Large group presentations seldom lend themselves to productive
question and answer sessions. However, some conference
participants want to ask questions that invite the speaker to clarify
or comment in greater depth about portions of the presentation
or to ask about issues the speaker did not address. Here’s your
chance to have an informal conversation with today’s keynote
speaker, Mark Reckase.
Participants will learn a new, user-friendly, step-by-step process
that will permit an educator to measure student growth. In addition,
the supplemental on-line material will be highlighted so that the
process can be shared with one’s PLC, department or district. No
advanced analytical education is required to learn the approach!
Joseph Musial, Wayne RESA
Session participants will explore opportunities to leverage the
essential role of formative assessment (FA) that is embedded,
but not always visible, within powerful equity-based instructional
frameworks such as, RtI, Mathematical Tasks Framework,
classroom discourse, learning progressions, and others to improve
student achievement system-wide. Among other unrealized
opportunities we will explore the attention given to the role of the
students within the FA process and particular disciplinary needs of
teachers implementing FA.
Valerie Mills, Oakland Schools
Edward Silver, University of Michigan
This session is designed for any staff members who are part of
data collection and PLCs. The different types of data that can be
collected and how that data can be analyzed and utilized to adjust
teaching and improve student learning will be discussed.
Kristy Walters-Flynn, Corunna Public Schools
This session will provide information on any changes to the ELA
M-STEP for spring 2018. In addition, a thorough review of the ELA
item types and item specifications will be shared with attendees.
Suzanne Hindman, Michigan Department of Education
Users will be walked through the Secure Site for the purpose of
the state assessments. The session will include some helpful hints
along with instruction to help user’s navigate the site effectively.
Tina Foote, Michigan Department of Education
Federal requirements have for many years mandated some form of
subscore reporting. Their usefulness is a matter of debate amongst
measurement experts. This clinic will consist of two presentations
taking opposite sides on the issue:
Reporting Subscore Results: Is “Because we have to…” a
Reporting Subscore Results: Already Useful, But Let’s Make
Dave Treder, Genesee ISD
Joseph Martineau, Center for the Improvement of
Jim Gullen, Macomb ISD
Learning progressions describe the development of students’
understandings as intermediate steps or levels between a lower
anchor (students’ incoming understandings) and an upper
anchor (often standards). This session will discuss the practical
implications of learning progressions for formative and summative
assessment. Examples from science and mathematics will be used
to illustrate how teachers can use learning progressions to support
Amelia Wenk Gotwals, Michigan State University
John P. Smith III, Michigan State University
This session will provide the latest updates on the administration of
the SAT as the College Entrance Examination portion of the MME,
as well as the PSAT 10 and PSAT 8/9 in grade 9. The session
will also provide a preview of how the PSAT 8/9 in grade 8 will be
administered in spring of 2019.
Ted Gardella, College Board
Andrew Middlestead, Michigan Department of Education
This presentation will provide updates to the mathematics portion
of the Michigan Early Literacy and Mathematics Benchmarks
Assessments. Also, updates to the Mathematics Michigan Student
Test of Educational Progress (M-STEP) will be discussed.
Kyle Ward, Michigan Department of Education
This study provides an approach not only to characterize the
uncertainty of the value-added measures but also to formalize the
interpretation and to make use of value-added. Rather than adopt
an abstract number or concept in statistics, this research will study
value added by asking the following question: how many students
need to be changed to alter or invalidate the teacher evaluation
based on value added?
Qinyun Lin, Michigan State University
Ken Frank, Michigan State University
Join representatives from MDE and CEPI to learn about our new
and updated student assessment reports on MI School Data.
Attendees will learn about the new reports, how to use them, and
more about what the data means.
Jessica Fenby, CEPI
Jen Paul, Michigan Department of Education
What does it mean for teachers when they are assessment
illiterate? How do we get teachers to become assessment literate?
This session will explore these questions, present a set of standards
that all teachers need to embrace, and provide practical ideas to
help all teachers become literate in the area of assessment.
Kathy Dewsbury-White, Michigan Assessment Consortium
Ellen Vorenkamp, Wayne RESA
This presentation summarizes 20 years of work in assessing
college readiness behaviors of high school students. Research
and the practical experience of supervising over 110,000 dual
enrollment credit hours since 1997 has provided the presenters
with a unique perspective on how to prepare every student to
succeed in the post-secondary environment.
David Dugger, Washtenaw Educational Options Consortium,
Eastern Michigan University
Ellen Fischer, Early College Alliance, Eastern Michigan
The passage of the Every Student Succeeds Act, along with the
adoption of strategies and goals of making Michigan a Top 10
education state in 10 years makes a new accountability system
necessary. This session will provide a detailed overview of
Michigan’s new accountability system.
Chris Janzer, Michigan Department of Education
Chad Bailey, Michigan Department of Education
This session will describe getting MSSy – designing new
assessments for the Michigan Science Standards (MSS).
TJ Smolek, Michigan Department of Education
Come join members of the Office of Educational Assessment and
Accountability (OEAA) for an overview of available score reports on
the Dynamic Score Reporting Site. Learn what reports are available
and appropriate uses of them.
Kate Cermak, Michigan Department of Education
Phoebe Gohs, Michigan Department of Education
What if you knew that some aspect of education damaged students’
motivation, growth mindset, relationships with their teachers, and
performance on standardized exams? Wouldn’t you do everything in
your power to eliminate or at least limit these impacts? And yet we
now know that these are all effects of grading. Arthur Chiaravalli,
co-founder of Teachers Going Gradeless, explores these effects and
provides viable alternatives for more humane, effective approaches
to assessment, feedback, and reporting that move students forward
in their learning.
Arthur Chiaravalli, Teachers Going Gradeless