module 1: identifying essential standards, building the foundation for instruction guided by local...
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Module 1: Identifying Essential Module 1: Identifying Essential Standards, Building the foundation Standards, Building the foundation for instruction guided by local for instruction guided by local assessments.assessments.
Local Accountability Professional Development Series
Learning Innovations at WestEd
Backward DesignBackward Design “To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.”
From The Seven Habits of Highly Effective People by Stephen R. Covey
Identifying mastery learning objectives is essential in creating effective performance assessments
Benchmark testing is the “glue” for an effective local accountability system
Differentiated instruction and additional opportunities to learn need to be based upon student performance data from common formative assessments
Core instructional strategies cut across all content areas
Assumptions about Local Assumptions about Local Accountability SystemsAccountability Systems
Assumptions about Formative Assumptions about Formative Assessments and Assessments and Data-Driven InstructionData-Driven Instruction
Building a local accountability system enhances school culture
Limiting and ‘unpacking’ standards taught supports the development of formative assessment practice, differentiated instruction, and improved student performance and understanding
Timely, targeted assessment data informs reteach and enrichment opportunities
Immediate access to and use of data significantly influences teacher pedagogy and student performance
StudentLearning
andAchievemen
t
MonitoringProgress
Building Your Assessment
System
Identifying and Using Essential Standards
Standards-Based
Instruction Using Data
Step1Benchmark and Formative
Assessments to support student outcomes.
StudentLearning
andAchievemen
t
Monitoring Progress
Building Your Assessment
System
Identifying and Using Essential Standards
Standards-Based
Instruction Using Data
Step2
Benchmark and Formative Assessments to support student outcomes.
StudentLearning andAchievement
MonitoringProgress
Building Your Assessment System
Identifying and Using Essential Standards
Standards-Based Instruction Using Data
Step3
Benchmark and Formative Assessments to support student outcomes.
Four Essential QuestionsFour Essential Questions
What do we want our students to know?What will it look like when we get there?How will we know when they got there?What will we do to get them there?
Four Essential QuestionsFour Essential Questions
What do we want our students to know?What will it look like when we get there?How will we know when they got there?What will we do to get them there?
Standards Based Curriculum, Instruction, and AssessmentStandards Based Curriculum, Instruction, and Assessment
The CLAPPING HANDS Institute
For our Clapping Hands Institute we need a number of volunteers. First, we need….
4 Volunteers to complete a performance task.
And we also need 4 volunteers to evaluate the quality of the performance on the task.
These are our “Assessees”.
And these folks are our Assessors.
This activity was developed to explore the consequences of being treated in different ways; it was developed to elicit thought and feelings, so please be alert to them as the exercise progresses.
Assessee #1 – Please Clap for us.Assessee #1 – Please Clap for us.
Thank You.
Assessee #2 – Please Clap for us.Assessee #2 – Please Clap for us.
Please leave the room and return when called.
Assessors – Please rate the clapping Assessors – Please rate the clapping you just observed on a scale of 1 to 5.you just observed on a scale of 1 to 5.
1 being low and 5 being high.1 being low and 5 being high.
What is the average score?
Assessee #2Assessee #2
Your average score has been posted.
I hope you find this useful
Assessee #3 – Please Clap for us.Assessee #3 – Please Clap for us.
Please leave the room and return when called.
Good news… we have heard from the International Clapping Institute!
They are the organization developing international standards for clapping that all students must meet by 2014.
They have begun a handbook on how to conduct the assessment and want us all to assess clapping performances on three (3) traits – volume, appropriateness, and creativity.
Assessors – I have good news and bad news…….Assessors – I have good news and bad news…….
The bad news… ?
They have yet to finish the handbook and can give us no more guidance!
So, we have to assess the three traits where 1 is low and 5 is high.
Assessors – I have good news and bad news…….Assessors – I have good news and bad news…….
Assessee #3 – Welcome BackAssessee #3 – Welcome Back
We have a certificate for you.
I hope you find your scores useful.
Assessee #4Assessee #4
Could you tell us about your previous clapping experience?
In what situations do you find yourself clapping?
What do you feel are your strengths as a clapper?
Assessee #4Assessee #4
Is there anything in your clappingyou would like to improve?
Anything you would like the panel to give you feedback on?
Any guidance you want to giveto the assessors?
AssessorsAssessors
You’re the experts.. That is why you are here.
Anything you would like our assessee to know that you will be looking for in his or her clapping?
Do you want to discuss the criteriareceived by the Clapping Institute?
Assessee #4Assessee #4
Do you want to describe the setting?
What are you wanting to accomplish with your clap?
Are you ready?
Please clap.
Assessee #4Assessee #4
Do you want to leave the room?Or stay?
How would you like your feedback?Verbally, numerically, or both?
Debrief Discussion
The CLAPPING HANDS Institute
Assessees 1 …… What thoughts or feelings did you have? How did you feel about the treatment others received? How about getting no preparation or feedback?
Assessees 1…… What thoughts or feelings did you have? How did you feel about the treatment others received? How about getting no preparation or feedback?
Assessors – Please respond and comment on your feelings. How about giving our 2nd person a score but not the first?
Assessees 2 and 3…… What thoughts or feelings did you have? How did you feel about being sent out? Were your scores useful? How did you feel about them? What did you think about the ‘traits’?
Assessees 2 and 3…… What thoughts or feelings did you have? How did you feel about being sent out? Were your scores useful? How did you feel about them? What did you think about the ‘traits’ or criteria?
Assessors – Please respond and comment on your feelings on the same questions. Can you explain how you went about choosing a score? Were the criteria useful? How or why?
Assessee 4 and Assessors…… What thoughts or feelings did you have? How did you feel about having extra attention and information? Did you feel uncomfortable? Was extra discussion useful? Did hearing other people’s scores affect your scores?
Assessee 4 and Assessors…… What thoughts or feelings did you have? How did you feel about having extra attention and information? Did you feel uncomfortable? Was extra discussion useful? Did hearing other people’s scores affect your scores?
General Discussion – Any questions or comments from any Assessees, or from our audience?
Thank you to our clappers and their assessors!
Local AccountabilityLocal Accountability
Read the Overview on pages 1-2.
When you are done, discuss with a neighbor which of the 6 elements you feel are strongest within your school/district and those which still need more focus for implementation.
36
37
Instruction
Standards
Formative
Assessment
Professional Development
Reportingand usingResults
Leadership
Local AccountabilityLocal Accountability
ReadRead Element 1, “standards” on pages 2-4. Element 1, “standards” on pages 2-4.
As you read, underline or highlight key As you read, underline or highlight key quotes, points, or phrases. quotes, points, or phrases.
Local AccountabilityLocal Accountability
Go around your group, giving each person a Go around your group, giving each person a chance to share a favorite quote or idea.chance to share a favorite quote or idea.
Decide upon one quote or big idea and write Decide upon one quote or big idea and write on newsprint to share with rest of groupon newsprint to share with rest of group
ObjectivesObjectives
We will …Review a definition of FORMATIVE
assessment.
41Used with permission from Learning Innovations at WestEd for SERESC CAP presentations
What are the similarities/differences?What are the similarities/differences?
42 Used with permission from Learning Innovations at WestEd for New Bedford presentations
SummativeAssessment Formative
Assessment
Formative Assessment
Read the CCSSO definition of Formative Assessment
As you read, use the following notations
Got it, I know and understand this,? things that raise questions, or! Really important or interesting.
When you are finished reading, turn to a neighbor and compare what you noted.
Local AccountabilityLocal Accountability
ReadRead Element 3, “Common Formative Element 3, “Common Formative Assessments” on pages 5-7. Assessments” on pages 5-7.
As you read, underline or highlight key As you read, underline or highlight key quotes, points, or phrases. quotes, points, or phrases.
Local AccountabilityLocal Accountability
Go around your group, giving each person a Go around your group, giving each person a chance to share a favorite quote or idea.chance to share a favorite quote or idea.
Decide upon one quote or big idea and write Decide upon one quote or big idea and write on newsprint to share with rest of groupon newsprint to share with rest of group
“A comprehensive assessment system uses a range of measurement methods to assure adequate measurement of intended constructs and measures of different grain size to serve decision making needs at different levels of the education system…” “Moving from Piecemeal to Effective Formative Assessment Practice: Moving Pictures
on the Road to Student Learning”, Herman & Heritage, CREST, 2007
Monache High School and Elements Monache High School and Elements of a Schoolwide Intervention System.of a Schoolwide Intervention System.
This evening, review the content from pages 10 to 20. Use sticky notes to write down questions or points you would like to discuss Thursday morning.
Right now, turn to the building block graphic on page 21…… discuss with at your table, elements that you feel are strongest within your school/district and those which still need more focus for implementation.
47
Standards Based Curriculum, Instruction, and AssessmentStandards Based Curriculum, Instruction, and Assessment
22-24
Page 23
Essential StandardsEssential Standards Find your Fall partner and read page 35.
Be prepared to share your answers with your group.
Tomorrow’s agendaTomorrow’s agenda Content groups work on
selecting essential standards
Standards put on quarterly calendar
Cross grade level groups review lists for flow, gaps
District/school teams plan next steps
Development ofDevelopment of Benchmark Calendars Benchmark Calendars
Why do we need essential standards?
“If American educators were to adequately cover all of the knowledge identified in the current set of standards for the core subject areas, it might take as much as 22 years of schooling (literally!) within the current structure.”
AWASH IN A SEA OF STANDARDS
by Robert J. Marzano and John S. Kendall © McREL 1998
Or to put it another way….. We would be going to school from kindergarten through grade 21!
See handout page 19
Essential StandardsEssential Standards Subset of State
Standards Prioritized in terms of
– Endurance– Leverage– Readiness
Required for state assessments
Vertical and Horizontal Alignment
Taught on calendar Mastery “Guaranteed”
– Formative assessments
– Intervention opportunities
Not license to eliminate other standards from curriculum
Essential Essential ((or Benchmarkor Benchmark)) Standards Standards
What makes a standard essential?
It has Endurance. Will this provide students with knowledge and skills that will be of value beyond a single test date?
It provides Leverage. Will this provide knowledge and skills that will be of value in multiple disciplines?
It ensures Readiness for the next level of learning. Will this provide students with essential knowledge and skills
that are necessary for success in the next grade or next level of instruction? It is regularly assessed by the state. Is this a standard that students have failed to master?
Essential Essential ((or Benchmarkor Benchmark)) Standards Standards
What considerations need to be made to identify essential (benchmark) standards?
Consider teaching order?
Re-write in student friendly language?
Consider allotment of time to teach to mastery?
Review previous performance data?
Sequence across grade levels?
Vertical and Horizontal Alignment.
You have until 10:15 AM to complete your list(s) of plus or minus 20 grade level essential standardsI will alert you 35 minutes before this I will alert you 35 minutes before this
activity shiftsactivity shifts After a mini lesson on ‘student friendly
language’, your team will have 40 minutes later to refine & finalize a calendar.
ObjectivesObjectives
We will …Review a definition of FORMATIVE
assessment.Learn information and guidelines for
creating effective assessments.Work with colleagues to create useful
assessments that can be used formatively.
60Used with permission from Learning Innovations at WestEd for SERESC CAP presentations
What are the similarities/differences?What are the similarities/differences?
61 Used with permission from Learning Innovations at WestEd for New Bedford presentations
SummativeAssessment Formative
Assessment
Formative Assessment
Read the CCSSO definition of Formative Assessment
As you read, use the following notations
Got it, I know and understand this,? things that raise questions, or! Really important or interesting.
When you are finished reading, turn to a neighbor and compare what you noted.
AssessmentAssessment
Read Element 3, “Common Formative Assessments” on pages 3-4.
As you read, underline or highlight key quotes, points, or phrases.
63
Common Formative Assessments (CFAS)Common Formative Assessments (CFAS)
Go around your table, giving each person a chance to share a favorite quote or idea.
Decide upon one quote or idea that you’d like to share with the whole group. Give a reason why that quote resonates for your group.
Write your quote and reason on the chart paper provided.
64Used with permission from Learning Innovations at WestEd for SERESC CAP presentations
End
Local AccountabilityLocal Accountability
Go around your table, giving each person a chance to share a favorite quote or idea.
Decide upon one quote or idea that you’d like to share with the whole group. Give a reason why that quote resonates for your group.
Write your quote and reason on the chart paper provided.
Why do we need essential standards?
“If American educators were to adequately cover all of the knowledge identified in the current set of standards for the core subject areas, it might take as much as 22 years of schooling (literally!) within the current structure.”
AWASH IN A SEA OF STANDARDS
by Robert J. Marzano and John S. Kendall © McREL 1998
Or to put it another way….. We would be going to school from kindergarten through grade 21!
See handout page 19
New Bloom’s QuizNew Bloom’s Quiz
Handout