ACTIVITY
• As a team, create an graphic representation that shows the relationship between standards, assessments, results and instruction.
• ONLY USE THE FOUR WORDS
STANDARDS, ASSESSMENTS,
RESULTS AND INSTRUCTION in your graphic!
DATA TEAMS
• A collaborative process-• (Not the initiative of the month)
• Of ongoing collaborative conversations • Which revolve around the analysis of
targeted collected data• To improve instructional success• Instructional success is defined by student
achievement• Ongoing collaborative conversations to analyze
targeted data to improve student achievement.
VISUALIZE
•Your school site
•Effective classroom on your school site
•In-effective classroom on your school site
WHAT HAPPENS IF YOU REMOVE?
If we remove Standards from our graphic, what happens to
the effectiveness of your model?
Rigorous Curriculum Design
• RCD is the vehicle for the Common Core State Standards • The collaboration process of Data Teams allow
RCD to be effective.• As completed units of study come into play, Data
Teams will support the collaborative process that is foundational for achievement to take place.• To understand this we must first understand the
RCD process.
COLLABORATIVE CONVERSATIONSEffective Teaching
Strategies and Student Achievement
PRIORITY Standards and Supporting Standards
Standards Sequence and Pacing of Curricular Units
COLLABORATIVE CONVERSATIONSCommon Formative Pre-Assessment
COLLABORATIVE CONVERSATIONS
Enrichment, Remediation,Intervention Prior toNext Curricular Unit
COLLABORATIVE CONVERSATIONSCommon Post-Assessment
State Standards/Common Core State Standards
State & National Assessments
Rigorous Curricular Unit of Study with Engaging
Learning Experiences and Scoring Guides
RCD
UNWRAPPING THE STANDARDS
• What: Analyzing and deconstructing grade-level and course specific standards
• Why: To determine exactly what students need to know (concepts) and be able to do (skills)
• How: Underline the concepts (nouns or noun phrases) and circle the skills that students must do (verbs)
5.2.3 RECOGNIZE main ideas presented in texts and PROVIDE evidence that supports those ideas.
5.2.4 DRAW inferences, conclusions, or generalizations about text and SUPPORT them with textual evidence and prior knowledge.
5.2.5 CONTRAST facts, supported inferences, and opinions in text.
TEACHABLE CONCEPTS FROM “UNWRAPPED” PRIORITY STANDARDS
Main ideas Supporting evidence Inferences Conclusions Generalizations
o Text evidence o Prior knowledge
Facts Supported inferences Opinions
(2, 4) RECOGNIZE (main idea)
(4, 5) PROVIDE (supporting evidence)
(2, 4) CONTRAST (facts, supported inferences, opinions)
(4) DRAW (inferences, conclusions, generalizations)
(5) SUPPORT (inferences/conclusions w/ text evidence, prior knowledge)
• How You USE the skill is what
• determines its level of rigor.
“UNWRAPPED” SKILLSBLOOM’S TAXONOMY LEVELS
YOUR TURN…
Unwrap the standard:
Grade 5 – Numbers and Operations in Base Ten
• 5.NBT.3a - Read and write decimals to
thousandths using base-ten numerals,
number names, and expanded form.
Formative
What students should know
How instruction needs to be
adjusted
How to improve student
skills
Assessment FOR learning
Teach, Teach, Teach, Teach, Teach, Teach,Teach, TEST
Pre Assess, Plan, Teach, Assess/Collaborate, Re-Teach,Assess/Collaborate, Teach, Re-Assess/Collaborate, Teach, ASSESS, INTERVENE, ENRICH
NEW MODEL
OLD MODEL
YOUR TURN…
• What are some examples of Daily Formative Assessment?
• Create a daily formative assessment used to inform instruction prior to your performance task
DATA TEAM REMINDERS
Effective Data Team: common standard, common assessment, and common scoring guide/rubric.It is the scoring guide that will drive deep analysis and answer keys will support item analysis.Provide Feedback to improve Instruction and student learning
REMEMBER…• Purposeful assessments not
only measure the impact but also the innovation that cause change in student learning.
• Effective assessment procedures and use of the associated data are fundamental to a school’s continuing achievement and improvement.