1. March Meeting Basia Kiehler Assessment Coordinator WISD/LESA March 21, 2013

2. Norms Open to new ideas Safe to ask questions Listen openly Trust Joy Help each other Silent cell phones 10 minute rule 2B4me

3. PLUS/DELTAS Less articles vs. more articles Less discussion vs. more discussion Less articles on leadership vs. more articles on leadership Want to ‘do’ more, more action…planning

4. Goals for today How do students view assessment in our classrooms? Discuss and learn from results from Informational Assessment Compare and contrast our unwrapped standards to the KY Department of Education Planning

5. Mindsets THINK 10-15 minutes – Listen to presentation and take notes – Write down your thoughts about where you think you are in terms of mindsets PAIR – 9 minutes – Pair up with 2 other people and conduct a triad share – 2 minutes share – 1 minute conversation SHARE – 5 minutes – Whole group debrief – How do mindsets apply to our work?

9. Fixed Mindset Comments “CCSS are just another set of standards, they are going to go away…just wait this out.” “I have been teaching for 20 years and my students are just fine. Why should I change?” “Why do we have to deconstruct standards? This does not apply to my subject area.” “Some kids are just not cut out to take higher levels of English/Math/Science/SS courses.”

10. Fixed Mindset Silent Reflection Questions Picture anyone that you work with that has this type of mindset…what are they like? How are they perceived by other faculty? Picture a student that you have had or have that has this type of mindset…what are they like? What can you do to help them change their mindset?

14. Growth Mindset Comments “CCSS are going to be challenging to implement. But it is my duty and obligation to do it and do it well.” “I have been teaching for 20 years and I am still learning. I have so much to learn.” “Deconstructing standards is super hard. But this has to be done in order for my students to master the standards.” “With the proper support, any student can be successful in higher level classes.”

15. Growth Mindset Silent Reflection Questions Picture anyone that you work with that has this type of mindset…what are they like? How are they perceived by other faculty? Picture a student that you have had or have that has this type of mindset…what are they like? How do other students perceive them?

16. You and your mindset So what type of mindset do you have? – How do you know? What is your evidence? Where are you on the continuum of mindsets? – Give specific examples. FIXED MINDSET GROWTH MINDSET

17. Mindsets THINK 10-15 minutes – Listen to presentation and take notes – Write down your thoughts about where you think you are in terms of mindsets PAIR – 9 minutes – Pair up with 2 other people and conduct a triad share – 2 minutes share – 1 minute conversation SHARE – 5 minutes – Whole group debrief – How do mindsets apply to our work?

18. 7 th Grade Study Control Group Low achieving 7 th graders in Math All participated in sessions on study skills No mention of mindsets in this group Students in this group showed no improvement despite all other interventions Experimental Group Low achieving 7 th graders in Math All participated in sessions on study skills Intelligence, like other muscles, grow stronger through exercise Students in this group all increased their performance in Math Blackwell, L. and Dweck, C. (2007). Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention”. Child Development, 78, 246-263.

19. Mindsets Fixed Mindset Intelligence is static You are either smart or not You either have it or you don’t Some kids just have “it” and some “don’t” Growth Mindset Intelligence can be developed Anyone can learn Effort is important All kids can learn *From Carol Dweck’s book Mindsets

20. Mindsets A person who has a FIXED mindset… thinks intelligence is static avoids challenges gives up easily ignores useful negative feedback feels threatened by the success of others and as a result they don’t reach their full potential and their beliefs feed on themselves. They don’t improve much over time, and so to them this confirms that “they are as they are.” A person who has a GROWTH mindset… thinks intelligence can be developed embraces challenges persists in the face of setbacks sees effort as the path to mastery learns from criticism finds lessons and inspiration in the success of others and as a result will improve and this will create a positive feedback loop that encourages them to keep learning and improving.

21. 4 A’s Text Protocol As you are reading take notes on the following: – What ASSUMPTIONS does the author make? – What do you AGREE with? – What do you ARGUE with? – What do you ASPIRE to?

22. 4 A’s Share Out Groups of 3 – Round 1 ASSUMPTIONS: 5 minutes 1 minute each person shares their quote from text and discusses why they chose that section of the text 2 minutes after EVERYONE shared out, openly discuss – Round 2 AGREE: 5 minutes Same format as in Round 1 – Round 3 ARGUE: 5 minutes Same format as in Round 1 – Round 4 ASPIRE: 5 minutes Same format as in Round 1

23. Looking at Patterns in Student Work Get together in grade level groups Round 1: Low Level Work – 15 minutes – Chart the following: Strengths and next steps on chart paper Round 2: Medium Level Work – 15 minutes – Chart the following: Strengths and next steps on chart paper Round 3: High Level Work – 15 minutes – Chart the following: Strengths and next steps on chart paper

24. Debrief the Process Look at the other grade level results (gallery walk) – Patterns? – Themes? Before lunch: – What are the next steps that we should take as instructors? As we are moving towards narrative writing?

25. LUNCH TIME – 1 HOUR

26. Charting Data 1.Create an organizer for your grade level (see samples from me) in how you would like to organize your data from the Informational Writing Assignment 2.Goal is to be crystal clear about your results 3.This will be shared with the curriculum directors

27. Unwrapping a standard… Review the process we went through with Brandon (see handouts) We are going to step it up

28. What is the ultimate target type? Knowledge Reasoning Skill Product

29. CCSS Writing Standard 3 W8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences (pg. 43) a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

30. Debrief both processes Our UnwrappingKY Department of Education

31. Planning Time Based on Writing Standard 3 and on the results from our data from this morning, what are the next steps?

32. Feedback: What worked well for you? What will you take away from today? What would you like more help on? What questions might you still have?

33. Questions? Basia Kiehler Assessment Coordinator WISD/LESA bkiehler@wash.k12.mi.us 734-994-8100 ext. 1265