GoogleForms and Flubaroo

Today's post is brought to you by Carrie.

One tool that has changed the way our English PLC gathers and collects data is Google Forms. Through the use of Google Forms, our team is able to accumulate focused data around specific standards, provide timely feedback to students, and utilize data to drive instruction and interventions. The process we use is as follows:

1. Using Google Forms ( found under the “Create” button in Google Drive), we develop a quick check assessment that usually utilizes multiple choice questions, although it is possible to create forms for short answer and longer written responses. Each question is centered around a specific learning target or standard.

2. Once the form has been created, we then share the form, or link it to our school webpage, in order for students to access the assessment. (Tip: A good first question is for students to enter their name! Although the form automatically collects usernames, it is quicker and easier to look at results and data with names next to it!!)

3. At this point, we (the teachers) take the assessment in order to create an “answer key” for later. Google Drive will also automatically create a form in your Drive for responses.

3. After the assessment has been taken by the students, we insert a Script called “Flubaroo” in the Response Form. This can be found under the “Insert” heading. At the bottom of the pull-down menu is a “Script” option. Once this option is selected, the option to search the Script Gallery is given. Here is the place to search for Flubaroo.

5. At this point, Flubaroo will provide step by step directions for grading the assignment and results will be sent to you in a matter of seconds. Additionally, the teacher will have the option for the program to automatically provide the grades to each individual student.

This is a sample of the way the graded results will look:

Student Name:	Total %	#1	#2	#4	#5	#6	#7	#8	#9	#10	#11
Sample	80%	1	1	0	1	1	0	1	1	1	1
Sample	50%	1	0	1	0	0	1	0	0	1	1
Sample	80%	1	1	0	0	1	1	1	1	1	1
Sample	60%	1	1	0	0	1	0	1	1	0	1
Sample	90%	0	1	1	1	1	1	1	1	1	1
Sample	90%	0	1	1	1	1	1	1	1	1	1
Overall Totals:		90.9	45.45	45.45	45.45	59.09	77.27	81.81	54.54	45.45	81.81

At this point, we, as the teachers, are given a plethora of options for looking at assessment data. For example, not only are we given the grades for individual students, but lowest performing students are highlighted in red. In addition, the program also lists questions that were missed the most often (those highlighted in orange). Along the bottom runs the total percentages for each question. As a team, we ask ourselves why certain questions were frequently missed. For example we converse about: “Was there not enough instruction provided for this standard?” or “Was the question worded unclearly or inaccurately?” We can then use the data to go back and provide individual student intervention or whole class lessons on specific teaching points or standards.

Google Forms is a great option for collecting data that can help provide instructional and intervention opportunities. As an English PLC, the use of Google Forms has taken away some of the hassle and hours of grading individual multiple choice assessments. The time that we gain from using this tool gives us more time to better analyze results and change our instructional practices.

Organizing Data at a School-Level

Today's post is brought to you by Heather Zimmerman.

Do we have enough data?  What data should classroom teachers look at?  Which data should grade-level teams use?  Are we data rich and information poor?  

This school years these questions started to pop up, as there was a new focus on data.  With staff writing SLOs and the SLD rule, we found ourselves evaluating what data we collect and how we use this data.

In order to help with this process, my school created a Google doc spreadsheet and shared it with: the dean of students, the instructional support teacher, the literacy coach, the school psychologist, and the principal.  Before we met as a group, we added all assessments we used to the spreadsheet to see what we could come with.  

Here is how the spreadsheet is formatted:

School Data

Assessment

Grade Level

Literacy

Math

Behavior

Other

Frequency of Administration

Then as a group we met and started to sort the data on a whiteboard.  After much discussion we started to discuss different ways that would be useful to group the data.  

Here are a few ways we began to sort:

Assessment Types

Assessment Type	Summative (annually or longer)	Benchmarks and Screeners (2-4 times per year)	Diagnostic	Progress monitoring	Ongoing	Other
Description	Useful for system-level analysis and outcome measurement	Designed to be administered at check-points throughout the year; help to identify students meeting/not meeting pre-determined targets	Useful for in-depth analysis; target sub-skills in need of intervention	Sensitive to small changes in skill level; many alternate forms allow for frequent administration (weekly)		Provide context for academic/ behavioral data

After sorting this data, we decided to adjourn, so we could have time to process the data.  The goal is to come back together to discuss questions we have regarding the data.

Here are some questions we plan to address:

1. Do we have any gaps in data?  Where are these gaps? (Consider the needs of each team.)
2. Do we have any overlaps in data?  Are  there any assessments that collect certain data that the other does not?  Is there an assessment we do not need then?
3. What are our next steps in the data sort?

Through this process, as a group, we are able to see what sort of data is collected in the district.  We do not want to over-assess our students and therefore want to make sure all assessments have a clear purpose that helps student learning.

Ah - ssessment

Today's post is brought to you by Barb. (Use the tag at the bottom of this post to access other Literacy Booth posts about assessment.)

Ah - ssessment. Something that has been occupying a lot of my thoughts and energy lately. 

There are, undoubtedly, many, many important questions swirling about assessment - both formative and summative. 

Unfortunately, I can't offer answers to all of those important questions. Instead, I will share a resource that reflects some of what I believe to be important about assessment. 

Let me introduce you to DPI's work around performance tasks. 

Why do I value this work? 

• It results in an assessment in any content area that utilizes literacy in an authentic, meaningful, and engaging way. 
• It could create an assessment that could be used to measure the outcome of an SLO (student learning objective).
• It reflects the type of performance tasks students will be asked to complete on Smarter Balanced.
• It could be used to create common assessments.

Begin by checking out this list of criteria for designing performance tasks:

Next, use this sentence frame for creating a disciplinary literacy-based performance task.

What Are You Reading? (April Edition)

She's reading Pete the Cat.

Causes & Cures in the Classroom:

Getting to the Root of academic and Behavior Problems

by Margaret Searle (being read by Bobbi)

What I love about this book is the quick flow charts to get at identifying the root cause of a problem.  One flow chart dissects possible root causes of reading comprehension difficulties.  I have used the flow charts to begin collaborative discussions during a team coaching session.

Practice Perfect: 42 Rules for Getting Better at Getting Better

by Doug Lemov (being read by Bobbi)

This book was given to me by a recent acquaintance I made at a CCSS meeting - an amazing literacy coordinator from Appleton, WI.

The Proust and the Squid: The Story and Science of the Reading Brain 

by Maryanne Wolf (being read by Jaimie)

This book offers some wonderful insight into the reading brain and has given me many things to ponder, wonder, and think about.  A great professional book that is written almost in the form of a novel.

Reading Power 

by Adrienne Gear (being read by Jaimie)

This book promotes the use of effective strategies for teaching reading comprehension, specifically focusing on what students do while they are reading.

Self-Directed Writers

by Leah Mermelstein (being read by Julie)

This book gives teachers strategies on how to have a successful writing workshop by creating writers who are self-directed. Her explicit strategies include:

• creating an appropriate physical environment
• scaffolding instruction with shared and interactive writing
• planning units, focus lessons, conferences, and shares that are aimed at helping students become self-directed

Close Reading and Writing From Sources

by Doug Fisher and Nancy Frey (being read by Andrea)

Interventions that Work

by Linda Dorn and Carla Soffos (being read by Heather)

Dorn and Soffos offer literacy-based interventions that fit into a RtI model.

"Developing Phonemic Awareness in Young Children"

by Hallie Kay Yopp (being read by Heather)

An article that provides a variety of activities for young readers.

"Fluency: Bridge Between Decoding and Reading Comprehension"

by John J. Pikulski and David J. Chard (being read by Heather)

An article that highlights components for an effective program that includes fluency.

"Saving the 'P' Word: Nine Guidelines for Exemplary Phonics Instruction"

by Steven A. Stahl (being read by Heather)

An article that provides an overview of phonics, why it is important, and effective strategies.

Making Content Comprehensible for English Learners - the SIOP Model

by Jana Echevarria, MaryEllen Vogt, and Deborah J. Short (being read by Heather)

A book that provides information on effective lesson plan models for English Language Learners.

Educational Leadership (EL)

from Association of Supervision and Curriculum Development (being read by Carrie)

I continue to love by professional subscription to Educational Leadership. The articles provide a quick read for the months when getting through a full book seems impossible, and the topics are current and timely. For example, the March issue on assessment provides great opportunities for staff development and learning, with a text that was accessible and relevant.

Using Metacognitive Think-Alouds for Explicit Instruction

Today's post is brought to you by Bobbi Campbell.

Making Sense of the Common Core State Standards:

After several coaching experiences at one building, the literacy leadership team decided that an area of focus should be modeling what a think aloud could look like, focusing on explicit modeling of metacognitive skills. We created a video and a script for use at a school to stimulate conversation about using explicit modeling to demonstrate metacognitive skills.

View the above video using GoogleDrive.

The following script supports the recorded focus lesson. It can be viewed using GoogleDrive.