late to start, quick to finish instruction is the biggest self-inflicted wound to teacher effectiveness.

5. If the pace of change to your practice is best measured in calendar years, your status as an expert is suspect.

6. Great audience in Central Texas. They were floored by the one-year improvement in instruction that we are witnessing at MISD junior high schools.

7. The hidden benefit of the Foundation Trinity is that it exposes lazy actors at all levels in the system.

8. In business effective bullying can substitute for leadership for a long time. Less so, in school leadership.

9. Why are teacher certifications critical (NCLB highly qualified requirements), but exemptions and waivers for politically appointed education leaders are the norm?

10. Why do politicians target the poor, mentally ill, infirm and kids for budget cuts? Those groups don't vote or contribute to re-election campaigns.

Think. Work. Achieve.

Your turn...

Coming Soon! "The Fundamental 5: The Formula for Quality Instruction" www.TheFundamentalFive.com

Attend the LYS presentations this summer at TASSP, TASB, and TEPSA.