Module 4B for Middle/High School Teachers

Module 4B for Middle/High School Teachers
Public Consulting Group 4/11/2017 Module 4B for Middle/High School Teachers Florida Standards Assessment and Data Use Welcome everyone. Give them the overview of the facility and where the restrooms are located. Let participants know that they may be moving to different tables or groups during the session, so that they are not surprised when this occurs. Since this is the first content module of this school year and it is likely that there will be new participants this year, allow 10 minutes for the introductory slides, #1-10. Allow 3-4 minutes for the pre-assessment, Slide 11. Please poll your audience and obtain a visual on who has attended previous sessions and who are new to the project. Also note that it may be important, depending on the ratio, that you mention the next few slides will address the project as a whole and could be a gentle reminder for some and new information for others.

Transitioning to Florida Standards Project Overview
Project is Race to the Top funded until June 2014 All charter schools eligible to participate Develop and deliver targeted training and technical assistance specific to charter schools in two major areas: 1) Implementation of the Florida Standards 2) Access and use of a Local Instructional Improvement System (LIIS) to analyze student achievement data to drive instruction and increase student academic achievement No cost to charter schools Begin the session by providing a brief overview of the project. This will enable all participants to understand the goals of the project and see how all the sessions fit together by the end of the two years. Highlight the bolded area which is the focus of this session.

Project Activities Professional development for teachers, administrators, and governing board members (Delivered regionally) Data Literacy and Use Florida Standards (English Language Arts & Literacy, Math) Value-Added Model (VAM) Training of Trainers Model for Teacher Leaders K-5 (Up to 5 Teachers & 1 Administrator Per School) 6-12 (Up to 5 Teachers & 1 Administrator Per School) Training for charter school teams (Delivered regionally) Self-assessment tool Creating a Florida Standards Implementation Plan Progress monitoring templates Review the activities outlined on the slide. They include professional development for all stakeholders: teachers, school leaders, and governing board members. The sessions will provide teacher leaders with resources to bring back to their charter schools. In addition, there is training and support for developing a Florida Standards Implementation Plan for Charter School Leadership Teams.

Professional Development Session Alignment
Set 1- (Completed ) Data Use Governing Board Data Use ELA Math School Leaders Data Use ELA Math Teachers Leadership Teams Session 1 Session 2 These two slides show how the professional development sessions over the past six months and the next academic year fit together. The sessions on this slide were offered during the school year. All materials are currently posted on and will eventually be available to charter schools throughout the state through CPALMS Charter.

Set 2 (will be offered throughout 2013-2014)
Professional Development Session Alignment Set 2 (will be offered throughout ) Florida Standards Governing Board School Leaders Assessment Data Analysis VAM Data Use ELA Math Data & ELA Data & Math Teachers Leadership Teams Session 3 Session 4 Session 5 Session 6 During the school year, there will be additional opportunities for teacher leaders and members of the Charter School Leadership Teams to deepen their understanding and integrate data use as part of their transition to full implementation of the Florida Standards. During the school year, Charter School Leadership Teams will put into practice the Florida Standards Implementation Plan they develop and will monitor implementation using their Multi-Metric Monitoring System. Module 7 ELA & Data Use

You Are Here Module 1 Data Use Module 4 Data Use Module 2 ELA Module 3
Math Module 8 Math & Data Use Module 7 ELA & Data Use Module 5 ELA Module 6 Math This slide shows the sequence of the entire professional development series for teacher leaders. Participants will see how the sessions on data and the Florida Standards fit together. Remind participants again that all materials from last year’s sessions are on and encourage them to review the materials from any session that they were not able to attend.

Travel Notes Mileage to/from the trainings will be reimbursed to the school at $.445/mile (documentation with map and mileage required) Parking and tolls will also be reimbursed with receipt Reimbursement is limited to two cars per school Forms and directions to request reimbursement are available under “Resources” on There are specific instructions included with the form to help fill it out correctly Reimbursements for substitutes are NOT an eligible expense The information on the slide is included with the Request for Reimbursement Form. Participants need to complete the Request for Reimbursement Form and have it appropriately signed. NEFEC will need copies of the TDE(s) authorizing the person to travel. The project only reimburses the schools, not individuals directly. The project reimburses at the following rates: $.445 cents per mile and actual expense for parking and tolls with receipt. Reimbursements for substitutes are not an eligible expense. There are specific instructions listed on the back of the Request for Reimbursement Form for completion of the actual form. You may send the Request for Reimbursement along with the receipts to the address on the form (see below). Administrators should send in one reimbursement request per school. PLEASE include a legible in your paperwork (block number 5) to expedite the process. W9s are necessary for new schools requesting reimbursements. Participants should contact the individual identified on the form (noted below) if they have any questions. Rhonda L. Sharer North East Florida Educational Consortium 3841 Reid Street Palatka, Florida 32177 fax

Public Consulting Group
4/11/2017 Module Outcomes Develop a common assessment vocabulary Dissect a standard and examine assessment alignment Align school assessment system with the rigorous expectations of new assessments Prepare to engage in collaborative analysis of student work Discuss how to strengthen data use and inquiry to improve student performance Learn how to assess to inform instruction and to monitor student growth Learn how the VAM fits into Florida’s integrated model of systematic planning and problem solving Review the outcomes for the day, sharing what you hope to accomplish throughout the full day session.

8 Components of Full Florida Standards Implementation
This graphic shows eight components that describe what charter school educators need to consider as they move toward full Florida Standards implementation. Note the word “alignment”: the key message of the graphic is that all of these need to be aligned with the Florida Standards in the areas of ELA, Mathematics and Content Literacy. The four inner components – Curriculum Alignment, Instructional Materials Alignment, Instructional Practices Alignment, Assessment Alignment – are obviously critical. Without them, teaching and learning will NOT be Florida Standards aligned. The four outer components – Data Use Alignment, Professional Development Alignment, Student Support Alignment and Resource, Policy and Procedures Alignment – if aligned to the Florida Standards, will support continuous improvement of Florida Standards teaching and learning at the school level. All four are applicable to all of the inner components. Therefore, it is important that these are aligned and in place. Note that the two inner components have been colored yellow. That is an indicator that throughout this session, we will be focusing on those two areas. Instructional strategies and assessment alignment are key ideas for this data session. The two outer components colored yellow are supports to ensure that both the assessment and instructional alignment occur with fidelity. They provide schools the structure for data analysis as well as the professional development needed to support teachers as they begin Florida Standards implementation. Additionally, teachers should see these four elements embedded into their charter school’s Florida Standards Implementation Plan, which is in the development stage for most charter schools. Throughout the session, participants should consider where additional supports and tools will be needed for the plan to be successful. All of the professional development sessions are aligned with this conception of full Florida Standards implementation. This is also true of all of the tools the Charter School Leadership Teams will use to monitor progress toward Florida Standards implementation as part of the Multi-Metric Monitoring System each charter school will be putting into place.

4/11/2017 Today’s Agenda Welcome and Introductions Pre-Assessment Understanding Florida Standards-Aligned Assessment Monitoring Growth Value-added Model (VAM) Lunch Analyzing Student Work Next Steps Post-Assessment and Wrap Up To Do List Review the agenda noting there will be an hour break for lunch as well as a 15 minute morning break. You may want to add the importance of coming back from breaks on time to ensure enough time to complete all the work of the day. Let participants know that they have a copy of the agenda to follow the day’s activities and use for proof of attendance, if required by their school.

4/11/2017 Introductory Activity Pre-Assessment This will be a short self-assessment, which is in the Participant Guide on page 4. It will assess participants’ understanding of assessment and the shifts needed for alignment to the Florida Standards and new assessments. Participants will complete the same assessment at the end of the session. Allow 3-4 minutes to complete. Guide Page 4

Understanding Florida Standards- Aligned Assessment
Public Consulting Group 4/11/2017 Section 1 Understanding Florida Standards- Aligned Assessment This slide begins the first section of the day. This section will deepen the participants’ understanding of assessment focusing on the new assessment shifts that will be necessary to align to the rigor of the Florida Standards and new assessments.

4/11/2017 What Role Does Assessment Play? Florida’s Integrated Approach Teacher & Leader Evaluation Curriculum, Instruction, Assessment Examples Include: Danielson Marzano Value Added (VAM) Examples Include: ELA and Math Instructional Shifts FCAT/EOC Classroom Assessments Formative Interim Summative Professional Development Guide Page 6 This slide articulates Florida’s Integrated Approach to curriculum, instruction, and assessment and how through the integration of all the areas, student learning growth is supported. Point out that data are associated with every part of Florida’s model. Therefore, learning to analyze data is a critical skill. Point out the box that discusses classroom assessments. Note that this is where the majority of the session will focus. There is a copy of the slide in the Participant Guide on page 6. Examples Include: Professional Learning Communities (PLCs) Lesson Study

Aligning Assessment to the Florida Standards
Public Consulting Group 4/11/2017 Aligning Assessment to the Florida Standards Curriculum Shifts Instructional Shifts Assessment Shifts Systemic Changes As other modules have explored, the Florida Standards bring shifts in both curriculum and instruction. This module will discuss shifts that may be needed in the area of assessment for proper alignment. Putting all three together – curriculum, instruction and assessment – will produce systemic changes that will impact student learning at all levels.

Step 1: Develop a Common Language
Public Consulting Group 4/11/2017 Step 1: Develop a Common Language Common language can facilitate effective communication and understanding about essential assessment concepts and practices. Consensus on the meaning of terms and expressions is critical to enhance the communication among staff when discussing student achievement. As charter school educators start to look at assessment, the first place to begin is to ensure that everyone develops a common understanding of assessment vocabulary and how it connects to teaching and learning in the classroom. Without realizing it, teachers and administrators may have different understandings of assessment vocabulary. Developing a shared language about assessment is important to developing PLCs that are functional and ensures that teachers can productively discuss and analyze student work. On the graphic, point out the number of assessment terms that schools use all the time. However, in the charter school is there a clear understanding and agreement as to what the terms mean?

Activity 1a: Develop a Common Language
Public Consulting Group 4/11/2017 Activity 1a: Develop a Common Language Developing Common Language About Assessment Read the assessment related terms that do not include definitions. Discuss each term and how it relates to other assessment terms. Write each term on a sticky note. Sort words using the commonalities discussed and place into clusters of related terms. Label each cluster to identify how they are related. Review the Common Vocabulary Glossary. Discuss if any changes should be made to each cluster based on the FLDOE assessment term definitions. Partner with another group. Share your thinking on how your group sorted the assessment terms. This will be the first activity where participants will be working together in a group. The groups should be between 3-4 people (therefore each table could be made up of two groups). Groups will need sticky notes and chart paper to complete the activity. Ask the participants to find Activity Sheet 1a on page 7 in the Participant Guide. Review the directions of the activity on the slide. In their Participant Guide on page 7, there is a copy of the assessment terms. Someone in each group should copy the assessment terms onto sticky notes so that they can change the clustering of the terms throughout their discussion. Give them 15 minutes to cluster the assessment terms based on the group’s determination of relationship or commonalities among terms. Once a group has completed the clusters, they should read the definitions of the terms on pages 8-9 and make changes based on the new information. After making any revisions to clusters of terms, each group should share their chart with the other group at their table or nearby. Groups should note the differences and similarities between charts and discuss how each group made their decisions. The total activity should take 30 minutes. Guide Pages 7-9

4/11/2017 What Impact Will the Florida Standards Have On the Charter School’s Assessment System? Assessments must be aligned to measure what students are expected to know and do in a more rigorous way as stated in the new Florida Standards. Unlike many current classroom assessments, new assessments being developed will test the critical-thinking and problem-solving skills students need to succeed in school and life. Some charter schools may have aligned their classroom assessments to FCAT or other assessments required by their school, district or charter management organization. It is important that the participants understand how the changes in Florida Standards-aligned assessments may necessitate a shift in classroom assessments as well so that students will have regular exposure to the level of rigor required by the new assessments.

What Are Some of the Math Assessment Changes and Shifts?
Public Consulting Group 4/11/2017 What Are Some of the Math Assessment Changes and Shifts? Mathematical Assessment Shifts Frame and solve a range of complex problems Clearly and precisely construct viable arguments Analyze complex, real world scenarios using mathematical models to interpret and solve problems New assessments will be tightly aligned to the Florida Standards and grounded in the key shifts at the heart of the Standards. There are three shifts in mathematics and three in English language arts (ELA)/literacy, described below. These are shifts the Standards require of teachers and students – and they will be reflected in new assessments as well. This will help ensure that the assessments mirror the expectations of the classroom. Florida Standards Shifts for ELA/Literacy Complexity: The standards require regular practice with complex text and its academic language Evidence: The standards emphasize reading and writing grounded in evidence from text, both literary and informational Knowledge: The standards require building knowledge through content rich non-fiction Florida Standards Shifts for Mathematics Focus: The standards focus in on the key content, skills and practices at each grade level Coherence: Content in the standards builds across the grades, and major topics are linked within grades Rigor: In major topics, the standards highlight conceptual understanding, procedural skill and fluency, and application This slide articulates some of the shifts that the participants will see in Florida Standards-aligned assessments. The focus of the assessments may be new for them and may not be representative of the classroom assessments they have typically given. Be sure to read the three shifts in both ELA and Math. You may want to relate the items to the Florida Standards curriculum and instructional shifts. As you read each section, ask the participants how many are incorporating these shifts in their classroom assessments currently and how many still have some work or a lot of work to do in that area. Frame and solve a range of complex problems: This shift focuses on assessments that should include a variety of math problems. Many times students are given assessments that require them to do basic calculations on similar problems. Now teachers must ensure that there is a variety of math problems with different levels of complexity to better assess the students’ level of knowledge. Clearly and precisely construct viable arguments: This shift focuses on assessments that ask students to not only correctly solve the problem, but show how they arrived at the answer and be able to defend the answer to the problem. Analyze complex, real world scenarios using mathematical models to interpret and solve problems: The final shift focuses on including real world types of problems into assessments. That means making the connection to how using the math concepts will solve problems that might actually occur.

Math Assessment Example
Public Consulting Group 4/11/2017 Math Assessment Example Grade 7 Mathematics This is an example of a seventh grade math item. This is an item that will be taken during the online component of the assessment. The purple box highlights which shift is represented in this item. This item may be at a higher level than some of their students have been working at. You may also want to discuss what, if any, implications that the online component will have on the students. There is a copy of this item in the Participant Guide on page 11 that they will be referencing for the group discussion. Analyze complex, real world scenarios using mathematical models to interpret and solve problems.

What Are Some of the ELA/Literacy Assessment Changes and Shifts?
Public Consulting Group 4/11/2017 What Are Some of the ELA/Literacy Assessment Changes and Shifts? English Language Arts and Content Literacy Assessment Shifts Focus on citing evidence and items that may have more than one right answer Inclusion of informational texts across a variety of content areas Simulate research and performance-based components within assessments This slide articulates some of the shifts that the participants will see in ELA & Literacy assessments. The focus of the assessments may be new for them and may not be representative of the classroom assessments they have typically given. Be sure to read the three shifts in both ELA and Math. You may want to relate the items to the Florida Standards curriculum and instructional shifts. As you read each section, ask the participants how many are incorporating these shifts in their classroom assessments currently and how many still have some work or a lot of work to do in that area. Focus on citing evidence and items that may have more than one right answer: This shift not only focuses on citing evidence from a text, but that the question may have more than one right answer. Typically classroom assessments do not focus on this area and it will be necessary for teachers to look for assessment items that demonstrate this shift. Inclusion of informational texts across a variety of content areas: Traditionally, ELA assessments include literary pieces for students to write or to comprehend. To support this assessment shift, ELA teachers should look for text that are informational and on subject matter that students may be working on in other content areas. Simulate research and performance-based components within assessments: One shift in the Florida Standards-aligned assessments asks students to write on a subject matter that simulates research. Typically, students may write a summary of a piece of text for an assessment, but in this situation, students may need to read more than one piece of text to write an abbreviated “research” piece. ELA assessments should include this shift on occasion to help students complete this task in a limited amount of time. When we assign students a research project, it typically is an assignment that takes more than one class period. By including this shortened “research project” into a classroom assessment, students will be able to demonstrate a different type of research writing.

ELA Assessment Example
Public Consulting Group 4/11/2017 ELA Assessment Example Grade 6 English Language Arts This is a sample of the ELA assessment item for sixth grade. Once again it aligns with one of the shifts that was on the previous slide. This item is also from the computer version that students will be required to take. In this case the item clearly demonstrates how students may be asked to choose an answer that has more than one right answer. That is not typically the requirement for students, there is usually one right answer. In addition, the assessment item requires citing evidence from the text. This has been reinforced in close reading activities in the ELA modules. This slide is in the Participant Guide on page 14 that they will reference during their discussion. Focus on citing evidence and items that may have more than one right answer.

Pause for Reflection on Assessment Shifts
Public Consulting Group 4/11/2017 Pause for Reflection on Assessment Shifts At your table, look in your Participant Guide on pages Discuss sample Florida Standards-aligned assessment items that are within your grade band and discuss with others at your table the differences in the assessment items compared with your traditional classroom assessments. Brainstorm ideas of changes that would assist in ‘shifting’ your classroom assessments to make them more rigorous. Guide Pages 10-15 This is not an official activity, but more of a brainstorming/discussion session for the participants at their table. The Math and ELA/Literacy assessment shifts are provided on page 10 of the Participant Guide for reference. In the Participant Guide on pages are sample assessment items that represent the type of items that will be provided to students in Florida Standards-aligned assessments. Ask the participants at their table to look at both the math and ELA samples and brainstorm/discuss ways that they may need to shift their own assessments to reflect the changes in assessments. Allow participants 15 minutes to review the items and discuss at their table. You may want to ask some participants to share out some of their ideas.

Aligning Your Assessment System What Does It Look Like?
Public Consulting Group 4/11/2017 Aligning Your Assessment System What Does It Look Like? A Comprehensive Assessment System Includes: Annual Statewide Assessment: FCAT/EOC Alignment Periodic Interim Assessments Classroom Summative Assessments Use this slide to describe how the assessments at use in any school include things as formal as the FCAT standardized assessment and as informal as formative information gained while observing and listening to students during instruction. To be fully aligned, all of these assessments need to be connected to the new Florida Standards that describe what students should know and be able to do. As you move from the top of the pyramid to the bottom, the reliability of assessments might decrease because they aren’t transferable across classrooms and schools, but the validity of the assessment can, and should remain high. This will only happen if alignment is strong at every level of the assessment system. Note: Many benchmark assessments and chapter or unit assessments that come with “programs” claim to be “aligned with the Standards”. If they do not assess all of the shifts discussed earlier, they are not truly aligned. Classroom Formative Assessment

How Do Formative and Summative Assessments Differ?
Public Consulting Group 4/11/2017 How Do Formative and Summative Assessments Differ? Review the slide providing the participants with additional detail regarding formative and summative assessment. Since teachers use both types of assessments in their classroom frequently, it is important for them to understand the differences. Remind the participants that they must also align both assessment types to the Florida Standards. Retrieved from: Florida Department of Education

What is Effective Formative Assessment?
Public Consulting Group 4/11/2017 Assessment instruments must directly align with content standards to be learned. Teachers must provide specific feedback about what they are doing well and how to improve. All of the assessment’s items or tasks must correspond with what has been or what will be taught. Teachers and students must actually use the results to inform teaching and learning. The assessment instrument must provide enough detail to pinpoint specific problems. Students must be taught how to self-assess. The results must be available in time to adjust instruction. What is Effective Formative Assessment? Although teachers are familiar with using formative assessment, reinforce that formative assessment is key to measuring students’ progress. Remind the participants that they need to rethink their formative assessments to ensure they are assessing the new rigor of the Florida Standards. Retrieved from: Florida Department of Education

Breaking It Down, A School Year Overview
Public Consulting Group Breaking It Down, A School Year Overview 4/11/2017 Annual Statewide Assessment Quarterly Interim Assessments Ongoing Classroom Summative Assessments This depiction of the assessment system brings in the concept of time across a school year. An annual assessment like FCAT or an EOC only happens once and has limited ability to inform a teacher’s daily practice. However, it is very useful in understanding the results of teaching and learning in a rigorous and objective way. This can be used to inform decisions about how to design programs of instruction or professional development for teachers to address school-wide or grade level needs. Periodic interim assessments can be used to understand student learning at various points during the school year. These can help a school monitor progress of students in preparation for the annual assessment, help teachers to identify students who may need remediation or be ready for extension opportunities, help teams of teachers craft plans for students who may need more support through an MTSS system, and, when reviewed together, can help understand how students have progressed from the beginning of the year to the end. Classroom summative assessments are aligned to specific units of instruction and give teachers information about which students are ready to move on and which may need more help. If teachers create common unit assessments as they are planning a unit, research has shown they can have better conversations about instructional practices that will help students be successful. These should be aligned with and incorporate grade level Florida Standards expectations and the assessment shifts so that students have frequent practice with this type of assessment. Of course this means that instruction must also incorporate these shifts! Classroom formative assessments are the frequent formal and informal methods teachers use to check for understanding at the student level. These techniques and checkpoints can be even stronger if they are incorporated into lesson plans. Classroom Formative Assessment

4/11/2017 Activity 1b: Reviewing Your Assessment System for Alignment to the Florida Standards Reviewing Your Assessment System For Alignment to the Florida Standards Form groups of 3 or 4 people that are in similar grade bands or content areas (e.g. 6-8; 9-10; 11-12; ELA; Math; Technical Subjects) Individually, fill in the activity sheet on pgs with all the assessments given throughout the school year in your grade or subject area. Note the name of the assessment, the type of assessment, how often the assessment is given, and how the results are used. When completed, share your results with members of your group noting which assessments are similar to those given in other charter schools. Discuss what types of shifts the assessments may need to align to the Florida Standards and whether it is essential for all assessments to be more rigorous. This is the second activity in the Understanding Florida Standards-Aligned Assessment section. In this activity, groups will need to be formed based on grade band or content areas. This will assist them in completing the activity since they will be using or have familiarity with assessments geared toward their grade levels and/or content area. Once the groups are formed, the participants will access Activity 1b on pages in their Participant Guide. Individually, each group member will list the types of assessments they are currently using, when and how often the assessment is given, and how they are using the results. Be sure participants are aware that they can identify multiple uses or purposes for any individual assessment. Once completed, the group members will share their results and note what types of assessments are being used in the other charter schools. Once they have finished sharing their results, the groups will begin discussing what type of shifts will be necessary to make their classroom assessments aligned to the Florida Standards. In addition, they need to discuss the question as to whether it is essential or even necessary for all assessments to be more rigorous. Be sure to stress that even students in grades K-2 need to support the goals of becoming college and career ready so that all grades must look at the assessment shifts that may be necessary. Participants may want to review the grade level expectations for the Florida Standards as they discuss the shifts in assessment that may be necessary. The slides that outline the assessment shifts are in the Participant Guide on page 10 so they can reference what the shifts look like for both math and ELA/Literacy as they are deciding what and how their classroom assessments should be aligned. This activity should take 40 minutes. Guide Pages 16-17

4/11/2017 Let’s Take a Break… Be back in 15 minutes… The break should be 15 minutes. Remind the participants to try to be timely in their return.

4/11/2017 Section 2 Monitoring Growth This section will shift from understanding assessment to using assessment to monitor student growth.

4/11/2017 Monitoring and documenting student growth and progress is the primary way schools demonstrate effectiveness. Lani Seikaly Do you agree with that statement? Discuss at your table the statement and whether you agree or disagree. Include in the discussion other ways that charter schools can demonstrate effectiveness in addition to student growth and progress. Ask a participant to read the statement on the slide. Ask the table groups to discuss whether they agree with that statement or not and to discuss other ways schools demonstrate effectiveness. Ask some groups to share their discussion to see how many differing opinions there are. This should take 7-8 minutes for the entire slide presentation, discussion, and sharing out.

Monitoring Growth for All Students
Monitoring growth makes it possible to see progress for students at all performance levels (ELL, ESE, and low performing students). Using multiple forms of assessment to monitor growth provides evidence for both teachers and students of progress toward career and college readiness. Examining data over time, rather than one point in time, is beneficial when planning instruction. As you review this slide, share that monitoring growth has been typically solely about progress monitoring for struggling students, rather than monitoring growth of all students. Higher performing students are not always considered during some progress monitoring since they do not require intervention or remediation. However, there is a trend, both in Florida and nationally, that high performing students may not make progress as would be expected. The second bullet is a reminder that evidence showing growth should be collected in multiple ways. In addition, asking students to monitor their growth through portfolios or charting and tracking their progress can be very effective to help students understand their progress and how they are learning. Finally, examining data over time, rather than at one point in time, is also effective. Teachers need to reflect on how many of their assessments do represent growth over time and what types of evidence would be effective for that purpose.

Using Learning Goals with Scales to Monitor Student Progress
Public Consulting Group 4/11/2017 Using Learning Goals with Scales to Monitor Student Progress Learning Goals with Scales is a quality process for “chunking” standards. The teacher develops a set of priority learning goals with scales aligned with the Florida Standards that students may use to monitor their growth and progress in meeting those learning goals. Scales in a learning goal are progression points or levels of growth toward the learning goal. The scales or progress points developed by teachers will show students incremental progress leading to proficiency. Review slide stressing the importance of engaging students in tracking their own progress through the use of defined learning goals with scales.

Using Learning Goals with Scales for Tracking Student Progress
Clear Learning Goals Celebration of how success occurred Formative Assessments Praise for rigorous effort Scales Goal Setting Processes Tangible Rewards Timely and Actionable Feedback Purposeful Learning Activities Learning goals aligned with the Florida Standards help students grow Scales enable student and teacher to track progress Activities aligned with scales and goal result in engagement Review graphic articulating how beginning with the learning goals aligned to the Florida Standards, using formative assessments, praise for effort, and timely and actionable feedback will lead purposeful activities that will engage students and allow them to track their progress to proficiency of the learning goal. This is a Florida Department of Education slide. Retrieved from: FL Department of Education

Why Monitor Students’ Growth Over Time?
Public Consulting Group 4/11/2017 Why Monitor Students’ Growth Over Time? Benefits of Monitoring Student Growth Over Time Using Learning Goals with Scales Clarifies what you want your students to know and be able to do. Provides evidence as to where your students are in the learning progression to meeting their learning goals. Helps to articulate plan to address all students’ learning needs, (struggling students as well as students who have already met the learning goals). This chart continues to articulate the benefits that the previous slide began to discuss. This slide also points out the connection between monitoring progress and student learning goals. Reinforce that all student learning needs can be addressed by looking at growth over the entire school year. This includes not only students with special needs such as ESE or ELL, but also students who may be gifted and need to have their learning goals met as well.

4/11/2017 Activity 2: Creating An Assessment Calendar to Monitor Student Growth Over Time Creating An Assessment Calendar Place assessments listed in the previous activity in the table on page 19. Be sure to include all types of assessments including assessments that would be part of a student portfolio or monitored by student growth charts. Analyze your assessment calendar for types of assessments, student group (i.e. ELL, ESE) participation rate, number of assessments tracking growth over time (e.g. FAIR) vs. achievement at one point in time (e.g. FCAT). Share your assessment calendar with other members at your table. Compare the frequency of assessments given at the various charter schools. Discuss whether it is important for all assessments to measure growth or are some assessments more valuable for informing instruction and intervention. Does the grade level make a difference? This is the only activity in the Monitoring Growth section of the module. In this activity, groups will need to be re-formed based on grade band or content areas used in Activity 1b. Once the groups are formed, the participants will access Activity 2 on page 19 in their Participant Guide. Individually, each participant should add the assessments they identified in Activity 1b on a school year timeline and note how the data from the assessment is used, as well as if it can serve as a measure of growth. Once completed, group members will share their results and note what types of assessments are being used in the other charter schools. Once participants have finished sharing their results, the groups will begin discussing how assessments are currently used and whether they could have other uses, such as to monitor student growth. In addition, they need to discuss the question as to whether it is essential or even necessary for all assessments to measure growth or if some are more valuable than others for informing instruction and intervention. This activity should take 20 minutes. Guide Page 19

4/11/2017 Section 3 Value-added Model VAM This next section of the module is an overview of VAM, which provides a brief explanation of what VAM is and the difference in VAM from a student growth model for those who are unfamiliar. In addition, this section allows groups to discuss the challenges of understanding the VAM score and its use within the school rather than strictly focusing on teacher quality.

Florida’s Value-added Model (VAM)
Public Consulting Group 4/11/2017 Florida’s Value-added Model (VAM) VAM: Is the model that Florida has adopted to measure the impact of teachers, schools and leaders on student learning Uses student level growth scores to differentiate teacher performance in the area of student learning growth Identifies the “teacher effect”, which is the portion of the student growth attributed to the teacher Will be part of the teacher evaluation system for all charter schools; combines student assessment scores with teacher observation Review the slide with the participants. Inform the participants that VAM is being applied to all public schools including charter schools. The FLDOE has webinars on their website that provide a lot of detail regarding the model and how it will be applied in the next few years. If teachers would like in depth knowledge send them to: The URL is on the slide.

Using VAM As Part of the Data Analysis System
Public Consulting Group 4/11/2017 Using VAM As Part of the Data Analysis System VAM is summative data, one part of a comprehensive assessment system. Multiple Types of Data VAM Data Teacher Evaluation Data Classroom Walkthrough Data Assessment Data Formative and Summative System Data Attendance, Discipline, Failure Rate Perception Data Student, Parent, and Teacher Surveys This slide reviews and reinforces that VAM Data are part of all the data that a school can analyze to understand their student achievement levels. It is a summative piece of data that reflects student growth during the year. It would be difficult for teachers to use a VAM score by itself to identify student weaknesses. However, VAM data can help schools look at overall trends at grade levels and strengths and weaknesses in the math or ELA content areas. Review the other data points in the graphic. Remind the participants that the other data points were discussed in the first Data Use Module, e.g., System Data and Perception Data. When looking at student growth (or lack of growth), it is important to remember how all these data together can help schools understand the “big picture” of student growth.

4/11/2017 What is VAM? Features Growth Value-Added Question Answered How much has my student progressed and are they on track according to their learning goals? Did the students grow more or less than expected? Output Score showing student gain or predicted gain. Are they on track based on learning goals? Value showing how the score gains of the students of that teacher compare with average gains. Variables Student score only. Student scores and predetermined demographic data. Includes teacher demographics. Review the slide with the participants. Note the table which shows the overall focus of both a strictly student growth model as well as a value added model. Share with the participants that the student growth model is focused on the students making growth each year. Value added models compare student growth to expected or typical student growth for that grade level and/or subject area. The model’s formula also takes into consideration outside factors that may inhibit student learning. Therefore students who have special needs would not have the same expected growth as students who do not have those similar needs. All those data are put into a formula that determines what typical growth should be for that specific student.

Questions to Ask When Analyzing VAM Data
Public Consulting Group 4/11/2017 Questions to Ask When Analyzing VAM Data What are our strengths as a charter school? In what grade levels and content area(s) did we produce more than expected growth with our students? Is there anything special or different about the instructional strategies when delivering that content? What are the areas of challenge for our charter school? What is different about how this content is delivered? What root cause can we determine that may affect the progress in that content area? By looking at charter school VAM data, there are opportunities to ask some questions that may not be focused on specific teachers, but more on curriculum and instruction. There are two questions that can be asked using VAM scores under each heading on the slide. Answering these questions can provide insight into strengths and challenges as a charter school. Read the questions and note that here VAM is being used to focus on the entire school and the differences in student performance at different grade levels or in different content areas.

Activity 3: Comparing Student Growth Models
Watch the video on Measuring Student Growth Using Activity Sheet 3 on page 21, take notes on the information presented in the video that may be helpful to clarify and develop a clearer understanding of the three different models. Think about how this information may benefit your colleagues at your charter school to develop deeper understanding of growth models. Once the video is complete, discuss the reflection question on the activity sheet with your table. Click on video link to The video is 5:17 in length. It reviews the differences between student growth, VAM, and teacher effectiveness. The video states that the terms get confused and need to be understood. Connect that back to the first activity on common vocabulary and reaching a shared understanding of the terms. Play the video. Ask the participants to take notes on page 21 of the Participant Guide. The URL for the video is also provided on page 21. They should be noting the differences of the three terms and thinking about what would be beneficial to their colleagues in their charter school. Once they complete the activity, ask the participants to share any new insights that were gained from the video. Allow 20 minutes for the entire activity, watching the video and the group discussion. This activity leads into lunch. You can balance the timing as well to match the break. Video: Measuring Student Growth Guide Page 21

4/11/2017 Bon Appétit Be back in 1 hour… Lunch will be one hour. Remind participants of the need to be timely.

Analyzing Student Work
Public Consulting Group 4/11/2017 Section 4 Analyzing Student Work In this section, the participants will be looking at analyzing student work based on a draft rubric. This will reinforce the shifts in writing and using textual evidence.

Developing an Understanding of the New Standards’ Impact on Assessment
Public Consulting Group 4/11/2017 Developing an Understanding of the New Standards’ Impact on Assessment The Florida Standards increases rigor and requires a greater depth of knowledge from students. Assessments must accurately measure students’ depth of knowledge of the content standards. It is essential that assessments align to the standards being taught and to the level of complexity required for students to successfully demonstrate proficiency. While discussing this slide be sure to highlight the areas in red. This slide reinforces the increase in the rigor of the Florida Standards requiring students to have a greater depth of knowledge than previously required. This slide also reinforces that students need to understand the content at a deeper level with more complexity in order to demonstrate their knowledge on Florida Standards-aligned assessments.

Dissecting a Standard Key Steps: Underline important nouns
As the standards change, it is important to revisit dissecting standards to ensure that new classroom assessments align with the new expectations of the standards. Key Steps: Underline important nouns Circle important verbs Make one list of skills and another list of concepts Create a graphic organizer of the standard Many of the participants may have previously dissected the Florida Sunshine State Standards. However, it is critical that they understand the importance of this process with the new Florida Standards. Since the rigor of the curriculum and the assessments are at a higher level, teachers must understand the expectations of the standards in order to teach them to the required depth of knowledge needed. The steps of dissecting a standard need to go deeper than just the process of underlining the nouns and circling the verbs. The participants also need to think about how the components of the standard are connected by representing the standard in a graphic organizer showing connections.

Dissecting a Standard LACC.W.4.2 Anchor Standard
Write informative/explanatory texts to examine a topic and convey ideas and information clearly. This is an anchor standard for the ELA/Literacy writing standard for fourth graders. The slide is on animation. As you click, the nouns or concepts will appear underlined in the standard. The second step will be the verbs or skills will be circled in the standard. This has typically been where the dissection stops. Share the next steps on the following two slides.

Dissecting a Standard Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Skills Concepts Write Examine Convey Informative text Explanatory text Topic Ideas Information The second part of the dissection process separates out the skills (verbs) from the nouns (concepts). This will help to deepen the participants’ understanding of what is expected by the standard. There is no animation on this slide.

Dissecting a Standard LACC.W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Skills Write Examine Convey Concepts Informative text Explanatory text Topic Ideas Information text informative explanatory write examine convey There is animation on this slide, which you will need to click for each part of the graphic organizer to show how the standard was broken apart. The final component to the dissection process is to make a graphic organizer showing how the components of the standard connect. This will help the participants understand what depth of knowledge is required when teaching the standard as well as assessing the standard. There is no ‘right answer’ to this practice, but teachers should be able to share what connection they see as they break apart the standard and how it will affect the way a lesson is planned and assessed. The participants will practice this process in the next activity. Explain that we are starting with text as the big idea since this is a writing standard. The types of texts are in the next section of the graphic. Both informative and explanatory show a connection in the organizer as they are connected in the written text. The next three boxes describe what the students will do. The final three words illustrate what content they will be writing to demonstrate what they know and are able to do regarding the standard. Topic Information Ideas

Activity 4a: Dissecting A Standard
Public Consulting Group 4/11/2017 Activity 4a: Dissecting A Standard Dissecting A Standard Form groups of 3 or 4 people. Look at the Ninth Grade Writing Standards in your Participant Guide on page 23. Each group will dissect one of the writing standards listed in Activity 4a. Copy one of the standards on the top of a piece of chart paper, leaving room for the development of your graphic organizer. In the standard, underline the important nouns and circle the important verbs. Use the terms you underlined and circled to make two lists with the headings Skills and Concepts for the standard. On the bottom of the chart paper, create a graphic organizer to illustrate how the skills and concepts of the standard are connected. Ask the participants to form groups of 3-4 people. That could be dividing each table into two groups depending on the number of participants at each table. In the Participant Guide on page 23 is a list of standards that supports the next activity of analyzing student work that they will be doing in Activity 4b. The participants will see four standards in their packet. However, each group will only dissect one standard. Ask them to write one standard on the top of a piece of chart paper. They will underline nouns and circle verbs. The next step is to divide the words into Skill and Concept areas and list them on the chart paper. Once the standard has been dissected, the groups will create graphic organizers demonstrating the connection between the skills and concepts in the standard. Upon completion of the graphic organizers, teams will do a Gallery Walk, which is to walk around the room looking at all the charts to see the similarities and differences of each group’s graphic organizer reinforcing that there is no right answer. Allow 45 minutes for this activity. Guide Page 23

Aligning Assessments to Standards
Process for developing an assessment that is well-aligned to the Florida Standards that aligns with Florida’s ‘New Way to Work’: Choose one or more standards to address Design an assessment that will enable students to demonstrate mastery of the learning goals Chunk the course content standards and identify the “big ideas” that each standard requires, including what students will know and what students will be able to do Check to ensure the assessment aligns to all sections of the standard and learning goals Plan how to evaluate, provide feedback for growth, and score student work Develop learning goals and describe learning progressions or scales that align to the standard(s) and the big ideas Remind participants of the development process that is consistent with Florida’s “new way to work.” Content: Chunking course content standards and identifying the “big ideas” Learning targets: Establishing grade or course level learning goals for the big ideas Progressions toward achievement of targets: Establishing grade or course level learning progressions or scales associated with each learning goal Assessments: Using summative, interim benchmark, and curriculum-based assessments that address learning goals and relate to the big ideas This slide outlines a process for developing an assessment that is well aligned to the Florida Standards. As you review each item, note that the items in bold are being included in this module. The participants have spent time during this module reviewing a standard and dissecting the standard to identify the key understandings of what students must know and be able to do, which will be assessed on classroom assessments. That step connects to the next activity, which will be to assess student work that has been aligned to the Florida Standards. Using an aligned assessment will help the participants see the importance of understanding the standard to ensure that student work meets the expectation of the standard. In addition, it will provide an opportunity to give students feedback that will help them improve their skill to demonstrate growth on the writing standard. The other bullet points (not bolded) on the slide will be addressed in the upcoming modules when participants will be working in their specific grade level and content areas to assess their own student work on an aligned assessment to ensure, based on their lesson plans and learning progressions, that students are demonstrating progress.

Providing Effective Feedback
Public Consulting Group 4/11/2017 Providing Effective Feedback Feedback is the process of helping students Assess their performance Identify areas where they are right on target Provide them with information on what they can do in the future to improve weak areas Doug Reeves (2007) states that effective feedback not only tells students how they performed, but how to improve the next time they engage in the task. Effective feedback is key to students’ growth. Teachers provide feedback, but many times it does little to help students identify ways to improve their skills and achievement levels. However, as Dr. Reeves states on the slide, by providing effective feedback students will have a strong understanding as to what they need to do next in order to improve their skills. As you review the slide, reinforce this important step in supporting students in their academic growth throughout the school year.

What Are the Characteristics of Effective Written Feedback?
Public Consulting Group 4/11/2017 What Are the Characteristics of Effective Written Feedback? Clarity Specificity Tone and Word Choice There are three characteristics of effective feedback that will help teachers support their students. Read each characteristic. Ask participants if this makes sense. Poor feedback includes generic comments such as good job, excellent work, or you can do better. Each of those comments does not provide clarity, specificity or the word choice that will provide direction for students to improve their work. * Based on work from: How to Give Effective Feedback to Your Students. Susan Brookhart. (2008)

Effective Feedback Characteristics
Public Consulting Group 4/11/2017 Effective Feedback Characteristics Clarity Use simple vocabulary Write to the student’s developmental level Check for student understanding of the feedback Read the slide and ask for suggestions as to what this type of feedback would look like in student work. Share with the participants that the type of feedback you would give a sixth grader would look different than what you would give a tenth grader. However, all students should receive feedback that they would be able to comprehend. * Based on work from: How to Give Effective Feedback to Your Students. Susan Brookhart. (2008)

Public Consulting Group 4/11/2017 Effective Feedback Characteristics Specificity Give guidance, but do not do the work for the student Give suggestions that are specific enough that students can take concrete next steps for improvement After reviewing the slide, discuss with the participants that sometimes to make a lesson move more quickly or to support students, the adults may provide more than guidance. The Florida Standards require students to be more independent and persistent in their work. That would include providing feedback that would move students forward in developing the understanding of the concepts, without providing them too much assistance that would not support student independence. * Based on work from: How to Give Effective Feedback to Your Students. Susan Brookhart. (2008)

Public Consulting Group 4/11/2017 Effective Feedback Characteristics Tone and Word Choice Use words that assume student is an active learner Ask questions Communicate respect for the student as a learner with a positive tone After reviewing all three slides, ask the participants for ideas of how to provide effective feedback within their classroom without being overwhelming for the teacher. Participants can discuss this at their table. Allow 5 minutes for discussion. * Based on work from: How to Give Effective Feedback to Your Students. Susan Brookhart. (2008)

4b: Putting It All Together - Analyzing Student Work
Public Consulting Group 4/11/2017 4b: Putting It All Together - Analyzing Student Work Analyzing Student Work – Part 1 Review the activity instructions on page 24 in the Participant Guide. During this activity sample student items will be assessed using the writing standards that were dissected in Activity 4a. As a group, review the rubric that you will be using to assess student’s work. Highlight the key words that will represent the quality of work at each level in the rubric. This will provide a baseline from which you will assess the students’ work and proficiency towards the standards. In your packet there are 2 different student work samples. Individually, read the student work samples and assign a score based upon the rubric and your understanding of the standards that you dissected in the previous activity. The instructions for this activity, which has multiple parts, are on two slides. Be sure to address all aspects of the activity on both slides before asking groups to begin their work. There are a lot of pages for this activity. It may be beneficial to review them all as well before beginning the work. Page 24 lists the instructions Pages are a sample of a draft scoring rubric for Grades 6-11 writing Pages are a 9th grade reading task and writing prompt Pages provide 2 student writing samples Page 34 is the activity recording sheet The first step will be for the groups to review the writing rubric on pages to develop a shared understanding as to what each level represents in student writing quality. Once the rubric has been reviewed participants will individually read the student assessment item and writing prompt on pages and then score both samples of student work on pages There is an activity recording sheet on page 34. After individually scoring the samples, the participants will return to their groups to discuss the scoring process and how decisions were made when scoring each sample. Finally, as a group, participants will discuss what feedback would support each student’s growth based on the skills they have demonstrated on the assessment. Use the chart paper to write the feedback. Allow 60 minutes for this activity. Guide Pages 24-34

Activity 4b: Putting It All Together - Analyzing Student Work
Public Consulting Group 4/11/2017 Activity 4b: Putting It All Together - Analyzing Student Work Analyzing Student Work- Part 2 Share your scores and notes with the other group members. Compare the similarities and differences of the scores and discuss decisions that were made when scoring. In the second part of the activity, as a group provide effective feedback to both of the students to support them in improving their skills. Write the feedback on chart paper. Be sure it meets the 3 criteria of effective written feedback. Activity 4b instructions continued. Guide Pages 24-34

4/11/2017 Section 5 Next Steps In this final activity participants can reflect on the learning they can bring back to their charter schools as teacher leaders.

4/11/2017 Activity 5: Next Steps What are some “big ideas” that you want to make sure to remember from today? With whom in your school do you need to share this with in order to take your next steps toward greater levels of data aligned to the Florida Standards? Big Ideas People to Share With 1 2 3 Ask the participants to think about the big ideas discussed during the session and to fill out the chart on page 36 in their Participant Guide. When they have completed the activity, ask them to share out with others at their table. Allow 10 minutes for this activity. Remind them of the importance of bringing back their learning to share with colleagues to help support the Florida Standards transition. Guide Page 36

Don’t Forget Your Resources
Public Consulting Group 4/11/2017 Don’t Forget Your Resources flcharterccrstandards.org cpalms.org/project/cpalmscharter.aspx Remind them that CPALMS Charter and the project website are available resources. The links on the slide are live if you want to show them the sites.

4/11/2017 Closing Activities This slide leads into the closing activities as you wrap up the module.

Revisiting the Module Outcomes
Public Consulting Group 4/11/2017 Revisiting the Module Outcomes Developed a common assessment vocabulary Dissected a standard and examined assessment alignment Aligned school assessment system with the rigorous expectations of the Florida Standards Prepared to engage in collaborative analysis of student work Discussed how to strengthen data use and inquiry to improve student performance Learned to assess to inform instruction and to monitor student growth Learned how the VAM fits into Florida’s integrated model of systematic planning and problem solving Review the module outcomes.

Post-Assessment and Session Evaluation
Public Consulting Group 4/11/2017 Post-Assessment and Session Evaluation Where are you now? Assessing Your Learning This post-assessment is located on page 38 of the Participant Guide. It is the same as the pre-assessment they took in the beginning of the session. This assessment is for participants to gauge their learning based on the activities of the full day session. Also, please remind participants to complete the session evaluation. Guide Page 38

Module 4B for Middle/High School Teachers

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Module 4B for Middle/High School Teachers

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